Prime Minister Dr Mahathir Mohamad was correct to say that the proposal suggested by the Chinese-based parties led by MCA was "the best compromise we could come up with" even if the formula compromises other things as well ( BN accepts language-switch compromise for Chinese schools ).

The formula of teaching Mathematics and Science in Mandarin will satisfy Chinese-based parties and according to Mahathir, also the influential "Dong Dong Dong" (words used by him to describe the influential Chinese education group Dong Jiao Zong) which have opposed the language switch.

At the same time the fact that these subjects will also be similarly taught in English will satisfy the demands of pride of Umno supreme council and deference by the Chinese-based parties in the spirit of Barisan Nasional.

The formula however may also be an educational and intellectual compromise.

For two things can happen.

First, pupils in Chinese schools who are already generally good in Mathematics and Science, when taught in their mother tongue, could possibly now become even better in these two subjects since they are relearning them in English through additional periods.

So their competence in Science and Mathematics rather than English stands a better chance of improving.

If English were the main objective, it makes more sense to devote the additional periods on English itself rather than duplicating the teaching of Mathematics and Science, which are already taught in Mandarin, in English. This is pure superfluity — unless certain subjects within the Science and Mathematics syllabi are taught in Chinese, and the others in English.

It is interesting to note how the national debate started with the need to improve English through teaching Science and Mathematics in English. When politics came in and compromises are made, there is possibility now that Science and Mathematics may be improved than the first reason of it all — English.

Mahathir said "in future examinations, Year One pupils in Chinese schools would have to sit for Maths and Science papers in two languages".

Assuming that what I earlier said is true that Science and Mathematics have been improved by this bilingual formula but not English, what happens if due to poor grasp of English, pupils in Chinese schools who could score As in Science and Mathematics when they are tested in Chinese, score Fs instead in these two subjects when they are tested in English?

The results of the Science and Mathematics examinations will then be in the position to determine the weakness of the examinees in English, but nobody knows how to view their competence in Science and Mathematics for which they have been examined in the first place — since they score on both subjects an A (when tested in Mandarin) and F (in English) at the same time!

Again, this is a joke because the whole purpose of Mathematics and Science examinations — whether conducted in English or Chinese — was to test their competence in Mathematics and Science first and not test their English.

This is why, when politics is prioritised over educational principles, the result may be reversal of priorities of educational methods.

The formula is a 'win-win' for politics but what about English?

Its cause has been bandied about, it has been flogged from one political forum to another, and finally when all political ends are met and horse-trading done, English remains neglected as an orphan. Science and Mathematics will benefit instead but then the extent of benefit cannot be measured because pupils can score distinctions in them when they are examined in their mother tongue and yet fail when tested in English.

On the compromise formula, MCA president Dr Ling Liong Sik said, "There's nothing to worry about. Everybody is happy".

Yes, it is all a very happy confusion and an additional burden on pupils.