Professional Documents
Culture Documents
ROADMAP 2005-2020:
A N E D U C AT I O N A L O D Y S S E Y
A consultative paper on the expansion of the Smart School initiative
to all schools in Malaysia
FOR
OCTOBER 2005
TA B L E O F
CONTE NTS SECTION 1:
EXECUTIVE SUMMARY 1
SECTION 2:
THE SMART SCHOOL ROADMAP 2005–2010 3
1 INTRODUCTION 3
Background 3
1.1 The Smart School Vision 4
1.2 A Brief History of the Smart School Flagship Application 5
1.3 The Principal Stakeholders 5
2 THE SMART SCHOOL FLAGSHIP APPLICATION 6
2.1 Smart School Components 7
2.2 The Implementation Structure 8
3 SMART SCHOOL: THE FOUR WAVES 10
4 WAVE 1 – THE SMART SCHOOL PILOT (1999-2002) 12
4.1 The Smart School Pilot Project Implementation 12
4.2 The Smart School Integrated Solution 13
4.3 The Positioning of the Smart School 14
4.3.1 Feedback from Reviews by MoE/TSS Team (the Power Rangers) 15
4.3.1.1 Technology/Infrastructure/Help Desk 15
4.3.1.2 Utilisation of Software Applications and Courseware 15
4.3.1.3 Smart School Management System (SSMS) 16
4.3.1.4 Recommendations from the MoE/TSS Review 16
4.3.2 Evaluation by the Group of Local Universities 16
4.3.2.1 Teaching-Learning Materials 16
4.3.2.2 Teacher Training 16
4.3.2.3 Response to Change 17
4.3.2.4 Technology Infrastructure 17
4.3.2.5 Help Desk 17
4.3.2.6 The Smart School Management System 17
4.3.2.7 Students and Parents’ Feedback 18
4.3.3 The MoE/MDC Benchmarking Study 18
4.3.3.1 SSIS, One of a Kind 18
4.3.3.2 Tailor-Made Courseware 18
4.3.3.3 Creation of a Skilled Talent Pool 19
4.3.3.4 School Processes Become Efficient 19
4.3.3.5 Recommendations from the Benchmarking Study 19
4.3.4 Lessons Learnt from the Pilot 20
4.4 Enhancement Efforts 20
5 WAVE 2 – THE POST-PILOT (2002–2005) 21
5.1 The Key Outcomes 21
5.1.1 ICT as a Key Enabler for Learning 21
5.1.2 Monitoring and Corrective Action Key in Attaining Targets 21
5.1.3 Seek Further Enhancement of SSMS Utilisation 22
GLOSSARY 55
ACKNOWLEDGEMENT 57
In the Pilot, the Smart School Integrated Solution (SSIS) was rolled out
to 87 schools in the country at the cost of about USD78 million
(RM300 million). The Smart School project is implemented by the
Ministry of Education (MoE), Malaysia. The MoE’s industry partner is
Telekom Smart School (TSS), that was awarded the contract to develop
the project in collaboration with the MoE and the Multimedia
Development Corporation (MDC).
Subsequent to the Pilot Wave and the evaluation, gaps were identified in
terms of technology, infrastructure, support, and human resources. The
Post-Pilot Wave focused on identifying measures to plug these gaps and
ensure course correction before the Smart School is rolled out to all
schools in Malaysia.
The milestones proposed and the four waves of the Smart School
implementation plan are:
1. Wave 1 – The Pilot (1999-2002)
Implementation on 87 schools
2. Wave 2 – The Post-Pilot (2002-2005)
Lessons learnt from the Pilot
3. Wave 3 – Making All Schools Smart (2005-2010)
Extending the digital transformation to all
4. Wave 4 – Consolidate and Stabilise (2010-2020)
Technology becomes an integral part of the nation’s learning
process
This document summarises the outcome of the Pilot and the Post-Pilot
phases and describes in detail the Roadmap and the key responsibilities
of the School, Community, MoE, State and the Industry stakeholders.
Ten years from the expansion will see the stabilisation of the solution,
the building of value-added applications, and an all-pervasive Smart
School environment where the use of ICT in the teaching-learning
environment will be the norm rather than a novelty.
2005-2010
I
n 1996, Malaysia identified information and communication
technology (ICT) as one of the key foundations for its
projected transition from a production-based economy to a
knowledge-based economy by 2020. In declaring these goals,
the government also acknowledged that such a transition will
require a workforce capable of exploiting ICT to create new
economic opportunities.
The seven applications
In order to develop this talent pool, the government announced
identified under the MSC
under the Eighth Malaysia Plan the need to re-engineer the
initiative will translate country’s education system and align it with its Vision 2020. The
into economic growth, Smart School Flagship was one of the seven applications identified
and wealth creation under the Multimedia Super Corridor (MSC) initiative, which
competitiveness envisages the creation of high-value jobs in the country, achieving
high and consistent growth driven by exports, improving national
for the country productivity and competitiveness and achieving value creation. All
these will eventually translate into economic growth, wealth
creation and competitiveness for the country.
The implementation will
lead to the creation and The MSC’s vision for Malaysia in the Knowledge Economy outlines
three phases of incremental progress, right from the launch of the
nurturing of a local
seven flagships to their gradual expansion, enhancement and
pool of world-class pervasiveness. The implementation of these flagships will lead to
companies that would the creation and nurturing of a local pool of world-class companies
position Malaysia as an that will position Malaysia as an export hub for new-wave
export hub for multimedia technologies and products. This vision is illustrated in
the following chart.
technology products
At the MoE, the Smart School Flagship comes under the Smart
School Steering Committee, which is chaired by the Secretary-
General of Education. The members of the Committee include the
Director-General of Education, the Deputy Directors-General, the
Deputy Secretaries-General, Directors of the various divisions in the
3 . S M A R T SC H O O L : T H E F O U R WAVES
The approach for the The Smart School Flagship is one of the few initiatives in the region
expansion phase is to that incorporates strategic planning elements into its implementation
enhance the scope of Roadmap. At the outset, it was envisaged that a Pilot Project would
be implemented and subjected to a proof-of-concept evaluation
the project in terms of
before subsequent phases are implemented. Full project rollout will
functionality and reach take place where the concept solution fulfils the scope of the
as well as increase the services required. The approach for the expansion phase is to
number of applications enhance the scope of the project in terms of functionality and reach
as well as increase the number of applications so as to encompass a
so as to encompass
broader spectrum of services.
a broader spectrum
of services The milestones for the Smart School Flagship are set out in the
following chart.
WAVE 4
CONSOLIDATE &
STABILISE
TECHNOLOGY
BECOMES KEY
SMART SCHOOL TARGETS
ENABLER IN T&L
WAVE 3
MAKE ALL
SCHOOLS
SMART BY 2010
10,000 SMART
SCHOOLS
WAVE 2
CONSOLIDATION
OF
SMART SCHOOL
PRINCIPLES
WAVE 1
SSIS ROLLED
OUT TO 87
PILOT SCHOOLS
WAVES 1 – 4
This document will summarise the outcomes of the Pilot and the
Post-Pilot phases and describe in detail the key responsibilities of
the different stakeholders.
The 87 pilot schools were identified to act as the nucleus for the
eventual roll-out of Smart School concepts, materials, skills and
technologies. This Pilot Project tested the Smart School Integrated
Solution (SSIS) via the following components:
l The provision of ICT infrastructure and system
l TLMs (1,494 courseware titles) and related print materials for
Malay Language, English, Science and Mathematics
l A computerised Smart School Management System (SSMS) with
the management of major school functions provided in modular
form
l A Smart School Technology Infrastructure involving the use of
computers and non-IT equipment, Local Area Network (LAN)
and a Virtual Private Network (VPN) that connects the schools
to the Ministry’s Data Centre and Help Desk
l Support services in the form of centralised Help Desk and a data
centre which can provide teaching-learning and management
support for the schools
l Related specialised services which form part of the SSIS such as
systems integration, project management, business process
reengineering and change management to achieve a total
solution to all the teaching-learning, management and
leadership functions of the school
l The provision of training for teachers, Principals and School
Heads in Smart teaching and learning, the use of Smart School
applications software, courseware, and ICT literacy. Training is
also be imparted on how to utilise the LAN for TLM and the
Help Desk when assistance is needed or a problem needs to be
resolved
Despite the bottlenecks in the usage of TLMs and the SSMS, there
was consensus that the concept and the blueprint of Smart Schools
and the TLM culture propagated by it were visionary.
Smart School Integrated A benchmarking of the Smart School Integrated Solution by Frost
& Sullivan with eight (8) other countries demonstrated that the
Solution by Frost &
Smart School initiative in Malaysia was exceptional as an
Sullivan with similar educational initiative even when compared with advanced countries
programs in eight (8) of the world such as Australia, Britain, Canada, Ireland, Japan, New
other countries Zealand, Singapore and the USA.
revealed that Smart
4.3.3.1 SSIS, One of a Kind
School in Malaysia was
The study reported that no other country had contemplated
exceptional as an automating the entire school process. Full automation was the
educational initiative practice only in the very affluent residential schools in these
advanced countries. The Malaysian achievement was all the more
significant as it had brought such sophisticated advantages within
A comprehensive set of the reach of the average child attending a smart government school.
courseware consisting
4.3.3.2 Tailor-Made Courseware
1,494 titles covering
Most learning courseware in other countries is private-sector-owned
subjects such as Malay
and developed for a generic market. In contrast, the Smart School
Language, English teaching-learning courseware was tailor-made for the Malaysian
Language, Science curriculum. Malaysia had in fact developed a comprehensive set of
and Mathematics courseware comprising 1,494 titles covering Malay Language,
English Language, Science and Mathematics.
was developed
within the country
6 . WAV E 3 l M A K I N G A L L SC H O O LS
S M A R T ( 20 0 5 - 2010 ) &
W A V E 4 l C O N S O L I D AT E A N D
S TA B I L I S E ( 2 0 1 0 - 2 0 2 0 )
TARGETS MET
Teaching
Attain ADVANCED Learning
Smart School
Continuous Performance Scenario 2020
&
Management Technology
of Implementation
Monitor
Performance &
Undertake EVALUATE
Corrective Measures CONTINUOUSLY
2005 2020
SCHOOL STAKEHOLDERS
COMMUNITY STAKEHOLDERS
MoE STAKEHOLDERS
STATE STAKEHOLDERS
INDUSTRY STAKEHOLDERS
1 Human Capital • Develop a framework providing guidelines and best MoE Teachers &
practices on effective usage of courseware and Administrators at state
hardware and district levels
• Conduct a continuous renewal study of the MoE
curriculum/modules for training the trainers for
practitioners (teachers and administrators)
• Compel teachers to use applications through multiple
strategies, i.e., policies, training, communication plan,
campaigns, competitions, etc.
• Introduce on a widespread basis (pre-service and
in-service) and through self-learning materials
(CD-ROM or online) for the training in integration
of ICT in lessons
4 Innovations in Teaching & • Create a parallel avenue for teachers to be innovative MoE
Learning Methodology/ and creative in TLM beyond the existing curriculum Teachers Union
Pedagogy requirement through a standardised and customised Teachers
(1 – curriculum-based + 1 – teacher-based content Administrators
delivery system)
• Provide peer support and networking through a
portal, special forums, and interest groups
• Create awareness through e-newsletters
4 Taking the Smart • Establish revenue models for schools to exercise MDC/MoE
Partnerships to the • Allow schools to seek competitive funding Private sector
next level • Establish more charter schools (corporate Board of governors
management) Alumni
6 Standards • Set up standards derived from regional and global MDC, MoE, Private sector
network consensus
Parents will enjoy and utilise the ready access to school and relevant
school information to forge a close relationship with the teachers
and the staff. The children’s educational experience will be enriched
by the participation of their parents.
Parents who are kept informed and made to feel they are part of the
school community will readily contribute cash, materials or services
to help initiate projects that will enhance their children’s learning
experience. If this were to happen on a large scale, the government’s
financial responsibilities will be eased so that resources could be
directed to schools in poorer localities.
5 Relevant and localised • Put in place mechanisms for the creation of a Federal and State
content on the Internet localised and lifestyle content governments
Content developers
1 Loss of interest/ • Publicise the success over the past years. Recognise PTA
disengagement and celebrate success of parents’ involvement Schools
through awards and publicity campaigns Parents
2 Tackle social fabric • Anticipate and strategise to overcome the problems MDC
changes. E.g. Decline and reinforce the benefits MoE
in writing things down, • Conduct regular services and studies to identify
overdependence on such impacts and solutions
technology/computers
Implementation Structure
CHAMPIONS
Drive policies and decisions
3 Ensuring industry standards to • Develop the framework for standards based on MDC/Industry
promote exports consultation with the MoE, local e-education
and big industry players
2 School-based content • Provide compensation for teachers and MoE MoE and PSD
development staff to develop school-based content
2 Disparate access to the SSMS amongst key • Link SED and DEO’s IT
state stakeholders facilities/systems to all the schools MoE and Schools
and to the SSMS at the schools
4 Existing support system not synchronised • Streamline and synchronise the MoE
to provide support for Smart School resources and expertise through a
Programs (e.g., DEO and TAC) Special Task Force
5 Insufficient human resource for the existing • Form a partnership with MoE
support system (Teaching & Learning) external/internal resources Industry
1 Existing KPI insufficient to measure Smart • Review and enhance KPIs to MoE
Schools’ performance and effectiveness determine if improvements and
further training for teachers are
needed
2 Administrative roles of DEO may become • Enhance its role with an emphasis on MoE
obsolete due to effective IT infrastructure teaching and learning
1 Too many players and solutions in the • Set up an independent governing MoE/MDC
market body
– Challenge in creating new relationships • Adopt open standards/open
– Interoperability of various platforms technology
7. P O L I C I E S , M A N A G E M E N T,
GOVERNANCE
Clear Directives Issued and Enforced Prior
to Implementation
Clear directives, goals and performance that are expected to drive
the Smart School expansion will have to be in place. This means the
effective understanding of roles and responsibilities in the scheme
of things and what is expected of them by the management. Policies
and legislation for greater efficiency can change the processes
governing the delivery of educational services. Mechanisms will be
in place for regulating and enforcing policies as well as ensuring
compliance at all levels.
Training
Teachers and related personnel will be trained for the Smart School
expansion. Educator Preparation and Development Programs for
new and practicing teachers, administrators, curriculum developers,
ICT coordinators, counselors and librarians will be put in place. It
is expected that the attainment of this target will be supported by
the Faculties of Education of Higher Learning Institutions and
Teacher Training Colleges currently in existence.
Hence, each of the 10,000 schools turning smart in 2010 will have
at the minimum, the following:
l 1 laboratory with at least 20 computers along with peripherals
l Between 1-3 computers for the school administrative work
l Self-accessed centres with PCs shared between 5 or more classes
l Broadband access
l Local Area Network (LAN)
l Peripherals consisting of LCD projector, printer, scanner, digital
An enhanced and more
camera
user-friendly Smart l Personal laptops for all teachers (for the subjects of Science and
School Management Mathematics in English (PPSMI)) along with LCD projectors
System for selected
An enhanced and more user-friendly School Management System
modules will be
for selected modules that are immediately required will be deployed
deployed to ensure a to ensure seamless integration of ICT solutions for all aspects of
seamless integration of school functions. These chiefly include the management,
ICT solutions for all administration and teaching-learning functions. The system will
incorporate financial management from the Ministry of Finance and
aspects of school
also other state management requirements such as discipline,
functioning teacher deployment and related matters.
The period between 2006 and 2010 will also see the culture of
using ICT for teaching, learning and management becoming more
visible. This will be, in part, the result of having the right policies in
place along with a good supporting infrastructure, courseware,
training and the on-going change management procedures.
Industry
Some of the technologies that are expected to be exploited, refined,
made relevant to local requirements and successfully adopted as
part of the Smart School initiative will be the following:
Open Standards
Open standards offer interoperability and continuity and can,
in a way, help arrest technology obsolescence in order to
address the challenges of cross-platform compatibility,
seamless transitions from legacy hardware and software,
mission-critical reliability and Internet computing. The
industry sector can in fact suggest ways and means to not only
minimise initial costs for the government but also the overall
costs in the long run to counter the effects of technology
obsolescence.
Mobile Learning
Enhancement initiatives can include mobile technologies for
teaching-learning purposes, for M-learning or in common
usage, the “wireless” way to learning.
The period between 2010 and 2020 will present opportunities for
the advancement of the Smart School applications being
implemented in schools. Applications of the Smart School and
other ICT initiatives would have converged into effective Smart
School solution and advanced applications built on it.
Apart from these, the period will also see the enforcement of
policies for the use of ICT-based TLM and management tools.
RFID tracking will further reduce the time taken for some of the
daily administrative activities thereby furthering the goal of the
Smart School initiative to make schools more efficient and highly
effective in imparting knowledge.
CONCLUSION
The Smart School initiative, as envisaged in the Conceptual
Blueprint, can revolutionise learning in ways that are beyond our
grasp today. The Pilot and the Post-Pilot phases have helped in
identifying weaknesses and corrective steps have been identified to
rectify these and enhance the strengths. Ensuring the successful
implementation of the nationwide expansion of the Smart School
will require certain moves as summarised below.
A beginning has been made and strong foundations have been laid.
A meeting of determined and committed minds, conducted in an
environment that is conducive to such endeavours in order to carve
the Roadmap into its proper constituents, approaches, strategies,
and phases is the next vital step to take.