PETALING JAYA: National Unity Minister Datuk Seri Aaron Ago Dagang has stated that vernacular schools are not a factor contributing to division but rather a source of unity. He referred to enrolment data showing an increase in non-Chinese students attending Chinese vernacular schools and non-Indian students in Tamil vernacular schools from 2018 to 2023, indicating the potential for unity among diverse groups.
According to the minister, a study conducted by the ministry on vernacular schools revealed that these institutions provide a platform for students from different backgrounds to interact and understand each other. He mentioned that initiatives like the social deficit discourse have highlighted the importance of viewing vernacular schools as tools for promoting social harmony, similar to national schools.
He reiterated his support for Education Minister Fadhlina Sidek’s position on vernacular schools, stating that they will continue to fall under the jurisdiction of her ministry. He expressed agreement with the stance that the Education Ministry will uphold the vernacular education system in accordance with the Education Act 1996.
The minister called for an end to the controversy surrounding vernacular schools, emphasizing their role as longstanding educational institutions that can foster unity. Despite ongoing tensions, he noted that enrolment of non-Chinese and non-Indian students has been on the rise since before the pandemic, underscoring the potential for unity through sincere efforts.
Education Minister Fadhlina Sidek also reaffirmed the ministry’s commitment to recognizing and supporting the existence of vernacular schools. She emphasized the importance of upholding the Education Act 1996, which establishes these schools as part of the education system.
Fadhlina’s comments came in response to Umno Youth chief Dr Muhamad Akmal Saleh’s call for a reevaluation of the vernacular education system amid concerns about societal cohesion. The minister’s statements reflect a continued commitment to diversity and inclusivity in the education sector.
Overall, both ministers stressed the importance of viewing vernacular schools as spaces for promoting unity and understanding among different ethnic groups. They highlighted the positive impact of increasing enrolment of non-Chinese and non-Indian students in these schools, indicating the potential for fostering harmony through diversity.
Their statements underscore a unified approach towards embracing the cultural diversity present in Malaysia’s education system, emphasizing the need to move past divisive narratives and instead focus on building bridges between communities through inclusive educational practices.
It is clear that both ministers are committed to promoting a more cohesive and inclusive society through the support and recognition of vernacular schools as valuable contributors to Malaysia’s rich tapestry of cultural heritage and diversity.
