Let’s go all out

First step — a movement to get more non-Malay kids into national schools

“IT is easier to land a man on the moon than to change the school system” — for multiracial, multi-religious and multi-cultural Malaysia, it does seem so. With so many “brands” under one roof it’s a wonder we’ve come together as a nation. United, but with our identities intact. That deserves praise. But over the years, racial polarisation has seeped in and today the divide is quite plain. This happened despite racial integration efforts by the government. All is not lost, however. Prime Minister Tun Dr Mahathir Mohamad has proposed a revisit of the vision school concept — housing national-type and vernacular schools in a single campus to encourage interaction among students through common activities. It may be laudable, but the idea has been refashioned too many times. In national schools, cluster schools, private schools, fully residential schools and highperforming schools (see NST Poster yesterday). The sheer range of school types best explains the previous attempts at improving the racial tangle that we’ve come to be identified with.

A case study of three vision schools in 2011 revealed that while the project did not fail, neither was it a success; although the school in Pahang reportedly said students forged a close relationship. Educationists, however, said the task proved a challenge because of the diverse environment — multiracial, multi-religious and multi-cultural in a single compound — “educating” tolerance, respect and understanding was a daily grind.

Diversity is one of the most important issues that a sustainable society has to promote as it reflects the strength of a country; a system of education must be designed to address it. For Malaysia, this is the overwhelming factor, because it represents the true meaning of diversity — in race, religion and language.

The solution? This newspaper proposes a movement to get more non-Malays to enrol their children in national schools, but retain the different school types in the interest of choice and diversity. It must be a collective, massive, national effort beginning with enrolment for January 2020. But first, identify the problems of national schools. Why are non-Malays rejecting them? Most national schools are shaping out to be Malay schools simply because they form the majority, but there are many Malays in Chinese schools. Parents, therefore, would need some convincing. Parents have long claimed national schools “do not meet the mark” — is this perception or fact?

Next, speed up quality upgrade in national schools, provide an inspiring teaching environment, drop the third world image, focus on English. It’s not merely about raising the quality of education, it is about fostering statehood and a national character. All these do not require policy change, just a mindset change. Only a school system with the right infrastructure can help with integration.

Civil rights activist Martin Luther King Jr had said education teaches one to think intensively and critically, but “education which stops with efficiency may prove the greatest menace to society” — this is where Malaysia must ensure that education remains efficient in bringing about interracial harmony.

It is about fostering statehood and a national character.