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Computerized career guidance information management system

 

Table Of Contents

<p> </p><p>Title page &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; i</p><p>Certification &nbsp; &nbsp; &nbsp; &nbsp; Page &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; ii</p><p></p><p>Approval Page &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; iii</p><p>Dedication &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; iv</p><p>Acknowledgement &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; v</p><p>Abstract &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; vi</p><p>Organization of Work &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; vii</p><p>Table of contents &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; viii</p><p>

Chapter ONE

</p><p>10 &nbsp; &nbsp; INTRODUCTION &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 1</p><p>11 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Problem Statement &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 3</p><p></p><p>12 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Aims / Objective of the Study &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 3</p><p>13 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Purpose Of The Study &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 4</p><p>14 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Signification Of The Study &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 4</p><p>15 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Scope / Delimitation &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 4</p><p>16 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Limitation / Constraints &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 5</p><p>17 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Definition Of Terms &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 5</p><p>

Chapter TWO

</p><p>20 &nbsp; &nbsp; REVIEW OF RELEVANT LITERATURE &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 6</p><p>

Chapter THREE

</p><p>30 &nbsp; &nbsp; DESCRIPTION AND ANALYSIS OF THE PRESENT SYSTEM</p><p>31 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Methodology &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 14</p><p>32 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; General Overview of &nbsp;System &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 14</p><p>33 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Organogram &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 15</p><p>34 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Information Flow Diagram &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 15</p><p>35 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Output Analysis &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 16</p><p></p><p>36 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Input Analysis &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 16</p><p>37 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Process &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 16</p><p>38 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Problems Of The Existing System &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 16</p><p>39 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Justification Of The New System &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 17</p><p>

Chapter FOUR

</p><p>40 &nbsp; &nbsp; DESIGN AND IMPLEMENTATION</p><p>41 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Design Standard &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 18</p><p>42 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Output Specification And Design &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 18</p><p>43 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Input Specification And Design &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 19</p><p>44 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp;File Design &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 20</p><p>45 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Procedure Chart &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 20</p><p>46 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; System Flow- Chart &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 21</p><p>47 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Implementation &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 21</p><p>471 &nbsp; Program Flowchart &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 22</p><p>472 &nbsp; Psuedo Code &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 23</p><p></p><p>48 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; Coding &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 23</p><p>49 &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; System Requirements &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 23</p><p>410 &nbsp; &nbsp; &nbsp; Testing &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 25</p><p>411 &nbsp; &nbsp; &nbsp; Cutover Process &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 26</p><p>412 &nbsp; &nbsp; &nbsp; Documentation &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 27</p><p>

Chapter FIVE

</p><p>50 &nbsp; &nbsp; SUMMARY, RECOMMENDATION AND CONCLUSION</p><p>51 &nbsp; &nbsp; Summary &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 28</p><p>52 &nbsp; &nbsp; Recommendation &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 28</p><p>53 &nbsp; &nbsp; Conclusion &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 29</p><p>References &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 30</p><br> <br><p></p>

Project Abstract

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Project Overview

10     INTRODUCTION

Man in search of comfort ability struggle to meet up with good career and for this to be achieved, it has to be started as early as possible Form time man is born, he is been studied to know what likely he will be able to do as he grows up This has to do with his natural behavior and mental exercise display

This continues in family parents and other relaxation acting as counselling unit until the child goes in to school In school the teacher takes over the counselling, it is   a continuous exercise until one finds his feet, then he can continues from there and equally be in a position to guide and counsel others

                  According to Harthony (1990) stated that communication system carries a mixture of voice, data and image signals that are used effectively as intelligent rods in communication system acting as switches, multiplexes, demultiplexens protocol converters Olorunsola and Ekong (2006) emphasized that the importance of computers in the exchange of electronic mail (e-mail) with other users, transfer of public

domain software from another computer into another disk so that anybody can run the programme on the computer and hold conference with a number of other users This is one of the major applications of computers in communication The introduction of office automation and information technology has assisted to strengthen information and service delivery According to Bhuiyan (2011) major computerization and infrastructure development in the public sector in Bangladesh has been taking place to replace internal manual work processes by ICT-based automation Similarly, the impact of computer education on the efficiency of civil services Nigeria cannot be over-emphasized The civil servants need to be educated in ICT, so that the use of typewriters, filling of information on papers in cabinets, keeping of documents and letters in files are modernized through automotion

                The stages where much work is carried out on counselling is in secondary schools This is a stage when a child is grown to be able to understand maturely and when the child’s attitude is fully studied in line with academic performance In all secondary school across the country , there exist a guidance and counsellor office where people knowledgeable in the area of psychology are employed in order to help advise the younger ones in school which way forward to their future career There people through class visitation, Observing students during recreation and calling on them at intervals for questioning, came to know the students betters and be able to guide and counsel them in their future career probably in university or in any other area of endeavor

The job of counselling in secondary school is not an easy job to be taking into consideration the number students involved with respect to the number of staff involved It is always very difficult to handle all the students and to remember everything about the students This Counseling exercise needs a sophisticated   system for the operation of counselling alliterates some of the problem associated with exercise

Personal behaviour and area of interest, they keep very close marks with the students to make sure that no stone is left unturned This aspect of ones life is taken very seriously in schools because that is mainly the reason people go to school for the academics tests and examination only The battle of career choice is handed over to individual when he/she attain a stage of being able to duct for himself what he/she really wants and how best possible to get such height The person can steer the wheels directly to his destination or deviate in the other way due to carelessness or youthful exuberance; but the end justifies the means Also, sometime due to laxity and incapability on the side of the career guidance and counsellor in schools, most of the students are led astray This is mainly due to human approach towards the implementation the exercise which can be based at anytime In his own recommendation, Hook advised the computerization of the career guidance department for effectives and reliable react on the department activities

Holyfield (1997) argues that a good career in life, makes a lot of meaningful process in life He made this assertion that what without comfort and where is comfort without a good career; In his own views, it takes a long and rough way to arrive and clinch a good career but when one finally gets to it, life comes to be what nature made it be, life remains unstable like a wondering man in the career is achieved through carefulness and hard work, desire of sentiments and other side effects which can thwart the smooth direction of ones futures Holly field (1997)   made it clear and that life is associated with a good career and that such a career is what can give full meaning of life a priceless gift of nature

 Statistics shows that people who find good career are enjoying high standard of living and while the people who find good career are enjoying, the unlucky ones cry of frustration and negatives social factors that limits life

11     STATEMENT OF THE PROBLEM

The number of students   involved in schools counselling are   very enormous and few staff in counselling can not handle the job effectively

It is always very easy to forget information about students and to reach all the students, contributes and problems

Another major problem of the counselling is information storage The made of storage of information observed from the students in different forms is not reliable and this makes the counselling to apply guess work in trying to direct students in their future career work

This is a very big delay in taking decision on students concerning their future career This is also because referencing to students information for decision making take s a very long time

12     AIM S /OBJECTIVES

The primary aim of this projects work is to provide lasting solution to the problem affecting counselling exercise in secondary schools

The following objectives below are the study

-To make the criteria and process involved in the exercise of counselling very easy and flexible

 – To carefully take care of the burden, the staff faces in trying to do the work of counselling manually

-To provide adequate enabling environment for counselling on student to give them better career perspective

-To maintain adequate observed information on students for future reference and quick decision taking

13     PURPOSE OF STUDY

The purpose of this project work is to probe into the developing a counselling software for schools with a view of creating awareness of the use computer in counselling with due consideration of this new technology advancement

14  SIGNIFICANCE OF STUDY

This study is of numerous important to the guidance and counsellor department and the society in general It will help the counsellor to always direct the students in their best career area with happiness because it will be result oriented

It will help to eliminate the word frustration among the people which is very common in the society

15 SCOPE/ DELIMITATION OF THE STUDY

 The study covers the design and implementation of computerized career choice counselling system in secondary schools

16    CONSTRAINTS / LIMITATION

On the course of this project work, time and finance posed a major obstacle to the researcher This is because the study conceded with the examination period and semester was too short

17     DEFINITION OF TERMS

COUNSELLING: To give advise to another

SOCIETY : this is an organized group of people living together and having things together

AUTHOMATIC : Work in faster rate without much human direction

PROMPT: To motivate an action

RECREATION : Time that are not invested in working , time used for relaxing

ALLEVIATE : To reduce or less something

 SOPHISTICATED : Showing great experience

SYSTEM: A group of thing or parts working together to achieve a purpose

PSYCHOLOGY: The study of mind and it’s function


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