The Role of the Ministry of Education and Sports

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Information Systems Design and Development

Various authorities, including Oliver & Chapman (1993:226), Downs (1992:123), and Eardley, et al. (1995:201), have discussed the design and development methodologies for information management. In particular, Eardley et al. (1995:201-204) describe them as process-driven, datadriven, and user-driven development systems. They explain that process-driven approaches emphasise functional decomposition, which includes the strategic, tactical and operational transactions. Data-driven approaches concentrate on what Gerritsen and Zisman (1976:77-79) illustrate by means of the structure and the designer’s model of the organisation’s database. They describe the relationships as one-to-one, one-to-many, and many-to-many. This model determines which data is to be stored and what relationships exist between data elements. The model exhibits three important features: the entities, attributes and relationships. The model is typified as an entity-relationship model (Downs 1992:123). The identification of entities and their relationships facilitates the drawing up of a logical data structure (Downs 1992:131).

Information Environment

The conceptual framework considers societal values, culture, practices and principles. Particularly, the nature, characteristics, and the needs of society are fundamental factors in the design of SIMS. The environment (numbered 1 in Figure 2.1) covers social, economic, political, and historical perspectives and their relationships. Legal issues and technological revolutions also have an impact on society. These environmental factors interact on an information management system in any organisational set-up. For example, changes in technologies may affect the data capturing methods, which may require legislation and strategic planning. In the concept of a SIMS for higher education, the factors that affect the success of the SIMS include: education structure in the country; policy and legislation regarding education and information management; international and donor influence on government programmes, as discussed in Chapter Three.

The Structure (e.g. Education Structures)

Organisations are established for a specific purpose. Organisations (e.g. the Ministry of Education and Sports) (labelled 2 in Figure 2.1) have their own strategic plans for their vision, mission and goals. In an effort to share information in organisations and for this information to be effectively utilised by the intended users, there must be proper linkages (systems and structures) within the organisations themselves and between them. Some of these systems and structures are formal and others are informal. They are determined by the organisational infrastructure, the technology and the activities performed by those organisations. The structure of the education system (as discussed in Chapter Four) affects the flow of student information. The examination boards, and structures in universities and other institutions of higher learning with their visions, missions, and strategic objectives, influence the use of information in the country. The National Council for Higher Education and the Ministry responsible for education in the country will likewise contribute to the success or failure of a SIMS.

Information Systems

An information system (numbered 3 in Figure 2.1) inputs data, processes it, and outputs the results, i.e. the required information. Information systems comprise subsystems, some of which belong to more than one system. These systems sometimes overlap. Systems may include company systems, national systems, departmental/distributed systems and centralised or hierarchical systems. Each of the subsystems receives inputs and many interconnections may exist within the same system. Systems interact with the environment and other systems or organisations, and produce information for particular users. Information systems store data in a central place, depending on the nature and availability of technology and the management structure (various approaches to information systems are explained in Section 2.3).

Integration strategy

The design of any information system should provide a strategy for integration. This facility creates an opportunity for effective exchange and flow of information among users and between organisations and their environments. Among the facilitators of integration (labelled 4 in figure 2.1) are the coordination strategies, the unification (standardisation) of procedures, data formats, and data capture and an identification system for the entity (student) in question. The coordinating strategies in place include linking activities in organisations and systems, and the sharing of information on students, systems and institutions.

Framework for SIMS

The primary purpose of the study is to design a framework for an integrated SIMS for higher education in Uganda. The design for a SIMS determines the type of student information to be stored, the relationship between entities and information about an entity. It establishes a strategy for an entity identifier (a student identification system) facilitates integration in the design. It provides indicators that show an effective SIMS, which provide a basis for further investigation, evaluation and analysis of the problem. The framework stipulates the kinds of policies, and strategic guidelines, needed for effective implementation of SIMS in Uganda or any other part of the world if required.

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TABLE OF CONTENTS :

CHAPTER ONE INTRODUCTION TO THE STUDY
- 1.1 Background to the Study
  - 1.1.1 The Status of the SIMS in Uganda
  - 1.1.2 Strategies for Coordination of the SIMS in Uganda
- 1.2 Statement of the Problem
- 1.3 Aim of the Study
- 1.4 Current State of Research on the Topic
- 1.5 Methodology and Research Design
  - 1.5.1 Area of the Study
  - 1.5.2 Study Design
  - 1.5.3 Population and Selection of the Sample
  - 1.5.4 Data Collection Methods and Instruments
  - 1.5.5 Research Procedure
  - 1.5.6 Pilot Study
  - 1.5.7 Data Quality Control
  - 1.5.8 Data Analysis and Presentation
- 1.6 Demarcation of the Study
- 1.7 Definition of Important Terms
  - 1.7.1 Information System
  - 1.7.2 Information Management System
  - 1.7.3 Student
  - 1.7.4 Student Information Management System
  - 1.7.5 Integrated SIMS
  - 1.7.6 Framework for an Integrated SIMS
  - 1.7.7 Higher Education in Uganda
- 1.8 Significance of the Study
- 1.9 Structure of the Thesis
CHAPTER TWO DESIGN OF INFORMATION MANAGEMENT SYSTEMS: A CONCEPTUAL FRAMEWORK
- 2.1 Introduction
- 2.2 The Concept ‘System’
  - 2.2.1 Introduction
  - 2.2.2 Types of Systems
  - 2.2.3 General System Theory
  - 2.2.4 System Characteristics
  - 2.2.5 System Design
- 2.3 Information Systems
  - 2.3.1 The Concept ‘Information’
  - 2.3.2 Management Information System (MIS)
  - 2.3.3 The Structure of an Information System
  - 2.3.4 Integration of Information Systems
- 2.4 Reviews of Models for Information Management Systems
  - 2.4.1 Information Systems Management
  - 2.4.2 Information Systems Analysis
  - 2.4.3 Systems Design and Development
- 2.5 Research Gap
- 2.6 Conceptual Framework for an Information Management System
- 2.7 Interpretation of the IMS Conceptual Framework
  - 2.7.1 The Information Environment
  - 2.7.2 The Structure (e.g. Education Structure)
  - 2.7.3 Information Systems
  - 2.7.4 Integration Strategy
  - 2.7.5 The Framework for a SIMS
- 2.8 Conclusion
CHAPTER THREE THE STATE OF THE INFORMATION ENVIRONMENT IN UGANDA
- 3.1 Introduction
- 3.2 The Socio-economic Profile of Uganda
- 3.3 The State of the Information Sector since Independence (1962-2002)
- 3.4 The Global Influence on Information Environment
  - 3.4.1 Millennium Development Goals
  - 3.4.2 The Information Society Initiatives in Uganda
  - 3.4.3 New Partnership for Africa’s Development (NEPAD) Initiative
  - 3.4.4 International Declarations and Agreements
- 3.5 Policies and Institutional Framework for Information Management in Uganda
  - 3.5.1 The Right of Access to Information
  - 3.5.2 Standardisation of Information Systems
  - 3.5.3 National Statistical Information Systems
  - 3.5.4 National Records and Archives Information Systems
  - 3.5.5 Information Protection Systems
  - 3.5.6 National Registration Information Systems
  - 3.5.7 Employment Information Systems
- 3.6 Implications of Information Management Environment for the Education Sector
- 3.7 Observations
- 3.8 Conclusion
CHAPTER FOUR THE STRUCTURE OF THE EDUCATION SYSTEM IN UGANDA: CHALLENGES FOR HIGHER EDUCATION
- 4.1 Introduction
- 4.2 The Development of the Education System in Uganda
- 4.3 The Present Structure of the Education System
  - 4.3.1 Pre-Primary and Primary Education
  - 4.3.2 Post-Primary Education (Secondary Level Education)
  - 4.3.3 Tertiary (Higher) Education
- 4.4 Key Players in Information Management in the Education System
  - 4.4.1 National Governing Bodies
  - 4.4.2 Local Governments
  - 4.4.3 Educational Institutions
- 4.5 The Role of the Ministry of Education and Sports
- 4.6 The State of Higher Education in Uganda
  - 4.6.1 University Sub-sector
  - 4.6.2 Other Tertiary Institutions (Technical Sub-Sector)
  - 4.6.3 Joint Admissions Board
  - 4.6.4 Coordination of Scholarships
  - 4.6.5 National Council for Higher Education
- 4.7 Information Challenges for Higher Education
  - 4.7.1 Support for Higher Education
  - 4.7.2 Planning for Professional Development
  - 4.7.3 Utilisation of Information
  - 4.7.4 Educational Management Information System
  - 4.7.5 Integration and Coordination of Student Information
  - 4.7.6 Student Identification
- 4.8 Conclusion
CHAPTER FIVE DESIGN STRATEGY FOR AN INTEGRATED SIMS FOR HIGHER EDUCATION
CHAPTER SIX THE STATE OF MANAGEMENT AND COORDINATION OF STUDENT INFORMATION IN UGANDA
CHAPTER SEVEN NEEDS AND REQUIREMENTS FOR A SIMS FOR UGANDA
CHAPTER EIGHT JUSTIFICATION OF A STRATEGY FOR AN INTEGRATED SIMS FOR HIGHER EDUCATION IN UGANDA
CHAPTER NINE CONCLUSIONS AND RECOMMENDATIONS