I am writing about a matter that is close to my heart and been unspoken for a long time, despite reading countless baseless allegations towards vernacular education system in Malaysia.
I studied for 6 years in
SRJK(C ) and then a year in remove class before moving onto 5 years of
SRP and
SPM Syllabus, then another 2 years in
STPM; finally 3 years in a United Kingdom base accountancy studies. I
have had 6, 8 and 3 years in Chinese, Bahasa Malaysia and English medium of instruction environment respectively.
Over the years SRJK (C ) and SRJK (T) are accused by opportunists and stir agents as the reason for racial disharmony in Malaysia. These loudspeakers probably
never studied in vernacular schools and
never lived a day of their lives as a student in a vernacular schools, yet
strangely see themselves qualified to slander and libel something that they are
ill equipped to judge.
As far as I know,
BTN’s racist slurs initiators, cow head protesters in Shah Alam, those 2 reporters who sneaked into churches and violated a prayer session probably did not hail from SRJK (C) or SRKJ (T). The current epicenter of communal rallying cry,
Ibrahim Ali, surely did not emerge from any vernacular education system, albeit once feeding himself off Vincent Tan of Berjaya gaming fame.
I am proud of my SRJK(C) roots. I remember
being taught to respect the environment, respect our elders and teachers, love our country and befriend with Ali, Fatimah, Muthu and Letchumy. I also
remember singing the national anthem and state anthem plus the “Setia” song with gusto, believing there is no mother land except the one I was standing on, then and now.
There are many people who have emerged from vernacular school systems and have done the nation proud.
Malaysian artists like Eric Moon, Angelica Lee (
voted Asia’s best actress), Ah
Niu (
talented singer, composer and movie producer which "Kacang Merah Love Story" that received raved review in China),
Michael Wong (
great song writer, singer producer who have fans in Hong Kong, Taiwan, China and mentored other Malaysian talents like Fish Leong), Victor Wong,
Mohan (
an Indian chap who sang in Hokkien and Mandarin so well that I heard he is making a living in China) and
Tan Bee Keow (
an Indian lass from Telok Intan who won a talent search contest in Singapore) and lately
Jess Lee who overcame a host of international competitors to emerge as champion in a
tough singing competition in Taiwan.
These people are creators of beautiful produce, not the ugly destroyers like their slanderous detractors, have made their names in Asia Pacific and proclaim themselves as Malaysians.
They certainly present a better image of Malaysia then the likes of Ibrahim Ali, surely. I do find myself sufficiently motivated to reply certain points written by this individual featured in Malaysia Today:
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http://www.malaysia-today.net/mtcolumns/letterssurat/38031-john-mallots-wsj-article-a-responseJohn Mallot's WSJ Article: A Response
By Umar Mukhtar
…the national-vernacular dichotomy in the school system has resulted in precisely the kind of early-age racial segregation that the busing laws, upheld by the U.S. supreme court justices, sought to eradicate in America.--------------------------------------------------------------------------------
• as mentioned above,
I testify that I was taught to love my country and my fellow countrymen regardless of race and creed; not to distance myself from them. I do not think Umar can produce even half a slice of proof that vernacular school teachers actively telling non-Malay students to be antagonistic to others. •
if there is any divisive element, look no further that those race-base political parties that run controlled media like their political parties’ mouth piece and profiting from dealing in racial politics over 5 decades.• the celebrity casts of
Ibrahim Ali, BTN indoctrinators, Awang Selamat and the likes probably never studied in a vernacular school before
---------------------------------------------------------------------------------------The racial polarisation that we see so shamelessly capitalised on by politicians in Malaysia today is partly, if not wholly, attributable to that segregation in the school system. When you see not a few non-Malays unashamedly, even proudly, declaring that they cannot properly speak Malay, the national language, you can bet your life that these are the ones who graduated from the vernacular schools.
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• I would like to know
where in his hallucinations did Umar Mukhtar meet non-Malays who are proud of their language deficiency. Look, Chinese have strong survival instinct. If learning Bahasa Malaysia is necessary to cari makan in Malaysia, we will do whatever it takes to secure our rice bowl. My parents were civil servants schooled during the colonial times and both re-tooled themselves by studying
Bahasa Malaysia to keep their jobs.
• If he failed to produce a proper identity of a culprit,
he is guilty of libel and the credibility of his long article will crumble like a deck of cards • When I got into secondary school, we fear getting a P7 in
Bahasa Malaysia in
SPM exam more than death itself. I
had a friend who memorized kamus dewan, all of us took BM tuition classes and I
read countless magazines (
Dewan Masyarakat)
and newspapers (
after 3 days of puking over Utusan Malaysia, I took up Bacaria and loved the juicy writings- in case Umar asks, I scored an A1 in my SPM BM and included a pantun in my syarahan)
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The Chinese community jealously guard the existence of the vernacular schools, ----------------------------------------------------------------------------
• Chinese basing time and true colour emerging? In Chinese, we have a saying, “
no matter how deprived we are, we shall never deprived our children of education”. That is why early immigrants escaping war, persecution, starvation and famine,
despite having very little, proceeded to built schools and provide education for their off spring.
•
To guard these existence, is to value, salute, improve upon the sweat, sacrifice and contribution of our forefathers.
Asia Values require us to respect and honour our elders, now what is wrong about preserving and improving upon their sacrifices?• China’s 5,000 years of history and culture presents many valuable lessons. The Prophet
Mohammed (Peace by upon him) mentioned that if seeking knowledge requires traveling even to China, so be it.
1Malaysia Prime Minister also taken up a famous Chinese proverb which came from a famous administrator of yore:
http://www.nst.com.my/articles/2beeann/Article//Article
"There is a Chinese saying, 'Xian tian xia zhi you er you, hou tian xia zhi le er le', (resolve the people's problems before they suffer difficulties). Bring joy to the people before everyone is able to live happily."So is Najib dividing the nation by quoting lessons from Chinese education? That proverb only inspire me; not make me feel like distancing myself from Ali,
Muthu, Xavier or
Gurmit. If the slandering non-thinkers think otherwise,
it is no point beri bunga kepada kera.
---------------------------------------------------------------------------------Often the excuse given by the Chinese for insisting that their children go to vernacular schools and for more such schools to be built is the poor quality of national schools. Surely the solution is not to build more racially-segregated schools but to join hands with Malays and Indians in insisting and ensuring that the quality of national schools be improved for the benefit of children of all ethnicities.
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• Nowadays there are Malays sending their children to
SRJK(C) because of the quality of the education there and the
ability to speak and write Mandarin is an important skill in 21st century due to emergence of PRC.
Even the Caucasians are at it. • As for national schools, before we even talk about all races joining hands to improve their quality,
issues involving Siti Inshah, Iskandar bin Fadeli , and the other guy in Kedah remained unresolved satisfactorily.If the Deputy Prime Minister cum Education Minister dare not act against such agents of disharmony, how can we instill confidence in parents and students?"Education minister has no power to act against officers, says Muhyiddin"--------------------------------------------------------------------------------------
When a “Mandarin speakers only” requirement is stated in job advertisements, even for jobs which do not conceivably require much language skills, that surely is equivalent to saying “Chinese only”.--------------------------------------------------------------------------------------
• Nonsense,
Mandarin Speaking is a skill set. “
Bumiputra is encouraged to apply” statement definitely specify the correct race is a prerequisite but Mandarin Speakers only means people who can speak Mandarin.
If Mandarin speaking is required for operational reasons, for instance,
liasing with investors, customers, suppliers and staff from China and Taiwan,
it is reasonable for employers to hire communication skills. Again,
Umar probably do not know the operational requirement of the position advertised and yet form such a general and slanderous comment.
It is really
Katak Bawah Tempurung to disregard the importance of learning Chinese language and culture as the PRC, like it or not, is the key economic player in decades to come.
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I have yet to hear of any Chinese leader asking that the Chinese to join in and contribute towards the betterment of national schools.----------------------------------------------------------------------------
• We are already paying taxes that goes to national schools without problem
•
Vernacular schools do not have secured and stable source of funding hence required countless annual fund raising activities. This is
the result of Malaysia’s political landscape; it is
necessary for the Chinese community to spend more resource on preserving the vernacular schools as they are left to their own devices. Surely one cannot be denied the chance of self preservation?
• If anything, in
DAP’s Economic Bureau’s alternative budget for 2010,
DAP (
happily slandered as “Chinese Party” by certain people) proposed
RM250 million to secure public amenities for neglected primary and secondary schools,
book vouchers amounting to RM160 million for household with income below RM1,000 among other initiatives to strengthen education sector of Malaysia.
