KUALA LUMPUR – The steady increase in the number of non-Chinese students attending Chinese vernacular schools reflects parents’ growing acceptance of the education system in these institutions.
Speaking to Scoop, the United Chinese School Committees’ Association of Malaysia’s (Dong Zong) secretary-general, Ch’ng Chuwn Leong, said education systems unique to Chinese schools had garnered positive feedback from parents, even from those who were not of Chinese descent.
“We (Dong Zong) take this gradual increase as a sign that parents started appreciating the Chinese school systems, but that doesn’t mean that the national school system is not on par.
“We have implemented different systems in our schools. This has been strengthened by school committees, parents and the community,” he said.
“Parents are also very committed to the schools’ needs, including forking out extra money to pay for their children, such as extra classes or infrastructure.”
In addition to academic pursuits, Ch’ng mentioned that these schools prioritised lessons on mutual respect regardless of race, and instilled a deep sense of reverence towards elders.
According to Dong Zong’s statistics from 1998, only 8.66% of students in Chinese vernacular schools in the country were non-Chinese.
This percentage has consistently risen, reaching 19.75% with 101,011 non-Chinese students in 2020.
By 2022, the student count had exceeded 480,000, indicating a significant increase to 21.5%.
Meanwhile, the Chinese educationist group was still in the process of tabulating data for 2023.
Ch’ng added that other factors contributing to the increase in non-Chinese students’ enrolment may stem from current economic demands.
“Perhaps, 30 to 40 years ago, there was a universal need for individuals to learn and master the English language. It was widely acknowledged that English held significant economic benefits for those proficient in the language.
“But these days, while the mindset of considering English as important is still maintained, there is also a shift towards understanding that the Mandarin language holds the same significance.
“Parents recognise this importance; maybe that is what empowers them to send their kids to Chinese-type schools,” he said.
Ain Wahida, a 32-year-old alumnus of a Chinese school, pointed out that while there were advantages to attending vernacular schools, there were also some drawbacks.
“Undeniably, Chinese schools have their benefits. But there are also disadvantages. The school system is built in such a way that everyone should succeed in life.
“And because of that, success is important to me, and I have become who I am today because of that teaching,” she said.
“But the drawback is when the schools prioritise success to the extent that students develop a fear of failure. Instances of being scolded or subjected to ‘rotan’ for earning a B or falling just two points short of an A in exams were not uncommon.
“Even worse, the fear of being ostracised for missing a day in school has lingered with me. That shaped apprehension towards failure.”
Ain’s perspective on education shifted when she entered secondary school, recognising that having schools based on race may not be ideal.
“I believe kids need to learn at a young age how to mingle interracially. This will help them develop an understanding of diverse cultures and foster an appreciation for the rich diversity we have in Malaysia,” she added.
A 55-year-old mother, who declined to be named, agreed that the Chinese-type school system was “not for all”.
“The school applied strict teaching and learning methods, including rote-learning techniques. However, these methods did not resonate with me, and they seemed to place undue strain on my daughter.
“I couldn’t go on with it, and my daughter was deeply unhappy, so I pulled her out of that school,” she said.
The rote-learning method is a process of memorising information based on repetition.
The constitutionality of vernacular schools remains a subject of contention in court.
In November last year, the Court of Appeal unanimously dismissed an appeal by the Islamic Education Development Council, Confederation of Malaysian Writers’ Association, Ikatan Muslimin Malaysia and Ikatan Guru-Guru Muslim Malaysia, ruling that vernacular schools in Malaysia are constitutional.
The appellate body decided that the establishment, existence and maintenance of national-type schools – otherwise known as vernacular schools – are consistent with the federal constitution’s Article 152, and that the same provision protects the use of Tamil and Chinese in vernacular schools. – January 28, 2024