Complete School Management Sys

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Chapter 1: Introduction

1.0 Introduction

Today, which we called information age as many technological developments have been

experienced; the biggest risk that an organization could take is to stay insensitive to change.

Many significant factors such as continuous developments in information technologies,

information exchange, increasing expectations of the society, modern managing perceptions and

applications cause organizations all over the world to develop new applications in order to

survive (Demir, 2003). Because of their priority in modern societies, Information Technologies

have reached a state of high priority in education too. Recently, contributions of information

technologies to education have been among the mostly emphasized subjects (Webber, 2003;

Flanagan & Jacopsen, 2003; Selwood, 2000, Pelgrum, 2001; Yuen, Law&Wong, 2003). Every

country aims to provide their citizens with the most contemporary education in line with their

financial efficiency. Introduction of school management information systems to schools have

caused significant changes in roles and working styles of managers (Telem, 1999). School

management information systems have changed school management in the areas of leadership,

decision making, workload, human resource management, communication, responsibility and

planning (Gurr, 2000). Strategically school management information systems help the manager

in determining the aims of the school, making long term plans, distributing resources, and

forming educational methods of future, determining performances of teachers and



success of the school (Telem&Buvitski, 1995; Telem, 1991). In this way, school management

information systems can also be used as a tool to initiate and use educational leadership of the

manager (Telem, 1999).

School managers can make more efficient decisions when they get correct and up-to-date

information by school management information systems (Christopher, 2003). Decision making is

the heart of educational management. Daily, problematic conditions that require decision making

are based on the complicated and in expected nature of school environment. For this reason, as a

problem solver, the educational manager has to gather and analyze information continuously

(Perez&Uline, 2003). In addition, managers have been required to make more decisions in short

times because of the increasing expectations from the educational system (Christopher, 2003).

Moreover, decision making has been faster, more frequent and more complicated in schools of

today. In order to make decisions under these conditions, gathering data that is continuous, up-

to-date and that can be accessed on-time and analyzing and using this data is an obligation

(Telem, 1991; Gentry, 2005). Success of school development studies are mostly based on data

based decision making. However school managers are not able to use the data efficiently in this

aspect (Gentry, 2005).



1.1 Statement of problem

The manual primary school management system which uses file system for the information

storage. As there is huge amount of the data to be accessed frequently it requires the large

amount of the manpower with greater efficiency to reduce the errors in the manipulations of the

information about the students.

Current system has the following disadvantages-

• As there huge data, this leads to the redundant data items, thus, insertion, deletion and

modification anomalies.

• Inaccuracy,

• Inability to reliably update data and take action on

• Time it takes to manage the school data is long

• Time it takes to retrieve the data, make updates, etc. is long

• Inaccuracy to share the data and the time it takes to share the data. As an example someone in

another office needs to know something about a student.

1.2 Objective

Without a primary school database management system organizing, controlling and cataloging

data, an information system conglomeration of data. The ultimate role of a database management

system is to implement controls and provide maintenance to data files using data security to

ensure integrity of data.

The process of cataloging files in a database management system (DBMS) is extremely

important. There are various file types, which range from actual computer code and query



1.4 Scope and Limitation

The proposed system is specifically designed to help the teachers in recording and creating

reports of student. The study requires participation of the user to put content as needed to check

over the details and operate the system. It can create reports of exam scores, absents, present and

grades of students. It provides a log-in and log-out system for security purposes. The proposed

system can, maintain a test-conflict calendar. In student system, it can see their assignments for

all their classes. It limits the study on using a management system.

1.5 Literature review

Primary school information systems have changed the roles of school managers (Pegler, 1992)

and have changed their methods of working (Christopher, 2003). One of these is to develop a

database that includes information on student registration and family, discontinuity, grades, staff

and classes, and course information. These are just a step of school information systems. Other

parts of information systems are management of school library, finance, fixtures, school schedule

planning, standard reports sent to higher levels of school administration, etc. These are simple

data processing activities that increase efficiency of school management (Pegler, 1992).

Moreover, use and analysis of information at schools will not only make managers realize what

should be done in order to develop student performances, but also will ensure success in

accomplishing these changes. When managers use data, they will start to realize innovation

efforts on this issue (Christopher, 2003). As a result, it can be stated that by means of

information systems school managers will be able to determine required information, access the



information, interpret the data, use the data in decision making and evaluating and developing

efficient use of the system.



Chapter 2. Theoretical Background

PRIMARY SCHOOL

A primary school (from French école primaire) is an institution in which children receive the

first stage of compulsory education known as primary or elementary education. Primary school is

the preferred term in the United Kingdom and many Commonwealth Nations, and in most

publications of the United Nations Educational, Scientific, and Cultural Organization

(UNESCO). In some countries, and especially in North America, the term elementary school is

preferred. Children generally attend primary school from around the age of four or five until the

age of eleven or twelve. In some places, primary schooling has historically further been divided

between lower primary schools (LP schools) and Higher primary schools (HP schools).

TYPES OF PRIMARY SCHOOL

1. National schools/primary schools

2. Private primary schools

National schools/primary schools

The national school system was established in 1831. The national schools were originally meant

to be mixed-religion (or multi-denominational as we would describe them today). In practice,

that did not happen and the majority of national schools are under the management of one



church. However, since the 1970s Educate Together has established 56 new multi-

denominational national schools, and more are proposed.

When the national schools were originally set up, there was no legislation governing how they

were to be run. Circulars and rules issued from the relevant department instead. The Rules for

National Schools reflect the fact that they are largely denominational schools.

The Education Act 1998 does not use the term 'national school' and instead uses 'primary' school.

The name is not particularly significant except that 'national school' clearly indicates that the

school is State-aided while a primary school can be private or State-aided. Most relevant schools

actually describe themselves as national schools. The following initials are frequently used to

describe schools:

NS - National School

GNS - Girls' National School

BNS - Boys' National School

SN - Scoil Naisiúnta (appears before the name rather than after it)

Some schools use the Irish form of their name but that does not necessarily mean that they teach

through the medium of Irish. Gaelscoileanna are schools that teach through Irish and they

usually, but not invariably, include the word 'Gaelscoil' in their title. Multi-denominational

schools sometimes include that description in their title.

Some primary schools are run by religious orders - they are sometimes called convent or

monastery schools. They operate under the same rules as other primary schools except for some

special rules relating to the appointment of principals and the choice of teacher representatives

on the board of management.

The Department of Education and Skills (DES) publishes a List of Primary Schools.



There are several special schools - including residential care units and schools for children with

disabilities, young offenders, children at risk, children with specific learning disabilities and

emotionally disturbed children.

The ownership of primary schools is quite complex. In general, they are privately owned and

State-funded. While the school ethos is decided by the owners, the operating rules are largely set

by the State.

A Forum on Patronage and Pluralism in the Primary Sector has been set up to consider how

primary school patronage structures might be adapted to reflect changes in society. It is expected

to report before the end of 2011.

Private primary schools

Private primary schools receive no State support, nor are they subject to State control in relation

to curriculum, school day, school year, etc. There is a limited element of State assessment of

private schools because the State is required to ensure that children receive a certain minimum

education.

Teachers in private primary schools are not paid by the State and there are no requirements about

their qualifications.

Many private primary schools do provide the basic curriculum as set out for national schools but

they are not obliged to do so.

Choosing a school

Parents have a constitutional right to choose the kind of school to which they want to send their

children and have a right to educate them at home if they wish.



There is no absolute requirement on schools to admit any particular student. Schools are required

to publish their admissions policy.

Schools are subject to equal status legislation and to the constitutional requirements on religion.

Admissions policy

All primary schools are obliged to publish a school plan that describes their ethos, admissions

policy and objectives.

The admissions policy of most primary schools is fairly straightforward - they give priority to

children from their local area, which, for denominational schools, is usually the local parish.

Admissions problems can arise in expanding areas where the school cannot cope with extra

numbers. Where there is an accommodation problem, the school must give priority on the basis

of their admissions policy, sometimes called an enrolment policy. This is drawn up by theboard

of management and should be available to you on request.

Schools run by the minority religions usually give priority to their co-religionists. The

admissions policy for multi-denominational and non-denominational schools and Gaelscoileanna

is decided by each school. The admissions policy must comply with section 7 of the Equal Status

Act 2000.

If a school refuses to enrol your child you may appeal the decision to the school‘s board of

management. If this does not succeed you may appeal the decision to the Department of

Education and Skills (DES). More information about this is in the DES Circular 22/02 Appeals

Procedures under Section 29 of the Education Act 1998 and in the DES document on appeals

procedures.



When choosing a primary school, parents may also need to know about the admissions policies

of secondary schools. Some secondary schools give priority to the students from certain primary

schools.

HISTORY OF PRIMARY SCHOOL

The history of education its part of the past and present teaching and learning. Each generation,

since the beginning of human existence, has sought to pass on cultural and social values,

traditions, morality, religion and skills to the next generation. The passing on of culture is also

known asenculturation and the learning of social values and behaviours is socialization. The

history of the curricula of such education reflects human historyitself, the history of knowledge,

beliefs, skills and cultures of humanity.

In pre-literate societies, education was achieved orally and through observation and imitation.

The young learned informally from their parents, extended family and grand parents. At later

stages of their lives, they received instruction of a more structured and formal nature, imparted

by people not necessarily related, in the context of initiation, religion or ritual.

As the customs and knowledge of ancient civilizations became more complex, many skills would

have been learned from an experienced person on the job, in animal husbandry, agriculture,

fishing, preparation and preservation of food, construction, stone work, metal work, boat

building, the making of weapons and defenses, the military skills and many other occupations.

With the development of writing, it became possible for stories, poetry, knowledge, beliefs, and

customs to be recorded and passed on more accurately to people out of earshot and to future

generations. In many societies, the spread of literacy was slow; morality and illiteracy remained

predominant for much of the population for centuries and even millennia. Literacy in



preindustrial societies was associated with civil administration, law, long distance trade or

commerce, and religion. A formal schooling in literacy was often only available to a small part

of the population, either at religious institutions or for the wealthy who could afford to pay for

their tutors. The earliest known universities, or places of higher education, started teaching a

millennium or more ago.

Universal education of all children in literacy has been a recent development, not occurring in

many countries until after 1850 CE. Even today, in some parts of the world, literacy rates are

below 60 per cent (for example, in Afghanistan, Pakistan, Bangladesh). Schools, colleges and

universities have not been the only methods of formal education and training. Many professions

have additional training requirements, and in Europe, from the middle Ages until recent times,

the skills of a trade were not generally learnt in a classroom, but rather by serving an

apprenticeship.

Nowadays, formal education consists of systematic instruction, teaching and training by

professional teachers. This consists of the application of pedagogy and the development of

curricula.

Education in prehistory

Most of human history lies in pre-history, the period before the use of writing, and before written

history. Throughout pre-history, most education was presumably achieved orally and through

observation and imitation. Traditions, beliefs, values, practices and local knowledge was passed

orally for generations from person to person. Some forms of traditional knowledge were

expressed through stories, legend, folklore, rituals, and songs, without the need for a writing

system. Tools to aid this process include poetic devices such as rhyme and alliteration. These



methods are illustrative of morality. The stories thus preserved are also referred to as part of an

oral tradition.

Before the development of writing, it is probable that there were already epic poems, hymns to

gods and incantations (such as those later found written in the ancient library at Ninevah, and the

Vedas), and other oral literature (for example, see ancient literature).

In ancient India, the Vedas were learnt by repetition of various forms of recitation. By means of

memorization, they were passed down through many generations.

Education in ancient civilizations

The development of writing

Starting in about 3500 BC, various writing systems were developed in ancient civilizations

around the world. In Egypt fully developed hieroglyphs that could be read in rebus fashion were

in use at Abydos as early as 3400 BC. Later, the world's oldest known alphabet was developed in

central Egypt around 2000 BC from a hieroglyphic prototype. One hieroglyphic script was used

on stone monuments, other cursive scripts were used for writing in ink on papyrus, a flexible,

paper-like material, made from the stems of reeds that grow in marshes and beside rivers such as

the River Nile.

The Phoenician writing system was adapted from the Proto-Canaanite script in around the 11th

century BC, which in turn borrowed ideas from Egyptian hieroglyphics. This script was adapted

by theGreeks. A variant of the early Greek alphabet gave rise to the Etruscan alphabet, and its

own descendants, such as the Latin alphabet. Other descendants from the Greek alphabet include

the Cyrillic script, used to write Russian, among others.

The Phoenician system was also adapted into the Aramaic script, from which the Hebrew script

and also that of Arabic are descended.



In China, the early oracle bone script has survived on tens of thousands of oracle bones dating

from around 1400-1200 BC in the Shang Dynasty. Out of more than 2500 written characters in

use in China in about 1200 BC, as many as 1400 are identifiable as the source of later standard

Chinese characters.

Of several pre-Columbian scripts in Mesoamerica, the one that appears to have been best

developed, and the one to be deciphered the most, is the Maya script. The earliest inscriptions

which are identifiably Maya date to the 3rd century BC, and writing was in continuous use until

shortly after the arrival of the Spanish conquistadores in the 16th century AD.

Other surfaces used for early writing include wax-covered writing boards (used, as well as clay

tablets, by the Assyrians), sheets or strips of bark from trees (in Indonesia, Tibet and the

Americas), the thick palm-like leaves of a particular tree, the leaves then punctured with a hole

and stacked together like the pages of a book (these writings in India and South east Asia include

Buddhist scriptures and Sanskrit literature), parchment, made of goatskin that had been soaked

and scraped to remove hair, which was used from at least the 2nd century BC, vellum, made

from calfskin, and wax tablets which could be wiped clean to provide a fresh surface (in Roman

times).

The Middle East

In what became Mesopotamia, the early logographic system of cuneiform script took many years

to master. Thus only a limited number of individuals were hired as scribes to be trained in its

reading and writing. Only royal offspring and sons of the rich and professionals such as scribes,

physicians, and temple administrators, went to school. Most boys were taught their father's trade

or were apprenticed out to learn a trade. Girls had to stay home with their mothers to learn

housekeeping and cooking, and to look after the younger children. Later, when a syllabic script



became more widespread, more of the Mesopotamian population became literate. Later still in

Babylonian times there were libraries in most towns and temples; an old Sumerian proverb

averred that "he who would excel in the school of the scribes must rise with the dawn." There

arose a whole social class of scribes, mostly employed in agriculture, but some as personal

secretaries or lawyers. Women as well as men learned to read and write, and for the Semitic

Babylonians, this involved knowledge of the extinct Sumerian language, and a complicated.

Vocabularies, grammars, and interlinear translations were compiled for the use of students, as

well as commentaries on the older texts and explanations of obscure words and phrases. Massive

archives of texts were recovered from the archaeological contexts of Old Babylonian scribal

schools, through which literacy was disseminated. The Epic of Gilgamesh, an epic poem from

Ancient Mesopotamia is among the earliest known works of literary fiction. The earliest

Sumerian versions of the epic date from as early as the Third Dynasty of Ur (2150-2000 BC)

(Dalley 1989: 41-42).

Ashurbanipal (685 – c. 627 BC), a king of the Neo-Assyrian Empire, was proud of his scribal

education. His youthful scholarly pursuits included oil divination, mathematics, reading and

writing as well as the usual horsemanship, hunting, chariotry, soldierliness, craftsmanship, and

royal decorum. During his reign he collected cuneiform texts from all over Mesopotamia, and

especially Babylonia, in the library in Nineveh, the first systematically organized library in the

ancient Middle East, which survives in part today.

In ancient Egypt, literacy was concentrated among an educated elite of scribes. Only people from

certain backgrounds were allowed to train to become scribes, in the service of temple, pharaonic,

and military authorities. The hieroglyph system was always difficult to learn, but in later

centuries was purposely made even more so, as this preserved the scribes' status. The rate of



literacy in Pharaonic Egypt during most periods from the third to first millennium BC has been

estimated at not more than one percent, or between one half of one percent and one percent.

One thousand years later, in ancient Israel and Judah a basic education eventually became more

widespread. The Torah (the fundamental religious text) includes commands to read, learn, teach

and write the Torah, thus requiring literacy and study. In 64 AD the high priest caused public

schools to be opened in every town and hamlet for all children above six or seven years of age

(Babylonian Talmud, Bava Batra 21a). The expense was borne by the community, and strict

discipline was observed. Raba fixed the number of pupils at twenty-five for one teacher; if the

number was between twenty-five and forty an assistant teacher was necessary; and for over forty,

two teachers were required. The standard education texts were all hand-written until the

invention of printing. However significant emphasis was placed on developing good memory

skills in addition to comprehension by practice of oral repetition. For details of the subjects

taught, see History of education in ancient Israel and Judah. Although girls were not provided

with formal education in the yeshivah, they were required to know a large part of the subject

areas to prepare them to maintain the home after marriage, and to educate the children before the

age of seven. Despite this schooling system, it would seem that many children did not learn to

read and write, because it has been estimated that "at least ninety percent of the Jewish

population of Roman Palestine [in the first centuries AD] could merely write their own name or

not write and read at all", or that the literacy rate was about 3 percent.

India

In ancient India, during the Vedic period from about 1500 BC to 600 BC, most education was

based on the Veda (hymns, formulas, and incantations, recited or chanted by priests of a pre-

Hindu tradition) and later Hindu texts and scriptures.



Vedic education included: proper pronunciation and recitation of the Veda, the rules of sacrifice,

grammar and derivation, composition, versification and meter, understanding lalala of secrets of

nature, reasoning including logic, the sciences, and the skills necessary for an occupation. Some

medical knowledge existed and was taught. There is mention in the Veda of herbal medicines for

various conditions or diseases, including fever, cough, baldness, snake bite and others.

Education, at first freely available in Vedic society, became over time more discriminatory as the

caste system, originally based on occupation, evolved, with the brahman (priests) being the most

privileged of the castes.

The oldest of the Upanishads - another part of Hindu scriptures - date from around 500 BC.

These texts encouraged an exploratory learning process where teachers and students were co-

travellers in a search for truth. The teaching methods used reasoning and questioning. Nothing

was labeled as the final answer.

The Gurukul system of education supported traditional Hindu residential schools of learning;

typically the teacher's house or a monastery. Education was free, but students from well-to-do

families paid "Gurudakshina," a voluntary contribution after the completion of their studies. At

the Gurukuls, the teacher imparted knowledge of Religion, Scriptures, Philosophy, Literature,

Warfare, Statecraft,Medicine, Astrology and History. The corpus of Sanskrit literature

encompasses a rich tradition of poetry and drama as well as technical scientific, philosophical

and generally Hindu religious texts, though many central texts of Buddhism and Jainism have

also been composed in Sanskrit.

Two epic poems formed part of ancient Indian education. The Mahabharata, part of which may

date back to the 8th century BC, discusses human goals (purpose, pleasure, duty, and liberation),

attempting to explain the relationship of the individual to society and the world (the nature of the



'Self') and the workings of karma. The other epic poem, Ramayana, is shorter, although it has

24,000 verses. It is thought to have been compiled between about 400 BC and 200 AD. The epic

explores themes of human existence and the concept of dharma.

China

During the Zhou Dynasty (1045 BC to 256 BC), there were five national schools in the capital

city, Pi Yong (an imperial school, located in a central location) and four other schools for the

aristocrats and nobility, including Shang Xiang. The schools mainly taught the Six Arts: rites,

music, archery, charioteering, calligraphy, and mathematics. According to the Book of Rituals, at

age twelve, boys learned arts related to ritual (i.e. music and dance) and when older, archery and

chariot driving. Girls learned ritual, correct deportment, silk production and weaving.

It was during the Zhou Dynasty that the origins of native Chinese philosophy also developed.

Confucius (551 BC – 479 BC) founder of Confucianism, was a Chinese philosopher who made a

great impact on later generations of Chinese, and on the curriculum of the Chinese educational

system for much of the following 2000 years.

During the Han Dynasty (206 BC- 221 AD), boys were thought ready at age seven to start

learning basic skills in reading, writing and calculation.

In 124 BC, the Emperor Wudi established the Imperial Academy, the curriculum of which was

the Five Classics of Confucius. By the end of the Han Dynasty (220 AD) the Academy enrolled

more than 30,000 students, boys between the ages of fourteen and seventeen years. However

education through this period was a luxury.

Later, during the Ch'in dynasty (246-207 BC), a hierarchy of officials was set up to provide

central control over the outlying areas of the empire. To enter this hierarchy, both literacy and

knowledge of the increasing body of philosophy was required: "....the content of the educational



process was designed not to engender functionally specific skills but rather to produce morally

enlightened and cultivated generalists". The Nine rank system was a civil service nomination

system during the Three Kingdoms (220-280 AD) and the Southern and Northern Dynasties

(420-589 AD) in China. Theoretically, local government authorities were given the task of

selecting talented candidates, then categorizing them into nine grades depending on their

abilities. In practice, however, only the rich and powerful would be selected. The Nine Rank

System was eventually superseded by the Imperial examination system for the civil service in the

Sui Dynasty (581-618 AD)

Greece and Rome

The first schools in Ancient Rome arose by the middle of the 4th century BC. These schools

were concerned with the basic socialization and rudimentary education of young Roman

children. The literacy rate in the 3rd century BC has been estimated as around one percent to two

percent. We have very few primary sources or accounts of Roman educational process until the

2nd century BC, during which there was a proliferation of private schools in Rome. At the height

of the Roman Republic and later the Roman Empire, the Roman educational system gradually

found its final form. Formal schools were established, which served paying students (very little

in the way of free public education as we know it can be found). Normally, both boys and girls

were educated, though not necessarily together. In a system much like the one that predominates

in the modern world, the Roman education system that developed arranged schools in tiers. The

educator Quintilian recognized the importance of starting education as early as possible, noting

that ―memory … not only exists even in small children, but is specially retentive at that age‖. A

Roman student would progress through schools just as a student today might go from elementary

school to middle school, then to high school, and finally college. Progression depended more on



ability than age[ with great emphasis being placed upon a student‘s ingenium or inborn ―gift‖ for

learning, and a more tacit emphasis on a student‘s ability to afford high-level education. Only the

Roman elite would expect a complete formal education. A tradesman or farmer would expect to

pick up most of his vocational skills on the job. Higher education in Rome was more of a status

symbol than a practical concern.

It has been argued that literacy rates in the Greco-Roman world were seldom more than 20

percent; averaging perhaps not much above 10 percent in the Roman empire, though with wide

regional variations, probably never rising above 5 percent in the western provinces, and that the

literate in classical Greece did not much exceed 5 percent of the population. The argument for

these claims is that ancient governments did not invest in public education.

Islamic world

During the 6th and 7th centuries AD, the Academy of Gundishapur, originally the intellectual

center of the Sassanid empire and subsequently a Muslim centre of learning, offered training in

medicine, philosophy, theology and science. The faculty were versed not only in the Zoroastrian

and Persian traditions, but in Greek and Indian learning as well.

The House of Wisdom in Bagdad was a library, translation and educational centre from the 9th

to 13th centuries AD. Works on astrology, mathematics,agriculture, medicine, and philosophy

were translated. Drawing on Persian, Indian and Greek texts — including those of Pythagoras,

Plato, Aristotle,Hippocrates, Euclid, Plotinus, Galen, Sushruta, Charaka, Aryabhata and

Brahmagupta — the scholars accumulated a great collection of knowledge in the world, and built

on it through their own discoveries. The House was an unrivalled centre for the study of



humanities and for sciences, including mathematics, astronomy, medicine, chemistry, zoology

and geography. Baghdad was known as the world's richest city and centre for intellectual

development of the time, and had a population of over a million, the largest in its time.

The commonly accepted view is that the Islamic mosque school (better known as Madrasah),was

an institution distinct from the medieval university, and that the university with all its facets,

including the granting of academic degrees such as bachelor (Latin: Baccalaureus), master

(Magister) and doctorate (licentia docendi), was a proper medieval European development

unrelated to contemporaneous Islamic learning. This view is indirectly supported by the entry on

the "Madrasa" in the Encyclopedia of Islam which draws no parallels between Islamic and

Christian medieval institutions of higher learning and does not refer to any transmission process

either way.

Africa

See also: Education in Africa, History of education in Angola, and History of education in Chad

Until at least 1900 AD, in most African countries south of the Sahara, children received

traditional informal education on matters such as artistic performances, ceremonies, rituals,

games, festivals, dancing, singing, and drawing. Boys and girls were taught separately to help

prepare each sex for their adult roles. Every member of the community had a hand in

contributing to the educational upbringing of the child. The high point of the African educational

experience was the ritual passage ceremony from childhood to adulthood.

Nowadays, many sub-Saharan African countries have low rates of participation in formal

education. Schools often lack basic facilities, and African universities may suffer from

overcrowding and the difficulties of retaining staff attracted overseas by higher pay and better

conditions.



Africa has more than 40 million children. According to UNESCO's Regional overview on sub-

Saharan Africa, in 2000 only 58% of children were enrolled in primary schools, the lowest

enrollment rate of any region. The USAID Center reports as of 2005, forty percent of school-

aged children in Africa do not attend primary school.



CHAPTER THREE

SYSTEM ANALYSIS AND DESIGN

1.0 Overview

The System Analysis stage of the project involves the collection and analyzing of facts in

respect of existing operations, procedures and systems, in order to obtain a full

appreciation of the situation prevailing so that an effective online system may be

designed and implemented if proved feasible, with a view to improving the efficiency of

the existing system. For the development of the new system, a preliminary survey of the

existing system is conducted. Investigation is done as to whether or not the upgrading of

the system with the aid of a computerized application can solve the problems and

eradicate the inefficiency of the existing system.

In the system analysis, the prevailing state of the problem is carefully examined by

breaking it into sub problems; problematic areas are identified and information is

collected.

1.1 Study of the existing system

A study of the existing system reveals that student details are entered manually and

records are initiated through a variety of forms depending on the subject matter of the

records being initiated. The student details are in separate records and referring to these

records and updating when needed is a tedious task thereby creating a possibility for

more manual errors.

Merits of the existing system

The existing system has the following advantages:

i. Student records are being maintained and made available when needed.



ii. The cabinets provide security for documentation and file and safeguard against

dust, mishandling and information pilferages

iii. It allows easy access of records for decision making purposes.

iv. It can be easily understood without requiring much training.v. It facilitates confidentiality of some records to an extent.

Demerits of the existing system

The disadvantages of the existing system include;

i. Accessing and updating of students‘ record is time consuming.

ii. Redundancy: There is the possibility of duplicating students‘ records.

iii. Security: Restriction of access to student records by unauthorized user is

inadequate.

iv. Durability: Files can be easily torn and also written documents get faded with

time.

v. Inadequate space for storing ever increasing files.

1.2 Requirements for designing the new system

Design Methodology

The design methodology that will be used in designing the new system is the ―bottom up

approach.

The bottom up design is a modular technique which breaks the entire system into

modules so that they can be tackled easily. This makes documentation and testing simpler

since each sub system involves definition of input and output data.

Flowchart

The design of the new system also involves the definition of system flowchart and

program security that would prevent the improper or fraudulent use of data.



Basically, a flowchart is the documentation in a pictorial form of the data processing

algorithm that has to be coded using a computer programming language.

One of the tools of system design is the system flowchart; it shows how the entire system

links its operations together.

1.3 Design Components

The following are the design components used for this project:

i. Input design

ii. Output design

1.3.1 Input Design

Based on the design of this computerized system, the following data are needed to carry

out the operations.

a) Admission into Primary School

Data items to be captured include ; student name, sex, age, date of birth, local

government area, state of origin, home town, nationality, photograph upload

etc.

b) Registration for new students:

The data requirements include;

Student name

class

Sex

Date of birth

State of origin

Class



Local government area

Nationality

Contact and residential address

Religion

c) Registration for returning students:

The data requirements include;

Student name

Class

Subject offered

Repeat Subject ( if any)

Sex

Date of birth

Photograph upload

State of origin

Class

Nationality

Contact and residential address

Religion

Term

The design format for data capture for the both admission and registration processes are

shown in figure 3.1 and 3.2

3.3.2 Output Specification

The information about a student or applicant being kept as a record can be displayed on

the monitor or by printing it out.



The particular information to be displayed can be specified by using the applicant number

or student matriculation number (for registered students) which distinguishes a particular

record from the other. Several outputs or reports can be generated from the input

specification and these include: List of candidates qualified for admission

List of candidates not qualified for admission.

List of students with credit pass in some particular subjects

List of student in a particular class

List of all female students

List of all male students.

List of students from a particular state.

List of all Primary registered students.



1.4 Program security

Security of data entrusted to and maintained within a Management Information System

includes the issue of privacy.

However, security has additional dimensions and includes consideration of issues such as

protection against unauthorized access and modification of data, physical security of

computers, peripherals, and protection of software from viruses and so on.

Hardware: The physical threats to computer hardware include; theft, fire and water

destruction. However, in order to avoid this, the system will be kept in a safe room with a

very strong iron door that can resist fire and water outbreak to a large extent. Also an

alarm system will be installed in case of burglary and theft.

Software: Computer viruses are the one of the most common threats to a

computer. Therefore an up-to-date antivirus software will be installed on all the systems

and regular scanning of the computer system in order to get rid of any potentially

dangerous computer viruses, will be done.

Data: There will be backups of important data and records; also UPS (uninterrupted

power supply) will be made available in order to protect against hard disk failure and data

loss due to power failure.

Password: Configuration of account lockout policies that will automatically shut down

an account if too many incorrect username and password combinations are attempted will

be ensured.

http://us.norton.com/antivirus/






Also users will be advised to set very strong passwords that include numbers or other

characters so as to make it more difficult to guess.



CHAPTER FOUR

SYSTEM DEVELOPMENT, IMPLEMENTATION, TESTING AND

DOCUMENTATION

2.0 Overview

This stage of the project, involves the development and testing of the new system in order

to ensure consistency in the results of the new system with that of the existing system.

Program documentation plays an important role in facilitating the program maintenance

process and also helps to facilitate the handling of the system by the operators.

2.1 System Development

The model used in this project is the waterfall model; it is a sequence of stages in which

the output of each stage becomes the input for the next.

2.1.1 Choice of Programming Language

Due to the nature of the processing that takes place in the proposed system, a

programming language that will aid the creation of large database and processing of

admission and registration process is required.

Dream Waver and MySQL are the preferred platform suitable for the application

software.

2.1.2 Program Structure

The function of each module in the program is described below;

i. Main Menu: This displays the program menu; it guides the user on what to do and

how to go about it at a particular time.

ii. Creating / Adding Records: This allows creation of new files and also helps in

adding records to an existing file.



iii. Processing and Output Reports: This involves processing of records to determine

the result of the input data. It also prints out the output of the processed records.

(See examples in the appendix).

2.2 System Implementation

Implementation is the co-operation of the efforts of both the users and data processing

department in getting the new system into operation.

Implementation includes all those activities that take place to convert from the old system

to the new. The old system consists of manual operations, which is operated in a very

different manner from the proposed new system. A proper implementation is essential to

provide a reliable system to meet the requirements of the institution. An improper

installation may affect the success of the computerized system.

The method for converting the old system to the new system is the parallel change over

method. This method offers high security, because even if there is a flaw in the

computerized system, we can depend upon the manual system. However, the cost for

maintaining two systems in parallel is very high but the benefit outweighs the cost.

2.2.1 System Change-Over

This is the process of transferring the information required for the system from the old

manual files to the new computerized files.

The method of change over used to implement this project is the parallel changeover

method. In this method, the old and the new system are run concurrently using the same

inputs. The outputs are compared and reasons for differences are resolved. Outputs from

the old system will continue to be distributed until the system is proved satisfactory.

2.2.2 Implementation Plan



The implementation plan includes a description of all the activities that must occur to

implement the new system and to put it into operation. It identifies the personnel

responsible for the activities and prepares a time chart for implementing the system. The

implementation plan consists of the following steps:a) Listing all files required for implementation i.e. student admission and registration

process.

b) Identifying all data required to build new files during the implementation i.e. student

basic data.

c) Listing all the new documents and procedures that will go into the new system i.e. the

new input design specification.

The implementation plan will anticipate possible problems and will be able to deal with

them. The usual problems may be missing documents; mixed data formats between

current and new files, errors in data translation, missing data etc.

2.2.3 Implementation Environment

Implementation environment describes the tools required to provide for the testing and

implementation of the software developed. It allows system testing and development to

be totally inter-connected.

2.2.4 System Hardware and Software Specification

The hardware components of a system consist of the physical parts of the system. The

hardware may be selected from a wide range that includes the microcomputer, the

minicomputer and the mainframe. However, the best choice for this operation is the

micro computer and the minimum hardware specification includes:

Processor: Quad core or Mac pro

Memory: 8GB

Hard Disk: 1TB

Monitor (16 inches)



Keyboard, Mouse and DVD – RW

USB ports(3.0): 5Gbits/s

UPS

Printers.

The software component of a system is made up of the operating system and the

programs that are run on it.

The software specification includes:

Operating system: windows XP, Vista or Windows 7)

Platform: PHP

Database: MYSQL

Anti virus

2.3 System Testing and Review

a) Testing

System testing represents the ultimate review of specification, design and coding. Testing

is a process of executing a program with the intent of finding an error. A good test is one

that has a probability of finding an as yet undiscovered error. The purpose of testing is to

identify and correct bugs in the developed system and it is vital to the success of this

system.

System testing does not test the software as a whole, but rather an integration of each

module in the system. The primary concern is the compatibility of individual modules.

Testing and validation are the most important steps after the implementation of the

developed system. The system testing is performed to ensure that there are no errors in

the implemented system. The software will be executed several times in order to find out

any possible errors in the different modules of the system.



b) Review

The system needs to be reviewed in order

i. To deal with unforeseen problems that may arise during the operation.

ii. To ensure that the system is able to cope with changes in the process of bothadmission and registration in the polytechnic.

2.4 System Documentation

Documentation serves as the operational manual that enables the user to operate the

system. The system is implemented in the way that when it is tested with an input data,

an output is obtained which have the same result as the manual method. The

documentation will help in putting the system into operation.

The documentation will be carried out in the stages of programming development and the

documentation also includes coding sheets, test data and results generated.

2.4.1 Usage of the Package

The system implementation procedure for the automation of Students‘ Information

Management System is provided so that intending users can execute the program without

the programmer. The procedures involved in the new system include the creation of the

system files and entering student data interactively into the system.

The school staff involved is to be trained on how to use the software. The management is

responsible for disseminating information regarding the software to the appropriate staff.

This will aid the staff in operating the operating the system efficiently.



CHAPTER FIVE

RECOMMENDATION, SUMMARY AND CONCLUSION

3.0 Recommendation

The successful implementation of the software is highly dependent on its acceptance by

the school staff and management against the fear that they will be robbed of their

employment and source of livelihood. However, a sound orientation in computer literacy

is therefore necessary for the school‘s management and staff.

Regarding future enhancement, the application can be further expanded in accordance

with changing scenario. Since the change in testing and user needs arises frequently in

certain short intervals of time, the application can be further upgraded to meet the

requirements that may arise in the far or near future. With regards to the needs that may

arise, more and more features can be included by adding them as separate modules and

integrating them with the existing system..

The .NET today is based on OOPs concept, whose main advantage is modularity, which

helps the programmer in adding the future needs as add-on modules to work with the

main system. This can be done effortlessly, instead of rewriting or modifying the entire

application.

5.1 Summary

The effective implementation of the software will have a positive change in the

admission and registration processing of the school due to the computerization of the old

system. It will further convince the schools‘ management of the importance of the

computer, its upgrade and application.



5.2 Conclusion

The use of the computer in the design and implementation of a Student Management

Information System is to reduce human error in both data organization and processing. It

also gives room for easy retrieval of records and also reduces the time wasted and thegeneral insufficiency in keeping and processing student information manually.

The system has been developed with much care that it is free of errors and at the same

time it is efficient and less time consuming. The system is robust and it avoids

malfunction from outsiders. It also went through all phases of the software development

cycle and provision is provided for future developments in the system.

Complete School Management Sys

Documents

Transcript of Complete School Management Sys