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Cw comp1108 531_mo233_20150420_151328_1415

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project report for owen muzi, greenwich university
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Cw comp1108 531_mo233_20150420_151328_1415

  1. 1. Page 1 Undergraduate Final Year Project Development of an occupation and college guidance system for TEVETA using model view –controller. NAME: OWEN MUSENGE MUZI PROGRAMME: BSC (Hons) computing STUDENT ID: 000793120 SUPERVISRS: Dr Jere and Mr Mfune DUE DATE: 20/04/2015 A formal proposal for a dissertation that will be submitted in partial fulfilment of the university of Greenwich Bachelor of Science degree in computing
  2. 2. Page 2 Acknowledgement I would like to express my gratitude to ZCAS and UOG for giving me the possibility to complete this project. I further more give my gratitude to TEVETA (technical education authority) for open the doors of their offices wide to me. I also give my sincere gratitude to my sincere gratitude to my supervisors Mr Mfune and Dr Jere who give me advice throughout the writing and the making of the project. I wish to extend my gratitude and thanks to my wife Bernadette Muzi and noel Muzi who indirectly helped me complete this project. Abstract In Zambia there are a lot of colleges that are registered under TEVETA and even for post- secondary users to know about them where they are located what they off etc. a dynamic website has to be developed. This website should be able to run with different browsers such as Mozilla five fox opera safari and opera mini so that this web site should be access able to all Zambian with internet access on laptop, desk top or on phones. This system will show all training institutions registered with TEVETA This system will also show the grading of intuitions .there are 3 grading of institutions Grade one –very good Grade two – good Grade three-satisfactory. Institution graded below grade three are not registered.
  3. 3. Page 3 Table of content. -cover page............................................................................ 1 -acknowledgment..................................................................2 -abstract................................................................................4 -chapter1...............................................................................5
  4. 4. Page 4
  5. 5. Page 5 ABBREVIATIONS CGC ……………………………………………………………..career guidance and counseling CM………………………………………………………………. career management DANIDA ……………………………………………………….Danish international development agency FAWE…………………………………………………………… Forum for African women education HIV ……………………………………………………………….Human immunodeficiency virus HOD……………………………………………………………… Heads of department ICT…………………………………………………………………. Information Communication Technology MOE ……………………………………………………………….Ministry of education NCDG……………………………………………………………… National career development guideline SCG …………………………………………………………………School career guidance TSC ………………………………………………………………….Teachers service commission UNESCO ………………………United national educational scientific education and cultural organization UNICEF…………………………………………………… United Nationals international children education funds USA …………………………………………………………United States of America CSS ……………………………………………………………..Cascading Style Sheet XHTML ………………………………………………………Extensible hyper-text mark-up language HTML……………………………………………………….. Hypertext Mark-up Language IDE…………………………………………………………….. Integrated development environment JAD …………………………………………………………Joint application development Declaration I Owen M Muzi do hereby declare that this project is my own work, that to the best of my know ledge it has been presented for academic purpose. To my knowledge all referenced information has been duly acknowledge authors Owen Muzi Supervisors: Dr Jere and Mr Mfune Dedications This project is dedicated to my daughter Noël Evelyn kotutu kanugwe Muzi and all the young people in Zambia.
  6. 6. Page 6 CHAPTER 1
  7. 7. Page 7 1.0 chapter 1 Introduction In Zambia there are a lot of training institutions that are been opened every year. For these intuitions to offer the best training to the Zambian people they must be registered with TEVETA. TEVETA is looking for ways to make known these institutions to the public after seeing study that showed that the people who use the internet have significantly increased in recent years creating an online database to display these institutions will be the best 1.1 background information Background on reforms of Technical Education, Vocational and Entrepreneurship Training in Zambia The Government of the Republic of Zambia has in the recent past embarked on major reforms to review the technical education and vocational training (TEVT) in order to make it more responsive to the current training demands in the economy. In August 1994, the Minister of Science, Technology and Vocational Training appointed a widely representative national Task Force to review Government policy on technical education and vocational training and to recommend changes that would be necessary for the training system to meet new and emerging challenges in the national economy and society in general. It is a known fact that until then no serious attempt had been made to undertake such an exercise since the existing policies were formulated in 1968. In the meantime, the defining characteristics of the national economy and demographic patterns had both changed very significantly from the conditions under which the previous policies had been formulated. In spite of some attempts by the Department of Technical Education and Vocational Training to respond to the changing environment, the underlying policies and structures of the training system were clearly out of step with the dynamic demands and requirements of the country. The Task Force submitted its recommendations in January, 1995 and soon after the Government issued a new policy on Technical Education, Vocational and Entrepreneurship Training by enacting a law, the TEVET Act No. 13 of 1998 read together with TEVET (Amendment) Act No. 11 of 2005which led to the establishment of the Technical Education, Vocational and Entrepreneurship Training Authority (TEVETA) whose responsibility is to interpret and implement the TEVET policy. The new policy has a broader emphasis than the previous one which almost exclusively catered for the needs of formal sector employment. The policy declares, in general terms, Government’s intention to develop a system of Technical Education, Vocational and Entrepreneurship Training, (or TEVET), that will satisfy the real demands and requirements of the labour market and socio-economic conditions, all of which were recognised to be in a state of constant change. TEVETA is the organisation formed by the act of palaliment.0 in accordance with the provisions of the technical education vocational and entrepreneurship training (TEVETA) act number 13 of 1998 part in section twenty all training institutions should be registered with TEVETA. 1.1.2 Why TEVETA should have an online database. Presently in Zambia training institutions are registered nearly every day. There are a lot of training institutions so it is becoming difficult for Zambia citizens to be aware of these training institutions.
  8. 8. Page 8 TEVETA has its offices in Lusaka so the other part of the country will have to come to Lusaka to know about these training institutions. An online database will allow all Zambians with internet access on phone or computer to have access to this information. 1.1.3 Scope of the project The project will be a dynamic site. The site will interact with user depending on the information that is need. Some users will come to the site to know which training institution they should go to and what courses are offered. Some will come to the site to know where a particular institution is located .etc. The website will have 4(four) sections: interaction part broad career are a part Course in a particular career. Training institutions that offer a particular course. 1.1.3.1 Interaction part This part of the site will present a number of questions to the user. The user should read carefully and tick which one they presented the system will do a computational and tell the user in which career broad they fall in. 1.1.3.2 Broader career area This part will show the user the broader career area they fall in there is a broader career area namely: Mechanical –this includes practical tasks such as constructing repairing and operating things, usually by the direct use of hands Computational –this includes all counting, arithmetical & statistical procedures at either simple or advanced levels Scientific –this activities associated with laboratories or with the study of natural and physical phenomena Persuasive –this activities which involve selling ideas or things and generally influencing other people Literary-this involves the reading or writing of articles reports, stories etc. And detailed study of literature or language. Artistic –this includes artistic pursuits such as illustrating, drawing, designing and photographic activities. Social service - this involves personal contact with people, community development and helping people in need. Clerical-this all office matter such as writing and typing letters, keeping records, sorting papers etc. Outdoor –this activities associated with the open air, the bush, farming etc 1.1.3.3 Course in a particular career
  9. 9. Page 9 This part show all particular career and course one needs to do become a particular careerist e.g. teacher what course to do doctor ,actor etc. 1.1.3.4 TRAINING INSTITUTIONS This part shows all training instution that are registed with TEVETA in Zambia what course they offer and where they are located. This website can also show different kind of reports such as how many traing institutions they are in the copperbelt ,Lusaka e.t.c. and how many institution offer computer sciences . 1.1.4 AIM and OBJECTIVE The main aim of this project is to develop a successful website or online database for TEVETA to help TEVETA show case all institution registed to them what they offer and where they are located to help users make a dision on what course to do and where to do it from 1.1.5 over view of chapter1 Chapter 1 discussed the background if TEVETA ,introduction and the aim and objective of the project.
  10. 10. Page 10 CHAPTER 2
  11. 11. Page 11 2.0 chapter 2 literature review The literature review highlights the literature that was read when creating the occupation and college guidance system. The technologies used are also highlighted. 2.2 TEVETA s mandate TEVETA is an institution created under the Technical Education, Vocational and Entrepreneurship Training Act (No.13 of 1998) read together with TEVET (Amendment) Act No. 11 of 2005. The functions of TEVETA are defined in the Act as follows:- Advise the Minister on the development of the quality of human resources in Zambia through technical education, vocational and entrepreneurship training; Regulate and advise management boards; Regulate and coordinate apprenticeship and trade testing facilities; Provide technical consultancy to management boards and private training institutions; Promote the technical capacity of management boards; Develop the national curricula in consultation with all stakeholders; Set minimum standards and qualifications for any occupation, skill, technology or trade for institutions in accordance with developments in industry; Provide guidelines for the development of institutional curriculum Approve examinations to be taken by persons attending courses at an institution established or registered under this Act; Regulate and conduct national examinations relating to technical education, vocational and entrepreneurship training; Charge and collect fees in respect of examinations set under this Act; Award certificates to persons who succeed in examinations set under this Act; Guide institutions in preparing rules for the recruitment of students and teachers; Approve curricula and standards of certificates in institutions established or registered under this Act; Register institutions; Cancel the registration of an institution established under this Act; and Do all such things connected with or incidental to the functions of the Authority. 2.5 Guideline for user interface to be used Web site technology keeps on improving every day so user in different parts of the world using. the web sites for various purposes using different devices should have equal access.
  12. 12. Page 12 The online TEVETA database and website should be realistic and understand for all users .the TEVETA website should be built on standards W3C standard are the main standards widely used so below are the standard W3C which will help make the TEVETA website and database better. The website should provide clear navigation and sitemap. Ensuring that the website is not replying on colour Making sure it provides user control. Out of the many W3C standards only the above 3 will be used because are they very important for a good website. 2.6 METHODLOGY TO BE USED. There are a lot of methodologies used in project management methodologies help in making sure projects are conducted in a well managed and organised manner. 2.1.7 Methodology There are a lot of methodologies in the world but only two methodologies in the world but only two methodologies will be picked and discussed and one out of two will be used the two are: 2.1.7.1 SSADM (structured systems analysis and design method) This methodology is widely used for large –scale projects e.g govermnt projects muit national company project e.t.c. Data model is the necession part of SSADM .SSADM techniqnes are logical data modelling data flow modelling and entily be havior modelling in SSADM documentation clear Teasibility Investigation Business system option Defining requirements Technical system option Logical design and physical design FIGURE 1: SSADM Pros and cons of using SSADM Unlike DSDM , developers have much freedom and liberty due to the lack of user involvement at the time of project development .SSADM assists in meeting all user requirement and finish the whole project on time SSADM improve quality and flexibility of the project as it focus on the performance of data and information system viability. There is a risk of delivering the project late because SSADM focus on the analysis and its documentation. If every stage of SSADM thoroughly is followed it can be time consuming and
  13. 13. Page 13 can cause delay between start and development time takes longer users may not be satisfied at the time of delivery. DSDM (Dynamic system development method) DSDM is an agile focuses on delivering business solutions on delivering business solution rapidly and efficiently rather than team activity DSDM is a rapid application development (RAD). RAD support user involvement in an iterative development and incremental approach which responds positively to the need this frame work helps in meeting the requirements of business needs and finishes the project on time and on budget. Business rules are set before the start of the project prototype is widely used to ensure all parties get the clear understanding of all aspects of the system. DSDM has become a well known framework as it can solve complex tasks and support iteration cluring the development process. They are four techniques used in DSDM Time boxing MOSCOW prototyping Workshop 7.7 Pros and cons of using DSDM Because all parties related to the business are involved in the development of the system business requirements are usually meat. DSDM is normally suitable for smaller projects .users don’t have technical knowledge or skill so by explaining everthing happeing in the development process can cause a debut which can consume time. 7.8 Critique of DSDM (agile) and SSADM (traditional) Based on the above discussions about DSDM and effective because of continuous communication and team work. Agile method provide quick delivery and user satisfaction DSDM is selected for this project because if anything is wrong within development process they can be maintained unlike other methodologies. Working with users (pupuils)(school leavers) all business requirements are included. UML (unified modelling language) UML is not a process but a modelling language itself with its notation and syntax which is used with other methodology to develop the project more effectively. Advantages and disadvantages of using UML. UML is the most efficient technique of visualizing the system design. It’s not dependent on other progmming language. Its not compulsory that all UML diagrams are used with a particular methodology. All problems are know before starting the development process. UML doesn’t have a standard file format. Its difficult to marry code with model.
  14. 14. Page 14 Different model and diagrams of UML can make it difficult to keep them constant with each other. Use case diagram Out of all UML diagrams, use case is the most widely and effective diagram to use when analyzing user requirements. Use case offer clear visibility into the system. The interaction of the system with its users is show by use cases. 7.9 Technologies to be used Programming today has grown due to a lot of technologies flooded on the market. There are a lot of technologies some for free and some for sale. In order to develop success and effective occupation and college finder website it is important to choose the right technology. Firstly front end technologies will be discussed. Secondly back end technologies and lastly database management system and design patterns will be discussed. 7.0 front end technologies These are technologies which interact with the user. They all operate on the client’s side in an application. HTML 4 HTML is a modern mark-up language that uses common abbreviations called ‘’tags’’ to advise a web browser how the author would like to have web page displayed. A major development with HTML came in 1993 when a college student named Marc Anderssen added an image tag so that HTML could display images in addition to text. HTML 4 is an updated version of HTML 3.2 to provide more flexibility for current and future development of the internet. CSS Cascading style sheets (CSS) offer a new and powerful way of presenting information to a user (displaying structured documents). The SCC operates on the client side. The web browser is responsible for interpreting the style sheet tags. CSS enable developers to develop stylish web applications. XHTML The Extensible Hypertext Mark-up Language is a family of current and future document types and modules that reproduce and extend HTML. XHTML is the successor of HTML (W3C, 2015). JavaScript This is a client side technology which runs in the browser. JavaScript are stored in simple text file as part of HTML documents. For JavaScript there is no need to have special software tools or
  15. 15. Page 15 programming software but a text editor. JavaScript is on the client’s side it help the processing of data in a much faster way. 7.5 Back End Technologies PHP Hypertext Pre-processor PHP, some say Personal Home Page PHP is a server side scripting language in the development of dynamic web applications. PHP is the most known language for enhancing web pages. It’s an open source and it can be used on many platforms such as windows, Mac OS, RISC OS and Linux. It supports web servers such as apache, IIS etc. It also works very well with MySQL database which will be used to develop the occupation and college finder web application. ASP.NET and C# ASP.NET is a server side framework compatible with C# use to develop websites. it is used by 20% of website worldwide. ASP.NET IS SOLELY A SEVER SIDE TECHNOLOGY. IT MAKES DEPLOYMENT EASY WITH A MINIMUM OF CODING. IT ALSO OFFERS SUPPORT FOR css, XML and othe web standards. C# is an object-oriented programming language from Microsoft that combine the computing power of C++ with the programming ease of visual basic. C# is based on C++ and is similar to Java. 7.5 Why PHP will be used for this project PHP is an open source and has large communities worldwide. It is easier to access (it free) easier to learn due to many resources and references available on the internet. Also due to limited time we used to learn and develop a working dynamic website PHP is quicker compared to ASP.NET. 2.5.2 Database management system Database is a collection of logically related data and its description, designed to meet the organizations’ need to information. (Connolly and Begg, 2010,p.16) Database management system is a software system that enables to define, create, maintain and control access to the database. Below are some of the DBMS on the market and one has to chosen for the development of this project (occupation and college finder). PostgreSQL IT is a powerful yet an open source object-relational database system. It support most all major operating systems including Linux, UNIX (AIX, Solaris, etc.) and Windows. It is fully ACID Compliant. PostgreSQL boasts of sophisticated features such as multi-version concurrency control etc microsoft SQL server It is a DBMS developed by Microsoft Inc. This is not an open source software mean one needs to buy. It works well with ASP.NET.
  16. 16. Page 16 Oracle It is a broadly used database which has the higher feature set. It supports variety of platforms and hardware. It offers best performance, tight security for database. It also includes a different critical function which works efficiently with large amount of data. Oracle database was the first database designed for enterprise grid computing and it is not open source software. It is developed and supported by Oracle Corporation. DB2 It is a database software that offers industry leading performance, scale, and reliability on your choice of platform made by IBM. It has features that help analytics for making better decision, etc MySQL Is the most popular open source SQL database Management system. MySQL is relational database developed, distributed and supported by Oracle Corporation. It can run as a local host on standalone application or as a server in distributed system. MySQL database support different back ends and wide range of APIs. It provides huge consistency and ease of use. It’s a best choice for PHP. Why MySQL database will be used. MySQL is a best choice for PHP which is the language selected to develop occupational and college finder application. MySQL is open source software meaning it is allowed for free and provides all features which are needed by many web developers and programmers. It runs on multiple operating systems. Quicker and easier to learn and many more are the reasons MySQL was selected for the TEVETA occupation and College finder application. 2.9 Model-View-Controller: A Design Pattern for Software Why focus on Model-View- Controller Architecture? MVC - Model-View-Controller - is architecture in web applications. This topic was selected because it allows us to look at web application development in overview, before getting into the nitty gritty of the many component parts of implementing a web app. MVC is a fundamental and high-level design pattern for programming in the J2EE architecture toward which the UC Berkeley campus is gravitating in response to the E-Architecture guidelines established by the campus's Information Technology Architecture Committee (ITAC) in 2001. It has become widely accepted among software engineers and architects that designing applications in explicit conformity to these patterns facilitates the re-use of insight and experience gleaned by the best and brightest among us over the course of thousands of real-world software development efforts. In short, thinking in terms of Design Patterns will make you a better programmer. MVC - Model- View-Controller - is a design pattern for the architecture of web applications. It is a widely adopted pattern, across many languages and implementation frameworks, whose purpose is to achieve a clean separation between three components of most any web application:
  17. 17. Page 17 In general, J2EE applications - including those built on top of the Streek project - follow the MVC design pattern. Generic MVC Structure, courtesy of Sun (http://java.sun.com/blueprints/patterns/MVC- detailed.html) Model: business logic & processing View: user interface (UI) Controller: navigation & input Figure 5 2.10 The programming tools which will be used in the development of occupatioanal and college finder. Dreamweaver 8 Macromedia Dreamweaver 8 is a professional HTML editor for designing, coding, and developing websites, web pages, and web applications. Whether you enjoy the control of hand-coding HTML or prefer to work in a visual editing environment, Dreamweaver provides you with helpful tools to enhance your web creation experience. The visual editing features in Dreamweaver let you quickly create pages without writing a line of code. You can view all your site elements or assets and drag them from an easy-to-use panel directly into a document. You can streamline your development workflow by creating and editing images in Macromedia Fireworks or another graphics application, then importing them directly into Dreamweaver, or by adding Macromedia Flash objects.Dreamweaver also provides a full-featured coding
  18. 18. Page 18 environment that includes code-editing tools (such as code coloring and tag completion) and language reference material on Cascading Style Sheets (CSS), JavaScript, and ColdFusion Markup Language (CFML), among others. Macromedia Roundtrip HTML technology imports your hand-coded HTML documents without reformatting the code; you can then reformat code with your preferred formatting style.Dreamweaver also enables you to build dynamic database-backed web applications using server technologies such as CFML, ASP.NET, ASP, JSP, and PHP.Dreamweaver is fully customizable. You can create your own objects and commands, modify keyboard shortcuts, and even write JavaScript code to extend Dreamweaver capabilities with new behaviors, Property inspectors, and site reports. Wampserver 5 WAMP5 is an installer for Windows. it installs a complete WAMP solution on your computer. WAMP is for: Windows - Apache - MySQL- PHP5 WAMP5 automatically configures them to work together, wherever you install them on your local drive. These softwares are installed: Apache 1.3.x. PHP 5.x.x MySQL 4.x.x PHPmyadmin SQLitemanager Wampserver service manager WAMP5 comes with a service manager as an icon tray. This manager will allow you to fully control your server and local projects. WAMP5 is not designed for production but as a development environment. With WAMP5, you will be able to create your scripts locally on your computer, test them and then upload them on your production server. We have configured Apache and MySQL servers with default configuration files to have the most standard platform. You can then adapt it to your personal needs. During installation, a "www" directory is created in WAMP5's directory. Just put your script files (php files) in this directory and access your localhost threw an Internet Windows or the service manager (icon tray). PHPRunner PHPRunner creates set of PHP pages to access and modify MySQL database. Using generated PHP pages users can search, edit, delete, and add data into database. PHPRunner is extremely easy to learn, you can get started in just 10 minutes! Features:  Easy to use wizard-like interface
  19. 19. Page 19  Generates 100% pure PHP code  Number of search modes  Add, view, edit, and delete pages  Password-protected access to the database Benefits of using PHPRunner are:  Can save you time and money.  Improve functionality of your web site.  Create robust, easy to modify code.  Easy to use, you can generate your first PHP pages in just ten minutes.  No programming required. What PHPRunner can do for me:  Collect user's information.  Phone/address book.  News articles.  Products listing.  Web-based database searching & data entry.  Web-based reporting. Filezilla Client Is the FTP Client. FTP stands for file transfer program protocol. An ftp client program is used to move files from one coputer to another, generally from client coputer to a server computer. Filezilla ia s free, open source program that ia avaible for several computer platforms including windows, Linux etc.if connecting to the OACS web servers, there is need for an FTP client that support SFTP as well as regular FTP. Mozilla Firefox browser This is a web browser used for the testing of the application. The above 5 tools are the tool which will be used to come up with a powerful dynamic website application (the occuppatioanal and college finder application). 2.11 Short overview of chapter 2 literature review provides the background of TEVETA, mandate of TEVETA. The chater also gives information on the technologies and methodologies and tools used.
  20. 20. Page 20 Chapter 3
  21. 21. Page 21 Chapter 3 project objectives activities and methods 3.0 Introduction The following chapter highlights the various project objectives and the activities, ways and finding which will be carried out in the development of the occupational and college finder. 3.1 To analyse current system in use Activities: hold interview the stakeholders, interview staffs at TEVETA, read a lot of career prospects and TEVETA policies. Deliverables: user requirements and specification document. Methods: interviews were conducted with the stakeholder of the system. The observations and brainstorming of the current business area was carried out. Watching the operations of the TEVEAT is need to understand the work and interact with training institution and students. Findings: after observing the various processes at TEVETA see how many training institution register with them and how many are known to the general public. It was learnt that there is need for online occupation and college finder system. 3.2 to review similar systems Activities: surfing the internet to check existing systems similar to the occupational and college finder and reading Literature on existing similar system and selecting which feature to incorporate to the new system. Deliverables: chapter 4 of this report. Methods: surfing the internet is the most prominent of the methods. Going in school to find out what pupils are using to help them find a career and a college to training from. Findings: There are no similar online systems in Zambia, but there are some in other parts of the world not so many. 3.3 To select a methodology
  22. 22. Page 22 Activities: check the existing system development methodologies, read literature of different methodologies compare them and select one. Deliverable: section of chapter 2 of this report. Findings: after a detailed research it was learnt that there are a lot systems development methodologies. The advantages and disadvantages are highlighted in the section of chapter 2. DSDM is selected for this project because if anything is wrong within development process they can be maintained unlike other methodologies. Working with users (pupils) (school leavers) all business requirements are included. 3.4 To design and implement a new system Activities: select hardware and software specification, read literature of different designs and select an existing design to system. Deliverables: section of this report. Methods: read and research on the different design technologies available. Findings: the main system development of major software design methodologies are: top down and bottom-up design, stepwise refinement, structured design. 3.5 to design and implement a data system. Activities: select an appropriate DBMS platform, Draw up ERDs for the database, create database Deliverables: database design document and completed database for the occupational and college guidance system. Methods: this involves reading and try various DBMS available. Findings: the database will be MySQL connecting with PHP the interfaces will be HTML. 3.6 to evaluate the new system Activities: draw up test plan, carry out testing, bugging, retesting and error correction. Deliverables: test plan, test results and the final product report. Methods: the test will be carried out using both the black box and white box testing. Findings: the test result proving the functionalities of the operations of the system. 3.7 short overview of chapter 3 Chapter 3 provides the objectivities and methods used in the project.
  23. 23. Page 23 Chapter 4
  24. 24. Page 24 Chapter 4 review of similar existing systems 4.1 introductions This chapter highlights the different systems which are similar to the system that will be implemented. It will also show different features the systems have. It will show the shortcoming of these similar systems. 4.2 similar existing systems There are 4 similar systems which were found on the internet, these systems are shown below: 4.2.1 The shobia career finder The Shobia Career Finder (SCF) helps people find career matches. For each question, decide how much you would like to do what is described. Your options are Dislike, Maybe, Like How it works The quiz asks you 25 questions that determine how interested you are in different types of work. We were inspired by the Holland Code, which says jobs can be described by six categories of interest, but use an original approach we believe improves accuracy. Our thanks goes to the Bureau of Labor Statistics and O*NET for sharing their databases with us. To learn more about the SCF, see the manual. References: Liao, H-Y., Armstrong, P. I., & Rounds, J. (2008).
  25. 25. Page 25 "Development and initial validation of public domain basic interest markers". Journal of Vocational Behavior, 73, 159-183. 4.2.2 InsideJobs career finder The easiest way to find a career (ever). Whether you're just starting out or looking for a career change, this tool is for you. 4.2.3 What career is right for me?
  26. 26. Page 26 Take our free career aptitude test to determine what jobs are best suited to your skills and interests. The test is composed of four brief sections covering your: SKILLS: What are your personal strengths and weakness? INTERESTS: What sorts of activities and subjects do you find interesting? STYLE: What style of work environment are you looking for? VALUES: What values are important to you in your ideal career? 4.2.4 Career Girls
  27. 27. Page 27 About Career Girls It isn’t enough to tell young girls to “dream big” or “aim high.” Without proper encouragement, or concrete methods for turning their abilities into tangible careers, many young women can simply flounder in the educational system. Career Girls is a free, noncommercial, online platform which showcases video clips of diverse women role models sharing career and educational advice to inspire young girls to expand their horizons, improve their academic performance, and dream big about their futures. We are dedicated to providing girls of all income levels and ethnic backgrounds with the academic tools and support they need to achieve their professional aspirations. We do this by placing a "real world" context on a child's academic studies, specifically through interviews with positive female role models and a comprehensive collection of easy-to-follow educational resources. By hearing from successful women they can identify with, and learning about the educational paths these professionals took to reach their goals, female students can take direct steps toward nurturing their own intellects, skills and talents in order to create fulfilling and productive lives of their choosing. “Ultimately, education is the great equalizer; it helps to overcome differences in background, culture and privilege and opens up economic opportunity” “Educating girls and integrating them into the labor force is especially critical to breaking the cycle of poverty” Arne Duncan, US Secretary of Education “Science benefits from diversity for a few reasons…the main reason being that a diverse group of people brings a diverse group of ideas…diversity is the key to developing solutions that are all encompassing for all people.” Career Girls Computer Scientist Role Model 4.3 short overview of chapter 4 Chapter 4 presented systems which are similar to the proposed system.
  28. 28. Page 28
  29. 29. Page 29 Chapter 5 Chapter 5 systems analysis 5.1 introductions
  30. 30. Page 30 This chapter highlights the current system in place and it further covers the disadvantages of the current system. The main purpose of this chapter is to gather information on the current system. This information will then be used as a blue print for the design of the proposed system. 5.2 Information gathering Techniques 5.2.1 Interviewing This involves talking and asking the people who work with the current system. It enables the Developer to get first-hand information on the current system. It also highlights to the developer more information than would have been gathered. 5.2.2 Observation This involves watching of the business undertakers, watching them interact with the system. This brings out issues which may have not have been brought out during the interview. As in every institution there are written and unwritten rules and laws. 5.2.3 Brainstorming The Brainstorming process of the system is done by both the developer and the clients. The Brainstorming is conducted with the client since they are the knowledge hubs. The developer brings in ideas from past experiences in system building. This enables both the Client and developer to be on the same level of understanding. 5.3 challeges of current system. TEVETA has a website which has PDF documents with lists of colleges and courses. Users download these documents and use them for career decision making. There are very few users visiting the teveta website because there are no interacting activities on the current website. There is no means of access to information quickly. Lack of security anyone can download the documents without tracing them. There is no automatic generation of reports. Reports provide the much needed information for easier statistical analysis and decision making. 5.4 The proposed system The proposed system is the solution to the many challenges Zambian youths are facing in career choosing. The new system will help in the career decision making. 5.4.1 Advantages of the new system Present information on the graphical user interface GUI. Data will be on a database easier to manipulate. Consistent because there will be one database. This system will show the user courses and training institutions offering these courses. Unlike other systems this system will show legal training institutions, institutions registered with TEVETA. Security, the system is secure than the current states of affairs, users will be required to have a password. There will be user authentication. 5.5 functional requirements
  31. 31. Page 31 The system will have the following functional requirements according to users. 5.5.1Administrator of the system functional requirements are: View all users Provide reports Block abusive users Create administrator accounts Run database backup. 5.5.2 User functional requirements are: Accounts creation Login to system Interact with system Check career status Check suitable courses Check training institutions offering them. 5.6 Non-functional requirements Efficiency the system will provide a more efficient way of management of the computer Resources. Integrity the system shall provide only access level to which the user requires Compatibility the system is Compatible to most platforms. Performance the system must process information and be able to run efficiently. Portability the system is able to run on most platforms. Reliability the system shall be reliable and available anytime time. Scalability the system will have room for future room for improvements. Security the system will able to have Security measure to secure the system from possible attacks. Usability the system will have user friendly interface. 5.7 Use cases for the proposed system User cases for the user Accounts creation Check suitable courses Check career status
  32. 32. Page 32 User Figure 5 use cases for users. Actors: user Precondition: no accounts Events: display an interface for creation of the account. Display a form to be filled Display a message of success when done Use cases for scenario for users Actors: users Precondition: has account Events: logon Display an interface for logon. Authenticate applicants Show the interaction forms for the career searchers.(users) Use case for the administrator Creation users Blocking of abusive users
  33. 33. Page 33 Administrators Figure 6 use cases for admin Actor: administrator Precondition: the admin has account and login details. Events: when create administrator Display an interface for the creation Backup database. 5.7 short overview of chapter 5 This chapter has looked at the System Analysis for the proposed system. It further looked the Information gathering Techniques, Current System, the disadvantages of current system. It introduces the new system and the advantages of the new system. Also the Functional Requirements and Non-functional Requirements
  34. 34. Page 34 Chapter 6 Chapter 6 -Systems Design 6.1 Introduction The chapter looks at the Database Design both the Conceptual Schema and the Logical Schema. The database design focus on the actual database design for the proposed system it highlights both the Conceptual Schema and Logical Schema of the database. Conceptual schema
  35. 35. Page 35 Figure 10 conceptual schema. Logical schema Admin (user_name, password) Update s Possible career Broader career Courses User Administrator Institution Wan ts Has Monito rs Update s Are in Offere d by To know password CodeAuto Code Code password
  36. 36. Page 36 Broader_career (auto, mechanical, computational, scientific, persuasive, literary, artistic, social_service, clerical, outdoor) Courses (code, course_name, broader_career, institution, entry requirements, duration, examing body.) Institutions (code, name, grade, level, address, province) Possible careers (code, career_name, broader_career, meaning) User (user_name, location, age, password, level_of_education) Figure 12 logical schema Data dictionary Field Type user_name varchar(100) location varchar(20) age varchar(3) password varchar(4) level_of_education varchar(50) Field Type code varchar(10) career varchar(200) broader_career varchar(100) Meaning longtext Field Type code int(10) name varchar(100) grade varchar(100) level varchar(100) address varchar(100) provice varchar(100)
  37. 37. Page 37 Field Type code varchar(10) course_name varchar(100) broader_career varchar(100) institution varchar(100) entry requrements varchar(100) Duration varchar(8) examing_body varchar(100) Field Type auto varchar(100) mechanical varchar(1) computational varchar(1) scientific varchar(1) persuasive varchar(1) literary varchar(1) artistic varchar(1) social_service varchar(1) clerical varchar(1) outdoor varchar(1) Field Type user_name varchar(100) password varchar(4) Figure 13 data dictionary
  38. 38. Page 38 6.5 Architecture Design Figure 14 design pattern Link 1 Link 2 Link 3 Banner header Image Signup Course Login Username Password Logon
  39. 39. Page 39 Like playing football Like cooking Submit
  40. 40. Page 40 6.6 short overview of chapter 6 This chapter has described the design of the System .The chapter looked at the Database Design Conceptual Schema Logical Schema; design Diagram of the proposed System.
  41. 41. Page 41 Chapter 7 Chapter 7 - Construction and Implementation of System 7.1. Introduction This chapter details the building and operations of the proposed System. It highlights the different technologies, tools and the programming languages used. 7.2. Programming Languages Used Hypertext Pre-processor (PHP): control of information. PHP is used in the logic of the system. All the processing or logic of the system is done in PHP. Structured Query Language (SQL): is a Language used in communication in the database.
  42. 42. Page 42 Hyper Text Mark-up Language (HTML): presentation of information. The many interfaces in the system are all built in HTML. 7.3 Programming tools /software development tools Dreamweaver the tool has been chosen due the fact that it is flexible. It has PHP and HTML all in one. It is a WYSIWYG editor 7.4. Database Server Technology MySQL is relational databases which stores data in separate tables. It is used due to its populate and robust nature it is being used by enterprise sites. 7.5. Application Architecture The Model-View-Controller (MVC) design pattern consists of a data model, presentation information, and control information. This Architecture is used to design system which separates the application in three different entities. 7.6 HTML and CSS Code for the home page. <!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01//EN" "http://www.w3.org/TR/html4/strict.dtd"> <html><head> <meta content="text/html; charset=iso-8859-1" http-equiv="Content-Type"> <title>CAREER GUIDANCE DECISION SUPPORT SYSTEM</title> <style type="text/css"> a:hover { color: white; } .style5 { font-size: 36px; color: #FF0000; } h1,h2,h3,h4,h5,h6 { font-family: Courier New, Courier, monospace;
  43. 43. Page 43 } h1 { font-size: 9px; color: #FF0000; } .style7 {font-size: 36px; color: #FFFFFF; } </style> <script type="text/JavaScript"> <!-- function MM_swapImgRestore() { //v3.0 var i,x,a=document.MM_sr; for(i=0;a&&i<a.length&&(x=a[i])&&x.oSrc;i++) x.src=x.oSrc; } function MM_preloadImages() { //v3.0 var d=document; if(d.images){ if(!d.MM_p) d.MM_p=new Array(); var i,j=d.MM_p.length,a=MM_preloadImages.arguments; for(i=0; i<a.length; i++) if (a[i].indexOf("#")!=0){ d.MM_p[j]=new Image; d.MM_p[j++].src=a[i];}} } function MM_findObj(n, d) { //v4.01 var p,i,x; if(!d) d=document; if((p=n.indexOf("?"))>0&&parent.frames.length) { d=parent.frames[n.substring(p+1)].document; n=n.substring(0,p);} if(!(x=d[n])&&d.all) x=d.all[n]; for (i=0;!x&&i<d.forms.length;i++) x=d.forms[i][n]; for(i=0;!x&&d.layers&&i<d.layers.length;i++) x=MM_findObj(n,d.layers[i].document); if(!x && d.getElementById) x=d.getElementById(n); return x; } function MM_swapImage() { //v3.0 var i,j=0,x,a=MM_swapImage.arguments; document.MM_sr=new Array; for(i=0;i<(a.length- 2);i+=3)
  44. 44. Page 44 if ((x=MM_findObj(a[i]))!=null){document.MM_sr[j++]=x; if(!x.oSrc) x.oSrc=x.src; x.src=a[i+2];} } //--> </script> </head><body onLoad="MM_preloadImages('careersguidace/images/images.jpg')"> <div style="text-align: center;"><span style="font-family: Abadi MT Condensed Light;"></span><br> <table width="1263" border="0" cellpadding="2" cellspacing="2" style="text-align: left; width: 1600px; height: 140px; margin-left: auto; margin-right: auto;"> <tbody> <tr> <td width="1255" bordercolor="#FFFF00" bgcolor="#FFFF00" style="vertical-align: middle; background-color: rgb(42, 43, 44); text-align: center;"><div align="center"> <p>&nbsp;</p> <p>&nbsp;</p> <p><span class="style7">OCCUPATION AND COLLEGE GUIDANCE SYSTEM </span><span class="style5"><br> </span><br> <br> <br> &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <br> &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&n bsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbs p;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&n bsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbs p;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <br> </p> </div></td> </tr> </tbody>
  45. 45. Page 45 </table> <table width="1032" border="0" cellpadding="2" cellspacing="2" style="text-align: left; width: 1000px; height: 28px; margin-left: auto; margin-right: auto;"> <tbody> <tr> <td width="200" style="vertical-align: middle; height: 40px; width: 200px; background-color: rgb(63, 152, 255); text-align: center;"><a href="index.html">HOME</a><br> </td> <td width="200" style="vertical-align: middle; height: 40px; width: 200px; background-color: rgb(63, 152, 255); text-align: center;">HOW TO USE THIS SYSTEM <br> </td> <td width="200" style="vertical-align: middle; height: 40px; width: 200px; background-color: rgb(63, 152, 255); text-align: center;"><a href="output/login.php">ZAMBIAN SCHOOLS </a><br> </td> <td width="200" style="vertical-align: middle; height: 40px; width: 200px; background-color: rgb(63, 152, 255); text-align: center;">ABOUT US<br> </td> <td width="200" style="vertical-align: middle; height: 40px; width: 200px; background-color: rgb(63, 152, 255); text-align: center;">CONTACT US<br> </td> </tr> </tbody> </table> <table width="1041" border="0" cellpadding="2" cellspacing="2" style="text-align: left; width: 1000px; height: 479px; margin-left: auto; margin-right: auto; background-color: white;"> <tbody> <tr> <td width="1033" style="vertical-align: middle; background-color: white; text-align: center; height: 200px; width: 1000px;"><br>
  46. 46. Page 46 <img src="careersguidace/images/slide2.jpg" alt="" width="961" height="443"></td> </tr> </tbody> </table> <br> </div> <center> <center> <table width="1300" cellpadding="2" cellspacing="2" style="text-align: left; width: 1000px; height: 300px;"> <tbody> <tr> <td width="333" style="vertical-align: top; text-align: center; height: 300px; width: 333px;"><img src="careersguidace/images/courses.png" alt="courses" width="666" height="100" style="width: 333px; height: 50px;"><br> <div style="text-align: left;"><span style="font-family: Arial;">Enroll Now!!! for the following degree courses</span><br style="font-family: Arial;"> <span style="font-family: Arial;"><br> 1. Computing, Mathematics, Law </span><br style="font-family: Arial;"> <span style="font-family: Arial;">Sample dat... aathis is just sample data </span><br style="font-family: Arial;"> <span style="font-family: Arial;">Sample sample.</span><br style="font-family: Arial;"> <br style="font-family: Arial;"> <span style="font-family: Arial;">Information about courses will be put here </span><br style="font-family: Arial;"> <span style="font-family: Arial;">Computing, Mathematics, Law </span><br style="font-family: Arial;"> <span style="font-family: Arial;">Sample dat... aathis is just sample data </span><br style="font-family: Arial;"> <span style="font-family: Arial;"> Sample sample.</span><br style="font-family: Arial;">
  47. 47. Page 47 <span style="font-family: Arial;">Information about courses will be put here </span><br style="font-family: Arial;"> <span style="font-family: Arial;">Computing, Mathematics, Law </span><br style="font-family: Arial;"> <span style="font-family: Arial;">Sample data.<br> </span> <div style="text-align: right;"><span style="font-style: italic; font-family: Arial; font-weight: bold;">...more</span><br> <span style="font-family: Arial;"></span></div> </div> </td> <td width="333" style="vertical-align: top; height: 300px; width: 333px;"><img src="careersguidace/images/about us.fw.png" alt="aboutus" width="666" height="100" style="width: 333px; height: 50px;"><br> <span style="font-family: Arial;">You are to implement a prototype of two mobile apps to be used by private investigators.&nbsp; The first app is for use when the investigator is going into a dangerous situation.&nbsp; It is to be implemented using App Inventor and is called DangerApp.&nbsp;&nbsp; The second app is to be called Sherlock and is to be used to record details of people the investigator is following.&nbsp; Sherlock is to be implemented using any one of the following technologies:</span><br style="font-family: Arial;"> <span style="font-family: Arial;">The second app is to be called Sherlock and is to be used to record details of people</span><br> <br> <div style="text-align: right;"><span style="font-style: italic; font-family: Arial; font-weight: bold;">...more</span><br> </div></td> <td width="612" style="vertical-align: top; height: 300px; width: 333px; background-color: rgb(42, 43, 44);"><p><img src="careersguidace/images/signin.fw.png" alt="signin" width="342" height="100" style="width: 333px; height: 50px;"><br>
  48. 48. Page 48 <a href="#" onMouseOut="MM_swapImgRestore()" onMouseOver="MM_swapImage('Image7','','careersguidace/images/images.jpg',1)"><img src="careersguidace/images/decision_support (1).jpg" alt="we can help you " name="Image7" width="335" height="235" border="0"></a> </p> </td> </tr> </tbody> </table> <br> <table style="text-align: left; width: 1000px; height: 349px;" border="0" cellpadding="2" cellspacing="2"> <tbody> <tr> <td style="vertical-align: top;"><big style="font-weight: bold; font-family: Arial;">LATEST NEWS</big><br> __________________________________________________________________________________<br> <span style="font-family: Arial;">This is just some sample data showing news updates.</span> <span style="font-family: Arial;">This is just some sample data showing news updates. </span><span style="font-family: Arial;">This is just some sample data showing news updates. </span><span style="font-family: Arial;">This is just some sample data showing news updates. </span><span style="font-family: Arial;">This is just some sample data showing news updates.</span><br> __________________________________________________________________________________<br> <span style="font-family: Arial;">If no submissions were made before the deadline, coursework submitted up to two weeks late that meets the criteria for a pass will be treated as a referral. It will be subject to university regulations for referral work.f no submissions were made before the deadline, coursework submitted up to two weeks late that meets the criteria for a pass will be treated as a referral. It will be subject to university regulations for referral work.</span><br> __________________________________________________________________________________<br> <span style="font-family: Arial;">Plagiarism is presenting somebody else’s work as your own. It includes: copying information directly from the Web or books without referencing the material; submitting joint coursework as an individual effort; copying another student’s
  49. 49. Page 49 coursework; stealing or buying coursework from someone else and submitting it as your own work.</span><br> </td> <td style="vertical-align: top; width: 324px; text-align: center;"><big style="font-weight: bold; color: rgb(42, 43, 44);"><big><span style="font-family: Arial;">CONTACT US THROUGH THE FOLLOWING<br> <br> </span></big></big> <div style="text-align: left;"><big style="font-weight: bold; color: rgb(42, 43, 44);">&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <img src="careersguidace/images/facebook-icon.png" alt="facebook" width="256" height="256" style="width: 100px; height: 100px;"><big><span style="font-family: Arial;"></span></big></big> &nbsp; &nbsp; &nbsp; &nbsp;<img src="careersguidace/images/Twitter.png" alt="twitter" width="256" height="256" style="width: 100px; height: 100px;"> &nbsp;&nbsp; <br> <div style="text-align: center;"><big><big><span style="font-family: Arial;"><span style="color: rgb(42, 43, 44);">or visit our</span> </span></big></big><br> <br> <big style="color: rgb(42, 43, 44);"><big><big><big style="font-family: Brush Script Std;">Contact us Page</big></big></big></big><br> </div> <big style="font-weight: bold; color: rgb(42, 43, 44);"><big><span style="font-family: Arial;"></span></big></big></div> </td> </tr> </tbody> </table> <br> <table style="text-align: left; width: 1000px; height: 41px; background-color: rgb(42, 43, 44);" border="0" cellpadding="2" cellspacing="2"> <tbody> <tr>
  50. 50. Page 50 <td style="vertical-align: top; width: 1000px; text-align: center;"><p><small style="color: white;">CAREER GUIDANCE</small><small style="color: white;"><br style="font-family: Arial;"> <span style="font-family: Arial;">2015</span></small><br> </p> </td> </tr> </tbody> </table> <br> </center> </center> </body></html>
  51. 51. Page 51 7.7 Code of the login page <html> <head> <title>Login</title> <link REL="stylesheet" href="include/style.css" type="text/css"> </head>
  52. 52. Page 52 <body bgcolor=white onLoad="javascript:document.forms[0].username.focus();" text="#000000" leftmargin="0" topmargin="0" marginwidth="0" marginheight="0" link="#0066cc"> <table width="100%" border="0" cellspacing="0" cellpadding="0" height="99%"> <tr> <td valign="center" align="middle"> <table width="100%" border="0" cellspacing="0" cellpadding="0"> <tr> <td>&nbsp;</td> </tr> </table> <table width="100%" border="0" cellspacing="0" cellpadding="0"> <tr> <td> <table width="100%" border="0" cellspacing="0" cellpadding="0"> <tr> <td bgcolor="#ffffff" valign="top" align="right"> <table width="300" border="0" cellspacing="4" cellpadding="4" align="center"> <tr> <td>&nbsp;</td> </tr> </table> <form method="POST" action="login.php" id=form1 name=form1> <table width="300" border="0" cellspacing="1" cellpadding="4" align="center" bgcolor="#cccccc"> <tr> <td align=middle class=blackshade> <b><font size=+1>Login</font></b></td>
  53. 53. Page 53 </tr> <tr> <td valign="top" class=shade> <DIV align=center> <table width="200" border=0 align="center" class=shade> <tbody> <tr height=10><td colspan=2>&nbsp;</td></tr> <tr> <td align=right width="50%"> <div align="left">Username:</div> </td> <td width="50%"> <input name=username value=""> </td> </tr> <tr> <td align=right width="50%"> <div align="left">Password:</div> </td> <td width="50%"> <input type=password name=password value="" onkeydown="e=event; if(!e) e = window.event; if (e.keyCode != 13) return; e.cancel = true; document.forms[0].submit();" > </td> </tr> <tr> <td align=right width="50%"> <div align="left">Remember Password:</div> </td> <td width="50%">
  54. 54. Page 54 <input type=checkbox name=remember_password value="1" > </td> </tr> <tr> <td colspan=2 align=middle> <input type=hidden name=btnSubmit value="Login"> <input type=submit value="Submit" class=buttonM> </td> </tr> <tr> <td colspan=2 align=middle> <a href="register.php">Register</a> </td> </tr> <tr height=20> <td align=center colspan=2> <font color=red></font>&nbsp; </td></tr> </tbody> </table></DIV> </td> </tr> </table> </form> <p>&nbsp;</p></td> </tr>
  55. 55. Page 55 </table> </td> </tr> </table> </td> </tr> </table> </body> </html> HTML and CSS Code for broader career display page <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD><TITLE>broader_career</TITLE>
  56. 56. Page 56 <META content="text/html; charset=windows-1252" http-equiv=Content-Type><LINK rel=stylesheet type=text/css href="include/style.css"> <META name=GENERATOR content="MSHTML 11.00.9600.16428"></HEAD> <BODY topMargin=5 bgColor=white ><script language="JavaScript" src="include/jsfunctions.js"></script><script> var bSelected=false;var TEXT_FIRST = "First";var TEXT_PREVIOUS = "Previous";var TEXT_NEXT = "Next";var TEXT_LAST = "Last";</script> <FORM method=get name=frmSearch action=broader_career_list.php><input type="Hidden" name="a" value="search"><input type="Hidden" name="value" value="1"><input type="Hidden" name="SearchFor" value=""><input type="Hidden" name="SearchOption" value=""><input type="Hidden" name="SearchField" value=""></FORM> <TABLE> <TBODY> <TR> <TD width=30>&nbsp;</TD> <TD align=center><FONT size=+0><B>&nbsp;broader_career</B></FONT> </TD> <TD width=50 align=center> <TD width="80%" align=center> <TABLE align=center border=0> <TBODY> <TR> <TD width=10>&nbsp;</TD> <TD align=center>Logged as&nbsp;<B>owen</B>&nbsp; <A href="login.php?a=logout">Log out</A> </TD> <TD width=20>&nbsp;</TD> <TD vAlign=middle align=center>Quick jump:</TD> <TD align=center><select onchange="window.location.href=this.options[this.selectedIndex].value;"> <option value="menu.php">Back to menu</option> <option value="admin_list.php" >admin</option>
  57. 57. Page 57 <option value="broader_career_list.php" selected>broader_career</option> <option value="courses_list.php" >courses</option> <option value="institutions_list.php" >institutions</option> <option value="possible_careers_list.php" >possible_careers</option> <option value="user_list.php" >user</option> </select> </TD> <TD width=20>&nbsp;</TD> <TD align=center><A href="broader_career_search.php">Advanced search</A> </TD> <TD width=20>&nbsp;</TD> <TD align=center><A href="broader_career_export.php" target=_blank>Export results</A> </TD> <TD width=20>&nbsp;</TD> <TD align=center><A href="broader_career_print.php"
  58. 58. Page 58 target=_blank><IMG border=0 src="images/printer.gif"></A> </TD> <TD align=center><A href="broader_career_print.php" target=_blank>Printer-friendly version</A> </TD> <TD width=20>&nbsp;</TD></TR></TBODY></TABLE></TD></TR></TBODY></TABLE> <TABLE style="BORDER-TOP: #c0c0c0 1px solid; BORDER-RIGHT: #c0c0c0 1px solid; BORDER- BOTTOM: #c0c0c0 1px solid; BORDER-LEFT: #c0c0c0 1px solid" cellSpacing=1 cellPadding=4 width="95%" align=center border=0> <TBODY> <TR><!-- Add new record --> <TD class=shade align=center><A href="broader_career_add.php">Add new</A> </TD> <TD class=shade vAlign=middle align=center><B>Search for: </B>&nbsp;&nbsp;&nbsp; <select id="ctlSearchField"> <option value="">Any field</option> <option value="auto" >auto</option> <option value="mechanical" >mechanical</option> <option value="computational" >computational</option> <option value="scientific" >scientific</option> <option value="persuasive" >persuasive</option> <option value="literary" >literary</option> <option value="artistic" >artistic</option> <option value="social_service" >social_service</option> <option value="clerical" >clerical</option> <option value="outdoor" >outdoor</option> </select> &nbsp; <select id="ctlSearchOption"> <option value="Contains" >Contains</option> <option value="Equals" >Equals</option> <option value="Starts with ..." >Starts with ...</option> <option value="More than ..." >More than ...</option>
  59. 59. Page 59 <option value="Less than ..." >Less than ...</option> <option value="Equal or more than ..." >Equal or more than ...</option> <option value="Equal or less than ..." >Equal or less than ...</option> <option value="Empty" >Empty</option> </select> &nbsp; <INPUT id=ctlSearchFor onkeydown="e=event; if(!e) e = window.event; if (e.keyCode != 13) return true; e.cancel = true; RunSearch(); return false;" > &nbsp; <INPUT onclick="javascript: RunSearch();" class=button type=button value=Search> &nbsp; <INPUT onclick="javascript: frmSearch.a.value = 'showall'; frmSearch.submit();" class=button type=button value="Show all"> </TD><!-- how many records found--> <TD class=shade align=center>Details found: 4<BR>Page 1of 1</TD><!--Records per page--> <TD class=shade align=center>Records Per Page:<BR><select onChange="javascript: document.location='broader_career_list.php?pagesize='+this.options[this.selectedIndex].value;" > <option value="10" >10</option> <option value="20" selected>20</option> <option value="30" >30</option> <option value="50" >50</option> <option value="100" >100</option> <option value="500" >500</option> </select> </TD></TR></TBODY></TABLE>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; <A onclick="var i; bSelected = !bSelected; if ((typeof frmAdmin.elements['mdelete[]'].length)=='undefined') frmAdmin.elements['m delete[]'].checked=bSelected; else for (i=0;i<frmAdmin.elements['mdelete[]'].length;++i) frmAdmin.elements['mdelete[]'][i].checked=bSelected;" href="#">Select/Unselect all</A> &nbsp;&nbsp; <A onclick="if (confirm('Do you really want to delete these records?')) frmAdmin.submit(); return false;"
  60. 60. Page 60 href="#">Delete selected</A> &nbsp;&nbsp; <A onclick="var c=0; for (i=0;i<frmAdmin.elements['mdelete[]'].length;++i) if (frmAdmin.elements['mdelete[]'][i].checked) c=1; if(c==0) return true; frmAdmin.action='broader_career_export.php';frmAdmin.target='_blank';frmAdmin.submit(); frmAdmin.action='broader_career_list.php'; frmAdmin.target='_self';" href="#">Export selected</A> &nbsp;&nbsp; <A onclick="var c=0; for (i=0;i<frmAdmin.elements['mdelete[]'].length;++i) if (frmAdmin.elements['mdelete[]'][i].checked) c=1; if(c==0) return true; frmAdmin.action='broader_career_print.php';frmAdmin.target='_blank';frmAdmin.submit(); frmAdmin.action='broader_career_list.php'; frmAdmin.target='_self';" href="#">Print selected</A> <!-- delete form --> <FORM method=post name=frmAdmin action=broader_career_list.php><input type=hidden id="a" name="a" value="delete"> <TABLE style="BORDER-TOP: #c0c0c0 1px solid; BORDER-RIGHT: #c0c0c0 1px solid; BORDER- BOTTOM: #c0c0c0 1px solid; BORDER-LEFT: #c0c0c0 1px solid" cellSpacing=2 cellPadding=3 width="95%" align=center border=0><!-- table header --> <TBODY> <TR class=blackshade vAlign=top><!----> <TD align=center><IMG src="images/icon_edit.gif"></TD> <TD align=center><IMG src="images/icon_view.gif"></TD> <TD align=center></TD> <TD> <TABLE> <TBODY> <TR> <TD class=blackshade><A class=blackshade href="broader_career_list.php?orderby=aauto">auto</A> </TD> <TD></TD></TR></TBODY></TABLE></TD> <TD> <TABLE> <TBODY>
  61. 61. Page 61 <TR> <TD class=blackshade><A class=blackshade href="broader_career_list.php?orderby=amechanical">mechanical</A> </TD> <TD></TD></TR></TBODY></TABLE></TD> <TD> <TABLE> <TBODY> <TR> <TD class=blackshade><A class=blackshade href="broader_career_list.php?orderby=acomputational">computational</A> </TD> <TD></TD></TR></TBODY></TABLE></TD> <TD> <TABLE> <TBODY> <TR> <TD class=blackshade><A class=blackshade href="broader_career_list.php?orderby=ascientific">scientific</A> </TD> <TD></TD></TR></TBODY></TABLE></TD> <TD> <TABLE> <TBODY> <TR> <TD class=blackshade><A class=blackshade href="broader_career_list.php?orderby=apersuasive">persuasive</A> </TD> <TD></TD></TR></TBODY></TABLE></TD> <TD>
  62. 62. Page 62 <TABLE> <TBODY> <TR> <TD class=blackshade><A class=blackshade href="broader_career_list.php?orderby=aliterary">literary</A> </TD> <TD></TD></TR></TBODY></TABLE></TD> <TD> <TABLE> <TBODY> <TR> <TD class=blackshade><A class=blackshade href="broader_career_list.php?orderby=aartistic">artistic</A> </TD> <TD></TD></TR></TBODY></TABLE></TD> <TD> <TABLE> <TBODY> <TR> <TD class=blackshade><A class=blackshade href="broader_career_list.php?orderby=asocial%5Fservice">social_service</A> </TD> <TD></TD></TR></TBODY></TABLE></TD> <TD> <TABLE> <TBODY> <TR> <TD class=blackshade><A class=blackshade href="broader_career_list.php?orderby=aclerical">clerical</A> </TD>
  63. 63. Page 63 <TD></TD></TR></TBODY></TABLE></TD> <TD> <TABLE> <TBODY> <TR> <TD class=blackshade><A class=blackshade href="broader_career_list.php?orderby=aoutdoor">outdoor</A> </TD> <TD></TD></TR></TBODY></TABLE></TD><!----></TR><!-- table data --><!----> <TR onmouseover="this.className = 'rowselected';" onmouseout="this.className = 'shade';" vAlign=top class="shade"> <TD align=center><A href="broader_career_edit.php?editid1=">Edit</A> &nbsp; </TD> <TD align=center><A href="broader_career_view.php?editid1=">View</A> &nbsp;</TD> <TD align=center><INPUT type=checkbox value="1" name=mdelete[]> <input type=hidden name="mdelete1[]" value="">&nbsp;</TD> <TD> </TD> <TD>1 </TD> <TD>1 </TD> <TD>1 </TD> <TD>1 </TD> <TD> </TD> <TD>1 </TD> <TD> </TD> <TD>1 </TD> <TD> </TD><!----> <TR onmouseover="this.className = 'rowselected';" onmouseout="this.className = '';" vAlign=top
  64. 64. Page 64 > <TD align=center><A href="broader_career_edit.php?editid1=1">Edit</A> &nbsp; </TD> <TD align=center><A href="broader_career_view.php?editid1=1">View</A> &nbsp;</TD> <TD align=center><INPUT type=checkbox value="2" name=mdelete[]> <input type=hidden name="mdelete1[]" value="1">&nbsp;</TD> <TD>1 </TD> <TD>1 </TD> <TD> </TD> <TD>1 </TD> <TD> </TD> <TD>1 </TD> <TD>1 </TD> <TD> </TD> <TD> </TD> <TD>1 </TD><!----> <TR onmouseover="this.className = 'rowselected';" onmouseout="this.className = 'shade';" vAlign=top class="shade"> <TD align=center><A href="broader_career_edit.php?editid1=2">Edit</A> &nbsp; </TD> <TD align=center><A href="broader_career_view.php?editid1=2">View</A> &nbsp;</TD> <TD align=center><INPUT type=checkbox value="3" name=mdelete[]> <input type=hidden name="mdelete1[]" value="2">&nbsp;</TD> <TD>2 </TD> <TD> </TD> <TD>1 </TD> <TD>1 </TD>
  65. 65. Page 65 <TD> </TD> <TD>1 </TD> <TD> </TD> <TD>1 </TD> <TD>1 </TD> <TD> </TD><!----> <TR onmouseover="this.className = 'rowselected';" onmouseout="this.className = '';" vAlign=top > <TD align=center><A href="broader_career_edit.php?editid1=3">Edit</A> &nbsp; </TD> <TD align=center><A href="broader_career_view.php?editid1=3">View</A> &nbsp;</TD> <TD align=center><INPUT type=checkbox value="4" name=mdelete[]> <input type=hidden name="mdelete1[]" value="3">&nbsp;</TD> <TD>3 </TD> <TD>1 </TD> <TD> </TD> <TD>1 </TD> <TD> </TD> <TD> </TD> <TD>1 </TD> <TD> </TD> <TD> </TD> <TD> </TD><!----></TR> <TR class=blackshade> <TD class=blackshade></TD> <TD class=blackshade></TD> <TD class=blackshade></TD> <TD class=blackshade></TD>
  66. 66. Page 66 <TD class=blackshade></TD> <TD class=blackshade></TD> <TD class=blackshade></TD> <TD class=blackshade></TD> <TD class=blackshade></TD> <TD class=blackshade></TD> <TD class=blackshade></TD> <TD class=blackshade></TD> <TD class=blackshade>Count: 4 </TD></TR></TBODY></TABLE></FORM> <P>&nbsp;</P> <P align=center><B></B></P><script language="JavaScript">WritePagination(1,1); function GotoPage(nPageNumber) { window.location='broader_career_list.php?goto='+nPageNumber; } </script> </BODY></HTML>
  67. 67. Page 67 7.8 System Requirements Disk Space: there is need to have at least 2 gigabytes (GB) of memory Random-access memory (RAM): 2GB of RAM is required for the best functionality of the system Processor: 2.30 GHz 32 bit. Network Interface Card (NIC): 7.9 Training Just like any system there is need to train the users in the operation of the system. Staffs are to learn how to use the system they are to carry out the general maintenance of the system. 7.10 short overview of chapter 7 The chapter highlighted the Construction and Implementation of System of the proposed system. Chapter 8 - System Testing 8.1 Introduction The chapter highlights the tests and test results of the tests undertaken on the system.
  68. 68. Page 68 8.2 Test Plan 8.4 short overview of chapter 8 The chapter highlighted the system test of various users Test plan for users Component name Test purpose Test data Expected result Actual result Mark Test plan for administrator Component name Test purpose Test data Expected result Actual result Mark
  69. 69. Page 69 Chapter 9 Chapter 9 - Legal, Social, Professional and Ethical Issues 9.1 Introduction The chapter discusses the Legal, Social, Professional, Ethical, Security and Privacy Issues of the system. It highlights the different issues which are likely to be brought out as a result of implementing the system. 9.2 Legal Issues The access to the information provided in the system is restricted. There are those who can view, those who can amendments to the information. The system will guide against unlawful access of the information. TEVETA will not in any way disclose the information provided in the system to anyone unless a request is made by the courts of law. The information provided will not be used for any other purpose than that which it is intended for. 9.3Social Issues With any computer system developed, it obviously receives resists by the people. The resists is mostly due to the wrong notions in their minds that the introduced computer system will make take away their jobs instead of making their job easier and making them more productive.
  70. 70. Page 70 9.4 Professional Issues The development of the system has insured the all know error within the system has been attended to. The system is a non-biased system providing access to all users equally. The system has to provide high standards of services. 9.5 Ethical Issues These are rules which govern the TEVETA staff non adherence to the ethics can led to the loss of employment. It is unethical for the staff member with access to information to disclose the information to everyone. The sale of the information is unethical. 9.6 Security In the development of a computer system it is of paramount importance that the issue of Security is looked at. The system provides access to personal with the right access information. The system is using the password. It is equally important that there is a backup of the system database made periodically. 9.7 Privacy The system has to up hold the privacy of the users. The system is dealing with people’s personal Information. The personal information collected has to be protected at all cost. It should only be used for the intended purpose only. Even when the information is no long of use it should be protected. 9.8 short overview of chapter 8 This chapter has looked at the Legal, Social, Professional and Ethical, Security and Privacy Issues Issues for the proposed system.
  71. 71. Page 71 Chapter 10 Chapter 10 - Summary and Presentation of Results 10.1 Introduction This chapter highlights the project achievements and accomplishments. It also gives a summary of all the project’s achievements and accomplishments in each chapter. 10.2 Chapter 1 Introduction This chapter provided a rundown of the overview of the system. It also provided the Background, the projects aims, the project Problem Definition and also provided the project Solution to the problem the problem statement. 10.3 Chapter 2 - Literature Review The chapter highlighted the different Literature on the subject area. The subject area included the Ministry Of Education Policy (TEVETA). The different Front End and back End Technologies are highlighted. The different Database Management System are equally highlighted with the various programming tool /software development tools are presented also. 10.4 Chapter 3 - Project Objectives, Activities and Methods This chapter discussed the various project objectives, activities and methods. It also highlighted the Findings of various objectives, activities and methods. 10.5 Chapter 4 - Review of similar existing Systems This chapter highlighted three similar existing Systems available. It discussed the Features,
  72. 72. Page 72 Weaknesses and Appearance of the similar existing Systems. 10.6 Chapter 5 - Systems Analysis The chapter highlights the system Analysis in the current system. It looks at the current system. The various challenges of the current system in place it also looks the way the proposed system is to help in the management. The chapter also discussed the functional requirements and non- functional requirements of the proposed system. 10.7 Chapter 6 -Systems Design The chapter deal with the design for the proposed system. The chapter highlights different designs the Database Design both the Conceptual Schema and Logical Schema and the User Interfaces. 10.8 Chapter 7 - Construction and Implementation of System The chapter highlights the actual construction and Implementation of the system. The chapter looks at the tools used to develop the system. It also looks at the programming languages used for the construction of the system. The chapter also discussed the implementation of the new system. 10.9 Chapter 8 - System Testing The chapter discussed the aspect of testing. The tests were carried to ensure the system is working to the expected expectation. The testing also proved that the system is working as it should work. 10.10 Chapter 9 - Legal, Social, Professional and Ethical Issues The chapter discussed the various Legal, Social, Professional and Ethical, Security and Privacy Issues concerning the Implementation of the system. It highlighted the various Legal, Social, Professional and Ethical, Security and Privacy Issues. 10.11 Chapter 10 - Summary and Presentation of Results The chapter presented a rundown of the all the chapter in the project. It showed the achievements of the project based on the chapter per chapter presentation. 10.12 Chapter 11-Conclusion The chapter was the last chapter in the project. It highlighted the project critical evaluation it went further and discussed the projects strengths and weaknesses as well as Lessons learnt and further discussed future recommendation on the project. 10.1 short overview of chapter 10 This chapter has looked at the various the project achievements and accomplishments of each and every chapter.
  73. 73. Page 73 Chapter 11
  74. 74. Page 74 Chapter 11 – Conclusion Introduction The chapter highlights the critical evaluation. The project strengths and weaknesses as well as the lesson learnt and finally make future recommendations Critical Evaluation Working on the project has not been easy I have faced a lot of challenges. Time was not enough work and school this semester tight. Strengths The system is of value of the Zambian youths and it can be used easy. System is able to produce reports. Weaknesses There is no much dynamism in the system it is mostly dealing with the reading the database. The system is unable to process some counting .the system is unable to check the data entered there is little data validation. Challenges
  75. 75. Page 75 The project would have better work on had the staffs of TEVETA given me the resource required on time. The ministry was undertaking a recruitment exercise during the duration of this project. My laptop crushed twice causing loss of data and information. I had a challenge of learning programming languages. Lesson Learnt The Project has taught me time management skill. I have learned to plan and implement the plan. I have learnt how to undertake research. I have equally learnt how to work under pressure yet still meet what is required of me. I have learnt report writing. Future Recommendation I recommendation TEVETA to adopt and implement. For real implementation there is need to add in more features or modules which would allow the system have more robust management modules. Summary of Chapter This chapter provided the critical evaluation of the project. The project strengths and weaknesses are discussed. The lessons learnt are highlighted while making future recommendations on the project. List of References 1. Andrew S, Jennifer G (2005).Applied Software Project Management .O'Reilly Media: 2. Cambridge. p113 3. Ballard & Moncur (2009).sams Teach yourself Ajax,JavaScript and PHP All in one. Mark 4. Taub .Indiana: Sams Publishing . 5. Connolly , T & Begg, C (2010).Database Systems A practical Approach to Design, 6. Implementation and Management . 5th ed .London: Pearson. 16 7. 4. W3C (2013-04-02). Web Style Sheets. Available:http://www.w3.org/Style/. Last Accessed 8. Date:28/08/2013. 9. 5. W3C (2013-04-02). What is XHTML?. Available:http://www.w3.org/MarkUp/. Last 10. Accessed Date:28/08/2013. 11. 6. Eclipse Foundation (2013). Intellectual Property (IP) Management. 12. Available:http://ezinearticles.com/?What-Is-http://www.eclipse.org/org/#history. Last 13. Accessed Date: 02/09/2014. 14. English J (1997). The Java Programming Language. 15. Available:http://groups.engin.umd.umich.edu/CIS/course.des/cis400/java/java.html. Last 16. Accessed Date:29/08/2014. 17. Functional Requirements (n.d). Functional Requirements. Available:Functional 18. Requirements. Last Accessed Date: 11/09/2014
  76. 76. Page 76 19. Training [Image] n.d. Retrieved September 26, 2014 from 20. http://www.orangehrmlive.com/img/training_sml.png 21. W3C (2013-04-02). Web Style Sheets. Available:http://www.w3.org/Style/. Last Accessed 22. Date:28/08/2014. 23. W3C (2013-04-02). What is XHTML?. Available:http://www.w3.org/MarkUp/. Last 24. Accessed Date:28/08/2014. 25. Westhead G (2011). What Is Dreamweaver?. Available:http://ezinearticles.com/?What- Is- 26. Dreamweaver?&id=5797166. Last Accessed Date:02/09/2014. 27. Arnold, J. (1997). Managing Careers into the 21st Century. London: Chapman. 28. Arthur, M. B., Hall, D. T. & Lawrence, B.S. (1989). Generating new direction in career theory: The case for a transdisciplinary approach. In M.B. Arthur. D.T. Hall and B.S. Lawrence (eds.), The Handbook of Career Theory, 7-25. Cambridge: Cambridge University Library. 29. Blair, A. & Tett, L. (1998). Guidance, access and networking in Crawford, M., Edwards, R.,and Kydd L. 30. Taking Issue – Debates in Guidance and Counselling in Learning. New York: Routledge. 31. Borg, F. (1997). Employers and education: a response to Sultana. In R. Sultana & J.Sammut (Eds.), 32. Careers Education and Guidance in Malta (pp. 133-138). Malta: Peg Publications. 33. Brown, D & Associates (2002). Career Choice and Development. USA: Jossey-Bass, A Wiley 34. Company. 35. Buchman, M. (2002). Labour market entry and beyond: Some reflections on the changing structure of work. 36. Education and Training, 44, (4/5), 217-223. 37. Camilleri, J.M. (2005). Interview with Mr J.M. Camilleri, KNPD on 5th October, 2005. 38. Camilleri, S. (2005). Career Guidance in Malta. Unpublished Masters Dissertation. UK: University 39. of East London. 40. Collins Cobuild, (2001). English Dictionary for Advanced Learners (3rd. Ed.). Glasgow: 41. HarperCollins. 42. Council of the European Union, (2001). The concrete future objectives of education and training systems. 43. Website: http://register.consilium.eu.int/pdf/en/01/st05/05980en1.pdf 44. Council of the European Union, (2004). Draft Resolution of the Council and of the representatives of the Member States meeting within the Council on Strengthening Policies, Systems and Practices in the field of Guidance throughout life in Europe. Website: http://ec.europa.eu/education/policies/2010/doc/ 45. resolution2004_en.pdf
  77. 77. Page 77 46. Degiovanni, J.P. (1997). A Brief History of Guidance and Counselling in Malta; 1968-1987. In R. G. 47. Sultana, & J. M. Sammut Eds. “Careers Education and Guidance In Malta: Issues and Challenges”. 48. Malta: Publishers Enterprises Group (PEG) Ltd. Website: http://schoolnet.gov.mt/guidance/ 49. Docs/Guidance%20History.pdf 50. Driver, M. J. (1982). Career concepts – a new approach to career research. In R. Katz (Ed.), Career 51. Issues in Human Resource Management: 23-32. Englewood Cliffs, NJ: Prentice-Hall. 52. Education Act (2006). Chapter 327 of the Laws of Malta. Website: www.education.gove.mt/ministry/ 53. doc/pdf/edu_laws/edu_laws_2007/chapt327.pdf 54. Education Division, (2004). Knowing Our Schools. Department of Operations. Malta 55. European Commission, (2002). A European Area of Lifelong Learning. Luxembourg: Office for Official 56. Publications of the European Communities. Appendix A
  78. 78. Page 78 Appendix A: Project proposal Undergraduate Final Year Project proposal Development of an occupation and college guidance system for TEVETA using model view –controller. NAME: OWEN MUSENGE MUZI PROGRAMME: BSC (Hons) computing STUDENT ID: 000793120 SUPERVISRS: DUE DATE: 20/04/2015 A formal proposal for a dissertation that will be submitted in partial fulfilment of the university of Greenwich Bachelor of Science degree in computing
  79. 79. Page 79 1.0 Overview Background on reforms of Technical Education, Vocational and Entrepreneurship Training in Zambia The Government of the Republic of Zambia, has in the recent past embarked on major reforms to review the technical education and vocational training (TEVT) in order to make it more responsive to the current training demands in the economy. In August 1994, the Minister of Science, Technology and Vocational Training appointed a widely representative national Task Force to review Government policy on technical education and vocational training and to recommend changes that would be necessary for the training system to meet new and emerging challenges in the national economy and society in general. It is a known fact that until then no serious attempt had been made to undertake such an exercise since the existing policies were formulated in 1968. In the meantime, the defining characteristics of the national economy and demographic patterns had both changed very significantly from the conditions under which the previous policies had been formulated. In spite of some attempts by the Department of Technical Education and Vocational Training to respond to the changing environment, the underlying policies and structures of the training system were clearly out of step with the dynamic demands and requirements of the country. The Task Force submitted its recommendations in January, 1995 and soon after the Government issued a new policy on Technical Education, Vocational and Entrepreneurship Training by enacting a law, the TEVET Act No. 13 of 1998 read together with TEVET (Amendment) Act No. 11 of 2005which led to the establishment of the Technical Education, Vocational and Entrepreneurship Training Authority (TEVETA) whose responsibility is to interpret and implement the TEVET policy. The new policy has a broader emphasis than the previous one which almost exclusively catered for the needs of formal sector employment. The policy declares, in general terms, Government’s intention to develop a system of Technical Education, Vocational and Entrepreneurship Training, (or TEVET), that will satisfy the real demands and requirements of the labour market and socio-economic conditions, all of which were recognised to be in a state of constant change.
  80. 80. Page 80 TEVETA is the organisation formed by the act of palaliment.0 in accordance with the provisions of the technical education vocational and entrepreneurship training (TEVETA) act number 13 of 1998 part in section twenty all training institutions should be registered with TEVETA. TEVETA is an institution created under the Technical Education, Vocational and Entrepreneurship Training Act (No.13 of 1998) read together with TEVET (Amendment) Act No. 11 of 2005. The functions of TEVETA are defined in the Act as follows:- Advise the Minister on the development of the quality of human resources in Zambia through technical education, vocational and entrepreneurship training; Regulate and advise management boards; Regulate and coordinate apprenticeship and trade testing facilities; Provide technical consultancy to management boards and private training institutions; Promote the technical capacity of management boards; Develop the national curricula in consultation with all stakeholders; Set minimum standards and qualifications for any occupation, skill, technology or trade for institutions in accordance with developments in industry; Provide guidelines for the development of institutional curriculum Approve examinations to be taken by persons attending courses at an institution established or registered under this Act; Regulate and conduct national examinations relating to technical education, vocational and entrepreneurship training; Charge and collect fees in respect of examinations set under this Act; Award certificates to persons who succeed in examinations set under this Act; Guide institutions in preparing rules for the recruitment of students and teachers; Approve curricula and standards of certificates in institutions established or registered under this Act; Register institutions; Cancel the registration of an institution established under this Act; and Do all such things connected with or incidental to the functions of the Authority. 2.0 aim To create a dynamic web application to help Zambian youths know courses and colleges offering them. 3.0 key words Career Courses Colleges Universities PHP TEVETA Education 4.0 objectives 4.1 To analyse current system in use
  81. 81. Page 81 Activities: hold interview the stakeholders, interview staffs at TEVETA, read a lot of career prospects and TEVETA policies. Deliverables: user requirements and specification document. 4.2 to review similar systems Activities: surfing the internet to check existing systems similar to the occupational and college finder and reading Literature on existing similar system and selecting which feature to incorporate to the new system. Deliverables: chapter 4 of this report. 4.3 To select a methodology Activities: check the existing system development methodologies, read literature of different methodologies compare them and select one. Deliverable: section of chapter 2 of this report. Findings: after a detailed research it was learnt that there are a lot systems development methodologies. The advantages and disadvantages are highlighted in the section of chapter 2. DSDM is selected for this project because if anything is wrong within development process they can be maintained unlike other methodologies. Working with users (pupils) (school leavers) all business requirements are included. 4.4 To design and implement a new system Activities: select hardware and software specification, read literature of different designs and select an existing design to system. Deliverables: section of this report. 4.5 to design and implement a data system. Activities: select an appropriate DBMS platform, Draw up ERDs for the database, create database Deliverables: database design document and completed database for the occupational and college guidance system. 4.6 to evaluate the new system Activities: draw up test plan, carry out testing, bugging, retesting and error correction. Deliverables: test plan, test results and the final product report.

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