1. Only One national school should exist. Malaysia does not need vernacular schools. Private schools are fine.
2. Vernacular schools , ie. "Sekolah Jenis Kebangsaan (China) & (Tamil) may be relevant for a while back in the mid-1950's, but should now cease to exist because it only produces continuing racial polarisation and racial divide in this country. This is the 12th year of the 21st Century, and 53 years AFTER the Englishman left Tanah Melayu.
3. I agree with the thoughts from the writer of satdthinks.blogspot. He commented about the downside of (The Malaysian government) allowing the Vernacular -SEKOLAH JENIS KEBANGSAAN- schools to continue to exist in Malaysia in the modern 21st Century.
10. "Well folks look at what the system has produced
KUALA LUMPUR, April 26 — A significant number of secondary school dropouts with Chinese primary vernacular education have little, or zero, command of English or the national language, according to a study.
Observers say this has created a group of Chinese who only interact within their own ethnic community and points to increasing racial polarisation in multicultural Malaysia.
Education ministry studies have shown that nearly one in four Chinese students has failed to complete secondary school education and their dropout rate is virtually the same as that for Malays and other races.
In the latest survey of 159 schools nationwide last year, the National Union of Teaching Profession (NUTP) found that one-third of students from those schools cannot understand either English or Bahasa Malaysia (BM) when they transfer to national secondary schools.
(2). Retired school principal Cheng Su Chean said there were Chinese students who were fluent in both BM and English and credited it to their wide exposure to different cultures outside school.
“Most of our Chinese children do not have this sort of environment. And nowadays, they do not mix around, not like our time,” said the 68-year-old, who was formerly headmistress of SRJK (C) Pudu in the capital city. “Their interaction is limited. Ninety-eight per cent keep to their Chinese friends and so speak Chinese every day,” she added.
Senior fellow Socio-economic and Environmental Research Institute (Seri), Datuk Dr Toh Kin Woon, observed that “this is one of the contributory factors leading to racial polarisation”.
“Because of the linguistic barrier, they are not able to interact with their peers in school,” he said.
The Penang-based pundit also noted that many of those who came from a low economic class formed the bulk of the drop-outs, which created a vicious cycle as “education was no longer a vehicle for social advancement” due to the language barrier. “They can’t get into government-sanctioned training institutes,... He said the racial divide has become more pronounced in the last 10 years, starting with primary school education.
In the blog entry dated 26th March 2012, he also wrote:
"Hampir 10,000 orang membanjiri perkarangan ibu pejabat Dong Jiao Zong di Kajang, pagi ini, meluahkan bantahan terhadap kerajaan berhubung masalah kekurangan guru di Sekolah Jenis Kebangsaan (Cina). Timbalan Menteri Pelajaran Wee Ka Siong dari MCA turut hadir, namun ketibaan beliau dibalas dengan sorakan "boo" oleh peserta perhimpunan.
(3).Perhimpunan ini menggesa Kementerian Pelajaran Malaysia supaya menarik balik penempatan semua guru yang tidak berkelayakan Bahasa Cina termasuk guru-guru Bahasa Malaysia dan Bahasa Inggeris yang ditempatkan ke Sekolah Jenis Kebangsaan (Cina) pada awal sesi persekolahan tahun ini.
Perhimpunan ini juga menggesa Kementerian Pelajaran Malaysia menempatkan semula guru-guru yang berkelayakan Bahasa Cina ke Sekolah Jenis Kebangsaan (Cina) yang dipindahkan sebelum ini.
(4). Perhimpunan ini menggesa kerajaan supaya mengkaji semula Akta Pendidikan dan melaksanakan dasar pendidikan pelbagai aliran sekolah dengan bahasa pengantar masing-masing untuk menjamin semua aliran sekolah yang sedia ada dengan memberi kedudukan dan layanan yang sama rata kepada setiap aliran sekolah.
the continuing generations of chinese-speaking teachers, chinese-speaking students polarised within a chinese-language-centred education system, in a country whose national language is BAHASA MELAYU and where the rest of the nation is a melting pot.
Abolish Vernacular schools system once and for all, and integrate the rest of these teachers and students into ONE single national education system; and make "the study of second/ third language" as an optional subject in the class, between Form 1 and Form 5.