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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
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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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
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Figure 16: TMIS Object Models
TEACHER
REGISTRATION
- UTSNo
-FirstName
-SecondName
-SurName
-Gender
-DOB
-IDNo/Passport
-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
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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
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TEACHER
- UTSNo
-FirstName
-SecondName
-SurName
-Gender
-DOB
-IDNo/Passport
-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
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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
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(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
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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.
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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
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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.
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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
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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.