Computerized transcript management system

Project Abstract

<p> This project is a computerized information management for transcript management which will help to over-come the undesirable problem associated with misplacement of student records, student’s grades, slow and strenuous accessibility of student report and record, inaccurate record keeping and poor information management within the schools. Here the aims and objectives of the study will be easily retrieved with increased data security, and there will be reduction in the amount of resources, which will lower the cost of processing of student transcript, since information is stored in a database with reduced data redundancy. This will also prevent over-working of personnel and reduce in the bulkiness of file and record. This program developed/designed will ensure easy flow of information in the school (caritas university), and accurate information management in all school.. </p><div><p><strong>1.0 INTRODUCTION </strong>There were three fundamentally distinct education systems in Nigeria in 1990. The indigenous system, Quranic Schools and formal European-style education institutions. In the rural areas where the majority lived, children learned the skills of farming and other work, as well as the duties of adulthood, from participation in the community, this process was of ten supplemented by age based schools in which groups of young boys were instructed in community responsibilities by mature men. By the 1970s, education experts were asking how the system could be integrated into the more formal schooling of the young, but the question remained unresolved by 1990. Western-style education came to Nigeria with the missionaries in the mid-Nineteenth century. Although the first mission school was founded in 1843 by Methodists, it was the Anglican Church missionary society that pushed forward in the early 1850s to found a chain of missions and schools. Followed quickly in the late 1850s by the Roman Catholics in 1887 in what is now Southern Nigeria, an education department was founded that began setting curricum requirement and administered grants to the mission societies. By 1914, when North and South were United into one colony, there were fifty-nine government and ninety-one mission primary schools in the South;</p><p></p></div><h3></h3><br> <br><p></p>

Project Overview

<p> </p><div><p><strong>1.0 INTRODUCTION </strong>There were three fundamentally distinct education systems in Nigeria in 1990. The indigenous system, Quranic Schools and formal European-style education institutions. In the rural areas where the majority lived, children learned the skills of farming and other work, as well as the duties of adulthood, from participation in the community, this process was of ten supplemented by age based schools in which groups of young boys were instructed in community responsibilities by mature men. By the 1970s, education experts were asking how the system could be integrated into the more formal schooling of the young, but the question remained unresolved by 1990. Western-style education came to Nigeria with the missionaries in the mid-Nineteenth century. Although the first mission school was founded in 1843 by Methodists, it was the Anglican Church missionary society that pushed forward in the early 1850s to found a chain of missions and schools. Followed quickly in the late 1850s by the Roman Catholics in 1887 in what is now Southern Nigeria, an education department was founded that began setting curricum requirement and administered grants to the mission societies. By 1914, when North and South were United into one colony, there were fifty-nine government and ninety-one mission primary schools in the South;</p><p></p></div><h3></h3><br> <br><p></p>