I refer to Dr Denison Jayasooria's contention that the performance of Tamil schools has improved through the efforts of MIC ( Moving forward together with MIC

What he has not highlighted is that Tamil schools consistently underperform in the UPSR compared with national and Chinese schools. Last year, only 33 percent of Tamil school students achieved higher than the minimum required grade of C in all subjects compared with 47 percent for Chinese schools and 52 percent for national schools.

On the other hand, seven percent of Tamil school students scored grades D/E in all subjects compared with three percent for Chinese schools and six percent for national schools.

The performance of Tamil school students in Bahasa Malaysia is appalling. Only 55 percent attained grade C or better in the Ujian Kefahaman compared with 65 percent for Chinese schools and 88 percent for national schools.

It was even worse for the Ujian Penulisan : only 40 percent attained grade C or better compared with 57 percent for Chinese schools and 84 percent for national schools.

The underachievement in Bahasa Malaysia is a critical factor in the overall underachievement of Tamil school students in secondary schools.

Going by the results for 2001, 60 percent of students from Tamil schools enter remove class without even the minimum level of writing skills in Bahasa Malaysia. How can these students be ever expected to cope in secondary schools or make it to the MIC university?

MIC has to face the reality of the failure of the Tamil school system and not delude itself and the community by highlighting the one percent of students from Tamil schools scoring As in all subjects in the UPSR.

It is the other 99 percent that the MIC has to worry about. It is a fact that most Tamil school students are from the lower income group and face the disadvantages and barriers of poverty and social marginalisation.

However, by no means are these students inferior in learning aptitude and capabilities. What they need is a nurturing school environment and innovative learning programmes to help them overcome their social and economic disadvantages.

The sad reality is that what MIC can actually deliver to the Tamil school system is very limited. MIC is unable to alter the gross inequities arising from misguided national education policies related to resource allocation, curriculum and management of vernacular schools.

It is also unable to enhance the commitment and professionalism of Tamil school teachers and headmasters despite many of them being MIC members and active MIC politicians. Nor can the community expect MIC to alleviate the myriad economic, housing and social conditions of the families of children attending Tamil schools.

MIC's role in the Tamil education system therefore remains as one of establishing political patronage and perpetuating the politics of chauvinism in Malaysia to ensure that the party remains relevant to the Indian Malaysian community.

The party therefore neither has the political will nor the principled leadership required to champion Tamil education (it will be interesting to determine how many MIC leaders send their children to Tamil schools).

This is why the call by Jayasooria to "work together (with MIC) through common networking and joint action" sounds rather hollow.

The Tamil education system can only be improved through concerted local level initiatives by parents, committed community leaders, teachers, headmasters and concerned individuals.

These initiatives should focus on key areas such as strengthening early childhood care and education, modernising learning facilities, modes and the school environment, enhancing the effectiveness of teaching Bahasa Malaysia and improving the service conditions, professionalism and commitment of teachers and headmasters.

If MIC is sincere about improving Tamil education, it should commit the required financial resources to these initiatives and de-politicise the Tamil education system.

The question of whether MIC needs to set up a university or not is irrelevant to the thousands of Tamil school children who are being condemned to a lifetime of underachievement every year.