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MINISTRY OF EDUCATION

MINISTRY OF EDUCATION AND SPORTS

Report on

Teacher Management and Information System(TMIS) System Design and Specification

APRIL, 2014

Capacity Development for Education for All

The CapEFA programme

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Contents

LIST OF TABLES .......................................................................................................... IV

LIST OF FIGURES .......................................................................................................... V

LIST OF ACRONYMS .............................................................................................. VI

EXECUTIVE SUMMARY ........................................................................................ VII

CHAPTER 1: BACKGROUND .................................................................................... 1

1.1 Introduction .................................................................................................................................. 1

1.2 Terms of Reference and Scope ........................................................................................................... 2

1.3 Methodology and Approach ............................................................................................................... 2

CHAPTER 2: CURRENT TEACHER CORE DATA INSTRUMENTS AND

HARMONIZATION ................................................................................................... 5

2.1 Introduction ........................................................................................................................................ 5

2.2 Harmonization Process ................................................................................................................. 5

2.2.1 Teacher Registration .................................................................................................................... 5

2.2.2 Individual data collection form .................................................................................................... 7

2.2.3 Human Resource Data Entry Form .............................................................................................. 8

2.2.4 Application for appointment ....................................................................................................... 8

2.2.5 School Census Form – Teachers details ..................................................................................... 10

CHAPTER 3: PROPOSED SYSTEM DATA SHARING ................................................ 11

CHAPTER 4: LOGICAL DESIGN OF TEACHER REGISTRATION, RECRUITMENT, DEPLOYMENT AND MANAGEMENT ..................................................................... 14

4.1 Teacher Registration Process ............................................................................................................ 14

4.2 Teacher Recruitment Process ..................................................................................................... 15

4.3 Confirmation of Appointments ................................................................................................... 17

4.4 Teacher Promotion ..................................................................................................................... 18

4.5 Transfers ..................................................................................................................................... 19

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4.6 Granting of Study leave ............................................................................................................... 20

4.7 Data Flow Diagrams .................................................................................................................... 22

CHAPTER 5: PHYSICAL DESIGN ............................................................................. 27

5.1 TMIS Hardware Specifications .......................................................................................................... 27

5.2 TMIS Network Security Specifications ........................................................................................ 30

CHAPETR 6: TMIS IMPLEMENTATION STRATEGY ................................................ 33

APPENDIXES .......................................................................................................... 35

APPENDIX A: DATA INSTRUMENTS / FORMS........................................................ 35

APPENDIX B: HARMONISATION PROCESS. ................... ERROR! BOOKMARK NOT DEFINED.

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List of Tables

Table 1: Examples of Data Collection forms by Directorate ......................................................................... 5

Table 2: Teacher Registration Form .............................................................................................................. 6

Table 3: Individual data collection form ....................................................................................................... 7

Table 4: Human Resource Data Entry Form .................................................................................................. 8

Table 5: Application For Appointment In Uganda Education Service ........................................................... 9

Table 6: School Census Form: Teachers Details .......................................................................................... 10

Table 7: Size of application/database server .............................................................................................. 27

Table 8: Specification of Database Servers ................................................................................................. 28

Table 9 Quantity of Computer Requirements by Department ................................................................... 28

Table 10: Cisco ASA 5540 Adaptive Security Appliance Platform Capabilities and Capacities ................... 31

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List of Figures

Figure 1: Integrated EMIS Framework ........................................................................................................ 12

Figure 2: Envisaged EMIS Modules ............................................................................................................. 13

Figure 3: Teacher registration process ....................................................................................................... 14

Figure 4: Registration data model diagram ................................................................................................ 15

Figure 5: Teacher Recruitment ................................................................................................................... 16

Figure 6: Teacher Appointment and Posting .............................................................................................. 16

Figure 7: Teacher Confirmation process ..................................................................................................... 17

Figure 8: Teacher promotion process ......................................................................................................... 18

Figure 9: Teacher Promotion. ..................................................................................................................... 19

Figure 10: Teacher Transfer ........................................................................................................................ 19

Figure 11: Teacher Transfer ........................................................................................................................ 20

Figure 12: Study Leave ................................................................................................................................ 21

Figure 13: Teacher Leave ............................................................................................................................ 21

Figure 14: Context Diagram ........................................................................................................................ 22

Figure 15: Complete Top Level Context Diagram ....................................................................................... 23

Figure 16: TMIS Object Models ................................................................................................................... 24

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LIST OF ACRONYMS

CAO – County Administrative Officer

DES – Directorate of Education Standards

DFD - Data Flow Diagram

DEO – District Education Officer

DSC – District Service Commission

ESC – Education Service Commission

DMD – Data model Diagram

ICT – Information Communication and Technology

LAN – Local Area Network

LG – Local Government

MOES - Ministry of Education and Sports

MOLG – Ministry of Local Government

MoPS – Ministry of Public Service

NCDC - National Curriculum Development Centre

NCHE – National Commission of Higher Education

PED – Primary Education Department

PSC – Public Service Commission

PS - Permanent Secretary

PTC – Primary Teacher College

PTE - Primary Teacher Education

TIET – Teacher Instructor Education and Training

TVET – Technical, Vocational Education and Training

SED – Secondary Education Department

UNEB – Uganda National Examination Board

UNESCO – United Nations Educational, Scientific and Cultural Organization

TISSA - The Teacher Issues in Sab-Sahara Africa

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EXECUTIVE SUMMARY

The establishment of TMIS was prioritized as one of the components of Capacity Building on Education

For all (CapEFA) on teachers towards providing accurate information on teachers for effective policy

formulation, planning and management. The challenges on teacher data were identified during the

TISSA diagnostic conducted by the Ministry of Education and Sports with technical support from

UNESCO. A TMIS needs assessment was carried from December 2013 to February 2014, which

detailed the gaps in the teacher data at various administrative units that include; Ministry of

Education and Sports Headquarters, districts and relevant agencies such as Education Service

Commission and the Ministry of Public Service Commission.

This report is a detailed account of the TMIS system design and specification that will guide the

development of an integrated system of various teacher data administrative structures. There

are four aspects that are addressed: review of instruments; proposed system data design;

logical system design and; the physical system. In order to ensure smooth data collection and

linkages for the various administrative units, the proposal is to have the core instruments

revised and harmonized to eliminate duplications. At the same time, where necessary, new

forms are to be introduced, for example the Teacher registration form, which is the first step

involving opening the teacher reference file in the personnel section, with information on the

Teachers bio-data. The second level of design is the system data design model. This is a

prototype design of the expected TMIS system, clearly showing how different departments and

agencies will be accessing Teachers data interactively from one integrated database. The design

has 6 modules of the teacher processes from licensing to performance appraisal. The third part

is the logical system design model, which envisages the flow of the TMIS, representing what

the system is and what it is expected to do. The processes are modeled in three different

models i.e. data flow diagrams, entity relationship diagrams and context diagrams. The last part

of the design is the physical system design model indicating what the system is or does, but

also how the system is (to be) physically and technically implemented. Their implementation

are dependent because they reflect technology choices.

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ACKNOWLEDGEMENT This study was made possible by the Government of Uganda, Ministry of Education and Sports

(MoES), the Teacher Education Working Group with facilitation by UNESCO.

The finalization of the report was made possible by the contribution of various directorates,

departments, institutions and the stakeholders specifically the TIET department. Also, the

Commissioner Margaret Nsereko, Dr. Jane the Assistant Commissioner, and Mr. Patrick the ICT

Assistant Commissioner, who made invaluable contributions and input to the Team that

enriched the knowledge and views of its members about the local and international needs

assessment in review of Teacher Management Information System (TMIS).

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CHAPTER 1: BACKGROUND 1.1 Introduction

The Teacher Issues in Sab-Sahara Africa (TISSA) study report indicates that Uganda faces

challenges in the quantity and quality of Teachers at all levels. The technical team came up with

key recommendations that formed the basis for developing an action plan for addressing

Teacher issues in Uganda. The project of CapEFA on Teachers of Uganda that is facilitated by

UNESCO in partnership with the Ministry of Education and Sports is now to implement a

capacity development programmes to support the implementation of some of the key

recommendations from TISSA study. Based on the action plan and activities derived from the

TISSA recommendations, the team prepared a Capacity Development of Education for All on

Teachers of Uganda. In this work plan, the Teacher working team prioritized four components

to be implemented for the period September 2013 to December 2014. One of these

components is development of a Teacher Management Information System (TMIS) with a

profile of Teachers on licensing, management (recruitment, deployment, transfers and

appraisals) and Teacher training.

The TMIS is to provide accurate information on demand and supply of Teachers at primary and

secondary level. In this way the Ministry will plan for training and recruitment of relevant

Teachers. This will ensure that pre-service training needs are evidenced based to equip a

sufficient number of Teachers with adequate qualifications. Also, in terms of the Teacher

profiles, the Teacher Instructor on education and training would require information on the in-

service training and plan for improving the quality of Teachers by ensuring that there are

sufficient opportunities for upgrading of pedagogical skills. For the implementation for the TMIS

components, a request of expression for consultancy has been proposed to review the existing

information systems/needs assessment, design and specification of the system and support for

installation of the TMIS. The ultimate goal is to ensure that there is comprehensive information

on Teachers that is accessible and shared within an online platform by all the stakeholders at all

levels. TMIS needs assessment was carried out and the report reveals that there exist

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duplication of efforts in the MOES and its agencies. Due to this, an integrated TMIS system

design consultancy followed which will address the teacher issues stated in the TISSA report.

1.2 Terms of Reference and Scope

The terms of reference for the TMIS system design and Specifications in order to implement the

envisaged EMIS was divided into seven areas. The sections of the report address each of the

terms of reference are indicated below;

Phase II: TMIS System Design and Specifications

1. Revision and Design of core Teacher data instruments for data capture and other

modules as specifically required by particular users on Teachers like;- Licensing,

deployment, recruitment, appointment and appraisal. This item is addressed in

Chapters 4 of the report.

2. Design a gender analysis template on Teacher issues.This item is addressed in

Chapters 4 of the report.

3. Design and recommend a databases and associated applications. This item is

addressed in Chapters 6 of the report.

4. Design of protocols for online data sharing between departments, agencies,

districtsand educational institutions. This item is addressed in Chapters 5 of the

report.

5. Provide hardware specifications and network security specifications of the TMIS

system.This item is addressed in Chapters 7 of the report.

1.3 Methodology and Approach

Informed by the recommendations in the needs assessment report the team will employ all the

relevant system analysis and design techniques and finally represent the design in any or all of

the following system design representation schemes

1. Data Flow diagrams

2. Flow charts

3. Process Narrations

4. Class Diagrams

In order to further clarify any system requirement that appear not to be clear the team will

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1. Do a desk review of the needs assessment report

2. Visit EMIS Unit to understand the functionality of the EMIS system

3. Discussions and consultations with the MoES departments and its agencies on the key

Teacher findings prior and during the presentation----will involve Meetings and Visits in

the Department / Agencies.

4. Observations of Teacher functions and processes at MOES and its agencies on Teacher

management issues

Effectively the team will stage the entire process into 6 stages

Stage 1 – Investigation of the current environment

In order for the team to factor in new design features there will be need to understand the

current processes and challenges (including how these challenges are currently addressed). This

stage will help the team isolate faults, errors and areas of inefficiency so as to add their

corrections to the requirements

Stage 2 – Business system options

Having investigated the current system, the team will decide on the overall design of the new

system and suggest options.

Stage 3 – Requirements specification

This will form the actual design phase that will produce the logical specification, through

building of the required logical models for both the data-flow diagrams (DFDs) and the Logical

Data Model(LDM), consisting of the Logical Data Structure (referred to in other methods as

entity relationship diagrams) and full descriptions of the data and its relationships.

Stage 4 – Technical system options

Once the design is ready, the team will give recommendations on the technical specifications to

be adopted in implementing the system including

1. System development languages

2. Suitable Databases

3. Hardware architectures

4. Distribution including any networks that may be required

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Stage 5 – Logical design

System design independent of any platform will be the product of this stage and the team come

up with the logical specifications

Stage 6 – Physical design

In this final stage the logical specifications of the system will be converted to descriptions of the

system in terms of real hardware and software.The logical data structure is converted into a

physical architecture in terms of database structures. The exact structure of the functions and

how they are implemented is specified. The physical data structure is optimized where

necessary to meet size and performance requirements.

Sample population

During the SystemDesign, visitations will be made to various directorates the departments that

deal with Teacher management functions and below forms the sampled scope of study

population from where teacher and school management processes will be clarified.

1.3.1.1 Directorates/Department/Divisions

Teacher Education – TIET,

Education Service commission (ESC),

Public service commission (PSC),

Planning and policy analysis – EMIS

Human Resources department

Information Communication Technology,

Directorate of Education standards,

Special Needs department

Pre-primary and primary education department

Secondary education department

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CHAPTER 2: CURRENT TEACHER CORE DATA INSTRUMENTS AND HARMONIZATION

2.1 Introduction

During the TMIS needs assessment study, it was noticed that a number Teacher core data

instruments exist from various MoES departments and agencies. Each department handled the

data instruments independently without liaising with the others due to the manual systems

existing in most of their functions. This has caused the duplication of efforts. See appendix A:

To address this, the data instruments have been revised by looking at the each instrument and

analyse the data fields and compare with the others in order to identify the duplicated fields.

Some of the instruments looked are listed in the table below.

Table 1: Examples of Data Collection forms by Directorate

Instrument Description Department/ Agency

Individual data collection form HRM HR data Entry Form PSC IPPS data collection tool PSC Application for Appointment form ESC Appraisal Form HRM School Census Form EMIS Unit Leave Application Form HRM

2.2 Harmonization Process

2.2.1 Teacher Registration

It was noticed that the key function of Teacher registration didn’t have an instrument.

Therefore, a tool has been proposed for Teacher registration as it’s the main entrance of

Teachers willing to join the teaching service. The proposed tool captures all Teachers bio-data,

area of birth, education background and also the teaching subjects. The fields are as listed

below:

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Table 2: Teacher Registration Form

Proposed Teacher Registration Form Details

User Department TIET Department

Teachers Names

Marital status

Date of Birth

Gender

Religion

Permanent Address Box: Postal code: Town:

Contact Address Box: Postal code: Town:

Telephone Number

email

State if you are Ugandan citizen

>By Birth >By Naturalization

>By Registration

National Identification No./Passport No

District of birth

County of birth

Sub- county of birth Academic and Professional Qualifications Institution

Date Certificate obtained

Certificate NO From - To

Primary

Secondary

Technical

College

University

Teaching subjects Major subject studied Minor subject studied

Highest certificate No.

Certificate details

The proposed Teacher registration form becomes the base form and all duplicates fields

existing in the other instruments are removed.

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2.2.2 Individual data collection form

Individual data collection form used in MoES, HRM department, it is assumed that the Teacher

is registered and recruited. The form didn’t have the unique identification of a Teacher, i.e.

Employee Computer Number used in the payroll and file number of the Teacher has been

introduced. All existing Teacher’s bio-data has been removed since they exist in the registration

form. These includes; Date of birth, gender, date of first appointment, permanent contact,

current conduct, places of birth (District, County, Sub-County), places of residence (District,

County, Sub-County), education background, grade acquired in each level, license number is

changed to registration grade/level. It was noted that each time a Teacher acquires a new

grade after undergoing a course, he/ she is issued with a new license. It is now proposed that

registration of a Teacher should happen only once and whenever a new grade is acquired, a

Teacher should be graded as per the qualification, for example;

i. G3- iii/90/2101

ii. G5- v/95/1020

Below is the revised individual data collection form.

Table 3: Individual data collection form

Individual data collection form

User Department HRM-MoES

Employee Computer No.

File No.

Teachers Name

Parish

village of residence

Date of first appointment Minute

Post on current appointment Date of current appointment

Minute

Present Station

Department

Salary Source Salary Scale

Amount in Ugshs:

Date of Confirmation Minute

Registration body Registration

Date

Current Registration grade/level

Terms of Employment course done Institution

Start date End Date

Subjects taken

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2.2.3 Human Resource Data Entry Form

The form captures details of an existing serving Teacher. The form is used in the public service

commission to update employee details regularly. Most of the details are captured in the

registration form such as Teachers bio-data and employees addresses. Employee Computer

Number and file number are introduced to uniquely identify a Teacher. Revised human

resource data entry form is shown below.

Table 4: Human Resource Data Entry Form

Employee Computer No.…………………………………………………..File No.………………………………………

Vote Name…………………………………………………..Vote Code………………………………………………………

Processing Month…………………………………………..Form No………………………………………………………..

SECTION A: Employee Data

Personal Information Full Name (s) Mr Miss MrsDr

Other------ (Specify) First Middle Name Last/Surname Prefix

Tax Identification Number Employee Number NSSF No. Old Computer No. IFMS Supplier ID (Where applicable)

LST Collection Centre Code (Vendor)

Banking Information Bank Name Branch Account Name Account Number Endorsed by Head of Personnel…………………………………………………………………………………………………………..

(Name, Signature and Date)

2.2.4 Application for appointment

The form is administered by Education Service Commission. It is filled by servicing Teachers who require to be appointed to a higher position. The Teacher is required to fill in triplicate. In the process of harmonization, It was noted that the form has fields which are already captured in the registration form. To eliminate duplication, Teachers bio-data in this form are removed such as; date of

birth, area of birth (District, County, Sub-County), places of residence (District, County, Sub-County), date of first appointment, registration number was changed to current registration grade/ level.

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Employee Computer number and file number fields have been introduced as the two fields will act as the unique identifier of a Teacher. Table 5: Application For Appointment In Uganda Education Service

APPLICATION FOR APPOINTMENT IN UGANDA EDUCATION SERVICE NOTE: (i) Please, read the particulars on this form carefully before completing it. Fill in all particulars required in the form.

(ii) Serving teachers should complete this form in triplicate (in their own handwriting and send it through their heads of Schools/College,

etc., or Districts/Area Education Officer (in case of Primary) as may be applicable, and other applicants should send it direct to the secretary

, Education Service Commission, P.O.BOX 7196, Kampala, Uganda or to Secretary, District Service Commission as the case may be

(iii) “Certified copies only” (not originals) of documents or other relevant evidence should be sent to support Section 4, 5 and 8 of this

application

1. (i) Post/ Appointment applied for:……………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………………………………………………

(ii) Ref. No……………………………………………………………………………………………………………………………………………………

2. (i) Full Name(s)…………………………………………………………………………………………………………………………………………….

(Surname(s)

…………………………………………………………………………………………………………………………………………………………………….

(Other name(s)

(ii) Employee Computer No: ……………………………………… Employee File No:…………………………………………………..

(iii) Married/Single/Widowed……………………………………………………………………………………………………………………..

(iv) No. of Children and their ages:……………………………………………………………………………………………………………….

3. (i) Father/Guardian’s name………………………………………………………………………………………………………………………… (ii)Nationality………………………………………………………………(iii)Occupation……………………………………………………….

4. (i)Current Appointment:………………………………………..dateof current Appointment…………………………………….

(ii)Appointing Authority of present post……………………………………………………………………………………………………..

TWO REFEREES

(1)…………………………………………………………………………..(2)………………………………………………………………………………

Address………………………………………………………………… Address…………………………………………………………………….

…………………………………………………………………………………………………………………………………………………………………..

Telephone No……………………………………………………….. Telephone No……………………………………………………………

13. Assessment of the candidate’s suitability for appointment to the post applied for by Head of Institution.

OFFICIAL STAMP ………………………………………………………...

DIRECTOR*/PRINCIPAL*/HEADMASTER*

14. Assessment of the candidate’s suitability for appointment to the post applied for by Head of Institution.

OFFICIAL STAMP ……………………………………………………………………

CEO*/CIS*/DEO*/HEAD OF DEPARTMENT

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2.2.5 School Census Form – Teachers details

This is part of Annual census form which is used to capture Teachers currently teachers

teaching in education institutions. It was noticed that every time data is being captured, the

Teachers details are captured afresh, meaning they are not validated from any other source.

This implies that MoES relays more on the head Teacher and the DEO on the validity of the

information given. It is proposed that Employee computer number and the Teachers file

numbers be introduced into the form.

Teachers bio-data fields are assumed that will be captured in the registration of Teachers, such

as; Date of birth and gender while teaching workload of the Teacher is added.

Table 6: School Census Form: Teachers Details

D.I. Teachers’ Details for Current Year (Use code provided on page 4 where applicable)

Employee Computer

No.

Teacher

File No. Surname

First

Name

Highest

Level of Education

(use codes

from table)

Highest Teacher Qualification(use

codes from

table) Additional

school

responsibilities (Use codes))

Type of

training last year

(use

codes)

Training in Sports

&

physical Educ.(use

codes)

Teachers Workload

per week

1

2

3

4

5

6

7

8

9

10

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CHAPTER 3: PROPOSED SYSTEM DATA SHARING

Most of the teacher information is manual, with most of the administrative processes based om

hard copy records that are difficult to reconcile. This has led to many instances, teachers having

similar numbers in the course of their teaching profession records. The recruitment and

management of teacher is has several challenges that include:

1. Manual Process

2. Not able to know how many Teachers are registered

3. Double registration anomalies/sharing registration

4. Teachers never come for registration till last minute when recruitment by ESC is on-

going – large turnout

5. No data to inform total no. of teachers trained against the ones registered

6. Lack of space to store registration registers

7. Retrieval of Teachers records is impossible

8. Reports are done

9. Registration processes experiences high turnouts every year

The shortcomings that were noted in human resources data include:

Data Duplication

No unique teacher identifier

Lack of uniform data format

Manual process of data collection

Collected data not immediately available.

It was also noted that various departments collect the same set of data leading to:

Data not regularly updated because of centralization of processing

Non-existent real time data capture functionality.

Duplication of efforts caused by stand-alone systems

These challenges couple with reliance on manual forms submitted from districts makes teacher

and school data management cumbersome and non-real-time. To address these challenges and

shortcomings, we propose a system designed to consolidate all the instruments used by the

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ministry and it’s agencies so that there will be a central data repository available through a web

portal that the ministry and it’s agencies have full unlimited access. As depicted by the figure

below, every department, agency and other stakeholders can have authorized access to the

system and consume only the data they have rights of access.

Figure 1: Integrated EMIS Framework

This implies that all data capture and processing will be at the source, for example, annual

school census, the head teacher will only be required to access and login to the online system,

capture the school information and submit. At this point the submitted data is not reliable until

validations are done at the district level to certify and confirm the information is correct as per

the situation on the ground.

Integrated

Database

EMIS

Ministry of

PSC

ESC

EMIS Institutional Framework

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Figure 2: Envisaged EMIS Modules

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CHAPTER 4: LOGICAL DESIGN OF TEACHER REGISTRATION, RECRUITMENT, DEPLOYMENT AND MANAGEMENT

This part involves modeling the envisaged TMIS system representing what the system is and

what it is expected to do. It describes the processes studied in the need assessment study. The

processes are modelled in three different models i.e. data flow diagrams, entity relationship

diagrams and context diagrams.

4.1 Teacher Registration Process

i) Teacher presents academic document to main registry- HR

ii)HR Verifies the documents

iii) File opened-file number issued.

iv) TIET department receives file and verifies the documents

v) Teacher is issued registration certificate with number by grade and year of completion.

vi) Records of registration kept in the record book

Figure 3: Teacher registration process

Teachers

TIET officer verifies

documents results

If documents valid

If documents not valid

Teacher Registration data flow diagram

End of Process

academic documents

submits

HR -Registry_________________

opens a file and issues File No.

TIET Dept____________

For Registration

Teachers goes with File

documents

Teachers is Registered

Registration Certificate

Files Kept in Registry

Records stored in the

Registration registerdetails

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Figure 4: Registration data model diagram

4.2 Teacher Recruitment Process

(i) MoES/DEO identifies gaps in collaboration with institution managers and forwards

to MoPS to certify the availability of funds

(ii) MoPS approves the vacancies based on the funds available and sends to MoES.

(iii) MoES submits the Approved vacancies to ESC

(iv) ESC - Advertises for the vacancies

- Receives applications (ESC- post primary and DSC-primary)

- Shortlists (ESC/DSC)

- Interviews (ESC/DSC)

- Selection and appointment list forwards the toMoES/CAO(district level)

(v) MoES/CAO- receives the appointment minutes and posts the teachers as per the

identified gaps.

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Figure 5: Teacher Recruitment

Identifies Teacher gaps from their

Institutions

MoES/CAO______________Compiles the listPosts successful

candidates

MoPS ______________

confirm availability of funds

Funds available

Yes

To confirm funds

No

End

ESC/DSC________________

advertise for recruitment

Institution Managers

Successful candidates

Teacher Recruitment data flow diagram

Identified gaps

List

Receives applications,

Shortlists, Interviews &

Appoints successful Candidates

Confirmed list

Teachers Records stored

in databank

List of Teachers

Teachers posted to institutions

Figure 6: Teacher Appointment and Posting

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4.3 Confirmation of Appointments

(i) Teacher applies for confirmation after 6 months

(ii) Forwards the letter to MoES /CAO

(iii) List of teachers compiled and forwarded to ESC/DSC

(iv) ESC/DSC confirms the list with the appointed list data bank

(v) List of Confirmed Teachers is forwarded to MoES/ CAO to issue confirmation letter.

Figure 7: Teacher Confirmation process

TeacherApplies for

Confirmation after six months

MoES/ CAO _________________compile the request

ESC/ DSC ______________confirms the list

Compiled list

Approve the list

End

Rejected

Approved?

Letter forwarded

Issue Confirmation

letter

Teacher Confirmation Process

List of Confirmed

Teachers stored

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4.4 Teacher Promotion

(i) Involves only confirmed serving Teachers in Govt institutions

(ii) MoES/CAO identifies the available vacancies and submits to MoPS for approval

(iii) MoPS submits the approval to MoES who forwards the same to ESC

(iv) ESC to advertises the vacant posts

(v) Receives application, shortlists, interview and successful candidates list forwarded

to MoES/CAO to issue appointment letters.

Figure 8: Teacher promotion process

MoES/CAO

MoES/CAO________________Identifies vacancies

for promotion

MoPC______________

Confirms availability of funds

List of vacancies

Approves the list rejectedApproved

ESC/DSC ____________

advertise for the vacant posts

End

Receives, Shortlists,

interviews and appoints

successful candidates

MoES/CAO___________

Posting of successful Teachers

Teacher Promotion Process

Teacher___________

receives Promotion Letter

List kept on study leave

records data bank

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Figure 9: Teacher Promotion.

4.5 Transfers

(i) Teacher requests for transfer in writing through institution manager

(ii) Manager approves/ not approve the transfer

(iii) If approved, it is forwarded to respective depts /CAO to issue the transfer letter.

(iv) Teacher reports to new station and HT issues a PCA to PSC

Figure 10: Teacher Transfer

Teacher

Institution Manager_______________

receives the transfer letter

Applies for Transfer

Recommends for Transfer

MoES/CAO_____________

For further approval

Yes

Transfer Approved

MoES/CAO____________Issue Transfer

letters

Yes

Regret letter

Transfer letter

Reports to new station

Writes a PCA

PSC_________________To change the new

station of the Teacher

Forward

End

Teacher Transfer

List of Transferred

teachers kept in the data

bank

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Figure 11: Teacher Transfer

4.6 Granting of Study leave

(i) Confirmed Teacher applies for study leave attaching the admission letter of the

college and development plan of the institution to MoES.

(ii) MoES/CAO compiles the approved list and forwards to ESC/DSC

(iii) ESC/DSC inspects the validity of the admission letter and relevance of the course –

approves/not approves the study leave

(iv) If approved, the list of Teachers is forwarded to MoES/ CAO to write study leave

granted letter based on the decision of ESC/DSC

(v) Not approved- issue regret letter by MoES

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Figure 12: Study Leave

Teacher

MoES/CAO_____________

Compiles the study leave applicants

Applies for study leave

Verification and Approval

ESC/DSC______________

Inspects the admission letter and

relevance of the course

Yes

Approved

MoES/CAO________________Issues study leave

grant letter

Approved

Not approved

Regret letter

Study leave letter

End process

List kept on study leave

records data bank

Figure 13: Teacher Leave

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4.7 Data Flow Diagrams

Figure 14: Context Diagram

Public portal browsers

TMIS (Teacher Management

Information System)

Trained Teacher

Registration Request

Work Information, Qualifications,

work history, Transfers e.t.c

Teacher information, school

information (staffing status)

Teacher Registered

Recruited Teacher

23

Figure 15: Complete Top Level Context Diagram

24

Figure 16: TMIS Object Models

TEACHER

REGISTRATION

- UTSNo

-FirstName

-SecondName

-SurName

-Gender

-DOB

-IDNo/Passport

-Email

-PhoneNumber (Mobile)

-TelephoneNo (Home)

-PhysicalAddress

-PostalAddress

+ Register()

+ Delete()

+ AddQualification()

+Shortlist()

+ Interview()

+ PostToSchool()

+ Transfer()

+ ProcessLeave()

+ ExitService()

QUALIFICATION

- UTSNo

-GradeCode

-DatePosted

-PostedBy

-Reversed

-DateReversed

-ReversedBy

-Document

+ AddQualification()

+ Reverse()

TEACHERLEAVE

- UTSNo

-DateApplied

-LeaveTypeCode

-DatePosted

-PostedBy

-Reversed

-DateReversed

-ReversedBy

-Document

-DaysApplied

-StartDate

-Granted

+ Add ()

+ Reverse()

POSTING

- UTSNo

-SchoolCode

-DatePosted

-PostedBy

-Reversed

-DateReversed

-ReversedBy

-Document

-RoleCode

-ReportingDate

+ Add ()

+ Reverse()

1….N

0….N

0….N

25

GRADES

- GradeCode

-GradeName

-Remarks

-PostedBy

-DatePosted

+ Add ()

+ Delete()

+Update()

School

- SchoolCode

-SchoolName

-Remarks

-PostedBy

-DatePosted

+ Add ()

+ Delete()

+Update()

ROLE

-RoleCode

-RoleName

-Remarks

-PostedBy

-DatePosted

+ Add ()

+ Delete()

+Update()

QUALIFICATION

- UTSNo

-GradeCode

-DatePosted

-PostedBy

-Reversed

-DateReversed

-ReversedBy

-Document

+ AddQualification()

+ Reverse()

TEACHERLEAVE

- UTSNo

-DateApplied

-LeaveTypeCode

-DatePosted

-PostedBy

-Reversed

-DateReversed

-ReversedBy

-Document

-DaysApplied

-StartDate

-Granted

+ Add ()

+ Reverse()

POSTING

- UTSNo

-SchoolCode

-DatePosted

-PostedBy

-Reversed

-DateReversed

-ReversedBy

-Document

-RoleCode

-ReportingDate

+ Add ()

+ Reverse()

0….N

0….N

0….N

LeaveType

- LeaveTypeCode

-LeaveName

-Remarks

-PostedBy

-DatePosted

+ Add ()

+ Delete()

+Update()

0….N

26

TEACHER

- UTSNo

-FirstName

-SecondName

-SurName

-Gender

-DOB

-IDNo/Passport

-Email

-PhoneNumber (Mobile)

-TelephoneNo (Home)

-PhysicalAddress

-PostalAddress

+ Register()

+ Delete()

+ AddQualification()

+Shortlist()

+ Interview()

+ PostToSchool()

+ Transfer()

+ ProcessLeave()

+ ExitService()

PROMOTION

- UTSNo

-GradeCode

-DatePosted

-PostedBy

-Reversed

-DateReversed

-ReversedBy

-Document

+ AddPromotion()

+ Reverse()

ROLE

-RoleCode

-RoleName

-Remarks

-PostedBy

-DatePosted

+ Add ()

+ Delete()

+Update()

0….N

0….N

27

CHAPTER 5: PHYSICAL DESIGN This part describes the hardware and Software requirements for the envisaged TMIS system.

5.1 TMIS Hardware Specifications

i) Servers

The size and specifications of the servers is guided by the following factors

a. Volume of data and transactions

b. Number of concurrent users supported

c. Required level of availability, scalability and reliability

d. Type of access interface

The following table contains guidelines for determining the relative size of an application or

database server.

Table 7: Size of application/database server

The server requirements for the TMIS will primarily include a database server and application

server. The database server will sit on the MOES LAN and will be dedicated to TMIS data

storage and retrieval. The application Server will host TMIS software applications and files to

enable on-line access by network clients over a LAN or WAN. Other servers will be required to

for back-up facilities, development and testing and provision of email and internet.

High-End Mid-Range Entry-Level

Concurrent Users >500 100-500 <100

Transactions/second >10 1-10 <1

Platform Architecture 64-bit and above 32- or 64-bit Min. 32-Bit

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Table 8: Specification of Database Servers

Server Size Qty Purpose Location

1. Database Server High-end

1 EMIS data storage and retrieval MOES -HQ

2. Application Server Mid-range

1 Host EMIS applications MOES –HQ

3. Back-up Server High-end

1 Provide redundancy and back-up MOES –HQ

4. Development and Test Server

Mid-range

1 For development and testing of modifications and enhancement to EMIS application before implementations

MOES –HQ

5. DNS Proxy Server ( for LAN,WAN, File, Mail and Internet)

Mid-range

5 facilitate access to WAN, electronic mail and internet services

MOES, ESC, UNEB, EDUCATION STANDARDS and PSC

Total 9

The following minimum technical specifications will apply

a. Fault tolerant hardware RAID 5 disk storage with hot swap drives

b. Digital Audio Tape (DAT) tape backup, 8 mm tape device – see Category 1800 (or

Storage Area Network) Redundant power supplies

c. RISC chip or Intel multiple processor platform.

d. Must be able to run multiple server operating systems

The full server requirements are shown in Appendix B(i).

ii) Desktop Computers

During needs assessment the requirement for desktop computers needed to support the

envisaged TMIS were determined as follows.

Table 9 Quantity of Computer Requirements by Department

No. Sector

Required Additional Desktop

Computers

Ministry Directorates and Departments 100

Districts Education Offices 536

Education Agencies 150

786

29

(iii) Centralised Uninterruptible Power Supply (UPS)

A Centralised Uninterruptible Power Supply (UPS) will be useful to support the server for about 20-

30 minutes after the power supply goes off. It should have a minimum specifications of:

HEAVY DUTY UNINTERRAPTIBLE POWER SUPPLY

FEATURE Minimum Requirement

Form factor Tower

Nominal Input voltage 200 – 240 volts

Nominal input frequency 50/60 hz

Output sockets At least 4

Load capacity 5000 VA or better

Battery reserve At least 15 minutes

Others Communication interface serial port or & USB

Replace|On|Overload battery indicators & User replaceable batteries

Audible alarms

Protection against surge, sags, spikes, waveform distortion & outage

Reset circuit

Power Rating Watts 3750W

Output Waveform Sine wave

Warranty At least one year labour and parts

For the purpose of technical evaluation, Original detailed and highlighted brochures MUST be submitted.

(iv) Printers

Printers are broadly classified into small (entry-level), medium and large depending primarily on

output speed which is measured in number of pages per minute and duty cycles measured in

number of pages per month. Small printers are single user and are normally attached to a

desktop computer. They are ideal for single office environments or for senior executives who

do minimal printing. Medium size printers are ideal for small workgroups and can be shared by

30

many users using a local area network. Large printers are ideal for large workgroups with large

printing volume and can be attached directly on a network

In determining printer requirements for districts, ministry departments and agencies

consideration has been given to; user to printer ratio, estimated printing volumes, sharebility of

printing resources and existing capacity. The total cost of printing has been examined in detail

as consumables and supplies are the highest cost of operation for the life cycle of a printer.

5.2 TMIS Network Security Specifications

Web applications are a prime target for attack because they are easily accessible and they offer

a lucrative entry point to valuable data. To combat complex and distributed attacks,

organizations need to protect their Websites from new andemerging threats without affecting

application performance or uptime. In this context TMIS will be hosting sensitive teacher’s data

that will need authorized access as well as protection of the entire application to guarantee

availability.

Firewall implementation will be undertaken to control the incoming and outgoing network

traffic. The following are thetechnical specifications of a firewall.

Cisco ASA 5540 Adaptive Security Appliance

The Cisco ASA 5540 Adaptive Security Appliance delivers high-performance, high-density

security services with Active/Active high availability and Gigabit Ethernet connectivity for

medium-sized and large enterprise and service-provider networks, in a reliable, modular

appliance. With four Gigabit Ethernet interfaces and support for up to 100 VLANs, businesses

can use the Cisco ASA 5540 to segment their network into numerous zones for improved

security. The Cisco ASA 5540 Adaptive Security Appliance scales with businesses as their

network security requirements grow, delivering exceptional investment protection and services

scalability. The advanced network and application-layer security services and content security

defenses provided by the Cisco ASA 5540 Adaptive Security Appliance can be extended by

deploying the AIP SSM for high-performance intrusion prevention and worm mitigation.

31

Businesses can scale their SSL and IPsec VPN capacity to support a larger number of mobile

workers, remote sites, and business partners. Up to 2500 AnyConnect and/or clientless VPN

peers can be supported on each Cisco ASA 5540 by installing an Essential or a Premium

AnyConnect VPN license; 5000 IPsec VPN peers are supported on the base platform. VPN

capacity and resiliency can also be increased by taking advantage of the integrated VPN

clustering and load-balancing capabilities of the Cisco ASA 5540. The Cisco ASA 5540 supports

up to 10 appliances in a cluster, supporting a maximum of 25,000 AnyConnect and/or clientless

VPN peers or 50,000 IPsec VPN peers per cluster. For business continuity and event planning,

the ASA 5540 can also benefit from the Cisco VPN FLEX licenses, which enable administrators to

react to or plan for short-term bursts of concurrent Premium VPN remote-access users, for up

to a 2-month period.

Using the optional security context capabilities of the Cisco ASA 5540 Adaptive Security Appliance, businesses can deploy up to 50 virtual firewalls within an appliance to enable compartmentalized control of security policies on a per-department or per-customer basis, and deliver reduced overall management and support costs. Table 10 lists features of the Cisco ASA 5540.

Table 10: Cisco ASA 5540 Adaptive Security Appliance Platform Capabilities and Capacities

Feature Description

Firewall Throughput Up to 650 Mbps

Maximum Firewall and IPS Throughput

• Up to 500 Mbps with AIP SSM-20

• Up to 650 Mbps with AIP SSM-40

VPN Throughput Up to 325 Mbps

Concurrent Sessions 400,000

IPsec VPN Peers 5000

Premium AnyConnect VPN Peer License Levels*

2, 10, 25, 50, 100, 250, 500, 750, 1000, and 2500

32

Security Contexts Up to 501

Interfaces 4 Gigabit Ethernet ports and 1 Fast Ethernet port

Virtual Interfaces (VLANs) 200

Scalability VPN clustering and load balancing

High Availability Active/Active2, Active/Standby

iii) SQL 2012 Enterprise Edition -

Used for the database design of the TMIS system

iv) Visual Studio 2012 Ultimate – to enhance system expansion and also for

administrators to learn.

33

CHAPETR 6: TMIS IMPLEMENTATION STRATEGY

This report provides the roadmap for the customization/development of the TMIS system and

procurement of required hardware and software accessories. The development of the TMIS will

follow the design and specification presented in Chapter 3, 4 and 5. The development will also

include preparation of necessary manuals and guidelines to be used by the technical team

including the users at all levels.

The TMIS implementation strategy is to follow three steps: (1) Preparation of bid document and

procurement of customization/development of TMIS service; (2) contract and development of

TMIS; and (3) Testing and Launch of TMIS system. The TMIS system is a web based online

platform with user access integrated at all levels. The system shall be tested and user

acceptance test report prepared. The users will be trained on the system, where by the training

shall be cascaded from headquarter to the district and institution level. There are two

categories of training; (i) Administrator; (ii) and user training.

As the development is in progress there shall be procurement of relevant ICT equipment and

application software applicable for the implementation of the system and learning of the MoES

ICT staff on the developed TMIS system. The aspects of internet connectivity both LAN and

WAN shall also be addressed.

It is estimated that the implementation of TMIS is to take place within 4 months upon

procurement of the developer services. The process will require a dedicated Ministry staff for

purposes of capacity development especially for key departments. At least 2 Ministry of

Education and Sports staff with advanced ICT skills are to be involved and 2 officers from the

user departments/agencies such TIET and ESC during the development stage of the TMIS

system.

The TMIS system is to be developed as a side module of EMIS with necessary protocols for

integration. As much as it could have been inbuilt in the EMIS database, the possible need for

updates, meant using the EMIS system, would rely on the existing support company, whose

34

expertise is not based in Uganda. At the same time, the need to make a versatile web based

online platform, meant that the existence EMIS architectural is not ideal for TMIS.

35

APPENDIXES