The draw of Mandarin schools

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Don't be surprised if your new colleague of Indian or Malay origin speaks Mandarin fluently. He could have completed 13 years of Mandarin-based education at Chung Ling High School in Penang or Riam Road Secondary School in Miri, Sarawak.


   An increasing number of Indian and Malay students are enrolling in Mandarin-medium schools for four or five reasons although the majority of them opt for the national-type schools where Bahasa Malaysia is the main language of instruction.


   To some parents, particularly working couples, discipline is strictly imposed in most Mandarin schools. They perceive, rightly or wrongly, that the no-nonsense training supplements the upbringing at home.


   Another belief is that teachers in Mandarin schools are more dedicated and attentive owing to their traditional background and self-restraint.


   What is proven is that many Mandarin-educated students excel in mathematics and science, two subjects they pursue vigorously. They often win top scores or prizes in these subjects.


    The students also acquire a competitive edge for studying an additional language, a language that is most widely spoken in the world and more popular than English.


   Clamour for places


   At a time when China is a fast-paced global powerhouse enjoying tremendous economic growth and expanding her trade links, Mandarin is an asset in doing business with the country.


   The demand for places in primary Mandarin schools is so great that many students have to be turned away. The struggle intensifies at established and well-known schools throughout the country. In Penang, the competition is greater as Indonesian and other foreign students vie for places.


    Ninety per cent of children of Chinese descent attend primary Mandarin schools before choosing to continue their secondary studies in national-type schools or independent Mandarin institutions. For their tertiary studies, they have to go to Taiwan, Hong Kong or Singapore, since there is not a single Mandarin-medium university in Malaysia.


    Where government funding is concerned, however, it does not work in their favour. Many private Mandarin schools turn to associations and organisations for financial support.


   In a plural society, the bias against Mandarin schools should not have existed in the first place. However, political and racial considerations prevail over educational interests.


   All the indicators show that there is a dire need to build more Mandarin schools in the country. Without strong financial backing from the government, however, it remains a pipe dream.


   Instead of suppressing the world's leading language, it will be more worthwhile to study the advantages and strengths of Mandarin schools. Perhaps it is their beneficial academic curriculum or teaching methodology.


    The Ministry of Education should take another serious look at the structure and system of these schools.