In Kuala Langat, Education Minister Fadhlina Sidek has confirmed that vernacular schools will continue to be supported by the Education Ministry. She emphasized the ministry’s commitment to upholding the Education Act 1996, which recognizes the existence of such schools. During a visit to SK Saujana Putra, Fadhlina stated that the ministry stands by the law in recognizing vernacular schools. This statement was made in response to Umno Youth chief Dr Muhamad Akmal Saleh’s call for a reevaluation of the vernacular education system, citing it as a factor contributing to the lack of unity among the population.
Fadhlina expressed that while they acknowledge differing opinions, the ministry’s current focus is on reinforcing the Education Act. Dr Muhammad Akmal has faced backlash for his statement, with many criticizing his views. In Melaka, State MCA chief Datuk Lim Ban Hong visited SJK(C) Lih Jen in Klebang and noted the diverse student population, comprising Malays, Kadazan, Bidayuh, and Indians, on the first day of the 2024 academic year. Lim emphasized that the enrollment in various vernacular schools in the state reflects the misconception that these schools are a cause of racial polarization.
Students in states under Group B resumed classes for the new school year, totaling 3.6 million students from pre-school to Form Five, with 927,528 in Selangor. Lim highlighted the significant contribution of vernacular schools to Malaysia’s multiculturalism and national unity. He mentioned that many assemblymen and MPs are products of vernacular schools, enriching the diversity of the education system. Lim emphasized that vernacular schools play a crucial role in preserving students’ cultural identities while promoting national unity through language proficiency.
State DAP Youth in Melaka has urged the state government to clarify its stance on vernacular schools following Dr Muhamad Akmal’s remarks. Cassel Craig Krishnan, the Melaka Dapsy chief, questioned if the assemblyman’s views align with the state government’s position. Krishnan suggested enhancing programs like the student integration plan for unity (Rimup) and inter-school sports activities to promote cohesion among different races, instead of targeting vernacular schools.
Dr Muhamad Akmal defended his statements, emphasizing the need for reassessing the vernacular education system to address societal division at the foundational level of schools. He highlighted the persistence of cultural gaps and misunderstandings among Malaysia’s multi-ethnic population even after years of independence. Dr Muhamad Akmal maintained that his call for unity and national cohesion was well-intentioned, seeking to bridge the divide through positive feedback and constructive discussions.
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