Raspberry Pi Patient Monitor

Edurfid

School Attendance Control System Based on RFID Technology with

1Universidad Nacional Del Altiplano, Puno, Perú

2Facultad de Ingeniería Estadística e Informática, Puno, Perú

Fecha De Envío: 12 De Julio Del 2025

This paper presents EDURFID, an automated school attendance control system based on RFID technology designed for rural educational institutions in Peru. The system integrates open-source hardware (Raspberry Pi 5, Arduino UNO R3) with RC522 RFID modules opera- ting at 13.56 MHz, implementing a web architecture developed in Python Django. The sys- tem demonstrates 100 % precision in RFID readings with 0.03-second response time, achieving 94 % cost reduction compared to commercial solutions. Validation at Túpac Amaru Secondary Educational Institution showed successful automation of attendance processes, saving 50 daily minutes of administrative time while providing real-time reporting capabilities.

1. Justification

School attendance control in Peru faces critical challenges that require innovative technological solutions. The national school dropout rate reaches 6.3 % (INEI 2021), while in rural areas ab- senteeism reaches 44.7 % compared to only 19.3 % in Lima. This research proposes EDURFID, an automated attendance control system based on RFID technology, as a comprehensive solu- tion for rural educational institutions, particularly in the Puno region where secondary school delay is 24 % versus 7.4 % in urban areas (MINEDU ESCALE 2016).

Arxiv:2507.14191V1 [Eess.Sp] 14 Jul 2025

1.1.

Rural Areas

Traditional attendance control methods in rural Peru present systematic limitations that negati- vely impact educational management. Of the 360,962 minors aged 4-18 outside the educational system (MINEDU-RENIEC 2023), a significant proportion corresponds to failures in adequate monitoring and control of school attendance. Manual registration through agendas and paper lists generates documentary inconsistencies, information loss, and delays in report consolida- tion (El Mrabet & Ait Moussa 2020).

In rural areas like Puno, where 3,246 rural educational institutions operate serving 93,359 students, teachers face the additional challenge of attending to multiple grades simultaneously with irregular attendance of 2-3 days per week in remote communities. This situation generates systematic under-registration of absences due to negligence or absence of the teacher themsel- ves, affecting informed educational decision-making.

The correlation between absenteeism and academic performance is particularly critical in the rural Peruvian context. 26.5 % of students with chronic absenteeism present low academic versus 10 % male (MINEDU 2022). In the Puno region, rural female illiteracy reaches 22.8 % (INEI), evidencing the urgent need for systems that allow early identification and addressing of absenteeism patterns.

The district of Coasa, located in the province of Carabaya, Puno region, presents conditions representative of rural Peruvian problems. At 2,724.95 meters above sea level, this Andean ru- ral zone faces specific connectivity and access difficulties that require adapted technological solutions. The participation of local institutions such as the "Túpac Amaru Secondary Educa- tional Institutionïn the Educational Innovation Laboratories (FONDEP) demonstrates regional interest in adopting innovative technologies to overcome traditional limitations.

1.2.

Vide

The rural Peruvian educational system presents marked geographic dispersion with 49,798 rural educational institutions (78.2 % of the national total) serving only 31.5 % of the total stu- dent population. This fragmented distribution generates unique challenges for implementing integrated educational management systems. Puno, with 3,246 rural educational institutions, represents 6.5 % of the national total, evidencing the need for scalable and adaptable solutions to dispersed contexts.

Multigrade schools, which represent 12,095 institutions with 22,115 teachers serving 297,710 students, face particular challenges where a single teacher must manage multiple educational levels simultaneously (GRADE 2023). This operational reality makes the implementation of automated systems that free up teacher time for central pedagogical activities critical.

The digital divide in rural Peru, although significant, presents opportunities to implement specific technological solutions. Only 51.8 % of the rural population accesses internet versus 89.2 % in Metropolitan Lima (2024), but 95.5 % of rural households have at least one member

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with a cell phone and 90 % rural connects via mobile. This existing mobile infrastructure pro- vides a base for implementing RFID systems that can transmit data through cellular networks. 1.3.

Connectivity Revolution: Starlink In Rural Education

The implementation of Starlink in Peru represents a paradigmatic change for rural educational connectivity. Officially authorized in May 2022 by the MTC with a 20-year concession, Starlink offers speeds of 50-200 Mbps with latency of 19-41 milliseconds (Ministerial Resolution N° 362- 2022-MTC/01.03), significantly surpassing traditional connectivity limitations in rural areas.

The Çonnecting Dreamsïnitiative provides free satellite internet access to rural schools in regions like Puno, while the government program Çonecta Selva"has benefited 1,316 public institutions (1,212 schools and 104 health centers) with 1,483,425 connections made in the first semester of 2023 (DPL News 2023). This satellite infrastructure provides the necessary techno- logical base to implement connected RFID systems that can transmit attendance data in real time.

In Puno, where extreme weather conditions include frost, snow, and river overflow that traditionally prevent educational access, Starlink offers connectivity independent of terrestrial infrastructure. The ability to maintain 24/7 connectivity without dependence on fiber optics is particularly relevant for EDURFID, allowing rural educational institutions to maintain updated attendance records synchronized with central systems, regardless of adverse geographic or climatic conditions.

1.4.

Rfid Technology: Proven Automation And Efficiency

The implementation of RFID systems in education has demonstrated quantifiable benefits in loans, while Los Angeles Unified High School documents significant reduction in time dedica- ted to taking attendance, allowing greater focus on pedagogical activities (Qureshi 2020).

The Spring Independent School District (Houston, Texas), a pioneer in RFID implementation with 28,000 students, expanded its system from school bus control (2004) to comprehensive campus tracking (2008), demonstrating the scalability and adaptability of technology in diverse educational contexts.

RFID systems provide 90 % efficiency improvements in processing time compared to manual methods, with precision superior to 99 % in readings (Farag 2023). The reduction of 15 minutes daily in attendance registration equals 57.5 hours annually freed for pedagogical activities (230 academic days). This temporal efficiency is particularly critical in rural contexts where teachers must optimize available time for multiple educational responsibilities.

Specific studies document that automated messaging systems can reduce absences by up identification of chronic absenteeism patterns before they become definitive school dropout.

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1.5.

Contemporary Scientific Evidence

Recent academic research (2020-2025) confirms the effectiveness of RFID systems in education. El Mrabet & Ait Moussa (2020) document reduction in attendance registration time from 30 minutes to less than 5 minutes daily, with additional capacity for automatic notifications to Mazlan et al. (2025) report improvement in attendance registration precision up to 98 % and reduction in administrative burden by 40 % through implementation of the I-Attend system in secondary schools. Research demonstrates that RFID systems are feasible and efficient for school attendance management, providing solid empirical evidence to justify implementation in similar contexts.

Li (2025) documents that urban teachers show greater TPACK competence than rural ones, identifying limited access to high-speed internet, fewer technological resources, and less pro- fessional development as main barriers. This evidence reinforces the need for systems like EDURFID that can operate with limited infrastructure while providing specific training for rural contexts.

1.6.

Comprehensive Justification

The convergence of critical problems in rural attendance control (44.7 % absenteeism vs. 19.3 % urban), availability of proven RFID technology (98 % precision, 90 % reduction in administrati- ve time), and new satellite connectivity infrastructure (Starlink with 50-200 Mbps in rural areas) creates a unique opportunity to implement EDURFID as a comprehensive solution.

The 360,962 minors outside the educational system and rural female dropout rates of 16 % require technological interventions that allow early identification of absenteeism patterns and automated response to prevent school dropout. EDURFID provides these capabilities while freeing 57.5 hours annually of teacher time for central pedagogical activities.

In conclusion, EDURFID represents a comprehensive, culturally appropriate, and econo- mically viable technological solution to address critical deficiencies in rural school attendance control, leveraging the convergence of mature RFID technology, emerging satellite connectivity infrastructure, and urgent educational needs in the rural Peruvian context.

2. Introduction

In the era of educational digital transformation, secondary educational institutions in rural areas of Peru face critical challenges in administrative management that directly impact the quality of the pedagogical process. Student attendance control, being a fundamental but tradi- tionally inefficient process, represents a strategic opportunity to implement technological solu- tions that optimize resources and improve precision in academic monitoring.

The problem of attendance control in rural educational institutions transcends simple daily roll call. At the Túpac Amaru Secondary Educational Institution in Coasa, Carabaya, Puno, which serves approximately 250 students with only 1-2 auxiliaries, the current manual regis- tration process through paper lists and agendas with stamps consumes between 5-10 minutes per classroom, valuable time that could be dedicated to central pedagogical activities. This situation is aggravated by inconsistency in procedure application, where teachers frequently resort to improvised oral calls without formal registration, generating critical information gaps for educational decision-making.

The School Attendance Control System based on RFID technology (EDURFID) emerges as a comprehensive response to these operational limitations, based on the author’s previous suc- cessful experience with SICOA (Attendance Control System using Arduino), implemented in the Altiplano Stadium, a project that obtained second place in the engineering category during EDURFID constitutes an automated system that integrates open-source hardware (Rasp- berry Pi 5, Arduino UNO R3) with the RC522 RFID reader module operating at 13.56 MHz frequency, implementing a web architecture developed in Python Django with initially SQLite database and projected migration to MySQL for production. The system operates through an automated workflow where students register their attendance by scanning personalized RFID cards during specific time windows: 7:00-8:00 AM (present), 8:01-8:30 AM (late), and automatic closure at 8:31 AM with absence registration for unregistered cards.

The system architecture implements four differentiated interfaces according to user roles: administrator (principal), auxiliary, teacher, and student, with the latter undergoing an initial enrollment process to link RFID cards with student profiles. The web system, hosted on the ration, and comprehensive statistical monitoring that facilitates early identification of absen- teeism patterns.

On June 9, 2025, during the presentation of the functional prototype to the principal of the Túpac Amaru Secondary Educational Institution, the system demonstrated operational capa- bilities that generated institutional interest for formal implementation after mid-year vacation, projected for August 2025. This institutional acceptance validates the technological and peda- gogical relevance of EDURFID as a scalable solution for rural educational institutions.

From the perspective of ICT project management, EDURFID is developed applying Scrum methodology managed on the Jira platform, with emphasis on Requirements Engineering that

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contemplates functional specifications (automated registration, differentiated interfaces, real- time reports) and non-functional (99 % availability, response time <2 seconds, capacity for 500 concurrent users). This methodological approach guarantees scalability and maintainability of the system for future expansions.

The current project investment includes Raspberry Pi 5 (S/600), Starlink Mini for satellite connectivity (S/750), hosting and domain with monthly cost of $20, totaling an implementa- tion that has operated in testing phase for four months (March-July 2025) prior to the functional presentation scheduled for August 2025. The economic sustainability of the project contempla- tes coordination with the institutional board and parents to manage implementation costs.

The rural context of the Puno region, characterized by connectivity limitations where state internet is slow and restrictive, justifies the implementation of hybrid solutions that operate rational continuity regardless of connectivity conditions. This operational flexibility is critical in rural areas where electrical and communication interruptions are frequent.

EDURFID transcends simple automation of administrative processes, constituting a scala- ble platform toward virtual classroom that leverages the implemented multi-user architecture. The capacity for integration with grading systems allows projecting the delivery of bimonthly reports that consolidate academic grades with detailed attendance statistics, providing com- prehensive information for student evaluation.

The originality of this project lies in its specific adaptation to the operational conditions of Peruvian rural educational institutions, where the scarcity of auxiliary personnel (1-2 per ins- titution with 250 students) makes automation of repetitive processes critical. Unlike expensive commercial solutions, EDURFID uses open-source technologies that reduce economic barriers while maintaining professional functionalities.

The main objectives of EDURFID include significant reduction of administrative time de- dicated to attendance control, improvement in student registration precision, early detection of absenteeism patterns, and generation of statistical data that facilitate timely pedagogical interventions. The measurement of project success contemplates satisfaction of the principal, students, and parents, as well as quantifiable metrics of time saved and improved precision.

The projection of EDURFID massification in the Puno region, where similar systems do not exist, contemplates gradual expansion from the pilot implementation at Túpac Amaru toward other rural educational institutions, including academies and schools of various levels. This scalable vision positions EDURFID as an indigenous technological innovation that can generate significant regional impact in the modernization of rural educational management.

This article presents the comprehensive development of EDURFID, from initial conceptua- lization to functional implementation, documenting applied project management methodo- logies, implemented technical architecture, preliminary results obtained, and scalability pro- jections. The research contributes to the state of the art in educational automation for rural contexts, demonstrating that appropriate technological solutions can overcome infrastructure limitations through hybrid and adaptive approaches.

3. Theoretical Framework

3.1.

Rfid Technology In Educational Systems

Radio Frequency Identification (RFID) technology represents a significant evolution in auto- matic identification systems, operating through wireless communication between readers and tags containing integrated circuits and antennas (Nambiar 2009). In the educational context, RFID systems provide substantial advantages over traditional attendance control methods, in- cluding processing speed, identification precision, and contactless operation capability.

RFID systems operate at various frequencies, with the 13.56 MHz band (High Frequency - HF) being widely used in educational applications due to its balance between controlled reading range and penetration capacity. This frequency, regulated by the ISO14443 standard, allows secure implementations in environments with high user density (Finkenzeller 2010).

The implementation of RFID in educational institutions has demonstrated significant reduc- tion in administrative time and improvement in registration precision. Studies document 90 % efficiencies in processing time compared to manual methods, with precision rates superior to 99 % (Santos et al. 2022).

3.2.

Educational Web System Architectures

Contemporary educational information systems require scalable architectures that support mul- tiple concurrent users with differentiated roles. The Model-View-Controller (MVC) pattern and its Model-View-Template (MVT) variant provide architectural foundations for robust web sys- tems (Gamma et al. 1994).

The separation of concerns inherent to these architectures facilitates maintenance and scala- bility of complex educational systems, allowing independent modifications in business logic, data presentation, and flow control (Fowler 2002). This modularity is particularly relevant in educational contexts where requirements constantly evolve.

3.3.

Development

The Scrum methodology provides an agile framework for software project management that emphasizes adaptability, collaboration, and incremental value delivery (Schwaber & Suther- land 2020). In the context of educational systems development, Scrum facilitates continuous incorporation of feedback from educational stakeholders, improving alignment between tech- nical functionalities and pedagogical needs.

The fundamental Scrum artifacts include Product Backlog (prioritized requirements), Sprint Backlog (specific tasks per iteration), and User Stories (functionality narratives from user pers- pective). This structure provides traceability between educational needs and technical imple- mentation (Cohn 2004).

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3.4.

Requirements Engineering In Educational Systems

Requirements engineering constitutes the systematic process of identification, analysis, speci- fication, and validation of stakeholder needs for software systems (Sommerville 2016). In edu- cational systems, this discipline must consider the diversity of users (administrators, teachers, students, parents) and their specific needs.

Functional requirements specify observable system behaviors, while non-functional requi- In rural educational contexts, non-functional requirements acquire particular relevance due to infrastructure and connectivity limitations.

3.5.

Information Systems In Rural Contexts

The implementation of information systems in rural environments presents specific challenges related to intermittent connectivity, electrical infrastructure limitations, and variability in users’ technological competencies (Heeks 2002). These factors require resilient designs that operate effectively under adverse conditions.

Hybrid architectures, which combine local processing with remote synchronization, provide robust solutions for contexts with limited connectivity. This approach allows operational con- tinuity regardless of network interruptions, synchronizing data when connectivity is restored (Chen et al. 2018).

3.6.

Automation Of Educational Administrative Processes

The automation of administrative processes in educational institutions has demonstrated signi- ficant impacts on operational efficiency and data quality. Attendance control, being a repetitive process prone to human errors, represents a priority opportunity for automation (Kumar & Sharma 2021).

The documented benefits of automation include reduction of administrative time, improve- ment in data precision, liberation of human resources for pedagogical activities, and genera- tion of analytical information for educational decision-making (Rodriguez et al. 2023). These impacts are particularly relevant in institutions with limited human resources, such as rural schools.

4. Materials And Methods

4.1.

Hardware Used

The EDURFID system implements a distributed architecture based on open-source hardware components that guarantee economic accessibility and technical scalability: Raspberry Pi 5: Single-board computer with 8GB RAM and storage through 128GB Class 10 microSD card, acting as the system’s central server Arduino UNO R3: Board Model UNO R3 microcontroller for RFID reader module mana-

Gement And Serial Communication

RFID-RC522 Module: Radio frequency reader operating at 13.56 MHz compatible with

Iso14443A Standard

MIFARE Classic 1K Cards: Student credentials with unique 4-byte identifiers USB Cable: 40 cm Arduino-Raspberry Pi serial connection included in standard Arduino

Kit

Power Supply: Arduino power supply through Raspberry Pi 5 USB port

Software And Tools

The development environment integrates open-source tools for development, testing, and de-

Web Framework: Django 4.2 With Python 3.10

Database: SQLite for local development, migration to MySQL for production Development Environments: Visual Studio Code for Python/Django development, Ar-

Duino Ide For Microcontroller Firmware

Connectivity: Starlink Mini for satellite connectivity in rural area 4.2.

System Architecture

EDURFID implements a three-layer architecture: reading hardware, local processing, and re- mote synchronization. The Arduino UNO R3 manages the RC522 module and transmits RFID identifiers through USB serial communication to the Raspberry Pi 5, which executes the Django application and manages business logic.

The system operates in hybrid mode, processing records locally and synchronizing data with the remote server through REST APIs. This configuration guarantees operational continuity regardless of connectivity interruptions.

4.3.

Rc522 Connection With Arduino

The integration of the RC522 module with Arduino UNO R3 uses SPI (Serial Peripheral Inter- face) protocol according to the following pin configuration:

Component Integration

The Arduino firmware implements a continuous reading loop that detects RFID cards in pro- ximity to the RC522 module, extracts the unique identifier, and transmits it through USB serial port at 9600 baud to the Raspberry Pi. Bidirectional communication allows reception confirma- tion and error handling.

4.4.

Reading Node Firmware

The Arduino executes specialized firmware that initializes the RC522 module, detects card pre- sence, and transmits identifiers to the central system. The code implements error detection routines and automatic module reinitialization in case of communication failures.

Central Server

The Raspberry Pi executes a Django application that manages the system’s business logic. The arduino_listener.py component implements the serial interface with the Arduino through bidirectional communication protocol that processes RFID identifiers and sends registration confirmations.

The web application implements MVT (Model-View-Template) architecture with separation of responsibilities between data management (models), presentation logic (views), and inter- face rendering (templates). The system includes REST APIs for synchronization with remote server and real-time attendance record management.

4.5.

Database

The database schema implements a relational model optimized for educational attendance ma-

Main Data Models

Student Entity: Stores personal and academic information including auto-generated unique code with YYYY-GS-NNN format (year-grade-section-sequential number), emergency contact

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data, and linkage with Django user system. AttendanceRecord Entity: Manages attendance events with differentiated states (present, late, absent, justified), precise timestamps, and complete traceability of registration method (RFID or manual).

RFIDCard Entity: Administers RFID credentials with univocal student-card linkage, state control (active/inactive), and blocking functionalities for cards reported as lost.

Business Logic

The system implements specific business rules for educational attendance control: Time Window: Attendance registration between 7:00-8:00 AM as "present", 8:01-8:30 AM

As "Late", Automatic Closure At 8:31 Am

Daily Uniqueness: One record per student per day with automatic state update accor-

Ding To Arrival Time

Code Generation: Auto-generated student codes with standardized format including academic year, grade, section, and sequential number Card Validation: Verification of active state of RFID cards prior to record processing 4.6.

System Security

The system implements multiple security layers to protect student data and guarantee opera-

Authentication And Authorization

Django Auth provides secure session management with password hashing through PBKDF2_SHA256 algorithm. The system implements role-based access control (RBAC) with four differentiated levels: administrator, auxiliary, teacher, and student, each with specific permissions according to institutional responsibilities.

Data Protection

Web communications implement CSRF (Cross-Site Request Forgery) protection and session token validation. Sensitive data is transmitted through HTTPS in production, with SSL certifi- cates managed by DigitalOcean. Data synchronization between local and remote system uses REST APIs authenticated through session tokens.

Rfid Card Management

The system includes specific security functionalities for RFID credentials: State Validation: Automatic verification of active cards prior to attendance registration Immediate Blocking: Instant deactivation of cards reported as lost or stolen Complete Audit: Detailed record of all RFID transactions with precise timestamps Duplicate Prevention: Validation of RFID identifier uniqueness in the system Traceability: Record of capture method (RFID vs manual) for subsequent audits

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4.7.

Implementation Methodology

The system implementation followed Scrum methodology with development iterations struc- tured in three sprints during the March-July 2025 period. Each sprint included planning, deve- lopment, testing, and review with educational stakeholders for functionality validation.

System validation was performed through pilot tests at the Túpac Amaru Secondary Edu- cational Institution in Coasa, including hardware testing, user interface validation, and data integrity verification. Acceptance criteria were defined through specific user stories with quan- tifiable performance and usability metrics.

5. Results

5.1.

System Implementation

The implementation of EDURFID was successfully completed during the development period March-July 2025, fulfilling the established technical and functional objectives. The system de- monstrated stable operational capabilities during pilot tests conducted with educational sta- keholders from the Túpac Amaru Secondary Educational Institution.

Hardware Performance

Hardware performance tests revealed operational metrics that exceed the minimum require-

Ments Established For Educational Environments:

RFID reading speed: 0.03 seconds per card, guaranteeing instantaneous processing without

Perceptible Delays

Effective detection range: 4 centimeters, providing precision in identification while pre-

Venting Accidental Readings

Processing capacity: Estimation of 3 seconds maximum per student for 250 students,

Considering Variability In Arrival Schedules

Reading success rate: 100 % successful readings during testing period, with no detection

Failure Records

The Arduino UNO R3 demonstrated continuous operational stability with reliable serial communication to the Raspberry Pi 5. The hardware set’s energy consumption is efficient th- rough single USB power supply from the central server.

Central Server

The performance of the Raspberry Pi 5 as central server met processing and connectivity ex-

Pectations:

Django response time: 2 seconds average, dependent on internet connectivity speed Concurrent users tested: 10 simultaneous users without perceptible performance degra-

Dation

Starlink connectivity: 100-200 Mbps speed, providing efficient synchronization with re-

Mote Server

Page loading time: 0.5 seconds average for user interfaces The Raspberry Pi 5 architecture provided sufficient computational resources to manage Djan- go business logic, SQLite database, and serial communication with Arduino without perfor- mance limitations.

5.2.

Administrative Dashboard

The administrative dashboard implements a centralized interface that provides complete visi- bility over system status and real-time attendance statistics. Main functionalities include:

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