在2015年之后，雪隆一带的独中，更是跑在董总的前头，教学强调使学生跟上数码时代和世界的发展。教育强调人文科技并重，简称为STREAM教学， 课程涵盖科学（Science），技术（Technology），工程（Engineering），数学（Maths） 以及阅读（Read）与研究（Research），艺术与人文（Arts）。
更甚的是，在独中执教的非华裔老师就有15%-25%是马来人与印度同胞，他们负责授导马来文、英文、历史与道德， 一一受到学生的爱戴。 除此之外，60%的教师是在本地大学毕业，采访中的6所独中，其中4所的校长，就是本地大学毕业，更有两位是曾服务于国中的资深校长。
资料显示，超过60%的独中毕业生，是来自中下阶层家庭，作为一个全民的政府，政府大学录取独中生，是义不容辞的──这不只符合促进中低阶层的向上移动的需要，也符合明确列在马来西亚教育大蓝图中的最终意愿，既是国家教育制度的执行，须以公平，公正，不分族群的开放为准则（equity，equality and inclusiness in access）。
《为何拖延承认统考？─理由、指控、符合性与政府职责》（Why The Delay In Granting Recognition of the Unified Examination Certificate (UEC) REASONS, ALLEGATIONS, RELEVANCE AND ROLE OF GOVERNMENT）原文：
The Unified Examination Certificate (UEC) was first held in 1975, despite the objections of Dr. Mahathir, the then Education Minister. It was the collective agreed decision of Chinese education leaders across all 13 states in the country. It represents the aspiration of the Chinese community for an education system underpinned by the heritage of culture and good values in the younger generation.
Today, after 43 years, UEC is accepted by 1,000 universities across the world for the admission of Chinese Independent School (CIS) student in studies. Additionally substantial scholarships are awarded to the top performing CIS students. by top-notch universities such as Peking, Tsing Hua, National University of Singapore and Taiwan.
The benchmark of the quality in the CIS education is well reflected in the prominent track record of UEC alumni across industries – be it locally at the Small Medium Enterprise (SME) or conglomerate level and by MNCs at the national and international level represented by YTL, IOI, QL Resources, etc. Most prominent is the achievement of the invention of the world’s first pen drive by Phua Khein Seng, an ex-student of Pin Hua High School.
Parallel testimony is the 100 Chong Hwa High School alumni who were PhD and post Doctorate researchers in advanced study fields in the world topnotch universities of Princeton, Yale, Oxford, Bath and Toronto as early as in the 1980s and later.
They are the talents needed to develop the country in the areas of power engineering, Artificial
Intelligence(AI), power dynamic control, transportation, chemical engineering, water treatment etc.
The current Malaysian Prime Minister Tun Dr.Mahathir, in responding to the delay in the granting
recognition to the UEC (as promised in the GE14 Election Manifesto), indicated the need to consider the feelings of the Malays and closing of socio-economic gap between them and the Chinese.
Parallel development is the strong objections and allegation from opposition political parties, Malay NGOs, academic and the Malay university students. A special UEC Study Committee has been set up to study the relevancy of the UEC.
Amongst others the study includes the status of Malay as the national language, the issue of a Malaysian Identity and relevancy of UEC’s History curriculum in nation building as indicated by the current Education Minister. The true conflict of interest in the UEC’s recognition involves the admission of CIS students into public university education and employment in the public sector.
This research reports on the delay in granting recognition of the UEC. It is based on a case study of 6 CIS located in Klang and KL. On site DATA COLLECTION comprised documentary analysis and semistructured interviews with school principals, teachers and students.
Referal respondents included representatives of school Board of Governors, retired principals and teachers. Statistical data includes triangulation of various perspectives sought through interview meetings with the administrative team of Dong Zong on all aspects of the curriculum, assessment, policy and leadership. Documentary analysis covers examination of the 3 policy papers issued by Dong Zong , i.e. the 1973 CIS Proposal, 2005 Education Reform Proposal and 2018 CIS education Blueprint as well
as consulting the statistical data and policy papers of the country. Additionally bulletins produced by Dong Zong and the respondent CIS were also reviewed.
Specifically this research provides a quick glimpse into the background that gave rise to the birth of CIS and UEC education system. It journeys the 5 phases of evolution of the CIS between 1960 to present day, from a distressed state to its revival and then the increasing physical, teaching and learning consolidation phase.
It depicts the transformation of CIS from an education model of safeguarding the heritage of culture and values using mother tongue as language medium while maintaining prominence in the teaching of Maths and Science to one that reiterates counselling, cocurricular activities, social science studies, nurturing reading habit and student ownership in school mission of preparing students to face challenges in life, living and the changing time.
More distinctively is the contemporary focus on preparing students to keep pace with the development and changes in the digital age and in the world through the teaching of STREAM (Science, Technology, Engineering, Maths (STEM) + Culture of Reading, Research and Arts /Humanity).
Parallel to this is the increased cross cultural activities hosted by individual CIS for the student and teacher communities’ participation from the Musleh religious schools. The most recent cross cultural activity was held at the State level in Johor where students from 9 CIS participated in simulated preparations for a Malay wedding as an appreciation of diversity between the norms, forms and culture between the Malay and the Chinese communities.
More significantly, the research provides insight into the basis of the rhetoric and allegations made about the UEC. To a certain extent this could be regarded as the side effect of the teaching of a distorted History curriculum in public schools where 40 to70% of the subject matter is about the glory and the supremacy of one race, one culture, and one religion while diminishing the mention of the contribution of the minority ethnics in the country.
History education experts such as Ranjit Singh and Prof Onn Huann Jan have repeatedly raised their concerns. The most undesirable concern are the actions of political model figures to instil fear and distort facts in promote conformity andfish for political gain witihn the Malay ethnic community as often raised by the renowned elitist - Mariam Moktar.
The research provides a broader yardstick for the government to justify the relevance of the UEC curriculum in nation building instead of harping on the superior racial card and the call for the Malaysian identity or national ideology. It is a matter of fact that there is no issue to mandate CIS students to sit for the SPM Malay paper. Between 2015 and 2017, 10,000 or 70% of the CIS students sat for the SPM Malay exams achieving 90% passes with 10% distinctions and 40-45% credits. Such performance sufficiently refutes the biased allegations about the poor command of CIS students in the national language.
With regards to UEC history curriculum, it serves the nation’s History education purpose. It gives students a broader perspective to understand events in the world including narrating the country’s history within the context of happenings in the region and the world without bias or distortion as observed in the post 1980‘s public schools history curriculum (Ranjit Singh).
This is aligned with aspirations outlined in the Malaysian Education Blueprint (MEB,2013-2025) to produce students who are knowledgeable, critical in thinking and are able to engage with deep learning in humanity subjects.
Justification is also provided for the recognition to be rendered to the UEC as an alternative to reduce the brain and talent drain of Malaysian Chinese UEC holders who now constitutes one of the major talent source pools in Singapore. The academic excellence and quality of alumni are most favoured by MNCS from both the West and East (in particular Taiwan and China) who top the country’s FDI. The CIS students close the cultural and lingual gaps faced by the MNCS from the mono lingual Chinese speaking countries.
The CIS alumni is also a valuable resource to the country as many are self-employed social entrepreneurs providing employment for hundreds of thousands of Malaysians across all 22 Small Medium Enterprise (SME) sectors. Their resourcefulness should be tapped to realise the aim of Malaysia to be a developed country and a regional education hub as clearly spelt out in the VISION 2020 and the Malaysian Education Blueprint (Higher Education, 2015-2025).
The most significant contribution of the CIS is as a community funded school system that has alleviated the Government’s annual financial burden by enabling an enrolment of 85,000 CIS students (in 2019) with an alumni body of 650,000.The inclusion of CIS students in public universities should be regarded as a policy to fulfil the need for social mobility to those from the M40 and B40 and to fill the social cultural diversity gap faced by the mass Malays who are alienated from other ethnics owing to the divide and rule policy practiced in the country.
Similarly is the need for the inclusiveness of UEC students to be civil servants in the public sector as the means to promote social integration and enhance social sustainability of a country as clearly spelt out in the United Nation’s Standard Development Goal(SDG).
It is obvious that diversity represented by multi ethnics, multi lingual and culture is an asset to the country. The UEC issue must not be turned into a racial and populist issue for the political gain of a few politicians to merely retain their power and control.
The major contribution of the study identifies the role of Government in education as a public good and its accountability for social sustainability for the country’s aspiration to be a develop nation. The decision on the UEC recognition has to be aligned with the aspirations laid out in the national and educational blueprints and certainly not dictated by those in power.
The research analysis stresses the need for a clear dividing line to be drawn between education and politics, and for Tun Dr. Mahathir to be the trustworthy PM and statesman who places the country’s interest above the individual politician.
It is time for the new ruling government to stop the divide and rule policy that has already torn the country apart illustrated by the widespread cheating and corruption scandals amongst the GLCs, eg.1MDB, Felda, Tabung Haji etc. These are amongst the major underpinning factors that account for the wide social-economic gap faced by the B40 Malays in the past 50 years.
The Government needs to be aware that the major crisis facing Malaysia lies in the failure of education system as clearly reflected in the PISA(Program for International Student Assessment) and TIMSS (Trend in Maths and Science Survey) assessment reports where the 15 year old Malaysian student’s performance in Maths and Science is reported to be 3 years behind that of Singapore, Hong Kong and Shanghai.
Simultaneously the productivity of the Malaysian workforce is only one third of that in Korea while15 year ole Malaysian students’ performance in English, Maths and Science is in the range of 50 out of 72 participating countries (with Vietnam in 10th .position).
There is indication of the increasing loss of faith of parents across ethnics in the national public school system. This is reflected in the 18% Malay (bumiputra) student population in SRJKC (out of more than 100,000 Malay students) which is even higher at 20-30% in the rural areas. This speaks of the Malay community’s aspiration for a resilient quality education system that is represented by diversity in language, culture and learning environment.
The trend is similarly noted in the 20,000 to 40,000 student enrolment in Musleh-run religious schools where individual principals and the Musleh-Ikram Principal Council have mutually initiated collaborative activities across culture and faith with CIS in the country.
The Chinese medium schools appear to be a potential melting pot for the formation of a genuine Malaysian culture which appreciates richness in diversity crucial in the era of globalisation.
In reality the role of university is to churn out knowledgeable and competent human and social capital with potential leaders who aspire and have love and concern for the wellbeing of the people in the country. In this respect the present Government has to be trustworthy to restore the role of education by realising the pledge that it has made in the GE14 Election by granting UEC its due recognition.