Kemayan assemblyman Datuk Mohd Fadil Osman claims that Chinese and Tamil vernacular schools destroy unity in Malaysia: They are Malaysians who act like pendatangs.

19 April 2019

The 80,000 Malay parents sending their children to “SJKCs” are the best testimony that vernacular schools promote harmony by instilling moral values in children.

After playing the 3R cards (religion, racial and royalty) to the hilt, the adventurous UMNO appears to be trying to politicise education. The name Mohd Fadil Osman might not mean anything to average Joes and Janes. But the UMNO Kemayan assemblyman’s claim that vernacular schools destroy unity in Malaysia is both entertaining and ignorance.

During a question-and-answer session in the 14th Pahang State Legislative Assembly on April 16, Mr. Fadil argued that the more fund vernacular schools receive from the federal government, the more severe the damage will be done to national unity. He also mocked students of Chinese and Tamil vernacular schools of acting like “pendatang (foreigners or immigrants)”.

Besides showing his ignorance, he has practically proven that the UMNO party has been adopting racism and discrimination against the ethnic Chinese and ethnic Indian for the last 61 years – treating the minority non-Malay communities as second-class citizens. In actual fact, it was (and still is) UMNO politicians – not vernacular schools – who have destroyed the nation’s unity.

There are two things that minority Chinese treasure dearly – economy and education. If you try to take one of them away, you are asking for trouble. Temples and and education are equally important to the minority Indian community. That was why when the 147-year-old Sri Maha Marianmman temple in Seafield was attacked by a gang of 50-250 Malay thugs, all hell broke loose.

The route to education for the ethnic Chinese is pretty simple. Majority – up to 90% – will send their children to vernacular schools for their primary school education. Those who send their kids to international schools will most often than not enrol their precious children for extra classes just to learn Mandarin. The objective is to protect mother-tongue education as well as to get a quality education.

For those who can afford an overseas education, Chinese students as young as 11 years old (Primary 5) would sit for the international school entrance exam, skipping one year of primary 6 at SJKC. Those who cannot afford the expensive international school would most likely continue their education at Chinese secondary schools and thereafter – UEC (Unified Examination Certificate) examination.

There’s a third option for the poor parents, though – secondary school education at Malay-medium national schools. Even then, the parents will be fighting tooth and nail – every year – to get their children into “quality or top” (recognised as a Cluster School of Excellence) public funded national schools. Regardless of which the routes are taken, they receive sufficient amount of Malay language education.

The funny thing is, despite claims by UMNO politicians – every now and then – that Chinese and Tamil vernacular schools are a hindrance to national unity, more and more majority ethnic Malay are attracted to such schools. There are more than 80,000 Malay school children currently studying in vernacular “SJKCs” schools – due to their high quality education and discipline.

Was Mohd Fadil Osman trying to say that the 80,000 Malay parents who joined the bandwagon of 600,000 Chinese parents in vernacular schools are equally responsible for damaging the national unity? In fact, UMNO Youth Chief Asyraf Wajdi Dusuki sends his children to Chinese vernacular school, despite his objection to recognizing the Unified Examination Certificate (UEC).

It’s absolutely hypocritical and hypocrisy to condemn the vernacular schools for allegedly promoting disunity, but quietly sends their own children to the same schools to get a quality education. It also does not hold water to accuse students from vernacular schools possess a poor grasp of Malay language when the results of examination show they are better than students from Malay-medium national-type schools.

While there is no evidence of vernacular schools causing disunity in the country, there are tons of evidence of UMNO Malay Nationalist Party destroying the national unity. It’s also shallow-minded to claim that abolishing various streams or vernacular schools and forces everyone into a single stream Malay-medium national school is the key to unity.

The Chinese Indonesians have been studying in a single-stream education system all their life. They have had practically surrendered everything in the name of the so-called national unity. Sukarno regime in 1958 forced the ethnic Chinese to use Indonesian-sounding names, and their traditions and culture were forbidden.

Yet, the Indonesian “New Order” revealed its ugly face in 1998. During the riots following the Asian Financial Crisis, Chinese Indonesians were violently targeted. The minority community saw thousands of their ethnicity raped, robbed, plundered and killed. Former President Suharto’s corruption, mismanagement and incompetency were blamed on the country’s ethnic Chinese instead.

How could UMNO, and the new government for that matter, convinces the ethnic Chinese and ethnic Indian to surrender the vernacular “SJKCs” schools when non-Muslim primary school students of SRK Sri Pristana, a Malay-medium national school, were forced to eat their meals during recess in the toilet due to the ongoing Ramadan fasting month in 2013?

And who can forget the 2010 incident in Kedah, where the headmistress of Sekolah Menengah Kebangsaan Bukit Selambau accused Chinese students of being insensitive towards their Muslim peers by eating in the school compound during the fasting month of Ramadan, before ordering them to “return to China” if they could not respect the culture of other races.

The usage of different language as the medium of teaching instruction at vernacular schools does not contribute to national disunity at all. Instead, it’s the ideology promoted by the schools which determine the national unity. The 80,000 Malay parents sending their children to “SJKCs” are the best testimony that vernacular schools promote harmony by instilling moral values in children.

UMNO’s racism and discrimination policies against ethnic Chinese and ethnic Indian, using the minorities as punching bags whenever the needs arise, is the ultimate reason national unity in the country is destroyed. It was perhaps the lack of confidence, hatred and jealousy that drove UMNO assemblyman like Mohd Fadil Osman cooking up a cock and bull story about vernacular schools damaging unity.

FINANCE TWITTER

COCKY AFTER MARRIAGE TO PAS, UMNO NOW RETURNS TO ATTACKING CHINESE & TAMIL SCHOOLS WITH A VENGEANCE: SHOULD DIABOLICAL PACT WIN GE15, VERNACULAR SCHOOLS MAY EVEN BE OUTLAWED – WHAT WILL THE CHINESE & INDIANS DO THEN – WILL THE ‘PENDATANG’ FINALLY BE FORCED TO RETURN TO THEIR ‘HOMELANDS’

18 April 2019

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Yesterday, 16 April, Kemayan assemblyman Datuk Mohd Fadil Osman claimed that Chinese and Tamil vernacular schools destroy unity in Malaysia

Fadil also argued that the more funds vernacular schools receive from the government, the more severe the damage done to national unity.

Sin Chew Daily reported that the UMNO politician made the remark during a question-and-answer session in the 14th Pahang State Legislative Assembly yesterday.

Fadil further accused students of vernacular of acting like ‘foreigners’ as they cannot speak Bahasa Malaysia

They are Malaysians, but they act like ‘pendatang’ (foreigners),” the Kemayan assemblyman said, according to Sin Chew Daily.

He added that students fail to speak Bahasa Malaysia after six years of education in vernacular schools.

Following an uproar in the assembly, Pahang Science, Green Technology, Communications and Multimedia Committee chairman Datuk Mohammad Fakhruddin Mohd Ariff attempted to defend Fadil by saying that it is common to be called a “pendatang”.

Pahang MCA Youth has since demanded an apology from Fadil for his “extremist” statement

“I can’t imagine how an assemblyman has such a lack of general knowledge,” Pahang MCA Youth secretary Saw Yee Fung was quoted as saying by Kwong Wah.

“Fadil obviously does not know that Bahasa Malaysia is a compulsory subject in schools and also UPSR,” she added.

Saw also urged Fadil to contact MCA for proof of students who speak Bahasa Malaysia fluently.

“We can introduce one to you, don’t make a fool of yourself in the state assembly… If (you) don’t even have this bit of common sense, you don’t deserve to be an assemblyman,” she said.

https://says.com/my/news/this-umno-assemblyman-thinks-chinese-and-tamil-schools-destroy-unity-in-malaysia?utm_source=says_mobile&utm_medium=twitter&utm_campaign=mobile_share

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KUALA LUMPUR, April 18 — Khairy Jamaluddin criticised his Umno party today for excusing Kemayan assemblyman Mohd Fadli Osman’s description of Chinese and Tamil school students as “foreigners”.

The former Umno Youth chief also expressed his unhappiness over party secretary-general Tan Sri Annuar Musa’s reported remark that the comment was simply Fadil’s personal opinion and did not represent the party’s views.

“Umno can no longer use ‘personal opinion’ as an excuse when our leaders/elected representatives make racist remarks. They must at least be officially reprimanded by the supreme council if not punished accordingly.

“Don’t let one bad apple spoil the entire bunch,” he wrote on Twitter.

Separately, MCA Youth chief Nicole Wong also criticised Fadil over the “racist” remark, saying it was undoing her party’s work to win back public support for Barisan Nasional.

Saying she was a product of Chinese vernacular schools, she rejected the Umno representatives categorisation of such students’ behaviour as similar to “immigrants” and cited her own ability to mingle freely with Malaysians of all races.

“We demand Mohd Fadil to retract his statement and also publicly apologize to the whole Malaysian.

“It’s such a disgrace to have him in BN,” she wrote on Twitter.

According to a Malaysiakini report, Fadli called students from Chinese and Tamil vernacular schools “foreigners” during the Tuesday sitting of the Pahang state assembly.

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2019-04-16 19:40:00  

​巫统州议员:表现像外来者·“华淡小破坏团结”

(关丹16日讯)巫统金马扬区州议员莫哈末法迪说,华小淡小破坏国民团结,政府给越多拨款,越破坏国民团结。

他说,华小是半津贴学校,已经获得太多政府拨款,但是华小生在接受6年教育后,依然不会讲国语。

指华小生不会讲国语

他今天在彭亨州议会问答环节,要求让路时说:“他们是国民,但是表现却像外来者。”

当时,彭亨州文化、团结,社会福利及妇女发展委员会主席拿督斯里莎哈尼正在回答由沙拜州议员卡玛吉所提出有关州政府是否提供教育拨款予3大源流学校。

莫哈末法迪的这番谈话,马上遭行动党美律区州议员李政贤及卡玛吉反对。
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不过,议长拿督斯里依萨却不允许李政贤及卡玛吉发言,并在莫哈末法迪结束讲话后,马上灭火说,问答环节是州议员向州政府提问,而不是州议员向州议员提问。

“这不符合议会常规。”

议长认为没有必要让双方继续讨论。
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李健聪不点名方式反击

公正党士满慕区州议员李健聪则在随后的问答环节谈及国家原则“培养德行”时借机发挥,以不点名的方式批评一些议员在议会厅出口闭口“外来者”,不能成为民众的榜样,要求政府代表评论。

行政议员回应:

“被称外来者很平常” 

负责回答问题的州行政议员莫哈末法古鲁丁回应说,被称为“外来者”是一件很平常的事,此话一出,李健聪再次站起身反对。

李健聪要求对方针对“外来者”的定义给予解说,因为我国的外来者”有来自缅甸、孟加拉等国家。

李健聪要求莫哈末法迪道歉

李政贤等在野党议员在休会时召开新闻发布表示,在野党议员将联名致函予州议长,要求莫哈末法迪出言玷污圣神彭亨州议会一事,向全体彭亨州子民道歉。

李政贤说,华小及淡小没有破坏国民团结,相反地,莫哈末法迪所使用的“外来者”字眼,才是破坏国民团结的元凶。

他补充,出席新闻发布会的7名华裔代议士,都是华小毕业生,所有代议士都一口流利的国语,足以推翻莫哈末法迪“华小生不会讲国语”论调。
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玛吉:华淡小生为国贡献多

莫哈末法迪言论不负责

卡玛吉则表示,莫哈末法迪在议会厅发表种族言论,是非常不负责任的行为,华小和淡小并非今天才建立,许多华小及淡小毕业生为这个国家贡献良多。

“加叻华小共有39名马来学生及17名印裔学生,这56名学生长大后,会破坏国民团结吗?”

公正党德伦敦区州议员沈春祥则说,支持金马扬州议员的选民要醒觉,因为该名州议员至今还是很极端地发表种族言论。

行动党都赖区州议员邹宇晖说,金马扬州议员发表种族性言论,证明巫统在509大选失去政权后,依然不曾改过。

遗憾马华代表没反应

“我感到遗憾的是,在州议会里的唯一马华代表也没有反应。全国马华看到这种言论又有什么反应?”

他说,目前在华小求学的巫裔学生高达几十万,难道这些学生都会破坏国民团结?

出席者包括行动党直凉区州议员梁耀雯和文德甲区州议员胡智云。

文章来源 : 星洲日报 2019-04-16

 

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1 Response to Kemayan assemblyman Datuk Mohd Fadil Osman claims that Chinese and Tamil vernacular schools destroy unity in Malaysia: They are Malaysians who act like pendatangs.

  1. Pingback: Vernacular schools besieged: All my posts on vernacular schools… | weehingthong

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