The UEC and Chinese independent schools

There are many reasons why the Chinese community in Sarawak are eternally grateful to the late chief minister Pehin Sri Adenan Satem.

One of them must surely be Adenan’s uncompromising stand to recognise the Unified Examination Certificate (UEC) in the state.
It was in 2015 that the chief minister announced the long-awaited decision of the UEC recognition which, among other things, has enabled students with UEC qualifications to apply for jobs in the Sarawak Civil Service.

Chinese educationists, in particular, were elated with Adenan’s move, describing it as a major milestone for Chinese education in Sarawak.

SUPP president Datuk Amar Dr Sim Kui Hian commented then: “We are very happy that the chief minister has decided to recognise the UEC. This is another very positive response from him (Adenan) towards Chinese education.”

To the Chinese, education is very important because they believe that a well-educated society is viewed as a foundation for social stability and harmony.

Talk to a Chinese teacher in school and he or she will state that education is seen as a means to instil values, ethics, and a sense of civic responsibility in individuals, contributing to a cohesive and orderly society.

The importance of education in China is deeply rooted in historical, cultural, economic, and societal factors. It is perceived as a key to personal development, social mobility, and national progress. The Chinese in Sarawak probably share similar sentiments as those in their motherland.

UEC, a standardised examination under the Malaysian Independent Chinese Secondary Schools system, was first introduced in 1975 in a bid to streamline examinations.

Prior to that, schools had been hosting their own examinations after the government stopped providing standardised papers in the Chinese language to these institutions since the early 1960s as part of its push for a national education syllabus.

Since then, Chinese education advocacy group Dong Zong (United Chinese School Committees Association of Malaysia) has been working to get the UEC recognised by the federal government but to no avail up to this day.

Locally, most private colleges accept the certificate marketed as an equivalent to STPM and A-Levels as an entry criterion for their institutions, but not public universities.

To proponents of the UEC, the decision to not recognise it is baffling, but to the government, the motivation is simple – it wants a single, national education system for all students.

This week, I must also thank Datuk Dr Annuar Rapaee for sharing a Borneo Post article with me in which he reiterated the Sarawak government’s recognition and support for Chinese Independent Schools (CIS).

The Deputy Minister for Education, Innovation and Talent Development said it was to further strengthen its pool of human capital and talent development.

The 14 CIS in Sarawak, according to Annuar, have been provided with an annual allocation on an incremental basis.

“The Sarawak government does not sideline these schools or treat them as ‘stepchildren’, although they are not in the national mainstream of education”, he stressed.

I have heard of Sarawak educationists giving their thumbs-up to Annuar for his diligence and tireless effort on uplifting the standard of education in Sarawak.

The Nangka assemblyman’s hard work on the Chinese education front has won the appreciation and approval of many Chinese educationists in his native Sibu.

In his latest statement on CIS last Sunday, Annuar emphasised that “we do not differentiate students, whether they are from national or non-national education streams”.

“This is because the Sarawak government is aware that students from CIS can also contribute positively to the human capital and talent development of Sarawak.

“That is why since 2014, we have been providing annual allocation to these schools to assist them with their operations and development, and the allocation is on an incremental basis.

“So far, the state government has allocated RM50 million to assist these schools,” he said, adding that what set Sarawak apart from others in the country was that eligible students from CIS would be given scholarships by the state government.

As citizens, we may argue that the right to education is a fundamental entitlement, and any assistance provided by the government is a fulfilment of its duty rather than a favour.

However, if the government policies support equal opportunities in education, we should also appreciate its role in promoting a more egalitarian society.

In a democratic society, it is healthy for citizens to engage in constructive dialogue with the government about education policies, voice concerns, and work collaboratively to address challenges.

Gratitude, if expressed, may be contingent on the effectiveness and responsiveness of the government’s efforts in fostering a robust and inclusive education system.

In this case, I believe the Chinese community in Sarawak are truly grateful to the late Adenan for his role in recognising the UEC and others involved in Sarawak education, including Annuar, for continuing to assist the CIS in Sarawak.

The views expressed here are those of the columnist and do not necessarily represent the views of New Sarawak Tribune.