Kuching High School
Kuching High School (KHS) (古晋高级国民型中学) is a three-acre public secondary school located at the center of Kuching, which is the capital of Sarawak, Malaysia. It is a co-ed school for students from transition to form 5. Its curriculum prepares students for the Lower Secondary Evaluation Examination (Penilaian Menengah Rendah or PMR) in form 3 and Malaysian Certificate of Education examination (Sijil Pelajaran Malaysia or SPM) in form 5. These exams are administered by the Malaysian Ministry of Education.
Founded in 1916 as Min Teck Junior Middle School (民德初級中學）, the school was a private school for the Chinese. After the Japanese Occupation, the school was renamed Chung Hua Middle School（中華中學） in 1946. In 1958, it was renamed again as Chung Hua Middle School No.2 （古晉中華第二中學）. After it was converted to a government-aided school in 1963, it was called SMB Kucing High. And since 2002 the school has been known as SMK Kuching High.
The school has been named Sarawak’s most promising school and Chief Minister Excellent School. Deputy Prime Minister Tan Sri Muhyiddin Yassin who is also the nation's Education Minister praised Kuching High School as "a success story of the national education system". To have further education, completing students would be accepted into SMK St. Thomas, to pursue their Malaysian Higher School Certificate (Sijil Tinggi Pelajaran Malaysia or STPM) program, by the government’s matriculation program (mostly to Kolej Matrikulasi Labuan) or other public and private higher education institutions.
Read more about Kuching High School: Academics, Former Principals
Famous quotes containing the words high and/or school:
“Patience is a most necessary qualification for business; many a man would rather you heard his story than granted his request. One must seem to hear the unreasonable demands of the petulant, unmoved, and the tedious details of the dull, untired. That is the least price that a man must pay for a high station.”
—Philip Dormer Stanhope, 4th Earl Chesterfield (1694–1773)
“Nevertheless, no school can work well for children if parents and teachers do not act in partnership on behalf of the children’s best interests. Parents have every right to understand what is happening to their children at school, and teachers have the responsibility to share that information without prejudicial judgment.... Such communication, which can only be in a child’s interest, is not possible without mutual trust between parent and teacher.”
—Dorothy H. Cohen (20th century)