Development Of Small Malaysian Independent Chinese Secondary Schools

In Malaysia, the60Malaysian Independent Chinese Secondary Schools in each state have their different development in term of each school autonomy and their economic self-reliance. The development of each Independent Chinese Secondary School is vary due to the different geographical location, population structure, historical background and the different in educational philosophy and the management style of the board of directors. Among the60school, the highest total number of students is9000and the lowest shown is less than100. Based on the total number of students as the standard, Dong Jiao Zong considered the number of students not more than300as a small Independent Chinese Secondary School. There are18out of60are considered small, which made up of30%in total.Nowadays,public put too much attention on the examination, passing rate and further studies rate are the two main factors that the public use to evaluate the potential of a school. As a result, the recruitment of students become the main problem of the small Independent Chinese Secondary School. Under such circumstances, small Independent Chinese Secondary School normally receive poor reputation.In addition, due to the long-term shortage in financial, instability of teachers, the small school are unable to establish a good school spirit and reputation, at the same time, the public have accumulated a lot of negative impression towards the small schools.Regardless of school size, all the Malaysian Independent Chinese Secondary School are with the educational function of producing quality and talented individual. Therefore, the ultimate aim of the school is for human development. Based on the case study, the writer intents to work out a better way for the development of a small school.The study of this thesis is based on a real case study to reveal the difficulties faced by a small Chinese Independence Chinese Secondary School, based on these difficulties the writer is to contribute some specific strategies. The key elements in the case study are as followed:(a) the school background (b) the difficulties faced by the school, and (c) the use of SWOT analysis, to point out the strengths, weaknesses, the opportunities and the threats, following with a clear analysis and finally combined with the writer’s practical experience to propose a solution.The innovation of this study is to use SWOT analysis on the development of a small Malaysian Chinese Independent Secondary School for the first time, based on its strengths, weaknesses, opportunities, and threats to analyze and draw out solutions. The main part of this study is that it is a special case study, but the development dilemma is similar to other small Malaysian Chinese Independent School, therefore, the research achievements can be served as a reference for other small Malaysian Chinese Independent schools. Since it is a special case study, the inadequacies of the study is that its difficulties and the measures can not be applied exactly by others. In addition, the development of the school is constantly changed and updated, so the SWOT analysis for this case study will change with the changing of times and the objective conditions and lost its timeliness.