Chapter 1 - Report of the Education and Public Relations Group were also complaints that the SAR registered with the MOE do not receive Government-aided textbooks and this has hampered the teaching of students. Equal opportunity should be given to SAR students to pursue and enjoy the basic education provided by the State. During the visits, the Commission interviewed several teachers and students about the prospects of students who seek to pursue their education outside the SAR system. The Commission was informed that SAR students with very good public examination results have been denied entrance to established mainstream boarding schools due to the allegedly unwritten policy that students from the mainstream system are given priority for such placements. This is tantamount to discrimination as equal opportunity should be given to SAR students to pursue and enjoy the basic education provided by the State. The introduction of the Dini Integrated Curriculum (DINI) in 2015 is also a concern due to the lack of knowledgeable and skilled teachers to teach the subjects under this programme. The Commission was informed that the agencies responsible have yet to conduct training to teachers involved in this programme and universities have yet to include DINI as part of their syllabus. The Commission would like to stress that the implementation of any curriculum should include the full preparation of teachers teaching the curriculum. It is noted that the Government, in their response to the Commission’s 2013 Annual Report, indicated that the SAR registered with the MOE and State Governments received funding from the Government. However, there are also SAR that have chosen not to register due to fear of interference from the State in the schools’ policy and daily administration. The Commission is of the view that equal treatment, for example with regard to funding and training of teachers, should be given to SAR. The policy of excluding assistance to the SAR not registered with the MOE or State Governments would jeopardise the quality of education, opportunity and safety of children who receive their education at those schools. (e) Sekolah Jenis Kebangsaan Tamil (SJKT) This year, the Commission visited 3 schools, SJKT Pulau Carey Selatan, SJKT Pulau Carey Timur and SJKT Sepang, as a follow-up to the issues reported two years ago. Compared to the previous visit, the Commission observed that almost all of the current teachers were qualified and trained. At both SJKT Pulau Carey Selatan and SJKT Pulau Carey Timur, the facilities had been upgraded, and the schools had better, functioning facilities for teaching and learning activities. SJKT Pulau Carey Selatan was now provided with clean piped water as compared to untreated water obtained from a well two years ago. SJKT Pulau Carey Selatan had a problem with termites, which had attacked a classroom adjoining the school office. The school authority had made numerous complaints to the department responsible but they were still waiting for the matter to be resolved. 23