Chee, Kok Yee
(2022)
A business plan for the startup of Canterbury International School.
[Dissertation (University of Nottingham only)]
Abstract
Canterbury International School (CIS) is an integrated school designed to provide holistic education to special needs students. At the same time, assimilate students with the right skills and knowledge through its robust learning program. With the liberalisation of Malaysia’s education system since 2010, the country experiences many international and private schools’ establishments. However, there is a lack of attention given to special needs students in both government and private sectors. Many are there to profit by placing as many students as possible but will limit intake for special needs. For the few that offers, they will impose school fee that is beyond average income groups. Some parents from top income groups occasionally find it challenging to sustain their children’s education in private schools. Most private schools will emphasise specific specialities such as nurturing or growth, but often behind the scenes is to provide education to the masses. The economy of scale plays a vital role as it generates more revenue with a single education framework.
For government-operated schools, they are open to all levels of parents regardless of their income level. Government operated schools are not motivated by any profit but serve as the country’s building block. Based on the education ministry (MOE MEB, 2013), government schools are operated based on four main thrusters. They are Special Recovery Programs, Inclusive Education Programs, Integrated Education Programs and Special Education Service Centre. Special Education Services division oversees special need education, focusing on intervention assistant, rehabilitation, and support services. The education outline covers all aspects; however, it has a significant drawback which lacks expertise and experience. Educators are often not trained in handling particular needs, having inadequate training facilities and insufficient control measures.
Even with hundreds of these schools’ establishment as proclaimed by the education ministry, experts often see these individual development centre educations are failing due to structure and educators’ qualifications (thestar, 2020). The situation is made worst during the pandemic situation as experienced right now. Classes are formed based on size capacity and not on student learning capabilities. These school often has sustainability problem and questionable student achievement results.
CIS establishment primarily addresses the growing demand and the desire of parents to have a better, more inclusive education and affordable education for their children. Driven by entrepreneurship to fulfil our obligation as a social enterprise, it will encapsulate the shareholder’s vision in creating a better education for special needs students. Social enterprise setup usually is not a priority for many entrepreneurs. The school priorities are to ensure the needy will have access to quality education at an affordable fee. With the target of 50% fee reduction compared to other international schools, the school will collaborate with partners to make this venture a success. The school’s capabilities in providing opportunity and at the same time cultivate community values as part of core building blocks. Students will be honed for innovation and breed as critical thinkers without sacrificing fundamental living skills. To fast track the school establishment, the management is acquiring the institute to expedite and accelerate the venture.
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