Preventative Maintenance
Preventative maintenance is still a relatively new concept in Indonesia. The old philosophy of "when it breaks down another project will replace it" by in large still reigns. To Indonesians pro-active planning for disaster almost has negative connotations (and I can see their point), however, this approach has not worked in the past (things did break down), and it can not remain the vision for the future. It is imperative that the preventative maintenance training programs continue, and serious support for the implementation of the procedures in the Preventative Maintenance Manual is provided by the MOE. Budgetting for Sustainability
To a certain degree the MOE must remain responsible for the allocation of adequate budgets to support "out of the ordinary" occurrences like major equipment failures, theft, and natural disasters which may affect the operation of language laboratories and are beyond the possible scope of school budgets. However, it is crucial in order for schools to establish realistic budgets for normal sustainability that they take a more pro-active (entrepreneurial) role in improving school finances. One of the positive things to come out of the monetary crisis has been that school budgets have been handed over to the schools to manage. A much more schools based approach. Some schools have taken the initiative and are running fee-paying extra-curricular language and computer classes which help to improve school budgets and the social conditions of the teachers (a major educational issue). I would like to see this approach extended beyond the school community to include the general community. I believe that with the high demand for language and computing skills in the workplace (and the high cost of private courses) that there is excellent scope for introducing Community Education programs. Community Education programs also strengthen school/ community links which I believe will also bring other benefits to the school. Schools wishing to commence new initiatives should also be encouraged to seek outside sponsors from business and industry (especially vocationally oriented initiatives).
Continuity of Training/ Upgrading
The continuity of the training programs is imperative. However, I believe that a far more practical approach to the training, considering the magnitude of the task and the limited funding available is to:
- Provide ongoing training and monitoring for a carefully selected group of staff from one school in each region. The schools should be chosen based upon their proven comittment and enthusiasm to achieving quality in teaching, and centrality to other schools in the region (preferrably SANGGAR).
- Provide flexible training which involves a high level of action learning based upon needs that the participants identify from within their individual environments (during theoretical and discussion sessions early in the training).
- Provide training which has a high practical component - focus upon the transfer of "real" workplace skills and encourage attitude modification through performance.
These schools should then be utilised as regional training centres for other schools in that region.Extended Warranty/ Spare Parts
The negotiation of extended service warranties (preferably 5 years) prior to the purchase of any educational technology is one of the most important steps towards achieving sustainability. Usually negotiability is limited on one-off purchases. However, multiple purchases or the signing of government contracts allows the purchaser considerable negotiating power. Extended warranties should at least take the pressure off "extended budgets" for sufficient time to allow assessment of the probable ongoing maintenance costs of the equipment based upon it's 5 year history. From this we can extrapolate the likely future maintenance costs and effectively budget for service and spare parts.
As a ball-park figure around 5% of the total cost of the equipment purchase should be set aside for maintenance and spare parts costs beyond the warranty period.
During the warranty period the language laboratory supervisor should keep an inventory of any spare parts replaced. This information will be very helpful in determining what spare parts should be purchased by the school at or near the end of the warranty period. Some manufacturers only guarantee the availability of spare parts for 5 years after purchase. If this is the case (check with the supplier) then the spare parts must be ordered before this period expires.
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