Tan Yew Sing
Chairman of the Organizing
Committee of "New Directions of Chinese Education in Malaysia" series
of activities
After nearly ten years of internal disputes in the Chinese education movement, the new leadership of Dong Zong which took control in 2015 acted to advance Chinese education reform by drafting the "Malaysia Independent Chinese Secondary Schools (MICSS) Education Blueprint". This action was necessary to galvanise and strengthen the confidence of the Chinese and other communities in their attitudes on this important matter which has long been the target of contention. It was also the objective of the new leadership which was elected in 2018 to rebuild public consensus in further developments taking place in Chinese education.
Towards this end, in 2019 the DZ leadership invited the United Chinese School Teachers' Association Of Malaysia (Jiao Zong) and Merdeka University Bhd. (MUB) to be the co-organisers of the "New Directions of Chinese Education in Malaysia" project. Also participating in the project activities as co-organizers were The Federation of Chinese Associations of Malaysia (Hua Zong), The United Chinese School Alumni Associations of Malaysia (UCSAAM), The Federation of Alumni Association of Taiwan Universities, Malaysia ( FAATUM), The Federation of 7 Clan Associations, The Association of Graduates from Universities and Colleges of China and LLG Cultural Development Centre. In addition, Centre for Malaysian Chinese Studies (Huayan), Tan Kah Kee Foundation Malaysia, Persatuan Belia Xiang Lian Malaysia (Xiang Lian Youth Association of Malaysia), The Kuala Lumpur And Selangor Chinese Assembly Hall (KLSCAH), United Youth Movement of Malaysia (GBBM) and Young Malaysians Movement (YMM).
Titled “New Directions of Chinese Education in Malaysia” at that time, it was felt that there were many new trends at home and abroad that directly and indirectly affected the development of Chinese education. These included the rise of China and the importance of the Chinese language internationally, domestic political undercurrents, education reforms around the world and the advancement of science and technology in teaching and learning. Clearly, it was in the interest of the Chinese education movement to respond positively to these trends. However, the consensus previously held by many Malaysian Chinese educators was to hold on to the past as a means of remaining true to the original aspirations. These aspirations focused on improving the quality of education, ensuring that it was rooted in the Chinese community and promoting Chinese culture as the cornerstone of the Chinese education movement.
In its new mission which builds upon, and goes beyond the past aspirations, the three main objectives of the "New Directions of Chinese Education in Malaysia" series of activities are:
1. To review the narratives on Chinese education and to inject changes in the current education system drawing on advances in science and technology and other educational innovations
2. To combine forces with other communities and parties from various sectors to create a new era of Chinese education in Malaysia.
3. To raise funds to build a multipurpose education complex (Huajiao Complex).
A starting point for drafting the narratives on Malaysian Chinese education is to explore from an overall perspective the challenges that Chinese education in all the related fields and components have had to face. Here, we see that Malaysia Independent Chinese Secondary Schools have always been the focus of the Chinese education movement. Based on the three past aspirations of the Chinese education movement, there are not only elements of the democratic movement involved in safeguarding ethnic rights and interests. Also present are elements seeking the improvement of the quality of the education profession. Project activities organised besides having their specific goals have tried in general to incorporate these two aspects.
The second objective aimed at a widened consensus of the "Chinese Education Community" has done this by combining the efforts of various Chinese education institutions and Chinese educationists. This approach also seeks to promote the restoration of confidence in the Chinese education movement through mobilizing more social resources and support to energize a new era of Chinese education in Malaysia.
The construction of the Huajiao Complex is necessary to provide the supporting physical infrastructure for Chinese education events and activities. It is envisaged that the Complex can be used as a specialized administrative centre for the UEC Examinations; as a centre for setting and marking exam papers; and for holding other related academic activities. Secondly, it can provide necessary facilities to teachers from Malaysia Independent Chinese Secondary Schools to study for professional education diplomas and to receive various in-service educational training. Thirdly, it can be a Chinese education training centre for students from Independent Chinese Secondary Schools and other aspiring young people; as well as provide training programs for volunteers of the Chinese education movement.
Due to the raging Covid-19 pandemic, the series of activities of "New Directions of Chinese Education" which was originally scheduled to end at the end of 2020 was extended to December 2021. This was successfully concluded and included the following 14 projects:
1) Construction of the Narratives on Malaysian Chinese education
2) Public memorial ceremonies for the Remembrance of Lim Fong Seng cum tribute walks for Chinese education conducted in 2019 and 2020
3) Conference on Pluralistic Education in Malaysia
4) Report on the Reformation of Independent Chinese Secondary School Education Dialogue Meetings
5) Sim Mow Yu’s Memorial Event
6) Public Education Lectures Series by Tan Kah Kee Foundation
7) Donation Activities for Malaysian Chinese education movement
8) The World Presidential Diplomacy Red Wine Fund Raising Dinner
9) International Conference on “Exploring Education Ideas, Methods and Practices” 2019
10) The Second National Middle School Creative Arts Competition
11) Series of cultural exchange activities
12) Chinese Education Camp for Youth
13) International Conference on Mother Tongue Based Multilingual Education
14) Presentation of Videos Promoting Mother Tongue Education
Looking at the objectives of the series of activities for the New Directions of Chinese Education project, we can see that the organising committee sought to establish a positive social image of Chinese education through various activities as well as to expand the influence of Chinese education in Malaysia. This was done by bringing education experts and social activists to work together for the progress of Chinese education and to nurture the necessary talents needed to serve the people and the country.
There is no doubt that the organising committee successfully gathered the human manpower and resources of the 16 key Chinese associations to cooperate towards a common vision for Chinese education. This is indeed a great achievement. Various organisations took part in a series of meetings to make plans as well as work towards implementation of the plans. In addition, groups undertook the leadership of specific projects. For example, the United Chinese School Teachers’ Association of Malaysia (UCSTAM) hosted the " Sim Mow Yu’s Memorial Event"; the Tan Kah Kee Foundation led the "Kah Kee Education - Public Lectures Series" and so on. In all, over a hundred meetings were held on the series of activities and concerns related to Chinese education. The significance of the efforts and contributions made by all participants should be recognised.
In working towards the professionalization of Chinese education, the "New Directions of Chinese Education in Malaysia" project also hosted many academic activities, including dialogues on the reformation of Chinese education at Malaysia; the well being of Independent Chinese Secondary Schools; pluralistic education in Malaysia; mother tongue based multilingual education, etc. Preparation for these discourses on Chinese education involved the participation of 37 social activists and professionals who are experts in various fields of Chinese education to write articles and publish them in various media. In addition, 14 Chinese educationists based on the topics of “Chinese Education in Social Movements” and “Education Professionalism in Chinese Education” produced 7 specific articles on each area. The outcome of the research and findings have enabled Dr. Phoon Wing Keong to prepare a summary of the narratives relating to "New Directions of Chinese Education in Malaysia". Hopefully, this can provide reference for the further progress and development of Chinese education in Malaysia.
After more than two years of hard work, the organising committee has summarized two major issues that still need to be explored in the development of Chinese education. We believe that it is necessary and timely to regard the Chinese education movement as part of the international mother tongue education movement. The "Mother tongue-based multilingual education" promoted by the United Nations is a model worthy of reference for the Chinese education movement. This approach is consistent with the democratization of education, the affirmation of parents' right to choose education for their own children, the effective cultivation of talents via mother tongue education as well as the enhancement of national competitiveness. Taken together, they comprise an educational agenda that is worthy of further exploration and development in Malaysia.
Another area of Chinese education development that urgently needs to be addressed involves the professionalization of Chinese education. The direction of Chinese education reform must adhere to not only the issue of inheritance and preservation of Chinese culture. It must also be in line with the development and trend of modern education best practices whilst taking into consideration the existing local conditions and educational situation in Malaysia. To continue to develop and consolidate the grassroots foundations of the Chinese education movement, Chinese education workers must understand the concerns and vision of the larger Chinese community in particular, Malaysia in general.
Since we have autonomy over the management of the MICSS school education, we must be committed to make the MICSS movement the driving force of Chinese education. We also need to have the courage and wisdom to strive forward to not only work with mother tongue educators of all ethnic groups in Malaysia but also to promote the concept of "multicultural coexistence and co-prosperity" nationally and internationally. If these principles can be established we can ensure that Chinese education can become an outstanding asset to the community as well as one that all Malaysians can be proud of.
