Joint Statement Released by Dong Zong and Jiao Zong

September 3, 2020

Dong Jiao Zong greatly regrets to learn the comments made by PAS information chief Kamaruzaman Mohamad alleging that vernacular school harms the build-up of national unity and also worries about the successive extremist comments made by politicians and political parties as a prevailing phenomenon. Dong Jiao Zong berates this vicious act as it harms unity as well as national integrity and forwards this statement proper:

1. In response to the fact that aiming to incite racial and religious sentiments, many politicians and political parties are airing extremist racial and religious comments regardless of the country’s inherent multiplicity, including pressing the government to close down vernacular schools as well as forwarding “distorted Bible” views, etc., Dong Jiao Zong berates this devastating act which essentially harms national harmony and unity. In actual fact, the growth of this detrimental trend brings about panic, the entire country will result in an unruly chaos or worse still, racial confrontation and hatred that is destructive to the nation. Weighing on these, Dong Jiao Zong hereat beseeches the Prime Minister Tan Sri Muhyiddin bin Haji Muhammad Yassin to face up its seriousness and take immediate preventive actions to curb the ravaging of racial and religious extremism lest the multiplicity of this country will be fractured.

2. We should also note that since independence, our national education system has subsumed three types of vernacular schools, namely, national, national-type Chinese or Tamil primary schools. These vernacular schools have since used their own mother tongue (Bahasa Melayu, Chinese and Tamil) as the medium of instruction as they are responsive to the needs of pluralistic society and the rights of mother tongue education endowed by the Constitution and hence should not be questioned and challenged by people obsessed with ulterior motive. Dong Jiao Zong posits, notwithstanding the medium of instruction in these vernacular schools differs, they adapt the national curriculum formulated by the Ministry of Education to cultivate identical values. In addition, the coexistence of these schools over the several decades have not harmed national unity but rather enriched her multiplicity as well as producing batches of polymaths continuously. As it stands, the existence of vernacular schools is not merely her unique characteristic but it also helps in international competitiveness and these were recognised and assured by our national leaders.

3. In view of this, the comment made by PAS claiming that vernacular schools harm national unity actually belies the reality and misleads the general public as it ulteriorly denies the existence of vernacular schools and their seminal contributions. Dong Jiao Zong opines, the unfair policy practiced by the government and the distortion of facts in racial and religious extremist comments made by some political parties, organisations and individuals aiming to instigate sensitive racial sentiments are the roots of the problem.

4. The harmonious coexistence of pluralistic cultures and multi-race are the most treasured legacy of our country and it outstands our country and earns respect from the world stage. Since the existence and development of the vernacular schools are responsive to the country’s multiracial needs, both the government and political parties at large are obliged to safeguard and consolidate them accordingly. In addition, Dong Jioa Zong also urges all political parties to realise the multiplicity of the country and be prepared to lead the country in a race-surmounting mindset, including the quality promotion of vernacular schools, enhancement of the entire development of national education which are convinced to be the right track of advancement.

Joint Statement Released by Dong Zong and Jiao Zong

September 1, 2020

Denial of Chinese Vernacular Schools Construction/Relocation Plan Transfixed

Dong Jiao Zong Urges Transparent Development Disclosure

In response to the Deputy Minister of Education Muslimin Yahaya’s denial on the construction and relocation plan of Chinese vernacular schools and viewing it as past news and issue, Dong Jiao Zong is transfixed and urges the government to disclose the details shortly hence to settle the doubts on the said matter.

1. Prior to the 14^th National Election, the then Minister of Education Mahdzir Bin Khalid pronounced the approval of the construction of 10 and relocation of 6 Chinese vernacular schools on October 26, 2017. The pronouncement was widely reported on news media including the official media.

List of 10 Chinese vernacular schools to be constructed and their location:

Johor (total 5):

(1) SJK(C) Kuek Ho Yao, Johor (Mount Austin, Johor Bahru)

(2) SJK(C) Sim Mow Yu, Johor (Meridin East, Johor Bahru)

(3) SJK(C) Tun HS Lee, Johor (Bandar Cemerlang, Ulu Tiram, Johor Bahru)

(4) SJK(C) Tan Kah Kee, Johor (Iskandar Puteri, Johor Bahru)

(5) SJK(C) Cheah Fah, Johor (Sunway Iskandar)

Selangor (total 5):

(6) SJK(C) Lee Loy Seng, Selangor (Bandar Seri Coalfields)

(7) SJK(C) Sunsuria, Selangor (Bandar Sunsuria)

(8) SJK(C) Tun Ong Yoke Lin, Selangor (Gamuda Cove)

(9) SJK(C) Tun Lim Chong Eu, Selangor (Eco Grandeur)

(10) SJK(C) Too Joon Hing, Selangor (Dengkil)

List of 6 Chinese vernacular schools to be relocated and their location:

(1) SJK(C) Poay Chai, Singkir, Kedah (to be relocated to Taman Bukit Indah, Johor)

(2) SJK(C) Pei Min, Gopeng, Perak (to be relocated to Puchong Perdana, Selangor)

(3) SJK(C) Aik Hua, Taiping, Perak (to be relocated to Kota Seriemas, Negeri Sembilan)

(4) SJK(C) Ladang Regent, Negeri Sembilan (to be relocated to Bandar Elmina, Selangor)

(5) SJK(C) Panching, Kuantan (to be relocated to Kota SAS, Kuantan)

(6) SJK(C) Ladang Grisek, Bukit Gambir, Johor (to be relocated to Kota Masai, Pasir Gudang, Johor)

2.  Immediately after the national election, the Ministry of Education announced their decision to proceed with the said “10+6 Chinese Vernacular Schools Construction and Relocation Plan” only the location for certain schools reviewed and in addition, putting another 10 earlier approved to be unconstructed/relocated schools into consideration thus formed the reviewed plan for a total of 26 schools, viz., the “10+6+10 Plan”. According to the news reported on January 31 this year, all the mentioned schools were incorporated in the construction/relocation plan pronounced by the then Deputy Education Minister Ms Teo Nie Ching.

3. Dong Jiao Zong persists, the said construction and relocation plan was approved by the former MOE in black and white and has since advanced partially, the brush-of and denial of the plan by the incumbent Deputy Education Minister should not have occurred in the first place.

4. Dong Jiao Zong is indeed transfixed by the statement made by the Deputy Education Minister Muslimin Yahaya that “the MOE is not planning to construct and relocate Chinese vernacular schools” as it belies the reality. The above comment made by the Deputy Education Minister has deplored and fazed the Chinese community profusely. As such, Dong Jiao Zong urges the government to clarify the matter and disclose the development details of the construction and relocation of the schools to ensure a correct understanding.

Joint Statement Released by Dong Zong and Jiao Zong

August 18, 2020

Vernacular Schools Generate Disunity Refuted

Unjust Policy is the Cause of National Disunity

Dong Jiao Zong refutes Kinabatangan (Sabah) MP Bung Mokhtar Radin’s recent remarks claiming that “the existence of vernacular schools is the cause of disunity” and posits that the government needs to face the multiracial reality of the country since earning its independence and should feel proud of its multicultural coexistence. Dong Jiao Zong also cautions the raise of religious and political extremism which essentially impacts the country’s multiplicity and national integrity.

We should note that vernacular schools have existed long before independence and the rights of mother tongue education endowed by the Constitution as well as the safeguard of multiethnic, religious, cultural and educational reality was the social contract unanimously agreed upon by all ethnic groups while fighting for its independence. Notwithstanding the medium of instruction differs in both Chinese and Indian primary schools, the national curriculum is strictly observed and Bahasa Melayu and English are the required subjects taught and examined.

As it stands, national-type schools, religious schools, independent Chinese secondary schools, private schools, international schools or other type of schools exist in responsive to the change of era and social needs. They in true fact have coexisted harmoniously for long and have produced polymaths for the country continuously which are undeniable. In this vein, we strongly believe that vernacular schools do not cause national disunity; rather, unfair policies practiced by the government are the roots of the problem.

Other than ensuring the right to education, the government is expected to raise just and effective education resource distribution strategies and nurture polymaths of various sorts; in particular on fundamental education, the government is obliged by law to uphold minority groups and under privileged groups, shorten the distance between urban and rural area thus to promote social mobility and create a harmonious and stable society. The blessed multicultural reality of Malaysia has never been the original sin of national disunity. To firstly embrace multiple coexistences as well as maintaining the fertile soil of multiplicity later can competitiveness then be promoted in the society to generate pluralistic, variegated and spectacular vitality.

The preposterous comments made by selfish politicians regularly to incite racial sentiments and create confrontation are in true fact the cause of social disunity and the impediment of advancement towards national unity and integrity. Bung Mokhtar Radin’s repugnant paradoxes voices in the parliament albeit enjoying legislative immunity is generally predicted to be controversial and unfounded which are unfaithful to the truth. The duty and responsibility of a parliament member is to be the mouthpiece of the people, supervise the government, audit national budget and partake legislative debates. Ever since the party alteration in the country, Malaysians are enlightened and thus the situation defers. We therefore earnestly advise politicians in general to speak prudentially and cautiously and stay away from dereliction.

Statement Released by Dong Zong

July 22, 2020

Election Manifestos of All Parties Are to Honour—

Rational Dialogue and Professional Negotiation for the UEC Recognition

Dong Zong expects all walks of life to sustain an attitude which is ready to listen and communicate in rational dialogue and professional negotiation rather than one which clamours, protests and provokes to strive for the UEC recognition and acceptance. We also urge the Prime Minister and the MOE to schedule a meeting sooner with Dong Zong for the UEC recognition and acceptance.

The issue of the UEC recognition was a common understanding of all parties in the country, be it the then Barisan Nasional government or the opposition Pakatan Harapan. In actual fact, the UEC recognition was one of the promises in their election manifesto and it augured well for the acceptance as they all shared the same view to recognise the UEC from the professional aspect. Unfortunately, we regret to witness how the endeavour for the recognition of the UEC over the two years have turned out to be a challenge towards the national status of Bahasa Melayu which incites ethnic confrontations and makes the efforts put into the non-easily-attained common understanding and trust in vain.

As a matter of fact, the government has gradually accepted the UEC as one of the admission requirements for local universities or higher education institutions, including local private universities, state-run universities as well as government cum private sector’s joint venture universities. As early as 2012, the government had allowed UEC holders to apply for Bachelor Degree of Teaching Programme for Chinese as a subject thus to teach in Chinese primary schools as government servants. Currently, seven state governments formed by various parties have formally recognised the UEC: Penang island, Perak, Selangor, Melaka, Negeri Sembilan, Sarawak and Sabah. Saliently from what it shows, more and more politicians and high-ranking MOE officials are willing to let go of the ethnic luggage to treat the UEC recognition issue from practical, compassionate, professional and rational perspectives.

Dong Zong understands that a particular ethnic group and community has misunderstood the UEC as they reckon it an imported system from ethnic Chinese region such as China, Taiwan and Hong Kong, etc. The reality being, in the process of formulation, the UEC curriculum relies on the curriculum standard issued by the central government and it adequately reflects local curricular view under the national education policy. Simultaneously, Dong Zong has observed the directive of according Bahasa Melayu as the national language and accepting Bahasa Melayu distinction in the SPM as the supplementary prerequisite for UEC holders to get tertiary study admission and actually all independent Chinese secondary schools offer Bahasa Melayu as a required subject. As such, we wish our country men will see the UEC recognition with a macro, pluralistic and panoramic mindset from the perspectives of professionalism, competitivity and nurture of talents.

Lastly, we appeal the new National Alliance government to reactivate the negotiation of UEC recognition based on the understanding of all parties in 2018 to honour the self-expectations of our Prime Minister Tan Sri Dato Haji Muhyidin bin Haji Mohammad Yassin for the country. We also urge the MOE to accept the PPDUEC report submitted by the UEC Task Force headed by Eddin Khoo and subsequently disclose its contents sooner for public knowledge and understanding as this will further cohere social understanding of the relevant policy.