One of the key issues that generally reflects the reliability, utilisation, and ultimately the quality of any technical facility is the system that is in place for the provision of pro-active and re-active maintenance. A true preventative maintenance (PM) system embraces both pro-active and re-active maintenance procedures. By responding to data collected from the re-active maintenance we are able to better define the needs of the pro-active procedures. Therefore, a true preventative maintenance system is one that is forever-developing (growing). A well designed preventative maintenance system is also a very useful means of providing staff orientation and training for new staff.
Whenever maintenance issues are discussed cost is usually the first issue to be raised. However, the cost of preventative maintenance is relatively moderate compared to the cost of repairing the more serious damage which can occur – or the total replacement of items, which is often necessary if we do nothing. The second issue, is the cost of the equipment necessary to carry out the maintenance. The most important items of "equipment" for implementing an effective preventative maintenance system are our eyes, our nose, our ears, our experience, and our judgement, which are all free. Consistent with my understanding of Indonesian secondary school budget limitations, all procedures that are recommended in any of my facility quality improvement programs have been designed to address the more practical low-tech/ low-cost options and approaches.
We often encounter problems in Indonesian science and language laboratories that are not related to the facilities themselves (water damage - leaking roofs, timber damage – white ants, and cable damage – rats). Routine inspections together with some minor action can prevent more serious or disastrous outcomes (ie. minor repairs, chemical treatments, and pesticides). These issues may be perceived as being outside the actual duties of the language laboratory technician, however, technicians must assume responsibility for addressing and where possible resolving these problems. The technician must schedule regular building and safety inspections by the appropriate personnel into their preventative maintenance program.
If spare parts, or the funds for spare parts are not available to carry out a repair or replacement immediately look for options that at least prevent any further deterioration or danger. Spare parts are certainly one of the most important considerations when designing a preventative maintenance system. Ideally spare parts should be budgeted for in the initial purchase of the equipment. It may be necessary to reduce the initial purchase cost of the equipment by looking at other options (brands, models, etc.) in order to make funds available for the purchase of adequate spare parts. It is preferable to have a lower technology facility that can be maintained for ten years rather than the latest technology which will only be operative until the first technical failure.
Sections 1 - 5 of the language laboratory PM Guidelines below relate specifically to language laboratories, however, I believe that the principles can be adapted to address preventive maintenance planning for all school facilities including science and computer laboratories. They are basically founded upon systematic checking and repair in order to prevent more serious damage or interuption of teaching programs. The key aspect of any school preventive maintenence system is that it contains routines that as best as possible assure the readiness of facilities for teachers and learners. Points 6 - 9 should be useful to all technicians
