SEPTEMBER 17 — The debate is still ongoing whether we have 60 or 61 Chinese independent schools. This is with regards to the long awaited approval for such a school in Pahang. Sekolah Menengah Chong Hwa Kuantan (CHK) finally came into existence on July 26, 2012.

Dong Zong (United Chinese Schools Committee Association) is adamant that it is not an independent school. They cited that the approval was for a “private secondary” and not for an “independent” school.  

The other stakeholders, Jiao Zong (United Chinese Schools Teachers’ Association), Hua Zong (Federation of Chinese Assemblies) and MCA, argue that it is, for all intents and purposes. 

It is modeled after the “high achiever” Chong Hwa Independent High School Jalan Ipoh, and run similar syllabuses.  

Now the big issue is that Dong Zong feels that students of CHK should not be allowed to take the Unified Examination Certificate (UEC), an A levels equivalent because it can jeopardise the fragile arrangement; that UEC is only permitted as an internal (independent schools) examination. 

Could the fact that the CHK approval was handed to Hua Zong instead of Dong Zong, have contributed somewhat to the latter’s “confrontational” demeanour, I wonder?

CHK had planned a “dual-track model”, i.e. students can sit for the SPM and the UEC, similar to other Independent schools.

Background

The Chinese Independent High Schools was a consequence of the Rahman Talib Report 1960 which advocated the closure of mother tongue language secondary schools. It proposed to have only the Bahasa Kebangsaan and English medium. The agenda was national unity.

The Chinese schools which agreed to be absorbed into the national school system while retaining their characteristics are known as conforming schools or Sekolah Menengah Jenis Kebangsaan (SMJK) as opposed to the standard Sekolah Menengah Kebangsaan (SMK). 

By 1962, the SMJKs and Independent schools were separate entities. The latter considered SMJKs action as a betrayal.

The SMJKs medium of instruction was English and changed to BM later following the National Language Act. They were entitled to more Chinese language periods, Chinese as a compulsory subject in the SPM, have a board of directors, which manage the school properties and a strong Chinese cultural presence.

In 1975, the UEC was sat for the first time in the Independent Schools. Tun Dr Mahathir Mohamad, then Education Minister then famously warned the Dong Zong against this initiative. 

There are 78 SMJKs, and some of the more illustrious names are Penang Chinese Girls’ High School, SMJK Chong Hwa, SMJK Chung Ling, Catholic High School PJ and SMJK Sam Tet.

In fact after the Education Act 1996, the classification SMJK does not exist. All national schools are known as SMKs but the SMJKs appear determined that they be known as conforming schools whether officially classified or not. The authorities had felt it best to leave it be.  

Never ending feud

Although the SJKCs (Chinese primary schools) are part of the national education system, their allocations continue to be extremely under provided. The SMJKs habitually contend with administrative shortcomings from the ministry. 

The UEC is recognised for degree programmes in a few hundred universities worldwide but not in its country of origin.

I think it is far overdue that all stakeholders together with Umno seek a permanent resolve. This must stop being a political football, which has been very unfairly dealt by the bureaucrats.

I suggest these guiding thoughts

Treat the SJKCs and SJKTs like an “out-sourced” Chinese (Tamil) medium primary school. Allocate parallel funding like the SRKs. 

Do likewise the SMJKs. In the 50s, Mandarin was a Communist language and it was logical to think the support for Chinese secondary schools as supporting a “feeder” to that ideology. Today, Mandarin is a commercial language.

Reclassify Independent schools as private secondary schools with Mandarin instruction, similar to those with English instruction. 

UEC – if universities 150 rankings above our top public universities accept it as an A level equivalent, what the heck, let’s do likewise. We ought to be proud that a homegrown product is endorsed worldwide.

The “independent school” status was a classification of a bygone era. The dilemma then was, we didn’t want to antagonise the Chinese educationists, who held sway over the community, nor give space for communism to sprout. 

So, are we now allowing the Chinese language to overwhelm our national language? It is impossible even if designed! We are just being pragmatic to un-politicise the learning and acceptability of Mandarin. 

China has become the world’s second largest economy and our proficiency in Mandarin gives us a head start over the rest of the world, like the mastery of the English language afforded us earlier.

This is coupled by that special relationship created through Tun Abdul Razak’s statesmanship in 1974. 

Do we want to think we have been fortuitously bequeathed with a second resource, after “crude oil”, or do we continue with the stalemate; between chauvinists of both divides?

All it needs is political will to resolve.

Postscript

Many years ago a friend advised me that the greatest enemy in decision-making is to “over rationalise”.  

I see this happening with my prime minister in the Sedition Act episode. He knew it was the right thing to do and went ahead to announce its intended repeal in July 2012 and he reinforced it twice.

It has since become quite contentious within his party leadership. Yes, it can appear useful from a very base political angle; as an instrument of intimidation. But can it actually work in this day and age? 

It is a bad law in any democratic environment. All good laws protect society, not the government. A grateful society will protect the government.