Page 284 - 2018年工作报告书

2018年工作报告书

developed with reference to the curriculum standards issued by the Ministry of Education
and international general principles of the secondary education. As an example, for
the History subject, the content of national history is 57.36% while the world history is
42.64%. Hence, the national history constitutes more than half of the History syllabus.

3. Dong Zong and Jiao Zong wish to reiterate that they have always accorded respect to
Bahasa Malaysia as the national and official language. Bahasa Malaysia is a compulsory
subject in all Chinese independent secondary schools, which pride themselves on
producing trilingual talents. All schools also have Bahasa Malaysia Society to encourage
students to have a stronger command of the Malay language. For decades, Dong Zong
has been organising Bahasa Malaysia forums and competitions with Dewan Bahasa
and Pustaka for students of Chinese independent secondary schools nationwide.
Some of the students even participated and won, in the choir and writing competitions
held by Dewan Bahasa and Pustaka. More importantly, Dong Zong and Jiao Zong
are agreeable to the criterion of a credit in the Bahasa Malaysia paper in SPM as a
requirement for the Government to recognise UEC and to allow Chinese independent
secondary school leavers to enroll into local universities. All these show that the status
of Bahasa Malaysia as the national and official language will not be jeopardised at all
should UEC be recognised by the Government.

4. Dong Zong and Jiao Zong wish to stress that recognising UEC is an educational issue
and therefore, should be handled from an academic point of view. Dong Zong and
Jiao Zong urge all parties not to politicise the issue and manipulate people’s emotions
intentionally.

5. The Chinese education and Chinese independent schools in Malaysia have always
been promoting national unity, harmony and mutual respect. As a part of the national
education system, the Chinese independent secondary schools have been nurturing
talents for the country for so long. Therefore, the relevant parties should stop sidelining
or discriminating against Chinese independent secondary schools. In reality, Malaysia
is a multi-ethnic, multi-cultural and multi-religious country with a multi-stream school
system. These unique features are Malaysia’s wealth and strength. The contribution of
all citizens is needed to achieve prosperity, unity, harmony and progress. All Malaysians
– regardless of their mother tongue and their cultural, religious and educational
background – should be allowed to participate in the country’s development and
contribute to the country. All should be able to live with dignity and a sense of belonging.

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