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Effective School Management System using ICT in Education:Educational Resource Management -
On-line Management System of School Resource Centers in Malaysia
Lucia Quek Sai Gearn
Head of Educational Resource Management
Educational Technology Division
Ministry of Education
Malaysia
This paper describes the latest implementation (2009) of an on-line
monitoring system of the ten thousand school libraries in the country by
the Educational Resource Management Sector, Educational Technology
Division (ETD), Ministry of Education. This is a systematic approach taken
to monitor the progress, development and management of the School
Resource Centers (SRC). Beginning June 2009, a comprehensive online
management system called the index-Quality of SRCs also known as iQ-
PSS was deployed via the ETD intranet service line to speed up the
process of collecting, validating and analyzing the data. This online
management system of the SRC has made it possible for the Educational
Resource Management Sector to plan, coordinate, evaluate and improve
the development of the School Resource Centres in terms of physical
infrastructure, book collection, management system and training in line
with current technology as well as the information literacy and reading
programmes. This paper will also look into the issues and challenges of its
implementation. Recommendations for further enhancement of the system
will also be discussed in this paper.
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EFFECTIVE SCHOOL MANAGEMENT SYSTEM USING ICT IN EDUCATION:ONLINE MANAGEMENT SYSTEM OF SCHOOL RESOURCE CENTERS IN
MALAYSIA
1.0 INTRODUCTION
Malaysia () is a country in Southeast Asia that consists of thirteen
states and three Federal Territories, with a total landmass of 329,845 square kilometres
(127,354 sq. mi). The capital city is Kuala Lumpur, while Putrajaya is the seat of the
federal government. The population stands at over 27 million inhabitants. The country is
separated into two regions, Peninsular Malaysia and East Malaysia-Sabah and
Sarawak by the South China Sea. Malaysia borders Thailand, Indonesia, Singapore
and Brunei. The country is located near the equator and experiences a tropical climate.
Malaysia's head of state is the Yang di-Pertuan Agong (a term that is similar to King), an
elected monarch, and the head of government is the Prime Minister. The government is
closely modeled after the Westminster parliamentary system.1
In line with the countrys information and communication technology (ICT) Master
Plan and Vision 2020 , which envisages its longer-term development, Malaysia is aware
that the transformation of its education system is fundamental to achieving its
objectives. The Ministry of Education (MOE), with the participation of non-governmentalagencies, is focusing on the development of new media for use as educational,
organisational and partnership-building tools, and as a means for bridging the countrys
digital divide and empowering learners. Due to its belief that ICT can revolutionise
education and learning, the MOE has integrated ICT into education on a fundamental
level, incorporating systems to facilitate management, information gathering, access,
and various forms of communication. 2
1http://en.wikipedia,org/wiki/Malaysia, accessed on 20/10/09
2The Regional Workshop on Integrating in Education in the SEAMEO Member Countries, Case Study Guidelines,
2-3 June 2009, Bangkok, Thailand.
http://en.wikipedia.org/wiki/Southeast_Asiahttp://en.wikipedia.org/wiki/States_of_Malaysiahttp://en.wikipedia.org/wiki/States_of_Malaysiahttp://en.wikipedia.org/wiki/Kuala_Lumpurhttp://en.wikipedia.org/wiki/Putrajayahttp://en.wikipedia.org/wiki/Peninsular_Malaysiahttp://en.wikipedia.org/wiki/South_China_Seahttp://en.wikipedia.org/wiki/Thailandhttp://en.wikipedia.org/wiki/Indonesiahttp://en.wikipedia.org/wiki/Singaporehttp://en.wikipedia.org/wiki/Bruneihttp://en.wikipedia.org/wiki/Tropicshttp://en.wikipedia.org/wiki/Head_of_statehttp://en.wikipedia.org/wiki/Yang_di-Pertuan_Agonghttp://en.wikipedia.org/wiki/Head_of_governmenthttp://en.wikipedia.org/wiki/Prime_Minister_of_Malaysiahttp://en.wikipedia.org/wiki/Westminster_systemhttp://en.wikipedia.org/wiki/Westminster_systemhttp://en.wikipedia%2Corg/wiki/Malaysiahttp://en.wikipedia%2Corg/wiki/Malaysiahttp://en.wikipedia%2Corg/wiki/Malaysiahttp://en.wikipedia%2Corg/wiki/Malaysiahttp://en.wikipedia.org/wiki/Westminster_systemhttp://en.wikipedia.org/wiki/Prime_Minister_of_Malaysiahttp://en.wikipedia.org/wiki/Head_of_governmenthttp://en.wikipedia.org/wiki/Yang_di-Pertuan_Agonghttp://en.wikipedia.org/wiki/Head_of_statehttp://en.wikipedia.org/wiki/Tropicshttp://en.wikipedia.org/wiki/Bruneihttp://en.wikipedia.org/wiki/Singaporehttp://en.wikipedia.org/wiki/Indonesiahttp://en.wikipedia.org/wiki/Thailandhttp://en.wikipedia.org/wiki/South_China_Seahttp://en.wikipedia.org/wiki/Peninsular_Malaysiahttp://en.wikipedia.org/wiki/Putrajayahttp://en.wikipedia.org/wiki/Kuala_Lumpurhttp://en.wikipedia.org/wiki/States_of_Malaysiahttp://en.wikipedia.org/wiki/States_of_Malaysiahttp://en.wikipedia.org/wiki/Southeast_Asia7/29/2019 29. Effective School Management System Using ICT in Education
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2.0 NATIONAL ICT STRATEGIC PLAN
The National IT Agenda (NITA) formulated in 1996 vision is to utilise ICT to
transform all of Malaysian society into an information society, then to a knowledge
society and finally to a values-based knowledge society. With the theme "Turning
Ripples into Tidal Waves", NITA focuses on the development of people, infostructure
and applications to create value, to provide equity and access to all Malaysians, and to
qualitatively transform our society into a values-based knowledge society by the year
2020. 3
The Malaysian economy has undergone structural changes from agriculture and
mining-based economy to manufacturing-based economy and is currently in the stage
of a knowledge-based economy. Current plans such as the Ninth Malaysia Plan and
Third Industrial Master Plan envisages that as Malaysia moves into the knowledge-
based economy, the service sector will play a dominant role in the wealth creation of the
nation. ICT has and is expected to play a key role in this wealth accumulation, both in
terms of a sector and enabler. For this reason, the National Strategic ICT Roadmap will
provide a framework to enhance the productivity of key sectors of the economy and
promote the development of new ICT-based and knowledge-intensive industries.4
3.0 ICT IN EDUCATION POLICY
The Ministry of Education, Malaysia has focused on three main areas in its ICT in
education policy:
ICT will be used as an enabler to reduce the digital divide between the countrys
schools by enabling ICT access for all students;
3 http://www.mscmalaysia.my/topic/12066955968788. Accessed on 22/10/09
4 Website:MOSTI Strategic ICT Roadmap for Malaysia: Ministry of Science Technology and Innovation;
https://mail.moe.edu.my/webmail/src/webmail.php., accessed on 22/11/09]
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ICT will be used as teaching and learning tools in education, taught as an
independent subject and integrated into others; and
ICT will be used to enhance efficiency, effectiveness and productivity of
management in education.
To ensure the success of these areas, the Ministry of Education has implemented the
following strategies:
Preparing appropriate ICT equipment and infrastructure for all schools;
Introducing ICT curriculum and support for ICT integration into general teaching
and learning;
Upgrading the ICT skills and knowledge of both teachers and students;
Increasing ICT use in educational management; and
Upgrading ICT maintenance/management in educational institutions.5
The implementation of the Ministrys policy in ICT can be seen through several major
ICT in education projects:
The implementation of the Smart School project which was scheduled to go
through four waves, viz; the pilot project (1999-2002), the post-pilot (2002-2005),making all schools smart (2005-2010), and consolidation and stabilization (2010-
2020); the equipping of schools with Computer laboratories (to date 6633
schools) School Access Centres (3025 schools with 70% rural schools and
30% urban schools distribution); theTeaching of Mathematics and science in
English (provision of132,649 laptops, 78,333 LCD projectors, 67,439 screens,
63,254 mobile trolleys, and 9,662 printers), training of more than 200,000
teachers in basic ICT skills and using ICT in teaching and learning); introduction
of WebTV (via the internet, reaching almost 96% of the schools as well as
available outside school hours); the SchoolNet providing internet accessibility to
5Shamsuddin Hassan, Integrating ICT In Teaching And Learning: Country Report: Malaysia
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9654 locations; and transforming all the schools into smart schools by the
year 2010.6
4.0 SCHOOL MANAGEMENT SYSTEM (SPS)
In January of this year (2009), the Ministry of Education embarked on a journey
to deploy a single School Management System for the eighty-eight Smart Schools in the
country. The system is known as Sistem Pengurusan Sekolah or SPS in abbreviation.
SPS based on open source technology fundamentally Java J2EE and MySQL, is aimed
to provide a single platform for the Smart Schools to manage school, student and
teacher data, in contrast to the current practice where the information is managed by
different stand alone software. With the integrated data, SPS is able to facilitate other
school operations such as time table scheduling, co-curriculum activities, student
academic management, school resource center and facility management, etc. SPS is
built as a real-time system where all information captured can be transmitted for other
intent instantaneously allowing schools to manage their operations in an effective and
efficient manner. In total, there are twenty two modules in SPS to assist the school. The
system is currently undergoing some customization work based on schools feedback to
ensure that it will be able to cater for the Smart Schools operating environment. All thecustomization work is anticipated to be completed by end of October 2009.
It is hoped that the SPS for the eighty-eight Smart Schools will be a starting point to
transform our education environment. Upon success, the SPS will be rolled out and
provide a platform to enable our schools to:
Integrate knowledge, skills and values for the Information age;
Unify the communities of students, parents and educators;
Empower the educational communities with self-service capabilities; and
Enable access to real-time information, relevant assessment tools and online
educational resources.
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5.0 THE USE OF ICT IN SCHOOL RESOURCE CENTERS
The cornerstones of a good library facility design reflect a vision of how the school
library and school library media specialists contribute to the complex process of learning
and teaching in physical and virtual school library facilities. The new library spaces
exist virtually and physically where students may explore, wander and seek new
information and acquire information literacy, critical thinking and practical life-long skills.
The AASLs 21st Century Library Learning Standards describes skills students should
possess (AASL 2007). These include:
Using a variety of information literacies to gather meaning from information
presented in any format.
Demonstrating mastery of technology tools to be both productive and critical
thinkers
Collaborating with others to broaden and deepen understanding.
These standards encourage student academic and lifelong skill mastery that will enable
students to be productive in an increasingly global environment .
ICT is more than just another tool. It is also an enabler in facilitating learning and
accessing information. Its potential for increasing the range, relevance and accessibility
of information and communication used in schools is significant. Equally important is
its potential for supporting teacher librarians in their everyday roles and in their
continuing training and professional development. A wide range of ICT tools are now
available, e.g. computers, the Internet, CDRI and other software, television and radio,
video, cameras and other equipment, to aid the teacher librarians. Through the
advances made through technology, the walls of the classroom and the library have
expanded to include the entire world. One could say that we have a global internet
library.7
7Breivik. P. S., & Senn, J. A. (1998). Information literacy: Educating children for the 21st century. (2nd
ed.). Washington, DC: National Education Association.
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6.0 SCENARIO IN MALAYSIA: MALAYSIAN SCHOOL RESOURCE CENTERS
The School Resource Centre (SRC), which forms an integral part in any school
today, has come a long way. To raise the standard of library services in schools
throughout the country, efforts were taken to develop school libraries in Malaysia since
the early sixties. The early initiatives involved obtaining the services of a number of
visiting advisors who were attached to the Ministry of Education (MOE). In 1962, the
MOE established a one-year course for Teacher-Librarians at the Specialist Teachers
Training Institute. In the seventies, national attention was given to the school library
sector. A Blueprint for long term planning and development of school libraries was badly
need; hence, the publication of the Blueprint for School Library Development in
Malaysia in 1979. The Blueprint provided the basis for book stock provision, staffing,
organization and use.8
In preparing the Blueprint, the governments educational policy was kept
constantly in focus. This policy, originally expressed in the Razak Report of 1956 and
the Educational Act, 1961 was designed to satisfy the needs of the nation and promote
its cultural, social, economic and political development. Furthermore, it stated that any
attempt to assess current school library provision and future needs must be made in the
light of these educational objectives. Particular attention was paid to the general
development of school libraries especially in the smaller and more rural schools and to
the input of such libraries to academic and social progress. With the progressive
implementation of the recommendations in this Blueprint, it would be possible to
develop model school libraries centres of excellence able to show, through example,
the range of services, and the value of the inputs that can be made to quality education
by well-equipped, functionally efficient and adequately staffed school libraries.
8 Fatimah Jusoh. (2002). School libraries in Malaysia. Paper presented at IASL Conference 2002,
Petaling Jaya, 4 9 August.
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7.0 ORGANIZATIONAL AND MANAGEMENT ACTIVITIES
The management of the SRCS require a range of activities dealing with the input
of new materials, such as ordering, processing, cataloguing, classifying; the provision of
services, such as loan recording, storing special temporary collections; promoting the
SRCs and reading habits; and the training of student librarians, to name a few. The
management of the SRCs is run by Teacher-Librarians, who are also full-pledged
subject teachers. Teacher librarians of SRCs in Malaysia now take care of all
educational technology resources, media, ICT, and lately access centers in the schools.
Not only does this cover books and teaching aids, but also multimedia resources and
equipment for teaching and learning, produce or organize library-based learning
activities such as treasure hunt/quizzes/information gathering from sources available in
the library, monthly subject exhibitions/demonstrations/read a book and share-book
reviews/visits to other resource centers/bigger libraries /universities
8.0 ONLINE MANAGEMENT SYSTEM OF SCHOOL RESOURCE CENTERS IN
MALAYSIA: THE iQ-PSS. (index Quality of School Resource Centers)
The Educational Technology Division (ETD) of the Ministry of Education is
responsible for the enculturation of the use of educational technology in the teaching
and learning process in schools. One of ETDs main functions is developing the School
Resource Centers (SRCs) throughout the nation. Developing and bridging the gap
between rural and urban 9,844 SRCs is a mean feat. Therefore, the ETD has to come
out with innovative ways in delivering quality educational services. With the assistance
of ICT advancement, the ETD proposed the use of management information system
(MIS) in giving effective and efficient services. This is also in line with the MOEs
implementation of making all schools smart.
The ETD and its network at state and district levels i.e. The State Educational
Technology Divisions (STEDs) and Teacher Activity Centers (TACs) coordinate and
encourage the use of educational technology in schools. In order to keep tab of the
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progress and development of SRCs, they need to be evaluated. Therefore, a
systematic and smart approach must be taken so that the data collected are current,
meaningful and can be used to give quality services to schools. A comprehensive
instrument which is based on five main areas was developed to identify Key
Performance Indicators of each SRC. They are infrastructure and facilities, the
organization and management of SRC, services, strategic planning and the national
reading programme (NILAM).
Beginning June 2009, a comprehensive online management system called the
iQ-PSS was deployed to speed up the process of collecting, validating and analyzing
the data. It also meant saving time and money. Based on the evaluation, the MOE is
also able to run programmes such as SRC Star-Ranking, SRC Assistance Programme
and SRC Excellent Awards to help and motivate the schools to continue developing the
SRCs for the benefits of the children.
The MOE in its government circular no. 10/2000 dated 20 April 2000 stressed
that all School Resource Centers in the country should be properly managed. This is in
line with the National Education Philosophy aimed at developing the individuals
potential and equipping the younger generation with the skills necessary to face
challenges of the 21st century.9
Over the years, various programs have been carried out to encourage all schools
to raise their efforts in upgrading their resource centers physically, equipped with
enough furniture and resource materials, management and supervision, as well as
using the SRC for teaching and learning processes.
Excellent SRC Awards
Excellent Reader Awards
Assistance to SRC program
Coordination meetings with ETD network (STEDs and TACs)
9Tahun Pusat Sumber Sekolah 2000. Surat Pekeliling Ikhtisas Bil. 10/200020 April 2000.
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Publishing of SRC guidebooks/manuals/handbooks
A systematic mechanism was designed to gauge the standard and status of SRC.
As a catalyst for SRC to achieve excellence status
As a form of recognition
As a filter to identify assistance for any SRC that need aid.
9.0 IMPLEMENTATION STRATEGY
iQ-PSS or better known as Index Quality for School Resource Centers is
used as a standard measurement to gauge their performance.
iQ-PSS is used to interpret the qualitative criteria of the achievements of
SRC with the quantitative criteria so that the performance of each SRC
can be measured uniformly and analysed to identify the strengths and
weaknesses of the SRC in its planning and management of corrective
actions and continuous improvement from the point of management,
budget planning, supply of resource materials for the SRCs, physical
facilities including furniture, training, effective reading and information
literacy programs.
The iQ-PSS is based on the evaluation instrument which was formerly
administered manually by officers throughout the country. It covers the
following areas:
Section A Physical facilities, equipment and materialsA1. Location of main SRC, Audio-Visual Room & Teaching-
Learning Materials Room
A2. Arrangement of Room / Space / CornerA3. Furniture and AccesoriesA4. Additional FacilitiesA5. Printed materialsA6. Non-printed materialsA7. Electronic equipmentA8. Security Features
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Section B Management and Administration of SRCB1. Organizational ChartsB2. Annual PlanningB3. Management of SRCs financeB4. Management of SRCs Documentation and Records
B5. Management of Collections Documentation and RecordsB6. Management of Equipments Documentation and RecordsB7. Management of SR Physical AttractionsB8. Involvement of the school / community / NGOs
Section C SRC UsageC1. Opening hoursC2. TimetablesC3. CirculationC4. Usage Educational TV ProgramsC5. Exhibition Activities
C6. SRC Motivational ActivitiesC7. Self-Access Learning CenterC8. Promotions / PublicitiesC9. Information LiteracyC10. Production of Resources
Section D Reading Program (NILAM)D1. NILAM ProgramD2. InvolvementD3. Documentations dan RecordsD4. AchievementD5. Reward and Recognition
Section E Improvement ProgramsE1. Strategic PlanningE2. Other financial sourcesE3. Human Resource Development ProgramsE4. Evaluations
Section F Special FeaturesF1. Additional attractions / innovations not covered in previous
sections
Teacher Librarians go online and fill in all the information in the various
categories listed in the iQ-PSS at their own workplaces or schools, or they
can go to the nearest Teacher Activity Center )TAC) or State Educational
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Technology Division (SETD), to key in information about their SRCs and
their actiivities and programs carried out. It is mainly self-access.
Officers from the TACs and SETDs, then go on-site to verify the
information given by the Teacher Librarians.
SCOPE
iQ-PSS involves the following resource centers at state, district levels and all
schools in the country.:
Figure 1Organizational Chart of iQ-PSS Implementation
10.0 PROCESS
iQ-PSS involves the process of standardization of SRCs in Malaysia. This
process involves all teacher-librarians (TLs), officers from the TACs, STEDs and
ETD. The work process can be seen in Figure 2.
Educational Technology Division(ETD)
15 State Educational Technology Divisions(STEDs)
367 Teacher Activity Centers(TACs)
9,844 School Resource Centers
(SRCs)
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Figure 2iQ-PSS Work Flow
11. 0 METHOD
The method used in managing the iQ-PSS activities is as follows:
A fixed standard Index Quality PSS (iQ-PSS).
Survey using self-access.
Used yearly based on information available now and before the
new year.
Awarding of star-rating (1-star, 2-star, 3-star, 4-star, 5-star) to all
SRCs
Certification: Awarding of certificates to give recognition to SRCs,
TACs and SETDs resource centers based on the iQ-PSS.
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12.0 INPUT
Input that is needed:
Basic informaiton of the school and SRC (9,884 schools)
Basic information of TAC (367 TACs)
Basic information of SETD (15 SETDs)
Level of achievement ( iQ for all SRCs)
13.0 OUTPUT
Output from the iQ-PSS program is as follows:-
Level of iQ for all SRCs (KPI) Statistical Analysis of the iQ-PSS based on schools, TACs, SETDs
and ETD. This analysis can be used for the following purpose:
i). Choosing the best or excellent SRC in the country under the
SRC award scheme.
ii). Fixing the total per capita grant for all SRCs
iii). Fixing the total and kinds of resource collection to all schools
iv). Fixing the physical needs of all SRCs.
v). Planning staff development needs.
vi). Planning Information Literacy programs.
vii). Star Ranking of SRCs to gauge the performance of all SRCs.
14.0 STATUS REPORTS OF iQ-PSS
The online management system of SRCs can be found at the following website:
http://btp.tarantula.my/index.php.The following are some of the pdf files on the modules
in the iQ-PSS. They are : i) SRCs rating activity status, (ii) statistics of SRCs by
location, (iii) overall standard of SRCs, (iv) overall standard of SRCs according to
schools (primary/secondary/urban or rural), (v) top five SRCs according to states, (vi)
top five SRCs according to districts, vii) overall analysis of TLs competency,
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(viii) analysis of TLs competency according to states, (ix) analysis of statistics of
SRCs, (x) collection of books by SRCs (primary/secondary,urban or rural), (xii) status of
SRCs on book ratio (primary and secondary), (xiii) report of star-rating of SRCs
according to TACs and (xiv) information on teacher librarians.
Below are some reports on the above modules.
Table 1: Analysis of School Resource Centers (SRCs) statistics
No of respondents to date: 5132
*The data above would help ETD in overall planning and development of SRCs in the
future.
Table 2: Automated management of SRCs
Automated management of SRCs No of SRCs
Yes 5087
No 45
*The data above would help indicate which SRCs need help in the digital management
of their SRCs.
Physical status of SRCs No. of SRCs
Own building 373
Renovated building 387
Designated room 2064
Renovated room 1844
Not stated 464
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Penemuan/Analisis
Figure 3: Analysis of School Resource Centers (SRCs) statistics
Other data available:
Statistics of book collection, resource materials, digital materials, usage of SRCs, no of
computer laboratories and access centers and per capita grant of SRCs.
Penemuan/Analisis
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Figure 4: Rating of Activity status of SRCs
Table 3 : Overall Star - rating of SRCs on the following:
Section A: Physical facilities, materials and resources (10%)
Section B: Management and supervision of SRCs (15%)Section C: Usage of SRCs (40%)Section D: NiLAM Reading Program (20%)Section E: SRCs Improvement programs (10%)Section F: Special Features (5%)
Rating of SRCs according to stars Overall statistics of
SRCs
5 star * 137
4 star * 506
3 star * 767
2 star * 1300
1 star * 1209
Total 3919
*Note that total figure of 3919 respondents indicate that not all TLs filled
in all the information required to fulfill the requirements of the full starrating system. The above data would help ETD identify which SRCs need
assistance and which SRCs could be used as model SRCs.
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Penemuan/Analisis
Figure 5 : Overall Star - rating of SRCs
Figure 6: Analysis of Teacher Librarians (TLs) Competency
The figure shows the following:
i) Analysis of courses attended by TLs
ii) Analysis of TLs teaching experience
iii) Analysis of TLs Job Grades
iv) Analysis of teaching periods of TLs
v) Analysis of TLs appointment
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Penemuan/Analisis
*The above data would help ETD identify the staff development programs needed by
the TLs and their status and job needs.
Figure 7: Location of SRCs in each state (SETD)
Penemuan/Analisis
*The data include information on number of TACs in each state, number of schools
(primary, secondary, urban or rural) in each state.
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15.0 ISSUES / CHALLENGES AND SOLUTIONS
15.1 ISSUES/CHALLENGES:
1. Understanding how to use the iQ-PSS and the goal of iQ-PSS in order to work
toward it and the importance of iQ-PSS in assisting the decision-making process.
Therefore, proper training must be provided so that coordination in terms of work
processes must be synchronized to assess and monitor performance at all levels
of the organization. However, the training is hampered due to limited budget and
time constraints.
SOLUTION: To overcome this problem, the ETD has come up with an online
manual/handbook to assist these officers. All state unit heads have also been
given a briefing on how to use the iQ-PSS.
2. Verification process is nor done by the TAC officers concerned to check
validity of data put in by Teacher Librarians. This affects the accuracy of the
information sent to the ETD. Time has to be taken to check the information,
otherwise the wrong information and data collected will affect the decision-making process.
SOLUTION: Reminders via email and on-site checking by officers from ETD or
SETD.
3. Collection of SRCs information online within a certain period for reporting. This
affects the timeliness of the reporting and analysis. Since the inception of the iQ-
PSS in July 2009, to date, only 43.82% of the teacher-librarians have completed
all stages of iQ-PSS as shown in the table below.
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iQ-PSS Status (until 7.11.2009)
Level Item Total Percentage %
1 Waiting for TLs action 3254 33.06
2 Updating of school profile 370 3.76
3 Ranking of SRC by TLs 899 9.14
4 Waiting for TACs officers action 963 9.77
5 Verification of SRCs by TACs officers 44 0.45
6 iQ-PSS completed 4313 43.82
Figure 8: Status of iQ-PSS
SOLUTION: Reminders via email and on-site checking by ETD and SETD officers.
4. Inability to change data once locked in by Teacher librarians. Only appointed
officers with passwords can access the data and make changes.
SOLUTION: A comprehensive internal and external audit program is employed
to ensure the adequacy of internal controls.
5. Honesty on the part of the TLs and exact data put in by TLs. TLs know that
based on the data keyed in, SRCs are picked as winners of the SRCs awards
and role models and will be selected, the possibility of data being inflatedmay
happen.
SOLUTION: Briefings and explanations to the TLs and officers at the various
TACs, on the importance of real and true data received, as the data will affect
the planning and development of future SRCs. Verification by the officers are of
utmost importance.
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6. Disruption of the internet line and schoolnet problems in schools or TACs
where keying in of data is taking place.
SOLUTION: Getting the TLs concerned together to key-in the data of their SRCs
centrally where the internet line is good.
7. Time constraints of both TLs to key in data and officers from TACs and SETDs
to verify the data.
SOLUTION: Making sure the website stays open 24 hours a day, seven days a
week so TLs can access from home and after school hours.
16.0 IMPACT ON THE IMPLEMENTATION OF IQ-PSS FOR SCHOOLS:
iQ-PSS can be used to transform real data that is collected into information
useful for decision making. It can provide performance reports to assist in the
planning, monitoring and implementation of strategy e.g. star rating of SRCs,
book collection etc.
iQ-PSS provides a valuable function in that it can collate into coherent reports
unmanageable volumes of data that would otherwise be useless to decision
makers. By studying these reports decision-makers and policy makers can
identify patterns and trends that would have remained unseen if the raw data was
consulted manually e.g. competency of TLs, rating of SRCs.
iQ-PSS allows for the collation of vast amounts of SRCs data, and it also
provides a valuable time saving benefit to the workforce of ETD and its network.
Where in the past business information had to be manually processed for filing
and analysis it can now be entered quickly and easily onto a computer by a data
processor, allowing for faster decision making and quicker reflexes for the ETD
as a whole.
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While iQ-PSS is extremely useful in generating statistical reports and data
analysis, it can also be used as a Management by Objectives (MBO) tool.
Objectives are set using the SMART ratio: that is, objectives should be Specific,
Measurable, Agreed, Realistic and Time-Specific. The aim of these objectives is
to provide a set of key performance indicators by which the ETD can judge the
performance of a project, program or activity. iQ-PSS is useful to track SRCs
performance. Since all SMART objectives are by definition measurable they can
be tracked through the generation of management reports to be analyzed by
decision-makers and policy makers.
17.0 RECOMMENDATIONS
It is recommended that the online management system of School Resource centers be
further enhanced. Steps are taken to make it more user friendly and accessible at all
times. Further modules can be added in to make the management of SRCs more
transparent and more informative. More officers from TACs and SETDs are involved in
creating the modules that they need to use in monitoring and managing the SRCs plus
evaluating them. Teacher librarians and school administrators should also be more
flexible and open to such methods of reporting and evaluation.
18.0 CONCLUSION
Using iQ-PSS as a tool for a well-informed decision-making process is only a
beginning. The ETD will always find ways to improve on the delivery services system
especially in the development and management of SRCs. SRCs are the catalysts to
accelerate the literacy growth among the students via the use of its educational
resources. Therefore, an integrated approach for assessing the performance of all
SRCs is needed to suppport the teaching and learning process. It is hoped that with a
better understanding of the goal of iQ-PSS by all quarters, the SRCs will be the hub of
life-long learning.
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To function effectively as an interacting, interrelated, and interdependent
feedback tool for the ETD management and staff, iQ-PSS must be "usable." The
five elements of a usable system are: timeliness, accuracy, consistency,
completeness, and relevance. It is worth noting that the usefulness of iQ-PSS ishindered whenever one or more of these elements is compromised. The iQ-PSS
has transformed the management of Malaysian School Resource Centers
towards a higher standard and we hope this will propel our SRCs to become
excellent centers of learning and raise information literacy among teachers and
students in the future.
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