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Chapter 1
Introduction
The computer revolution, especially Information and Communications Technology (ICT),
offer a range of new possibilities, but also new challenges for data collection, analyses, access
and dissemination of information. The information below represents the analysis of a survey of
ICT and Education in the Caribbean (Gaible, 2008) which indicates that:

1. Organizational understanding of issues surrounding ICT in education is low.

2. Many individual government personnel have strong understanding of issues surrounding
ICT in education.
3. ICT-supported education management information management (EMIS) remains
challenging; several countries have promising initiatives in process.
4. Institutional capacity is not adequate to plan and implement comprehensive projects
using ICT to support transformation of management, curriculum, and classroom
practices.
5. High capital and operational costs of ICT projects are cited as barriers to impact.

These findings suggest that ICT in educational management is still very much in its early
stages in most countries in the region. According to Gable (2008) Governments have been
creating and implementing the guiding principles for establishing a proficient and effective
infrastructure for ICT which will facilitate strategic management policies and assist the decision
making process. Trinidad and Tobago (T&T) is no exception
In the Governments bid to achieve First World Developed Nation Status in T&T by the year
2020, the Ministry of Education created a policy document on ICT in education which provides a
framework for empowering the major stakeholders with ICT that can help facilitate Vision 2020.

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The following information has been adapted from the Draft policy for Information and
Communications Technology in Education dated 30th September, 2005.

The Ministrys Vision and Mission for ICT Integration

Vision
To be the premier institution leading and transforming education through Information and
Communications Technology.

Mission
To establish a technology centered infrastructure focused on enabling the education system to be
responsive to the dynamic social and economic environment.
In addition, one of the objectives of the policy is the establishment and operations of the
Education Management Information System (EMIS) so as to ensure the effective management of
the education system.
The school under study had staff who understood the benefits of ICT. In fact computer
software was used for the creation of timetables. In addition, the school had recently received
thirty desktop computers, three laptops and six printers. However, only limited training
opportunities were available for members of staff. Furthermore, there was no Computerized
Information System (CIS) in place to manage student demographic and academic information.
As a result the school was not able to fully utilize its ICT resources.
Problem Statement

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The manual system used by the school employed a lot of man power to complete annual
reports and statistical data. In addition, accessing and retrieving information was very tedious
and time consuming. Computer systems were underutilized as they were used mainly for record
keeping purposes. As a result, the school may have been said to be data rich but information
poor
Purpose Statement
The purpose of this study was to investigate the feasibility of educational administrators
utilizing a CIS for monitoring and reporting student progress, and strategic decision making
including planning and policy implementation in a de-shifted secondary school on the east-west
corridor.
Rationale
The use of information technology in educational administration is lagging behind its
counterparts in the business sector. Utilizing a CIS for administrative tasks can help streamline
processes and reduce redundancies. Essentially, a CIS can help to reduce the workload of
administration and teachers thereby allowing them to focus on other important matters.

Significance

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It is expected that this study will highlight the major benefits of the use of a CIS in school
management. Essentially, this study should help other schools to employ a CIS in their daily
administrative functions.
Delimitations
The study began in October 2009 and ended April 2010. The administration of the school
was the focus of the study. Members of administration including the Principal, Vice-principal,
Heads of Department, Deans were interviewed as many clerical and statistical documentation
pass through them. Research and observations into the processes and operations of the school
were conducted as well to provide a more vivid understanding of the current information system.
Limitations
A few challenges were anticipated towards the successful completion of the study. While
not all challenges were foreseen, there were some areas that were unavoidable. These issues as
well as provisions are discussed below:
Time - Time played a crucial role in this study. The study was completed within six
months. During this period synchronizing appropriate times to conduct interviews was difficult.
A proper schedule was employed to alleviate this problem.
Accessing Information Since the study intended to compare the impact of using
computers versus a manual paper-based system, historical data from before computers were used
was difficult to attain since paperwork were easily lost or misplaced.

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Communication The qualitative aspect of the study depended largely on gathering

information from persons through interviews and personal conferences. Effective communication
was therefore imperative for the accuracy of results.
Duration The study was started and completed within the six months. This time frame
restricted the study from including observations during CSEC (CXC) exams which involved
gathering data such as student registration information and school based assessment marks as
well as other relevant information. As a result the study utilized information gathered through
interviews about these processes from the years gone by.
Conceptual Framework
Based on the research on school development and improvement by Fullan (1993) and
Stewart (2000), it is stated that not only school management and leadership, but also school
performance itself can be enhanced through the active engagement of the full range of school
personnel in setting policy and in making decisions using computers( Nolan, Fung and Brown,
2001, p.2). Consequently, the need to explore and utilize the benefits of IT in educational
administration is indispensable.
Research Questions
1. What are the administrators perceptions of the current manual information system?
2. What hurdles need to be overcome in order to restructure and implement an action plan
for a new computerized information system?
3. What benefits do administrators expect from using a Computerized Information System?

Operational Definition of terms

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Hardware- The physical components of a computer system

Software The programs that tell the computer what to do
Network- Computers connected together to share information and resources
Information and Communications Technology (ICT) The use of technology as tools for
communicating and sharing information.
Computerized Information System (CIS) a networked computer system used to store and
retrieve information
Manual system Storing and retrieving information manually via paper-based means
Data store A collection of related information in one location

Overview of the other chapters

Chapter II This chapter highlights some of the findings of various authors on the use of a CIS
in educational administration. Some issues with implementing a CIS are also discussed.
Chapter III This chapter justifies the use of a qualitative approach to the research. It also
describes with justification the various research methods used and the sample population
selected.
Chapter IV The results of the research is represented in this chapter.
Chapter V The results of the research is compared to the literature. Finally, the implications of
the findings for schools will be discussed.

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Chapter II
Literature Review
Introduction
When knowledge is valued then a significant amount of power meaning is attached to it.
In this age, it is archaic when records are filed according to a manual paper-based filing system.
While this may work well for a small number of items it is necessary for school administrators to
update this system. With the emergence of computerize systems, it allows data to be collected,
processed and stored with little or no complications. Nonetheless, it is with great resistance this
change is taking place. With the implementation of CISs a wealth of encumbrance is
encountered. Ideally, change is deemed fundamental.

Administrators perceptions of the current manual information system

The concept that knowledge is power has been around for centuries. In 1959, studies on
administrative management conducted by social psychologists French and Raven identified
expert power as one of the five basis of power. Expert power refers to the ability to administer
to another information, knowledge or expertise. When ones expertise and knowledge is valued,
so too is your ideas and leadership. Traditionally, schools have employed a manual paper-based
filing system for storing student records. Connolly and Begg (2002) argue that a manual filing
system works well for a small number of items being stored for storing and retrieval of
information. However, the manual system breaks down when the information stored needs to be
processed or cross-referenced. In the school context, administrators will have great difficulties
processing student data based on age, religion, catchment area and performance to name a few.

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With the role of school administrators changing rapidly in recent times a manual filing system is
no longer adequate. There is urgent need for a more efficient information system.

Expected benefits from using a Computerized Information System

Laudon and Laudon (2002) explain that a computer based information system is a system
that utilizes computer hardware and software to collect, process, store and disseminate
information to support analysis, control, coordination and decision making. In fact, Picciano
(2006) stipulates that administrators who build and develop information resources improve their
ability to lead and manage their schools. Decision making in all areas including budgeting,
curriculum and school policies requires accurate and timely information. Essentially, having
access to critical information about ones organization and the environment are requirements for
successful leadership. According to Visscher et al. (2001), since 1996 international groups have
been promoting the efficient and effective use of information technology in educational
administration.
Trinidad and Tobago, in the development of its policy on ICT in education underpinned by
the Ministrys vision to be the premier institution leading and transforming education through
Information and communications technology, is intended to provide the framework for the
integration of ICT throughout the Ministry. Consequently, the policy outlines the following areas
in the schools management system to be enhanced by using ICT:

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Communication - The communication system shall make provision for greater

collaboration and sharing of knowledge.

Records Management - Archiving of information and continued availability of

institutional records is a key factor in keeping MOE operational. ISO-compliant
electronic management systems can substantially improve performance, effectiveness and
efficiency to ensure that information is preserved for the long-term, and to prevent
serious data losses.

Challenges to be overcome in order to restructure and implement an action plan for a CIS
While various books strongly promote the implementation of CISs for school
management, there are still some issues to consider. Converting from a manual paper-based
system involves rationalization of procedures. Rationalization of procedures is the streamlining
of standard operating procedures. (Laudon, & Laudon, 2002, p.310). The implementation of a
new information system is much more than the installation of hardware and software. It involves
changes in jobs, skills and policies (Laudon & Laudon, 2002). Human beings by nature are
resistant to change. Folger and Skarlicki (1999) claim that "organizational change can generate
skepticism and resistance in employees, making it sometimes difficult or impossible to
implement organizational improvements" (p. 25).
Another issue when converting from a manual information system to a computerized one
is the level of training and support provided for the users. Lack of proper training and
documentation contributes to system failure, so this portion of the systems development process
is very important (Laudon, & Laudon, 2002, p.320). Nolan, Fung and Brown (2001) provide
information from case studies conducted in schools in England and China where computerized

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systems were adopted. While both studies reported an increase in administrative efficiency there
were limits to its effectiveness. It was noted that this may be due to a lack of support for users as
well as timely professional development. Consequently, moving from a manual system to a CIS
requires proper training, documentation and support for all potential users. In the sociotechnical philosophy, one cannot install new technology without considering the people who
work with it. (Laudon, & Laudon, 2002, p.305).
Summary
The literature did not provide much insight into the perceptions of administrators towards
a CIS. However, it was eminent that with the nascent of new CISs the manual paper-based filing
system will be phased off as a mania of the past. The challenge with this evolving stratum is
ingrained in the need for administration to modify their mind set and advance even if the
implications geared towards CISs is not an easy task. A substantial amount of merit may be the
end result.

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Chapter III
Methodology
Research Questions
1. What are the administrators perceptions of the current manual information system?
2. What hurdles need to be overcome in order to restructure and implement an action plan
for a new CIS?
3. What benefits do administrators expect from using a Computerized Information System?

Research Design
Research has already been done to quantify the effectiveness of using Information
Technology in Educational Management, however little attention has been paid to persons
perceptions of implementing a CIS. According to the research questions given above, the study
focused on administrators perceptions. Creswell (2007) suggests that qualitative research should
be used when there is need to collaborate with individuals to share their views and get a better
understanding of an issue. Qualitative research methods may provide a deeper understanding
of social phenomena than would be obtained from purely quantitative data (Silverman, D. 2005,
p.10). Furthermore, implementing an actual computerized system to perform comparisons and
quantify results was impossible given the limited scope of the study. Based on these factors a
qualitative research design methodology was adopted.

Target Population

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This study aimed at all members of administration within the secondary school system in
Trinidad and Tobago. This included Principals, Vice-principals, Deans and Heads of Departments
who need to store, access or retrieve information.
Accessible Population
The school under study had roughly 70 members of staff at the different levels including
the Principal, Vice-Principal and office staff available for the research. Amongst the teaching
staff there were four deans and five heads of department available for the study.
Sample
Principal The principal has been operating as the manager of the school for the past
five years. Information critical for decision making regarding all aspects of the school such as
funding, resources, timetabling and curriculum is in high demand by the principal. In this regard
the principal played a crucial role in the relevancy of the study since the principal makes choices
that affect the entire school and its operations.
Vice-principal The Vice-principal works closely with the principal as co-manager.
Together with other members of staff, the V.P. forms part of the schools management team that
plays a part in the decision making process of the school.
1 Dean Among other things, Deans are responsible for student discipline throughout the
school. Deans are therefore required to maintain an information base on students demographic
information to aide in their duties. Deans form part of the schools management team. Amongst
the various Deans, the head dean was interviewed as part of the study since all the relevant
records and documentation passes through the head dean.

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1 Head of Department Apart from being part of the schools management team, under
the portfolio of Heads of Department is assisting in the development of curriculum and school
timetables. This requires information on students academic performance. The most senior Head
of Department (HOD) on staff was selected for the interview. This person was the best choice
based on his experience in the capacity as a HOD for over four years.

Instruments & Procedure

Interviews Personal interviews were conducted in a private setting on the school
compound with the persons mentioned above. These interviews were approximately thirty
minutes long. Due to the busy schedules of the sample selected, interviews took place at a time
convenient to the interviewee. All interviews were virtually the same and consisted of eight
questions. The various levels of administration provided different viewpoints and consequently a
more comprehensive analysis. The open ended nature of interviews allowed for more in-depth
exploration of the way information available is used to aid in the decision making process as
opposed to other data collection strategies. The first few questions of the interviews critically
examined the manual information system highlighting its strengths and weaknesses. The
introduction of a CIS was then discussed with respect to the benefits to be expected over the
manual system and relevant justifications. Finally, any perceived obstacle pertaining to the
implementation of a computerized system was also examined.
Observations Observations can also be applied systematically in qualitative research to
incorporate all the senses. The research has the benefit of seeing, hearing and feeling (Flick,
2006). As a result, an overt observation was conducted on the National Secondary Certification

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Exams (NCSE) registration process to provide a detailed overview of the procedures that involve
the storage and retrieval of information. The observation was conducted during the course of one
school day. Photographs and written notes were used to record the findings of this session.
Data Analysis
Interviews The results of the interview were summarized and grouped based on each of
the eight questions. Any irregularities and patterns from the responses were highlighted and
categorized in this section of the study. The results of the interviews were presented in a tabular
form to allow for easy analysis in a format as shown below:
Principal

V.P.

Dean

H.O.D.

Question 1.
Question 2.
Question 3.

Observations The results of the observation exercise were presented in the form of a
flow chart. The flow chart visually depicted the process being observed to provide a vivid
understanding of the steps involved. In addition, photographs and written notes were
incorporated with the flow chart to present a more ample analysis of the observation.

Ethical Considerations

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Creswell (2009) highlights that in any research involving collecting data from people
researchers must anticipate issues that may arise such as personal privacy, professional
misconduct as well as, the credibility and validity of data. In an effort to guard against these
issues and to ensure the integrity of the research the following policies were adopted:

The school under study along with the participants remained anonymous to ensure
privacy. The anonymous nature of the data collection improved the level of reliability of

the research as participants felt free to express themselves openly and honestly.
Participants were given an opportunity to review the data they provided to the researcher

in order to guarantee integrity.

Finally, a letter was given to the principal of the school requesting permission to conduct
the research (See Appendix A). The letter described the research purpose and protocols to
be used in an effort to ensure co-operation and professional conduct from both the
researcher and the participants.

Chapter IV
Data Analysis and Presentation
Introduction
This research hoped to determine the perceptions of persons in administration towards
utilizing a CIS in schools to help manage and make decisions. Furthermore, the research sought
to identify the obstacles that may prevent the implementation of such a system as well as
possible solutions to these obstacles. In this regard interviews were conducted in a secondary

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school with the Principal, Vice-Principal, a Dean and HOD (See Appendices B-E). The results of
these interviews have been summarized and separated into three different tables. Each table
focused on one of the research questions. Certain cells within the table have various background
colors which signify a trend in the responses.
An observation was also conducted to gain insights into the manual process of gathering
and storing information in the school. By analyzing the information processes the benefits of
implementing a CIS can be ascertained. The following data flow diagram represents the
information process observed.

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Figure1.
Flow Diagram of NCSE Registration

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Observation of Registering form 3 students for The National Certificate of Secondary Education
(NCSE) Examination

The diagram (Figure 1) illustrates the process involved in registering students for NCSE
exams. The registration documents were sent to the Principal. The Principal then assigned a
teacher to be responsible for registering the students electronically. This teacher created a form to
capture the necessary information such as students demographic data, birth certificate number
and their relevant subjects.
The forms were distributed to the form teachers of the form three classes. Ideally, form
teachers would have the information from registration documents when the students registered in
form one, but because form teachers change when teachers leave and new ones enter the school,
sometimes the information is not accessible. Even if the records were accessible the information
would be over three years old and thus outdated. As a result, the form teachers met with the
students to gather the information. However, there were instances when a child was absent from
school for a considerable number of days and as a result the form teacher could not meet the
child to get the required information. The form teacher then visited the Deans Office in the hope
that there might be some record for the child. The Deans used both a manual system and a basic
computer system with Microsoft Word and Excel to record student data. It is possible that the
computerized data storage used by the deans enabled them to have information that was more
accessible than other teachers in the school. See figures 2-4 below.

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Figure 2. Form teacher searching for information in the Deans room

The deans office had records of all students that they have worked with. This record was more
recent and possibly more accurate.
If the relevant information was available then the forms were completed. If not then the
form teacher had to get a contact number and call the student or parent to get the information to
complete the forms. Figure 3 below illustrates a teacher trying to call a students home to obtain
the required information.

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Figure 3. The form teacher calling the student to acquire

information

Figure 4. NCSE registration teacher trying to meet the deadline

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The completed forms were then passed to the NCSE registration teacher who then performed the
electronic registration. The final product was then submitted to the principal and the Ministry of
Education.
Responses from the interviews conducted
1. What are the administrators perceptions of the current manual information system?

Questions

Principal

Vice-Principal

Dean

hod

How often do you need to

All the time

All

Every day for

To prepare

utilize information in order

basically

schemes of

to perform your duties?

everything

work. To set
exams and store
student marks.

What are the strengths of the

Simpler tasks can be

Computer breakdowns

current system?

done faster manually

in the past have caused

considerable amounts
of data to be lost
If there is a breakdown
then the manual
system can still be
used
Length of time it takes
to 'log on' to the
computer can be too
long

Taking class roll

Adequate

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What are some of the
Historic data is
Can be frustrating to
Current system

Work prepared

weaknesses of the current

virtually impossible

look for information

poses limitations

manually such as

system?

to locate

manually

in terms of the

mark sheets may

type of data that

lack neatness

can be stored

and clarity

Storing the

The manual system

Information is not

Does not provide

accumulation of

requires personnel

always up-to-date

an adequate long

paper work is a

which is limited and

problem due to

therefore makes it

limited space

difficult to perform

term record

daily tasks
Information is not

Lack of internet

Can be time

always up-to-date

access which can

consuming for

be used to contact

the teacher to

parents

constantly
produce
documents

Can be helpful
What is your opinion on
implementing a new
computerized system?

Appreciated with

A school based

Welcomed

reservations since

networked

change to assist

there is an issue with

program is

teachers

dependency on the

strongly

system

recommended

Although the Vice-principal and the Deans office had some information stored on computers, the
task of finding information manually was seen as being frustrating and time consuming. The Dean and
HOD were not only eager but able to cite more problems with using a manual system. However, while
they had little or nothing to say in terms of the strengths of the manual system, the Principal and VicePrincipal shared their views of the strengths of the current system. While the findings of these questions

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indicated that a computerized system will be well received in administration, members of top
management believed that a manual system shall continue to be useful.

2.

What hurdles need to be overcome in order to restructure and implement an action plan
for a new CIS?

Question

Principal

Vice-Principal

Dean

hod

Can you identify any

System failures

Personnel to use the

High financial

Lack of proper

Insufficient staff to

system
Teachers may be

cost
Training for

training
Abuse of the

perform data entry

unfamiliar with the

members of staff

system by staff

Security and

Accountability

leadership of the

confidentiality of

and

administrator

information

confidentiality of

stored on the

information and

system

resources
Safety and

obstacles that may hinder the

proper implementation and
use of a school CIS?

software
Loss of the personal

Financial constraints

security of
equipment
Existing school
infrastructural
problems such as
space and
electricity

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Making backups
Budget allocation for a Staff

Implementation

new computerized

development and

of a management

system a priority

training

committee to
monitor use and
maintain
equipment

How can these obstacles be

overcome?

Including proper staff

Proper training of

training in the school

staff

development plan

Applying for more

Backup systems

personnel
Delegating members

Having help desk

of staff to assist

personnel to

teachers who need

assist teachers

help

In general, the respondents were able to identify valid issues with implementing a CIS. In
particular, the HOD identified much more issues compared to the other respondents. Lack of
training, personnel, security and accountability were the most common responses. At the same
time, viable solutions were suggested to deal with these obstacles. Interestingly, the Principal had
only one possible solution, yet other respondents had as many as four. In fact, these respondents
also agreed that proper training, additional personnel and creating a committee to assist teachers
would be able to deal with most of the obstacles.

3. What benefits do administrators expect from using a Computerized Information System?

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Question

Principal

Vice-Principal

Dean

hod

In terms of performing

Speeding up

Save time

All members of staff

Can be used to

your job, what advantages

processes

can have access to

create an item

will you expect from a

student information

bank for teachers

new computerized system

such as suspensions

to store/use

over the current manual

resources such as

system?
Locate historic data

Documents will look

Greater access to

lessons
Historical data

more professional

more accurate

can be stored and

information

used to identify
student problem
areas and develop
solutions thus
improving
classroom

Information can be

Easier analysis of

management
Available

transferred easily and

information in terms

information and

quickly through e-mail

of behavior to

technology can be

identify trends,

used to promote

repeat offenders etc.

differentiated
instruction
making lessons

Information may be

Less physical space

more interesting
Provides a

more accurate

needed for storage

framework for
collaborative
learning

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Provides a long term

Allows for a more

back up of

clinical approach

information

to student
learning

Ecologically
friendly by reducing
How can the school as a

Data needs to be

By helping to

paper
The benefits

Raise the school

whole benefit from a

collected to make any

communicate with

experienced in terms

standards in terms

computerized system?

claims

other schools to share

of student

of performance

ideas and resources

management will

and discipline

trickle down to the

entire school
Improve teacher
student
relationships
Providing easy
access to student
information, both
past and present
Enhance teacher
accountability

These responses revealed that the most common expected benefit of using a CIS is the
ability to access historic data. Other common benefits include saving time and having more
accurate information. Some respondents went further to say that analysis can be performed on
historic data to gain insights into students performance and behavior. The pattern demonstrated
above continues here with the quantity of responses coming from the Principal as opposed to the

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other respondents. The Principal does not perceive many benefits from using a CIS whereas the
HOD in particular, was able to provide quite a few.
Summary
Ideally, it was the general consensus amongst the respondents that the implementation of
a CIS will indeed be appreciated at all levels. However, before such a system is implemented,
administration needs to train staff, fix the schools infrastructural problems and develop policies
to manage and control usage.

Chapter V
Conclusions and Recommendations

Essentially, the research seemed to infer that the school was open to the idea of installing
a CIS. The common view of the respondents was that having a CIS will make information easier
to store, access and share. Processes will be speeded up while information will be more accurate.

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These points seem quite accurate after viewing the data flow diagram. In the diagram the form
teacher spent a considerable amount of time visiting the Deans office and making phone calls in
order to find accurate and up-to-date information.
The diagram may also be used to explain why the Principal had very little to say
pertaining to school benefits of using a CIS. The top managers i.e. the Principal and the VicePrincipal mostly entrust responsibilities to the teachers and middle managers do the actual
ground work to find, store and retrieve information. The Principal, in particular, was hardly
required to perform any data processing. Top managers, therefore, may not fully comprehend the
processes involved and consequently may feel that the manual system is still adequate to perform
their jobs. Consequently, the HOD and Dean were able to point out some very important benefits
of using a CIS such as performing analysis on the information to improve student behavior and
performance.
While Picciano (2006) promotes the need for administrators to develop an information
resource for effective management, the findings of the observation revealed that these top
managers may rarely be involved in gathering information. The actual ones who will utilize a
CIS to perform their duties are the ones who are able to realize the numerous benefits of such a
system and are clamoring for one as soon as possible.
The results of the interviews stated unanimously that the greatest issue with
implementing a CIS is training and support for staff. This result was consistent with the findings
of Nolan, Fung and Brown (2001) which indicated that a lack of training and support may limit
the effectiveness of using a CIS in school management. Laudon & Laudon (2002) also concur
that a lack of proper training and documentation contributes to system failure (p.320).

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Moreover, the research revealed pertinent issues that were not found in the literature
reviewed. The issues included security of equipment, accountability and confidentiality of
information stored on the system. Before any system is installed, proper policies must be put in
place to cater for these issues. As Laudon & Laudon (2002) suggested, procedures policies and
skills must be revamped. Schools wishing to implement a CIS must take the level of skills of
staff into consideration. Training and support must be provided on an ongoing and timely basis.
Procedures may also need to be streamlined and protocols must be put in place to monitor the
use of the system. In essence, staff must be retrained, new policies must be developed and proper
back-ups must be kept in order for a CIS to be effective.
To summarize, the management of schools has begun to change in recent times. The
thrust towards school based management along with the appointments of Heads, Deans and in
some cases a second Vice-Principal is ushering an era of distributed leadership. The
implementation of a CIS fosters this style of leadership by allowing staff to collaborate and share
information, resources and ideas. Furthermore, the system shall seek to reduce the workload on
both teachers and administrators allowing them the time and energy to focus on more pertinent
matters such as delivering the curriculum, leading and managing the school. As the HOD
suggested, using a CIS can raise the schools standards in terms of performance and discipline.
In the future schools can also be networked with each other and also the ministry of education to
create a national educational community that would benefit the entire country.

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