SIBU: Conforming schools are regarded as possessing their own strength and uniqueness, thus making them a choice for parents in certain places.

Minister of Welfare, Women and Family Development Datuk Fatimah Abdullah said in the context of Sarawak in particular, the multi-racial community does not view conforming schools, numbering 10 in the state, as different from that of national secondary schools.

In fact, she added, parents view them as avenues that can build rapport and foster cooperation among students of different backgrounds. And this could give benefit to cooperation in various socio-economy activities, entrepreneurship and commerce after completing school.

“This strength needs to be recognised in our efforts to build a developed nation and responsible citizens,” Fatimah said when officiating at the closing of Malaysian Conforming Secondary Schools Principals Council’s (MPSMCM) Education Conference cum 22nd General Assembly at a leading hotel here yesterday.

She stressed that the main role of the school leadership was to ensure the existence of socio-culture surroundings and a conducive learning climate.

Fatimah pointed out that conforming schools could ensure the continuity of the schooling culture of the Chinese community based on the usage of Chinese language as medium of instruction as in SJK (C).

They can also inculcate national values as required by the national education system to strengthen unity among the various races, she said.

“Based on experience in Sarawak, I am of the stand that the ability of the conforming schools to realise these two intentions need not be questioned.

“The existence of school board of management in addition to parent-teacher association (PTA) and principal and teachers strength in school is an important asset.”

Fatimah said the school board of management plays an important role in ensuring these schools have facilities to move towards excellence as had been proven by the achievement of several conforming schools.

Earlier, Fatimah explained the difference of conforming schools with normal schools and Chinese Independent schools.

She recalled in 1962, a total of 1,020 Chinese schools changed to fully aided schools with exception of 60 maintained as Chinese Independent Schools.

The conforming schools with their roots from Chinese independent schools joined the national education system, using the national curriculum.

They received grants per capita based on the number of students per subject and received assistance (teachers’ salaries paid by the government) and received allocation to manage the school, she said.