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We propose that the Malaysian Government has a comprehensive review of the policy on building kindergartens, primary and secondary schools as well as universities.
Statement by Dr Tan Seng Giaw, DAP National Vice-Chairman and MP for Kepong on the furore on educational issues such as building schools because of serious shortage of schools, teachers & equipment. 14.2.2001.

 
Malaysian education is affected by party politics. For example. On the eve of the 1999 general elections, the Barisan Nasional Government announced that it would build five new Chinese primary schools. Fifteen months later, it has yet to fulfill the promise.

The leadership, structure, values and ethos of Malaysian education are open to debate. Do we strive for quality?

The Government policy on building schools is beset by its reluctance to
build new Chinese and Tamil schools although all Malaysians have accepted Bahasa Malaysia as the national language. Even in areas where the majority appeal for the building of Chinese primary schools, the Education Ministry often turns a deaf ear. Then, there are areas that are short of national primary schools, secondary schools and universities. It is only logical that in those areas that require national schools, we build more national schools. Similarly, in those that need Chinese schools, we set up more Chinese schools.

We believe that the Government should review its policy on building
kindergartens, primary and secondary schools as well as universities.
Because

of the present policy, we see the furore such as the controversy
over the shifting or retention of Damansara Chinese primary school.

MONEY & SHORTAGES

This year, the Government allocates RM 18.6 billion for education. This
arouses interest among Malaysians. But, the policy on building schools
causes discontent.

Today, the number of students in public kindergartens, primary schools,
secondary schools and universities are, respectively, about 400,000, 3
million, 1,8 million and 200,000. It is increasing rapidly, in particular
kindergardens and universities. At the same time, the shortage of teachers, schools and equipment is worsening. Certain areas such as Petaling Jaya and Kuala Lumpur need more Chinese schools and secondary schools.

From money, leadership, structure, values and ethos, we can assess the good and bad things about Malaysian education. Do we want a 21st century values and ethos? Do we still subscribe to the world-class education as enshrined in the 1996 Education Act? We have to review the Act including the policy to build various types of schools.

Dr Tan Seng Giaw

 

 
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