School

TDA 2. 5 Schools as organisations Task 1 Links to learning outcome 1, 2, 3, 4, 5 and 6, assessment criteria 1. 1, 1. 2, 2. 1, 2. 2, 2. 3, 3. 1, 3. 2, 3. 3, 4. 1, 4. 2, 5. 1, 5. 2, 6. 1, 6. 2 and 6. 3. •Identify the main types of state and independent schools •Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance •Describe roles and responsibilities of: -School governors -Senior management team -Other statutory roles e. g. SENCO -Teachers •Describe the roles of external professionals who may work with a school e. g. ducational psychologist •Define the meaning of: -Aims -Values •Describe with examples how schools may demonstrate and uphold their aims •Describe with examples how schools may demonstrate and uphold their values •Identify the laws and codes of practice affecting work in schools •Describe why school have policies and procedures •Identify the policies and procedures school may have relating to: -Staff -Pupil welfare -Teaching and learning •Identify the roles and responsibilities of national and local government for education policy and practice •Describe the role of schools in national olicies relating to children, young people and families •Describe the roles of other organisations working with children and young people and how these may impact on the work in schools. Identify the main types of state and independent schools Links to learning outcome 1, assessment criteria 1. 1 AND Describe the characteristics of the different types of schools in relation to educational stage(s) and school governance Links to learning outcome 1, assessment criteria 1. 2 All children in England between the ages of 5 and 16 are entitled to a free place at a state school.

There are four main types of state schools that receive funding from the local authority. They all follow the national curriculum and are regularly inspected by OFSTED. Community schools – Run by the local authority, which employ the staff, own the lands and building, and decides which admissions criteria to use. Community schools have strong links with the local community and they usually offer their facilities for childcare and adult learning classes. (I do work placement at a community school) Foundation and trust schools – Foundation schools are run by their own governing body, which employs the staff and sets the admissions criteria.

Land and buildings are owned by the governing body or a charitable foundation. Trust schools are like foundation schools but they have an outside partnership which forms a charitable trust. The outside partner could be a business or educational charity. They try to explore new way of working to raise standards. The governing body decides whether to become a trust school with parents having a say. Voluntary-aided schools – Are mainly religious or faith schools. The governing body employs staff and sets the admissions criteria. The school buildings and land is owned by a charity hich could be a religious organisation. They also appoint some of the members of the governing body. Voluntary-controlled schools- Are similar to voluntary-aided schools, but are run by the local authority. The local authority employs the staff and set the admissions criteria. The land and buildings and land are owned by a charity usually a religious organisation, which also appoint some members of the governing body. There are; Specialist schools- which follow the National Curriculum and focus on a particular subject area like, sports, media or technology.

Academies- which are independently managed, they are set up by sponsors from business, faith or voluntary groups in partnership with the Department for Education (DfE) and the local authority. Together they fund the land and buildings, with the government covering the running costs. City Technology Colleges- These are independently managed, non-fee-paying schools in urban areas for pupils of all abilities aged 11 to 18. They are geared towards science, technology and the world of work, offering a range of vocational qualifications as well as GCSEs and A levels.

Community and foundation special schools- cater for children with specific special educational needs. These may include physical disabilities or learning difficulties. Faith schools- are mostly run in the same way as other state schools. However, their faith status may be reflected in their religious education curriculum, admissions criteria and staffing policies. Grammar schools- select all or most of their pupils based on academic ability. Maintained boarding schools- offer free tuition, but charge fees for board and lodging.

Independent schools- set their own curriculum and admissions policy is usually decided by the governing body and head teacher. They are funded by fees paid by parents and income from investments. Just over half have charitable status. They have to be registered with the DfE, and regularly monitored by OFSTED. http://www. direct. gov. uk/en/Parents/Schoolslearninganddevelopment/ChoosingASchool/DG_4016312 Describe roles and responsibilities of: -School governors -Senior management team -Other statutory roles e. g. SENCO -Teachers Links to learning outcome 2, assessment criteria 2. 1

School governors- work with the school, they work in partnership with the headteacher and staff. Governors do not intervene with the day to day running of the school, unless there is a serious problem. The governing body is also responsible for making sure that the schools finances are managed appropriately. It is also responsible for staffing and personnel management. They will also make decisions on issues involving the curriculum and whether to write new policies. Senior management team- Is responsible for taking interviews, inductions, performance monitoring, and appraisals.

They can also deal with complaints and issues with colleagues. Deal with courses and career development. They can hold staff meetings, also be responsible for child protection issues. Have general information about policies. Sort out salary queries. Other statutory roles e. g. SENCO- This person is responsible for coordinating the special needs policies in a setting and advising staff. They will be the line of contact for any outside agencies that need to come into the school to look at individual children with special needs.

Teachers- are responsible for the education and welfare of the children in the reception classes and for the communication with Parents and all members of the School community. Specific responsibilities: CURRICULUM • Provide a broad, balanced curriculum based on the Foundation Stage • Plan effectively, using learning objectives, producing long-term, mid term and weekly plans • Organise an appropriate timetable, following School’s guidelines • Arrange visits out of school for the children, to extend learning opportunities • Arrange visitors to come to school, to enrich learning and encourage enquiry

ASSESSMENT • Assess children regularly, both formally and informally • Observe individual children in different situations and involved in different activities • Use Baseline Assessment • Keep up to date profiles for all children • Use assessment results to plan appropriate learning programmes Describe the roles of external professionals who may work with a school e. g. educational psychologist Links to learning outcome 2, assessment criteria 2. 2 EDUCATIONAL PSYCOLOGIST Educational psychologists consider how children learn, so are used to helping to identify learning difficulties.

They visit schools and settings regularly and work alongside parents and professionals in the setting. PHYSIOTHERAPIST A physiotherapist helps to identify a child’s main physical problems while working alongside other professionals and parents. SPEECH AND LANGUAGE THERAPIST Speech and language therapists work with children who have some difficulties with their language. COMMUNITY PAEDIATRICIAN Paediatricians are manly based in hospitals and clinics. They have specialised training in children’s medicine and children are referred to them via their family doctor for diagnosis. They make regular assessments of hildren’s progress and medical needs. They are able to refer children to other health services such as speech and language therapy and dieticians. COMMUNITY NURSE In some areas community nurses visit schools and settings to help provide advice and support. Integrating health and education is a major focus for the Every Child Matters programme, so some early year’s centres will have a community based at the centre. FAMILY DOCTOR (GP) A GP has general training in medicine. GP’s form part of the community health team and act as a base for a child’s ongoing medical treatment and notes.

CHILD PSYCHIATRIST Children or young people who are showing depression or emotional difficulties may be referred to child psychiatrist. A child psychiatrist has been trained as a doctor specialising in mental health and is able to prescribe medication as well as being able to consider the underlying issues behind a child’s emotional state. CHILD PSYCHOTHERAPIST A child psychotherapist will work with children or young people who are showing emotional distress by talking through their experiences with them and helping the child to explore these. CHILD PSYCHOLOGIST

A child psychologist looks at child’s development and learning in a similar way to an educational psychologist. The main difference between their roles is that a child psychologist may support children in a range of different settings rather than just in the educational context. PLAY THERAPIST A play therapist helps children to explore trauma or experiences through the medium of play. EDUCATIONAL WELFARE OFFICER/EDUCATION SOCIAL WORKER The main function of these professionals is to liaise between home and families in cases where school attendance is infrequent. It is an offence for children over 5 years old not to be in some sort of full-time educational programme. ) SPECIAL NEEDS SUPPPORT TEACHER These teachers travel between schools to visit young people or children in their home or pre-school settings. They are able to help a wide range of children and are often seen as useful sources of support and guidance. CLASSROOM ASSISTANT/LEARNING SUPPORT ASSISTANT Their main purpose is to support an individual child, young person or a group of children or young people within a classroom under direction of the teacher. Social worker

The majority of social workers are employed by the local authority, although some are employed by voluntary organisations. They are generally deployed in teams according to specialist areas, for example social workers may be involved in caring for older clients, adoption or fostering work. Social workers can provide guidance and advice as well as practical support for families. RESPITE CARERS Respite carers look after children for short periods of time so that their parents can have some time out. CARERS AND BENEFIT ADVISORS Some settings have career and benefits advisors as part of the team.

They can help parents find employment and training courses and give them advice about claiming benefit. Define the meaning of: -Aims -Values Links to learning outcome 2, assessment criteria 2. 3 Aims and Values are usually set out in the schools mission statement. Aims- explain what the school wants to achieve. They are usually set out by the head teacher with support from the community and parents. Values- can be determined by the schools rules, usually include respect for self and others and are closely related to Personal, Social, Health and Economic education (PSHE) and citizenship education.

Values are based on moral code. The mission statement from the school I do my work placement at; All children will receive an education that is broad and balanced, that develops their potential and is suited to their needs. They will be given opportunities to discover and develop their talents through curricular and extracurricular activities. The ethos and curriculum of the school will instil values that will encourage independence, self esteem and respect for others. Describe with examples how schools may demonstrate and uphold their aims Links to learning outcome 3, assessment criteria 3. 1

Schools may demonstrate and uphold their aims in a mission statement. For example the school where I do work placement explains that they are committed to encouraging the children to reach their full potential whatever their needs. Describe with examples how schools may demonstrate and uphold their values Links to learning outcome 3, assessment criteria 3. 2 Schools may demonstrate and uphold their values in a mission statement. The mission statement from the school where I do my work placement states that the curriculum and ethos of the school will encourage self esteem, independence and respect for others.

Identify the laws and codes of practice affecting work in schools Links to learning outcome 3, assessment criteria 3. 3 There are some laws and codes of practice that affect work in schools which are; Children’s Act 2004; Disability Discrimination Act 1995 and Special Educational Needs Code of Practice; Health and Safety at Work Act 1974. Children’s Act 2004 -it was passed to make sure that duties would be put on local authorities to ensure that all the different services that work with children and their families work more efficiently together.

Data Protection Act 1998 – Schools are required to keep information secure and it can only be used for the purpose it was gathered for. Disability Discrimination Act 1995 and Special Educational Needs Code of Practice- Schools are not to discriminate against disabled children this has led to more disabled children in mainstream schools. Health and Safety at Work Act 1974- Designed to protect everyone within the school and give procedures to follow in the event of an accident. Identify the policies and procedures school may have relating to: -Staff -Pupil welfare -Teaching and learning

Bulacan State University College of Education City of Malolos, Bulacan. “Behavioral Patterns of Selected 4th year students in San Pedro High School” Submitted to: Violera Reyes, Ed. D. Submitted by : Glendys Orolfo Kenneth Pabilonia Naomi Palao Maricris Palo Rogelio Ramos Mary Grace Regalado Micha Joy Rejano Cayneth Reyes Milca Joyce Roque Renz Ruzzel Santiago Andrea Marie Santos Mary Jane Villanueva Rich Ann Winfield ABSTRACT This research paper identifies the behavioral patterns of selected high school students in San Pedro High School, Hagonoy, Bulacan. The first chapter presents a short introduction about adolescence.

In their age, high school students were now entering the first stages of adolescence. The second chapter shows related theories about this study. The third chapter shows the method of research done in this study. The fourth chapter presents the data gathered from the respondents. Graphs were used to show the data in a logical and orderly manner. The fifth chapter attempts to conclude the study by telling the behavioral patterns discovered in the selected high school students. TABLE OF CONTENTS Chapter I – Introduction Chapter II – Theoretical Framework Chapter III – Methods of Research Chapter IV – Interpretation and Analysis of Data

Chapter V – Summary, Conclusion and Recommendation Curriculum Vitae CHAPTER I Introduction I. Introduction The social behavior of human changes as they enter adolescence. In humans adolescents typically increase the amount of time spent with their peers. Nearly eight hours are usually spent communicating with others, but eight percent of this time is spent talking to adults. Adolescents report that they are far happier spending time with similarly aged peers as compared to adult. Consequently conflict between adolescents and their parents increase at this time as adolescents strive to create a separation and sense of independence.

These interactions are not always positive; peer pressure is very prevalent during adolescence, leading to increase cheating and misdemeanor or crime. According to Judith Rich Harri’s theory of group socialization, children and adolescent are shape more by their peers than their parents. Peers can encourage both pro-social behavior, which peeks at 11-12 years old or anti social behavior, which peaks at K1 -15 years. Adolescents are less likely to feel depressed or anxious if the peer group provides emotional support (Buhrmester, 1992). Arguments between parents and children increase considerably during adolescence (Feeney 1999).

However adolescents with few or no closed friends are closer to their parents and are less likely to be subject to peer pressure. Non human mammals are also exhibit changes in social attitude during adolescence. Adolescent rodents have also been observed during this time of period . despites this social bonding between adolescents and adult tends to improve due to reconciliatory behavior. Allomaternal behavior increase among females in several species , including humans , nonhumans primates and rodents . However males tends to exhibit less interest in infant during adolescence.

Adolescence can be specifically turbulent as well as a dynamic period of one’s life. It has been identified as a period in which young people develop abstract thinking abilities , become more aware of their sexuality , and increase their independence from parent. Stanley Hall denoted this period as one of “storm and stress” and according to him, conflict at this developmental stage is normal and not usual. Margaret Mead on the other hand, attributed the behavior of adolescents to their culture and upbringing , as the majority of problems associated with adolescence in western society are not present in other cultures.

Several development stage models, have placed in a period of human developments. Sigmeund Freud saw it as the “genital phase” of psychosexual developments, where the child recapture the sexual awareness of infancy. Jean Piaget focused on cognitive development, seeing adolescence as the “formal operative stage” where the young person develops the ability to think abstractly and draw conclusions from the information available, your theory of psychosocial development identified the identity crisis as central to the notion of adolescence.

Adolescent addresses the issues associated with adolescent such as whether or not the aforementioned “storm and stress” is a normal part of this period. The American psychological Association has a separate division dedicated to adolescence, and the psychologist specializing in the topic attempt to answer questions dealing with the age group. One issue is adolescent psychology discusses whether adolescence is in fact a discrete developmental period a point along the continuum of human development, or a social construction. II.

Statement of the Problem This research paper attempts to answer the following question: 1. What are the behavioral pattern manifested by selected students in San Pedro High School? III. Background of the Study San Pedro High School is a public school located in Hagonoy, Bulacan. It is led by Principal Rosario L. Tamayo. The school has approximately 3000 students and 58 teachers. The researchers chose it because some of them have graduated there. Only 56 students were chosen as respondents. IV. Significance of the Study For parents:

Because of the growing number of teenagers that was not focus on their study this research will help the parents to know on how they will treat their son/daughter and how they should support them. This will also inform the parents on what behaviors of their child possess during the class. They will be aware on the attitudes of their son/ daughter inside the classroom, how they child interact to their classmates and at the same time to their teachers. This will help the parents to know what the techniques are and practices they should be done to their child for them become a good citizen in the future.

For teachers: Some teachers didn’t understand the situations of their students in some instances. For example, during the exam one of the students is using a kodigo. The teacher got angry and shouts to the student during the exam without knowing the reason why he’s doing that thing. Maybe, before the teacher scolds the student he should warn it first and after the exam asks why he did it. Then, he will know that his student is a working student and he didn’t have enough time to review. So, this study helps the teachers on how they should treat their students and how they react on the behaviors of their students.

As we all know the teachers are the second parents of the child. They should love and care to their students as if their own child. For students: Teenagers were not aware on their behaviors inside the classroom. Teenagers also didn’t know their real personality. Many of them asking what are they real attitudes and characteristics, what attitudes they have and what are the moods they have. This study is design to the students for them to be aware on their attitudes inside the classroom. This will help the teenagers to be aware and to open their eyes in the things they should be done to help our country.

This will also help them to see the hardship of their parents just to make them finish their study, the sacrifices of their parents to support them and how their parents make the night become day just to ensure their future and to give all their needs. CHAPTER II Theoretical Framework Social cognitive theory, used in psychology, education, and communication, posits that portions of an individual’s knowledge acquisition can be directly related to observing others within the context of social interactions, experiences, and outside media influences.

Social cognitive theory is a learning theory based on the ideas that people learn by watching what others do and will not do, these processes are central to understanding personality. While social cognitists agree that there is a fair amount of influence on development generated by learned behavior displayed in the environment in which one grows up, they believe that the individual person (and therefore cognition) is just as important in determining moral development. People learn by observing others, with the environment, behavior, and cognition all as the chief factors in influencing development.

These three factors are not static or independent; rather, they are all reciprocal. For example, each behavior witnessed can change a person’s way of thinking (cognition). Similarly, the environment one is raised in may influence later behaviors, just as a father’s mindset (also cognition) will determine the environment in which his children are raised. Albert Bandura also stressed that the easiest way to display moral development would be via the consideration of multiple factors, be they social, cognitive, or environmental. 2] The relationship between the aforementioned three factors provides even more insight into the complex concept that is morality. Further development in social cognitive theory posits that learning will most likely occur if there is a close identification between the observer and the model and if the observer also has a good deal of self-efficacy. Self-efficacy beliefs function as an important set of proximal determinants of human motivation, affect, and action which operate on action through motivational, cognitive, and affective intervening processes.

Identification allows the observer to feel a one-to-one connection with the individual being imitated and will be more likely to achieve those imitations if the observer feels that they have the ability to follow through with the imitated action. Vicarious learning, or the process of learning from other people’s behavior, is a central idea of social cognitive theory and self-efficacy. This idea asserts that individuals can witness observed behaviors of others and then reproduce the same actions. As a result of this, individuals refrain from making mistakes and can perform behaviors better if they see individuals complete them successfully.

Vicarious learning is a part of social modeling which is one of the four means to increase self-efficacy. Social modeling refers not just observing behavior but also receiving instruction and guidance of how to complete a behavior. The other three methods include, mastery experience, improving physical and emotional states and verbal persuasion. Mastery experience is a process in which the therapist or interventionist facilitates the success of an individual by achieving simple incremental goals. With the achievement of simple tasks, more complex objectives are introduced. The person essentially masters a behavior step by step.

Improving physical and emotional states refers to ensuring a person is rested and relaxed prior to attempting a new behavior. The less relaxed, the less patient, the more likely the goal behavior will not be attained. Finally, verbal persuasion is providing encouragement for a person to complete a task or achieve a certain behavior. CHAPTER III Methods of Research This chapter discusses the procedures to be done by the researchers to attain their needed data. This includes the methods and techniques of the study, population of the study, research instrument and data gathering procedure.

Methods and Techniques of the Study The type of research conducted in this study is the Descriptive Research. It includes surveys and fact-find enquiries of the different kinds that will be distributed to the respondents. It may also be called ex post facto research because the researchers have no control over the variables. The variables given is not manipulated by the researchers but were given by the respondents. These variables were treated with importance and care so as not to deviate the data from reality. Population of the Study The researchers chose a section in the Fourth Year level at […] with 56 students.

The study is all about behavioral patterns so the researchers only one section so as they can focus on only one set of students. Research Instrument The primary tool used to conduct this research is a questionnaire. Simplified questions were addressed to the respondents. Close-ended type of questions was used in the questionnaires to help the respondents answer easily. Choices were given and the respondent must answer the question by ticking the box corresponding to the answer they selected. If their answer was not given in the set of choices, there is an underline in the bottom of every set of choices where they can write their answer.

Data Gathering Procedure The first step done by the researchers is to select the school were they will conduct the study. After selecting the school, they have written a letter asking permission to conduct the study that was given to the principal. The school chosen was the alma mater of a couple of the researchers so we it was an advantage because they already know the surroundings of the institution, its faculty, its atmosphere, and the kind of students studying there. Choosing the respondents was the next step. The researchers selected a section of fourth year high schools.

The researcher approached and visited them personally so they can introduce themselves. This was done during the time period of the respondents. After explain the purpose of the study, the researchers distributed photocopied questionnaires to respondents. All respondents were assured that their response will be appreciated and treated confidentially. CHAPTER IV Interpretation of Data The data gathered from the answered questionnaires were presented in this chapater with corresponding graphs. I. Age 14% of the boy respondents are 15 years old while 11% of them are 16 years old. Only 7% of them are 17 years old.

This shows that most of the boy respondents are at age of 15. 45 % of the girls are 15 years old, 20% are 16 years old and 9% of them are 17 years old. Age: 60 50 40 No. of respondents 30 20 10 0 1516 17 II. Family Background Most of the boy respondents are living with both their parents, 9% of them are living with their mother only while 5% are living with their father only. 54% of the girl respondents are living with both their parents while 4% of them are living with their mother only and 5% are living with their father only. 60 50 40 30 20 10 Others Living with father, without mother

Living with mother, without father Living with both parents 0 III. Religion Most of the boy respondents are Catholic, being 29% of them. Only 2% of them are Iglesia ni Cristo. No other boy answered another religion. 54% of the girl respondent is Catholic while 7% of them is Iglesia ni Cristo. 7% answered the “others” options. 60 50 40 30 20 10 0 CatholicIglesiaMuslim Protestant Others IV. Nature of Work 2% of the boy respondents have parents working in the government, 4% have vendor parents, 5% are have tricycle drivers as parents, 4% have OFW parents, and 13% answered the “others” option.

In the girls, 7% have government employees as parents, 2% of them have vendor parents, 7% of them are tricycle drivers, 5% of them have parents working in abroad, 2% are housekeeper and 43% answered the “others” option. 60 50 40 30 20 10 0 Government Vendors Tricycle drivers OFW’s House Helper CHAPTER V Summary, Conclusion and Recommendation I. Summary This study aims to discover the behavioral pattern of selected 4th year students in San Pedro High School located in Hagonoy, Bulacan. 6 respondents were chosen to included in the study. Questionnaires were given to these respondents for them to answer. After they have completed the questionnaires, the researchers assessed the answers of the respondents. Behavioral patterns were then identified from the given information including their sex, family background, socioeconomic status and religion. Also, careful observation were done by the researchers to these respondents to identify what are their behaviors. References such as research papers, books and journals were used to further strengthen this study.

II. Conclusion By assessing the completed questionnaires of the respondents, we were able to identify their behavioral patterns. * The respondents turned out to be responsible. They are doing their duties and responsibilities as students. They are concerned about their studies and they are willing to exert time and effort in it. * The respondents were cooperative with their classmates. It means that when group activities were being done, they are willing to cooperate with each other. * The respondents interact with their peers and teachers.

They socialize with their same age group and form friendships. They also interact with their teachers to have a harmonious relationship. They are sociable, easy to approach, and open with others. * The respondents care with others. They are not selfish. They feel the feeling of others. * The respondents are not troublesome. They are not aggressive like most high school students nowadays. They act in a civilized manner. They do not fight in the classroom or within the campus grounds. They obey simple rules and are much willing to not break them.

All in all, the behavioral patterns manifested in the selected 4th year students in San Pedro High School were positive. III. Recommendation Both parents and educators must respond to classroom behavioral patterns to ensure the healthy development of the students. The researchers present these recommendations to the teachers and parents. To the teachers: The teachers must develop the good behavioral patterns of the students. He is the leader of his students. He is the one who knows what his student needs, and more importantly, what is the problem of his student in school.

He must address to these problems because these problems may interfere with the social and emotional development of the student. He must be open to his students and be guidance councilor and adviser to them. Any negative behavioral pattern that are arising must be stopped immediately because it may hamper both the emotional and educational development of the student. To the parents: Parents play a big role in the development of their child. They must guide their child in their social, emotional and mental development. Any negative behaviors they manifest in home must be looked upon immediately because it may also manifest in school.

Good evening, parents and students, and welcome to our school. I understand that many of you are considering joining our school and I would like to share my personal experience of studying at a boarding school. I spent six years studying at a non-residential school and the last three years at the boarding school. I have gained much from my days at a boarding school and I would like to share with you the advantages of studying at such a school. Boarding schools help students to learn to be independent.

They learn to understand that they themselves are responsible for many thing that other students take for granted, such as waking up on time and finishing homework within a certain time frame. Boarding school also save time which is spent on travelling to and back from school, not to mention transport expenses. Students also benefit from having regular and nutritious meals provided to them. Staying at the school also makes it possible to have more times for extra-curricular activities. These activities are done on daily basic as opposed to non-residential schools where they are done twice or three times a week.

Another benefit is that students have ample time to discuss their homework with their classmates and teachers during the common study periods. There is, therefore, no need to spend money on private tuition. Students and teachers enjoy a closer bond as a result of spending more time together. Teachers provide support and guidance so that students can derive maximum benefit from their schooling experience. I hope that you will join our big family here at this boarding school. Thank you for your time and attention.

The Benefits of Vocational Education Most high schools offer some form of vocational education program. Vocational education is training for a specific career or trade, excluding the professions. Vocational education focuses on practical applications of skills learned, and is generally unconcerned with theory or traditional academic skills. Students at vocational educational typically receive more hands-on, career-minded education than students at traditional schools. Individuals are given the opportunity to explore and identify potential career goals, and are provided with the resources needed to achieve them.

Most vocational education recognizes the importance of general academic studies as well as career preparation, and offer fully accredited high school diplomas. Depending on a student’s abilities and interests, a vocational high school can provide several advantages. Vocational training thus provides a link between education and the working world. It is usually provided either at the high school level or in a two year colleges. In my view, high school and two-year colleges should offer vocational education because it will be benefit for students’ future.

First of all, vocational education in high school focuses on specific training for a career or field. This hands-on training can be helpful in high school as students make decisions that will affect the rest of their lives. Many vocational high schools provide students with career preparation in health care, computer science, education, business, and any number of highly specialized trades. Individuals have the opportunity to gain the knowledge and experience necessary to become carpenters, electricians, machinists, painters, plumbers, or other professionals.

Some programs administer licensing or certification examinations in such programs that allow students to become eligible for employment immediately after graduation. Many high school juniors and seniors have yet to choose a definite career field and path to pursue. Though a student may be most certain that the college path is definitely not the one she wants to follow, a career still must be chosen for the sake of finding a place in the workforce. For students who have not chosen a career yet, technical training is a good way to get hands-on experience in areas that may interest that student.

There are students who are certain as to what career they would like to join as a high school graduate. For this group, high school vocational education becomes a preparatory tool for those students who already know they want to work in the nursing profession, for instance. Also a wide variety of vocational education programs for high school students can provide hands-on experience in a real work environment. These skills can provide long-term benefits, as high school students can learn to adapt to new situations and develop necessary problem solving skills.

Success in vocational-education programs can develop work ethic, feelings of self-worth, communication skills and the ability to relate to others, as well as life skills that are important in the transition to post-high school life. Vocational-education programs can provide a positive learning environment in which students have first-hand knowledge of managing their time, finances and other aspects of their lives. The focus of vocational-education programs is for high school students to develop tools, so they can succeed. Many high school students have no work experience by the time they reach the junior or senior year.

High school technical education provides work experience to all students, including those who had none previous to the attendance in vocational education situations. Most health occupation technical education classes, for example, prepare students for the field of nursing and take place in an actual hospital or nursing facility. In these instances, students are required not only to perform in a professional manner the tasks assigned to them, but other real-life workplace expectations are placed on students regarding having a tidy appearance, being on time and respecting a chain of command, for example.

Vocation or technical training education not only provides high school students with the ability to develop skills at present, but can also prepare them for the workforce and increase the opportunity to access jobs later. Vocational programs can be either at schools with basic classes in the trade, on actual job sites or both. Work on actual job sites allows students the opportunity to work with company employees and clients on a regular basis. The ability to work on projects on-site can help students understand if it is the right area for them and provide a networking opportunity to talk about the field with seasoned professionals.

Such programs can help provide basic knowledge with real working experience necessary to enter the workforce directly after high school without a college degree. On-site programs often offer a personalized approach with specific deadlines to meet and the support of a mentor who can answer questions and provide guidance in the subject area. If a student shows serious interest, employers often invest in them to replace those who are retiring in the workforce as employers look at them as trained applicants with the ability to perform in a skilled occupation.

Even employers who require a college education may offer the opportunity for students to come back and be considered for first hire. In addition, participation in vocation-education programs in high school can help a person decide if this is the right career choice and avoid investing in an education that won’t be used. This can give them the ability to make critical decisions regarding their education. For instance, in some states, schools have started to offer student-teaching opportunities for seniors in high school. These programs offer the ability to work one-on-one with a teacher who is a mentor.

Unfortunately, many colleges save the student teaching experience until the last year of the degree, making it difficult for someone to really know whether they want to teach. Furthermore vocational educations of two-year College also have benefits for students. First, a degree or certificate is an accomplishment that no one can take away from us. Two-year colleges give the opportunity to advance our career or simply learn about careers that interest us. Once we have found a career path we enjoy, we can begin taking courses and working toward our degree.

Most technical colleges will help us complete our associate degree (or certificate program) in one or two years, depending upon our field of study. Second, the diplomas and associate’s degrees that students earn after completing a two-year course are recognized by companies and employers as proof of a person’s technical abilities. Their degree, even if it’s not a four-year course degree, gives them an advantage when applying for jobs that require specific technical skills. For example, a person who completed a wo-year course in clerical and office management will know practices in filing essential documents and can be considered for a secretarial job. Graduates of technical colleges are also highly trained in their specialization because most of the two years cover an extensive internship and application of knowledge. For example, a welder who finishes a degree in a two-year technical college has probably accomplished several projects in a real welding shop during his or her internship. Another major advantage of a two-year college is the availability of job placement resources.

Guidance counselors at two-year colleges typically have access to career information and a number of different resources for students who want to find immediate work while attending courses or after they graduate. In addition, many employers and labor unions are closely affiliated with vocational schools, and give preference to job applicants who have completed such programs. With recommendation from guidance counselors and teachers, many students are able to obtain paid apprenticeships or entry-level jobs with ease. Critics say that the nature of two-year courses can be considered a double-edged sword.

Although it allows students to graduate early and work right away, it can also saturate the employment market of certain technical skills. For example, a lot of welders graduate every two years, but the need for welders in a certain city or area may not actually meet the supply. Some conventional companies also prefer graduates of four-year courses since there is a belief that four-year degree holders are more trained in their chosen field. For example, a graduate of a two-year IT course may find it hard to compete with a computer engineer who has a four-year degree.

Furthermore, Teachers are primarily hired for their technical knowledge and not on their teaching skills. While these professionals often are very good at what they do, it can be hard to convey that information in a way that other people can use and learn. This can be a major drawback. Since it takes two years or less to complete many vocational programs, the schools can graduate a lot of students in a short p. This can saturate the job market with people who all have the same skills and training.

If the school does not provide or require internships or hands-on experience, this can be another obstacle for graduates. In conclusion, vocational education offers training for specific jobs. Since vocational training often begins in high school, students can graduate prepared to take a high-paying, skilled job immediately. Graduates of trade or vocational schools have an advantage over informally trained job-seekers because an independent organization certifies that they have the skills needed to successfully perform a specific, skilled occupation.

According to the National Center for Education Statistics, 88 percent of public high schools and 29 percent of private high schools offer some type of vocational program. a well-administered vocational education for high schools and two-year colleges will have multiple benefits. It will expand students’ horizons and help them become ready for the working world. It will benefit the world-work also by providing needed workers. Therefore, governments should create vocational education program as well as possible as an investment in everyone’s future.

References: http://www. ehow. com/info_7853695_disadvantages-vocational-schools. html http://www. ehow. com/list_6514932_technical-school-disadvantages. html http://www. ehow. com/info_8505391_pros-high-school-provides-jobs. html http://www. ehow. com/about_5387981_high-provide-students-job-skills. html http://en. wikipedia. org/wiki/Vocational_education http://www. collegeview. com http://careers. stateuniversity. com/pages/854/Vocational-Training. html http://www. debate. org/debates/Vocational-Training-in-High-School

It was the first day of the new school term 2012. The moment that I am looking forward for the past 2 months during school holiday finally arrived. Feeling ebullient, I said to myself “Yes!!! I am starting my Primary 3 today”. Waking up earlier than usual without my parents “wake-up” call, I rush to the toilet to have a quick shower and clean-up and straight proceed to the kitchen to have my breakfast. The bread spread with a thin layer of butter which I occasionally have during school day is finally back!!! At 6:30am, my mum brought me downstairs to wait for the school bus.

As usual the same group of 6 students plus my P2 classmate, Madhu is waiting eagerly for the bus to arrive. It has been our practise to queue up while waiting for the bus. It took us 10 minutes for the school bus to reach our beloved CHIJ Primary Toa Payoh school. Upon reaching the school, i am expecting to see new students who is starting their first day of Primary 1 in our school. I am in the look to see any parents who require any help for directions in our school and I am more happy to show them the way.

This is my proud moment as I am representing the school and to my delight the parents said “Thank You” to me!!! I proceed to Parade Square where the place for our assembly area. At the assembly area, I saw many type of faces. There were those who looked as nerd; some looked lethargic, seemed to be burning midnight oil, some looked excited to meet with their friends again cby chatting non-stop. We took our morning prayers and waiting anxiously for our beloved principal Ms Margaret Tan for her opening speech.

The moment I am waiting for when Mrs Margaret Tan call out and introduced all Form Teacher names. I am really looking forward to meet my new teacher today which subsequently being announced as Ms Evelyn Chee. We are then asked to proceed to our class at level 2. Although it was the first day of school after two long months of holidays, the class was still clean. Itt was beyond of my expectation that the tables and chairs were free of dust. Perhaps the workers of the school were industrious and responsible!!! Good Morning everybody, I am your form teacher and you can call me Ms Chee” a slim and tall lady mooching in the class said. She looked kind and her look could allay my anxiety to be in the class. We are being updated with our P3 new timetable and also being reminded of the school rules and regulations. It’s really a day full of excitement, meeting new and my former classmates and of course meeting my new teacher. I am definitely ready with the new challenge in Primary 3 Ixora.

From the nature of the education system depicted by the organizational structure, critically discuss problems that can result from such a structure and suggest solutions.

Introduction: Zimbabwe as a nation believes in education for all. Systems are in place to ensure everyone has access to education. This paper will examine the structure of the Zimbabwean education system, highlighting problems which may arise because of its nature, and attempt to give solutions. Two terms, education system and organizational structure, are defined.

Definition of terms Education system:

According to Wikipedia, ‘’Education in its broadest sense is any act or experience that has a formative effect on the mind, character, or physical ability of an individual and in its technical sense education is the process by which society deliberately transmits its accumulated knowledge, values, and skills from one generation to another through institutions’’. Wikipedia also defines a system as integrated an ‘integrated whole’ which has a structure, behaviour, interconnectivity of various parts which ‘’ have functional as well as structural relationships between each other’’.

The term system may also refer to a set of rules that governs behavior or structure. Education system therefore refers to the structure and behaviour as well as functionality of the entity through which children acquire knowledge, values and skills through a formalized set-up. Organizational structure: Structure is, according to wikipedia, a fundamental and sometimes intangible notion covering the recognition, observation, nature, and stability of patterns and relationships of entities. A structure defines what a system is made of. It is a configuration of items.

It is a collection of inter-related components or services. The structure may be a hierarchy (a cascade of one-to-many relationships) or a network featuring many-to-many relationships. Organisational structure therefore refers to the nature, patterns and relationships within an entity or social arrangement. Nature of the Zimbabwean education system: Structure: The Zimbabwean education system is a bureaucratic system, which has a hierarchical governing structure which goes from the top to the bottom. The hierarchy begins at the head office where the Permanent Secretary and his team of directors are housed.

The Permanent Secretary, is the senior civil servant, and reports to the Minister, who is a politician and is in charge of policy making. The directors are in charge of the various elements within the system, such as quality control, administration, curriculum and human resources. Below the national, is the provincial level, whose hierarchy is headed by the Provincial Education Director (PED). He has two deputies, one in charge of Quality Assurance and the other of Professional Administration. There are several provincial level education officers below them.

The provincial office also houses other professionals in finance and other departments who report to the PED. At the district level, the District Education Officer (DEO) heads a team of Education Officers (EO)s who supervise education activities within the district. At school level, the head is in charge of the school, and is deputized by the deputy head. Teachers fall below him but they too have seniority levels. This body at school level is responsible for the direct teaching of the child. Other ancillary staff falls below the professionals at school level but report to the head or whoever is assigned, by the head, in the finance office.

Having completed primary education, which includes early childhood elementary education, children graduate automatically into secondary school, where they are required to complete four years of schooling leading to an Ordinary Level pass. If successful at this level, they can proceed to high school where they attain Advanced Level passes and proceed to university, or choose to go to other colleges and tertiary institutions. Problems of the Organisational structure, and possible solutions: One major problem which may occur because of the bureaucratic nature of the education system is delay in the decision making process.

The hierarchical structure poses the major problem associated with bureaucracy. This means that if a problem occurs at the school level or even at district level, answers have to be sought from the top, which may take time. A practical example is when partners want to carry out programmes in districts and have to wait long as education personnel seek authorization from headquarters. This can be solved however by allowing officials at lower levels to make appropriate decisions or designing mechanisms through which decisions can be expedited.

The Minister, being the person in charge of policy, may choose to act without much consultation with others below him or with stakeholders. Sometimes hasty decisions are made, and these impact negatively on the ministry. When school fees were announced during the first term 2009, not much consultation was done, resulting in exorbitant fees being charged per term. The majority of parents could not afford to pay the fees for first term, which was pegged at US$150 for urban primary schools. A teacher, or any other civil servant, whose child went to these urban schools could therefore not pay.

Ministers must be accountable to their constituencies, and encouraged through workshops and trainings to involve their stakeholders in policy formulation exercises. The popularity of the minister is enhanced through consultation. The problem of non-consultative policies has also occurred with policies such as that of uniforms at schools. A former minister announced a few years ago that there would be a universal uniform for all schools. This caused an uproar, and was never implemented, mostly because the modalities had not been thought out or consulted on.

The country has a policy that all school children must wear a uniform, though it is the duty of the head to enforce this. There is also a policy which bars schools from exclusion a child on the grounds of non-wearing of uniforms. Such contradictions arise from non-consultation. Encouraging policymakers to have an ear for the public could solve this. Where public opinion is not sought, they can involve key stakeholders, who may be better informed. Headmasters and teachers who are on the ground, are a source of vital information on practicalities of policies.

The curriculum is centralised and determined by subject panels of teachers, education officers, and representatives from the teachers’ association, universities, churches, and other stakeholder groups. The Curriculum Development Unit within the Ministry of Education and Culture coordinates the subject panels. The primary school curriculum includes mathematics, English, agricultural and environmental science, physical education, social studies, moral and religious education, music, craft and art, and the indigenous languages (Ndebele and Shona).

Indigenous tribal languages of the Kalanga, Tonga, Shangaan, Venda, and Nambya are taught during the first three years of elementary education within their communities. A school is not at liberty to determine its own curriculum. There has been a shift in public schools from the Cambridge based curriculum, to a local curriculum whose examinations are administered by ZIMSEC. Subject syllabi are then deduced from this national curriculum. The major flaw in this is that everyone is restricted to the same education standards, regardless of the nature of education which is academia oriented.

Only recently, there has been a thrust for technical and vocational education in schools, with importance also being given to introduction of these subjects in primary school. Expanding technical vocational education can improve the quality of graduates produced from the education system. This will ensure employable and relevant people for the Zimbabwean economy which is largely agrarian. In view of recent challenges in the economy, a purely academic curriculum will not help the country.

Increased and improved internet use in the education system will also ensure students produced have a wider world view in light of globalisation. The organisational structure within the education system can stifle the grievance process. A teacher is required to report grievances he or she faces through the headmaster (in the event that the headmaster cannot help him or her). The problem lies where the headmaster is the source of the teacher’s problem. It may be a case of misconduct and the same headmaster is required to forward the reports of the teacher to the DEO.

This will see the process taking long. A system can be put in place, which ensures that when grievances are targeted at the headmaster, a teacher can follow-up directly with superiors. Counseling or confidence teams can also be set up at school level to cater for reporting of issues and their follow-up. The teacher may also be encouraged to seek the advice of the DEO directly. A ministry hotline can also be established to cater for this. Where partners are interested in contributing to the education sector, there have often been problems associated with the bureaucratic system.

Interest is expressed but decisions or authorization takes long in coming. Non governmental organisations (NGOs) usually come with interventions in mind, and donations, whose programmes must be implemented within a specific period. Often, programmes are stalled and the NGO gets to the end of the reporting period without implementing, resulting in failure to liquidate and the funding being returned. A practical example is when one NGO implementing capacity building programmes faced challenges trying to take a senior officer at provincial level within the ministry on an exchange programme to another country .

While this system fosters accountability and is ideal for easier monitoring, it can frustrate the efforts of those willing to contribute to the sector where procedures are not explained clearly, or where their efforts are stifled. A change in attitude is needed, where NGOs seize to be seen as enemies of government, as exacerbated by certain political environments. Meetings which clearly explain the operations of NGOs and targets they seek to fulfill also need to be held so as to clarify areas of concern with the ministry.

Stakeholder dialogues are important as seen in Manicaland, which now holds them regularly . The education sector is an public organization which is non-profit making. Revenue comes from national treasury. As such, the system is such that remuneration of staff is within public sector standards which stipulate modest payment. Overpayment would result in an uproar by taxpayers. Problems which teachers and other civil servants are currently facing are largely because the sector is not generating profits and therefore cannot afford to pay teachers what they want.

Privatization of the sector could contribute to better payment, but this is a phenomenon yet to be explored as even developed countries also have public schooling systems which are in place. The government will have to lobby with external partners to fund education programmes or contribute in the education budget. The structure of the education system in primary school has been said to be ineffective with regards expertise sharing. The structure is such that one primary school teacher is assigned to teach all subjects in a class. In high school, there are various experts specializing in particular subjects.

Researchers advocating for the Sharing Teacher Expertise through Subject Specialisation (STESS) programme at primary school are lobbying for the change in system from one teacher all subjects to specialisation as practised in secondary school. In 2002, an education commission sanctioned the piloting of STESS in a few schools in each province, and the system was adopted by others who have also reported the success as seen by better results. Advocates also note that it will then be easier for children to adapt to the situation when they get to secondary school.

The system requires teacher support in the form of capacity development so they keep abreast of methodologies in subject delivery. Rennie L. J (1985), explains the effects of in-service training on Science teaching and motivation in the classroom. This will go a long way is rejuvenating teaching methodology and enhance delivery effectiveness. The U. S. Agency for International Development (USAID), in cooperation with the Salvadoran Ministry of Education, has developed a training program aimed at introducing these innovative teaching methods into hundreds of schools around the country http://usinfo. tate. gov. The same can happen in Zimbabwe, if these private players are invited to do so.

Conclusion: The Zimbabwean education system is hierarchical and that poses a lot of challenges with regards setting up of policies, grievance procedures, curriculum decisions, and issues of collaboration with partners such as non-governmental organisations. These challenges can be solved if decision making is decentralized, and the policy formulation process is done consultatively with stakeholders.

The government can also lobby with partners so they participate by funding education programmes in the country. References: 1. Peace Corps 24 July 2007, ‘’New Teaching Methods Stir Enthusiasm in Salvadoran Classrooms’’ USAID train teachers in interactive teaching styles, 2. Web site: http://usinfo. state. gov), Bureau of International Information Programs, U. S. Department of State. 3. Rennie L. J (1985), ED280867 – The Effect of In-service Training on Teacher Attitudes and Primary School Science Classroom Climates. Research Report Number 12. 4. http://www. wikipedia

Until now, several schools were note introduce in computer technologies and its efferent systems that’s why the proponents decided to develop their school registration system that will help them to organize a student’s information instantly. Amazing Grace Academy-Tagging Inc. Was the chosen beneficiary of the proponents. It was founded on 2005 by Pastor Monies Battle and run by his wife Principal Arlene Bat Ill The Christian school was built by pastors of different churches because of their passion about teaching children of Christian gospels and also beyond it.

So they decided to build a school that will help one’s child intelligence and knowledge about Christian gospels. Then, they created a Christian school named Jesus the Lord and Savior – Foundational Learning Center. As time pass by, it was developed and renamed as Amazing Grace Academy-Tagging Inc. Currently, this school was continually accepting and molding young generation through academic excellence and moral values. Background of the Study The proponents discovered several difficulties about their existing system.

It is experiencing different complications through organizing, managing and sorting data by doing it manually. It also consumes a lot of time and effort to reach specific student’s information in order for them to edit and add information. Faculty teachers spend a lot of time by writing every students information to their record book as their verification that the students were officially enrolled in Amazing Grace Academy – Tagging Inc. Fortunately, by the concern of the proponents, a new and improved system will be created. This will help them to manage several students’ information easily and in a quickest way.

It will also lessen the time and effort to document all of the student’s information to be their record as their official dents. Admit can easily find, edit and add student’s information by searching the student’s number, name, section or students school level, and other information of the student using computers owned by the school. Admit can also determine if the student, were transferred from other school, their medical records and school records. Furthermore, the admit can verify an official student by having a registration form in each student.

Conceptual Framework Theoretical Framework The act Of recording data or information Of a certain person is called registration. Registering is very useful in recording information for us to know the fact about the person. Usually something is registered to claim more rights, or to protect ownership, or because the law says it must be registered to be used legally. It was use in Births, Deaths and marriages to prove the date and the event happened, in Motor vehicles to prove who owns the vehicle and to identify them and in Books to show the date when copyright protection starts.

It was also created to fight crimes. To turn back to 1760 is to realize just how much the world has changed since Load’s Register was founded. At that time the sailing ship was the only reliable and speedy form of transport and the steam engine’s full potential was only just being developed. Industrialization of the western world had not yet accelerated to encourage the wide-spread exploitation of natural resources such as oil and gas, and the nuclear and jet ages were not even envisaged.

The Society for the Registry of Shipping was set up in 1760 by customers of Edward Load’s Coffee House in Lombard Street, London. The aim was to give merchants and underwriters recorded information on the quality of their vessels. The Register Book listed vessels rated, or classed, after the condition Of their hulls and equipment had been surveyed. The subscriptions generated by the Register Book paid for the surveyors to carry out the work. This was the true beginning of classification and the Society was the world’s first classification society.

With its base in one of the world’s leading manufacturing nations, the expertise and reputation of Load’s Register became attractive to many organizations overseas eager to have assurance on the quality of goods being produced in and shipped from the UK. The First World War brought further opportunities to demonstrate the effectiveness of inspection as means to provide an assurance of quality, from shell steel made for the French, to copper pipes and other products made for shipping in the USA.

By 1934 surveyors were inspecting ten million cubic feet of cold storage, not just in the UK but in places such as Antwerp and Basal, Leopoldville and Mated in the Congo, and Singapore. During the Second World War the demands of war accelerated the pace Of change in shipping and industry and Load’s Register helped validate many of the innovations. Reconstruction work following the war allowed Load’s Register to gradually revive its activities overseas. The mid-shoos saw a long boom in shipping with many new challenges as shipping and shipbuilding influence shifted towards the east.

Load’s Register saw remarkable growth of its non-marine operations. In the decades following 1960, Load’s Register facilitated change as the shipping boom contain due. Ships became ever larger and centralization changed the world by revolutionize the flow of goods. The oil crisis of the early sass led to a deep depression in shipping, but Load’s Register rode the tort through its involvement with the expanding energy industry and offshore business, led by the pioneering development for extraction of oil and gas under the North Sea.

There followed another difficult period as shipping scarcely grew in terms of tonnage until 1990. At the same time the offshore industry suffered from a collapse in oil prices. Nevertheless, Load’s Register strengthened its position in Asia, diversified its offshore operations around the world and consolidated its position as the leading classification society for passenger ships and liquefied natural gas (LONG) carriers. One of the most striking developments was the success of Load’s Register Quality Assurance (LIRA), a management systems business established in 1985.

A consultancy-based rail business was first considered in the early 1 sass and Load’s Register Rail was formed in 1996. Real growth began only a decade later as governments around the world invested massive sums in major rail projects from the Netherlands to Dublin and Taiwan. In the past decade, Load’s Register has undergone a cultural transformation to ensure greater financial and commercial awareness. The organization mutinous to grow and serve client needs, remaining competitive in a rapidly changing world.

On 2 July 201 2, Load’s Register converted its status from an industrial and provident society to a company limited by shares, called Load’s Register Group Limited. The shares in Load’s Register Group Limited are owned by a new parent, Load’s Register Foundation, a registered charity. Scope and Limitations The proponents are in the process of creating Amazing Grace Academy – Tagging Inc. Registration System which allows the user to add, edit, save and record the student’s information. It holds a large amount of different dent’s information. This stores different information for a long period of time.

The user can instantly look for the student’s information by using the search engine. Lastly, it is able to print the summary report Of the information of different students. Restrictions were discovered by the proponents while creating their School’s Registration System. They discovered that the administrator of the school is merely capable of accessing the School’s Registration System and design for the students and staff of Amazing Grace Academy – Tagging Inc. The user is capable of accessing the system by using the application given by the represents.

If the user misspelled his/her password while typing, he/she is able to attempt three (3) times to access the School’s Registration System. While the user is accessing the system, he/she is allowed to register students from nursery level to grade 6 levels. Finally, the Registration System is merely capable of accessing for Windows 7 and Windows 8. Statement of the Problem Based on the proponents, the general problems Of the study are the following. 1 . What are the software and hardware requirements for the School’s Registration System? 2. How many information of the students will be stored n the proponent’s system? . How does the proponent’s system will improve the work of the user? 4. How does the developed system can maintain every records of the student? 5. What are the advantages and disadvantages? Significance of the Study This study will be significant to the main users of the Amazing Grace Academy – Tagging Inc. It will help them to process a large amount of students information in a faster and accurate way. At the same time, a bunch Of students can accommodate conveniently. Personnel who are assigned to register different information of the students can also aim the convenience aired by the proponent’s system.

Despite the fact that it can bring convenience to the users; it minimizes the time and effort of the users to register a lot of essential information. This study can also provide ideas to the researchers regarding with proponent’s study in understandable way. This will serves as a fresh ground for the researchers who study will be related in the field of Computer Science. Furthermore, it helps the ability of the proponents on how to build a comprehensible computerized system. This will provide them as a challenge to do a better system.