11-07-2025
Chinese schools in Sarawak may allow voluntary DLP testing, says association head
Chai speaks to reporters when met during a recent visit to SJKC Chung Hua Batu 11 in Matang recently.
KUCHING (July 11): Chinese primary schools (SJKC) in Sarawak are considering allowing their pupils to sit for the Dual Language Programme (DLP) assessment on a voluntary basis, despite not being officially included in the national programme.
Association of Aided Chinese Primary Schools in Kuching, Samarahan and Serian Divisions president, Datuk Jonathan Chai, said the proposal is being explored as a means to gauge pupils' academic performance in Science and Mathematics.
However, he cautioned that the results may not be fully representative.
'Since SJKC schools are not included in the DLP, any results obtained would serve more as an internal benchmark,' he said during a site visit to SJKC Chung Hua Batu 11 in Matang recently.
Chai said that SJKC pupils may be allowed to take the test voluntarily within their own schools for self-assessment purposes.
However, he added, full participation in the DLP would require formal approval from the Federal Education Ministry.
'At present, we continue using Mandarin as the primary medium of instruction for Science and Mathematics, as it remains the most effective approach for the majority of our students,' he noted.
Chai also noted a shifting demographic, stating that approximately 40 per cent of pupils in SJKC schools now come from non-Chinese backgrounds, prompting a re-evaluation of the current language policy.
While no final decision has been made, the association is actively engaging with stakeholders, including parents, educators and the broader community.
'We are also closely monitoring the outcomes of DLP assessments being carried out in national schools (SK),' he said.
'If those results show substantial improvement in students' performance, it may influence our next steps,' he added.
Chai also remarked that earlier attempts to roll out DLP nationwide were hindered by inadequate preparation and support.
'If we're serious about improving English standards, we need to address the root cause – teacher capability,' he said.
'Short-term language programmes are insufficient. Effective language teaching requires long-term investment and properly-trained educators,' he stressed.
While remaining cautious, the association remains open to initiatives that can enhance young learners' proficiency in English, without undermining their understanding of core subjects like Science and Mathematics.
