School Calendar Research Articles

Improving Mathematics Education through Teacher Professional Development: A Tanzanian Perspective

This study aimed to explore mathematics teachers’ perceptions of professional development. The study involved two public secondary schools in Ilala Municipality, Dar es Salaam. This was a qualitative study based on case study design. The study involved fourteen (14) participants that were selected purposefully. Two (2) heads of the schools, two (2) Academic Teachers, two (2) heads of mathematics departments, and eight (8) mathematics teachers were equally involved from both schools. Interviews, focus group discussions, surveys, and document analysis methods were used in data collection. Both interviews and focus group discussion were audio-recorded by using a protected smartphone with password to ensure data security. The documents reviewed includes; school policies, school calendars, and mathematics departmental meetings’ minutes. The data collected were analysed thematically to identify and interpret key themes. The data analysis was based on the following steps: transcription, data reduction, presentation, and discussion of findings. Fictitious names were used for names of people and schools to ensure confidentiality and anonymity. The study revealed that teachers perceived professional development as formal programs to improve teachers’ quality that were time-consuming and costly, while informal professional development programs were overlooked by teachers and other educational stakeholders. The study recommends that, in order to improve teachers’ quality as intended in professional development, there is a need to raise awareness for both formal and informal professional development programs among teachers and a learning community as a whole.

Policy responses to extreme heat and its impact on education: The Philippine experience

This paper investigates the experiences and impacts of extreme heat on the Philippine education system during the “summer” seasons of 2023 and 2024, drawing on publicly available data and news reports. It critically examines government responses to the unprecedented challenges posed by emerging extreme heat conditions as part of the new climate normal. Various policy measures were implemented by government agencies to mitigate the adverse effects on students and teachers, including face-to-face class suspensions, shifts to alternative instructional methods, adjusted class schedules, and discussions on returning to the traditional school calendar. However, significant gaps and challenges persist in these responses, underscoring the need for time-consistent policies focused on creating conducive learning environments. The establishment of heat response plans for educational institutions and the development of improved location-specific heat indices are essential to adapt to this new climate reality and minimize the disruption of educational activities.

Factors contributing to the development of health-promoting schools, applying Fullan’s triple change model – A qualitative study

Objective: Schools and the education system are powerful tools for cultivating healthy lifestyles. This research focuses on characterising the factors contributing to the development of health-promoting schools in Israel, and understanding how schools can offer a framework for improving students’ health. Fullan’s triple change model with its focus on three phases in the change process in schools – the initiation phase, the implementation phase and the institutionalisation phase – served as a framework for analysis. Design and setting: This qualitative-constructivist study involved the analysis of data collected from 26 elementary school principals in Israel, 15 of whom belonged to the health promotion school network (HPSN) and 11 who did not. In addition, 10 health promotion leaders from within the schools were interviewed. Methods: Data collection took place by means of semi-structured interviews. in which the questions asked referred to the three phases identified in Fullan’s process of change model. We analysed the data using thematic content analysis. Results: Each identified theme was associated with one of the phases proposed in Fullan’s model of change. The initiation phase included collaboration with key stakeholders, principals’ personal commitment, and dissemination of ideas through personal connections. The implementation phase included gaining access to appropriate tools and materials, action to deal with barriers to change, and the creation of a holistic health promotion environment. The institutionalisation phase included the development of administrative strategies such as adherence to routines, the inclusion of regular events in the school calendar, and the allocation of time frames for the activities undertaken. Conclusion: Fullan’s model proved useful in analysing efforts to develop health-promoting schools. The model signalled the importance of using a structured approach throughout the institutionalisation phase in a manner attuned to the unique nature of the school. Alongside identifying key factors that support assimilation, it is crucial to assess their integration into the school culture. The school principal’s role is critical throughout all the phases of the development process.

Teachers' Motivation After the Implementation of the Three-term School Calendar in Saudi Arabia

This study explored the perceptions of teachers of English as a foreign language regarding the effect of a new three-term calendar on their motivation. Identifying the effects of this new plan would assist the Saudi Ministry of Education in exploring the teachers’ perspective. In turn, these viewpoints can be useful for making current choices as well as enhancing and modifying future ones. Through semi-structured interviews, the results of this study found that the majority of teachers perceived the new calendar to have a positive effect on their motivation. Specifically, they reported feeling more motivated to plan and teach lessons, as well as to engage in professional development activities. Furthermore, they felt that the new calendar provided them with ample time for reflection and collaboration with colleagues. The results of this study suggest that a three-term calendar may be beneficial for teachers’ motivation levels. This change may provide teachers with more frequent breaks and opportunities for rest and rejuvenation throughout the year, potentially leading to higher overall motivation and job satisfaction.

Evaluation of Teacher-Student Interaction

Driving Taiwan's digital revolution, the DIGI Plus 2017-2025 policy, a cornerstone of the Smart Nation 2025 initiative (Executive Yuan, 2021), prioritized rural empowerment in education amidst COVID-19 challenges. In this study, the authors explored the impact of teacher-student relationships in remote teaching, emphasizing the critical role of high-quality connections transcending geographical boundaries. The authors identified factors influencing these relationships, such as interaction levels and student autonomy, and discussed the concept of transactional distance, a psychological gap due to spatial separation. Proposing face-to-face interaction activities, the authors conducted a survey involving 175 university students (e-tutors), revealing positive changes in teacher-student interaction post face-to-face activities. The authors' recommendations include continued activities, alignment with school calendars, and comprehensive e-tutor training for improved relationships.

Aligning Learning Certification Patterns with the Academic Calendar in Benin’s Secondary Education: A Requisite for Ensuring Fairness in EFL Student Evaluation

The official school calendar in Benin, governed by the Law on Education (2003-17) and the annual joint ministerial decree, is inconstantly implemented, leading to two various evaluation patterns that affect differently private and public schools learning scores and decision-making, including English as a Foreign Language (EFL) students. This research aims to assess the current evaluation patterns in terms of impacts and recommend aligning the learning certification mechanism with the academic calendar to ensure fairness in EFL student evaluation. A mixed-methods approach is employed with 80 participants from secondary schools in the Cotonou region. The results, analysed using descriptive statistics, content analysis (Neuendorf, 2017), and thematic analysis (Braun & Clarke, 2006; Krippendorff, 2018) techniques, show that 65% of participants are dissatisfied with the evaluation device and organisation in public secondary education for violating the law, the decree and the norm of fairness in evaluation. NVivo software (Version 12) was used to facilitate the coding process and the organisation of emerging themes. A significant positive correlation was found between the school calendar implementation's constancy and students' EFL academic performance (r = 0.45, p < 0.01). The recommendations include unifying the school calendar, developing clear evaluation criteria, establishing transparent decision-making processes, and continuous monitoring, evaluation, and technology integration.

TECHNOLOGY & PRODUCTIVITY AMONG EDUCATIONAL INSTITUTIONS INFORMATION COMMUNICATION AND TECHNOLOGY IN PUBLIC SECONDARY SCHOOLS IN MAKUENI COUNTY, KENYA

The primary objective of this research article is to identify the key impacts of integrating technology into public secondary schools in Makueni County. To achieve this, a descriptive research strategy has been employed, that brought in 140 teachers and 25 principals. Data collection was conducted via interview schedules and questionnaires that were aimed at administrators and teachers. The gathered data underwent quantitative and qualitative analysis. Descriptive statistics and mean calculations, a measure of central tendency, were utilized for data analysis. The research hypothesizes that Information and Communication Technology (ICT) plays a crucial role in enhancing educational quality. ICT enables more personalized instruction and immediate feedback, thereby improving literacy both inside and outside the classroom. The research article also examines how ICT can be used to foster creativity and higher-order thinking skills. In terms of administration, ICT is pivotal in streamlining tasks such as data collection, document processing, record-keeping, and financial document recovery, making retrieval more straightforward and administration more efficient. Furthermore, ICT aids in the efficient scheduling of school activities, including parents and teachers association (PTA) and Board of Management meetings, and managing school calendar events, classes, and exams. In a nutshell, the research article highlights the importance of ICT in disseminating information and fostering effective communication among stakeholders.

A STUDY OF MENTAL HEALTH DISORDER IN REFERENCE TO VOCATIONAL INTEREST AT THE SECONDARY LEVEL STUDENT OF GOVERNMENT SCHOOLS OF DELHI

This present study was planned a study of Mental Health Disorder in reference to Vocational Interest at the Secondary Level Student of Government Schools of Delhi.Mental health issues are playing a vital role in the school student’s life. School pressure and typical stressors at the beginning and end of college can precipitate the First onset of mental health and substance abuse issues or worsening of symptoms. In many cases, The nature of the pathology has been chronic because low demand for treatment and and lack of adherence to treatment. Awareness programs and strategies must be used to ensure the maintenance of treatment. Because many traditional students remain dependent on their families during college, parental participation in treatment is important. Lastly, in view of How the school calendar can affect continuity of care, clinicians should Make sure students at the college receive treatment all year long and Coordination with other clinicians/psychologist who are able to participate in student care. As a result, expertise in family dynamics, developmental psychopathology, special college issues and care systems is essential for conducting clinical treatment with college students. Method: A descriptive research methodology was used to perform this research work. All upper secondary students were registered for the study. In this study, researchers randomly selected 257 students (138 boys and 119 girls) from schools of Government of Delhi. The sample consisted of students in the upper secondary and upper secondary classes in different schools and colleges. Three psychological tests were used for this research. (1).“Academic/school Anxiety Scale for Children (AAFC-GS) – prepared by A.K. Singh and A. Sengupta. (2). “Academic Achievement Test for Children,” one criterion was developed and standardized by researchers on all Class VIII topics. The test was administered to the sample group by the researchers to collect results. (3).“The Strong Interest Inventory”- It has helped educational institutions and businesses develop the best and brightest and guided thousands of people—From high school and university students to mid-career workers seeking meaningful and rewarding careers. Results: This study points to a high prevalence of symptoms of Academic Anxiety among male students (49.42%) and female students (56.04%). The results of the study also show that the incidence of stress, anxiety, and depression were 37.7%, 31.15%, and 33.13%, respectively. Academic Anxiety was much higher amongst females, then that stress, anxiety, and depression were significantly higher among senior secondary students. This study found that male and female students were found to be different from stress. Finding: We found that male students are under a lot of stress compared to girls and are also different bunch of undergraduates A number of important ways, including living on campus and connecting, school responsibilities with academic advisors. We think that mental health expertise who work on campus should improve their education and Knowledge by familiarizing oneself with the topics discussed in this paper. For this reason, Increased levels of stress, anxiety and depression in these students can be observed in society. There is a need to detect levels of stress, anxiety and depression in the school students & follow through with a further recommendation to get the proper diagnosis and treatment in specialized psychiatric centers. Do not interfere with the learning development process by doing. Moreover, other studies are recommended to remove the factors behind these mental disorders in relation to their school-related anxiety. In addition, additional research is recommended “Studies on the mental health disorders treatment and co morbidity, including reflections on students during the high level of stress, anxiety cases”.

Reflection on the 5R's in an educommunicative proposal with sixth grade students at the Prof. Deócles Vieira de Camargo State School in the city of Tatuí-SP

The present study aims to develop reflections on conscious consumption the 5R's (Reduce, reuse, recycle and Rethink, Refuse) through educomunicativas practices with students from sixth grade, elementary school-final series. The work was conducted according to the methodology action research of empirical basis. Three meetings were held with the purpose of addressing the theme proposed and develop the information for your production led students to reflect and relate daily practices with the content studied. Students have shown interest in the educomunicativa approach, texts and drawings from coautoral and cooperative way. The process of choosing has proved the most difficult for the group, indicating the need to encourage this practice in order to develop criteria for choosing. The subject covers, as well as the educomunicativo process require more time to be executed in your fullness, thus the boundary of a half-year associated with the school calendar.

Continuing professional development of vocational teachers in Kenya: Challenges and coping strategies

Vocational teachers participate in Continuing Professional Development (CPD) to develop their professional competencies. In developing country contexts however, it is not always clear what challenges vocational teachers face in their CPD or how they attempt to resolve those challenges. This study therefore investigated the challenges vocational teachers in Kenya face in their CPD and the coping strategies they adopt. Viewing teachers as adult learners, the study adopted a concurrent mixed methods approach whereby interview and questionnaire survey data were collected from vocational teachers in six vocational institutions in Kenya’s Nairobi Metropolitan Area and analysed using thematic and statistical analysis. Vocational teachers in Kenya were found to face multiple challenges concurrently, which were categorized as lack of opportunity and access (e.g. failing to find relevant CPD), systemic restrictions (e.g. hindrances due to costs and lack of time), and personal difficulties (e.g. negative self-evaluation of ability). The strength of these challenges was found to vary with the characteristics of teachers. Coping strategies included cutting down on spending, taking loans, moonlighting, and ‘juggling time’. Findings show the need for a clear policy on vocational teacher CPD, provision of financial and non-financial support, and reworking the school calendar to create time for CPD.

Hattie's Visible Learning Evaluation Model in Learning Strategies and Publication of Scientific Work of IKIP Siliwangi Students

This research aims to evaluate the application of the Hattie's Visible Learning Evaluation Model in strategy learning and the publication of scientific work sat IKIP Siliwangi. Using quantitative and qualitative data analysis methods, this research analyze student responses to sixty aspects of assessment that cover various learning elements. The results of the research identified the aspects with the highest and lowest scores from each study program, namely Guidance and Counselling (BK) and Indonesian Language and Literature Education (PBSI). These results provide in-depth insight regarding significant factors in developing effective learning strategies and supporting the publication of student scientific work such as humor, teaching strategies teacher, credibility outdoor/adventure programmes, lecturer effect, lecturer subject matter knowledge, questioning, religious campus, feedback personality, mentoring computer-assisted instruction, lecturer-students relationships, drama/art programs, study skills, extra-curricular programs, dan classroom discussion. Meanwhile, less effective factors are of concern, such as parental involvement, students control over learning, boredom, gender, use of calculators, changing school calendar, lack of sleep, moving between schools, mathematics, drugs, pre-term birth weight, ability grouping, not labeling students, ability grouping for gifted students. The implications of this research finding can be the basis for improving more optimal learning strategies in higher education environments, especially IKIP Siliwangi.

Institutional Factors Associated with Study Habits of Office Technology and Management Students

The study examined institutional factors associated with study habits of office technology and management students in polytechnics Kogi State, Nigeria. Two specific purposes, two research questions and two hypotheses were formulated to guide the study. The study adopted descriptive survey research design. The population of this study comprised 246 NDII and HNDII OTM students of the two polytechnics. Census survey was adopted. Structured 20- item questionnaire tagged IFASHOQ was used to gather the data for the study. The items of the research question were placed on a modified four-point Likert scale of Strongly Agreed (SA), Agreed (A), Disagreed (D) and Strongly Disagreed (SD) with values of 4,3,2 and 1 respectively. 246 copies of questionnaire were distributed and 220 retrieved. Data collected were analyzed using mean and standard deviation and hypotheses were tested using t-test statistics. The findings revealed that study habits employed by OTM students in polytechnics is good and positive (mean = 2.92, SD = 0.72), institutional factors affecting study habits of polytechnic OTM students are weak institutional leadership, inadequate facilities and equipment, class size, teacher experiences, and school calendar stability (mean = physical facilities and equipment, institutional location, 2.79, SD = 0.71). It was concluded that institutional variables have been shown to have an impact on polytechnic OTM students' study habits. Not only did the respondents concur that they studied all of their subjects after every lecture, but they also concurred that they frequently studied into the night and with other students in their course. It was recommended that in order to address institutional factors, government and other education stakeholders should make concerted efforts to motivate teachers as well as provide the polytechnics with adequate facilities, equipment, and committed leadership.

РУССКИЙ УЧИТЕЛЬ В КАРЕЛЬСКОЙ ДЕРЕВНЕ В КОНЦЕ XIX — НАЧАЛЕ XX ВЕКА: ПРОБЛЕМЫ ИНКУЛЬТУРАЦИИ И АДАПТАЦИИ

The aim of the article is to show the spheres in which the enculturation of Russian teachers took place in the Karelian rural society of the late 19th — early 20th centuries, during the period of rapid growth of this professional group. Teachers, along with other representatives of the emerging rural intelligentsia — priests, feldshers, agronomists, as well as rural administration workers — constituted an ethno-dispersed group of Russians in the territory of Karelia. The novice teacher, carrying out the “Kulturtrager mission”, had to fit into the local society, to gain the understanding and trust of the Karelian peasants in order for the school to solve the problem of strengthening the position of Orthodoxy, role of the Russian language and enlightenment of the Karelian population, to win their loyalty through “soft power” as opposed to forced Russification. To that effect different personal strategies were implemented, the poles of which can be considered to be, on the one hand, acceptance of Karelian cultural peculiarities and enculturation, which became the basis of the adaptation process, and, on the other hand, distancing from the locals, maladaptation and social deformation. Adopting local taboos and behavioral rules, mastering the Karelian language, adjusting school pedagogy to the basic folk ideas of child rearing are typical components of social and professional adaptation of the Karelian village teacher. Based on the reports of teachers and school inspectors, teachers’ publications in the press, travelers’ notes and other sources, it is shown that in everyday life there was a spontaneous, largely situational borrowing of elements of ethnic culture, while in the professional sphere advanced teachers consciously took account of local cultural specifics, which resulted, in particular, in the adjustment of the school calendar and disciplinary practices at school.

Effects of seasonal floods on teaching and learning activities in floods prone primary schools in Chemba District, Dodoma Region, Tanzania

This study assessed the floods related factors affecting teaching and learning activities in floods prone schools in Chemba district, Dodoma region, Tanzania. The findings revealed floods factors such as schools’ inaccessibility due to impassable roads accompanied by distance to teaching and learning activities in floods prone schools due to pupils' psychological impacts, disruption of the school calendar, and increased insecurity. Moreover, the communities and schools employed different strategies to increase access to primary education, such as roads and footpaths repairing and maintenance, community participation in drainage activities, establishing satellite schools, and enforcing by-laws and remedial classes. Therefore, the study recommends government-community partnerships to address challenges in flood-prone areas to increase school-age children’s access to primary education.

Trends and Seasonality of Emergency Department Visits and Hospitalizations for Suicidality Among Children and Adolescents in the US from 2016 to 2021

The detection of seasonal patterns in suicidality should be of interest to clinicians and US public health officials, as intervention efforts can benefit by targeting periods of heightened risk. To examine recent trends in suicidality rates, quantify the seasonality in suicidality, and demonstrate the disrupted seasonality patterns during the spring 2020 COVID-19-related school closures among US children and adolescents. This population-based, descriptive cross-sectional study used administrative claims data from Optum's deidentifed Clinformatics Data Mart Database. Participants included children aged 10 to 12 years and adolescents aged 13 to 18 years who were commercially insured from January 1, 2016, to December 31, 2021. Statistical analysis was conducted between April and November 2022. Month of the year and COVID-19 pandemic. Rates and seasonal patterns of emergency department (ED) visits and hospitalizations for suicidality. The analysis included 73 123 ED visits and hospitalizations for suicidality reported between 2016 and 2021. Among these events, 66.1% were reported for females, and the mean (SD) age at the time of the event was 15.4 (2.0) years. The mean annual incidence of ED visits and hospitalizations for suicidality was 964 per 100 000 children and adolescents (95% CI, 956-972 per 100 000), which increased from 760 per 100 000 (95% CI, 745-775 per 100 000) in 2016 to 1006 per 100 000 (95% CI, 988-10 024 per 100 000) in 2019, with a temporary decrease to 942 per 100 000 (95% CI, 924-960 per 100 000) in 2020 and a subsequent increase to 1160 per 100 000 (95% CI, 1140-1181 per 100 000) in 2021. Compared with January, seasonal patterns showed peaks in April (incidence rate ratio [IRR], 1.15 [95% CI, 1.11-1.19]) and October (IRR, 1.24 [95% CI, 1.19-1.29]) and a nadir in July (IRR, 0.63 [95% CI, 0.61-0.66]) during pre-COVID-19 years and 2021. However, during the spring of 2020, which coincided with school closures, seasonal patterns were disrupted and April and May exhibited the lowest rates. The findings of this study indicated the presence of seasonal patterns and an observed unexpected decrease in suicidality among children and adolescents after COVID-19-related school closures in March 2020, which suggest a potential association between suicidality and the school calendar.

Do 2 weeks of instruction time matter? Using a natural experiment to estimate the effect of a calendar change on students' performance

AbstractThis paper investigates the effect on academic performance of an exogenous educational reform that reduced the school calendar of non‐fee‐paying schools in the Madrid region (Spain) by approximately two weeks, leaving the basic curriculum unchanged. To identify the consequences of such a measure, we exploit the fact that it did not affect private schools (control group) and the existence of an external cognitive test that measures academic performance before and after its application in the region. We find that the reform worsened students' educational outcomes by around 0.13 of a standard deviation. This effect was especially strong in the subjects of Spanish and Mathematics. We further explored quantile effects across the distribution of exam scores, finding that the disruption had a more negative effect on students in the upper quartile than those in the lower quartile. Overall, the analysis shows a reduction in the gap across non‐fee‐paying schools and an increase in the gap between non‐fee‐ and fee‐paying schools.

AN INVESTIGATION GUIDANCE AND COUNSELLING PRACTICES IN PLACEMENT OF STUDENTS AT HIGHER SECONDARY LEVEL: A CASE STUDY OF DAANISH SCHOOL SYSTEM

The transformation from higher secondary schools to university was a serious time in the educational and individual progress of learners. The guidance and counseling performs in institutes play a energetic role in confirming a smooth and fruitful change for learners. In the setting of Daanish School System, which delivers instruction to disadvantaged learners in Pakistan, the placement of learners at the higher secondary level is of specific reputation. The current study intended to examine the guidance and counseling performs in the placement of learners at the higher secondary level in Daanish School System. The current study used a mixed research method, which includes the usage of both qualitative and quantitative data collection approaches. A sample of 179 learners was designated from a population of 1127 learners. The results of this study propose that Daanish school system playing vital role for students in higher education institutions. The strengths comprise the delivery of educational counseling and career guidance, as well as the usage of learner assessments to notify placement choices. The study recommends It should be implemented guidance and counselling in each school in Pakistan. At the higher secondary school level, guidance and counselling are tremendously significant because this is the time when learners are looking for job chances, career selection. Guidance and counselling should be carried on a steady base. School calendar would comprise a era for higher secondary school learners to obtain guidance and counselling. Frivolous guidance is essential since contribution in entertaining actions endorses brain development.

Analisis Tantangan dan Hambatan Penerapan Kurikulum 2013 di MI Ma’arif Budiluhur Kertek

This study aims to analyze the challenges and obstacles in the implementation of the 2013 curriculum, which has been implemented in MI Ma'arif Budiluhur Kertek for 10 years. The results of this study can be used as a guide in determining improvement plans so that the quality of the school is guaranteed. This research is included in the descriptive quantitative research. The research was conducted in MI Ma'arif Budiluhur Kertek with research subject being MI Ma'arif Budiluhur Kertek teacher. The sampling technique was saturated sampling such that all teachers at MI Ma'arif Budiluhur were involved in collecting research data. The instruments used include interview guides, observation sheets, and questionnaires. The research results showed that the problems that arose in the implementation of the 2013 curriculum at MI Ma'arif Budiluhur were related to classroom conditions, too many students, non-linear teacher competency, and a busy school calendar. On the other hand, teachers' difficulties in integrating materials, teachers' lack of IT skills, late distribution of handbooks, and teachers' demands to produce their own learning media are obstacles to the implementation of the 2013 curriculum at MI Ma'arif Budiluhur. This raises challenges to be solved by MI Ma'arif Budiluhur, namely related to teachers' ability and willingness to use technology and mastering 2013 curriculum material.Keywords: 2013 curriculum, challenges, barriers, MI Ma'arif Budiluhur

Implementation of the Free Senior High School Policy in Ghana: Five Years on; Major Benefits and Challenges

The main purpose of the study was to explore the inherent benefits and challenges regarding the implementation of the free Senior High School policy in Ghana and how it is affecting teaching and learning in Senior High Schools in the Effutu Municipality of the Central Region of Ghana. The target population for the study were leadership of school heads within the Effutu Municipality. A qualitative research approach and a case study design was employed. Purposive sampling technique was used to select five head teachers. Semi-structured interview guide was used to collect data for the study. Thematic analysis approach was used to analyse the data. It was discovered through the respondents’ comments that the policy is a very good initiative, has led to increase school population, reduced financial burden on parents and payment of intervention allowance to teachers. Findings also indicate that inadequate infrastructure, inadequate funding from government, unstable school calendar and increase in teachers’ workload were means by which implementation of the policy has affected teaching and learning. Therefore, the Ghana Education Service should consider this paper as means of reviewing and revising the free Senior High School policy five years after its implementation taking into consideration key findings and recommendations of the study. Government should consider cost sharing with parents to ease pressure on its revenue since the policy is taking a substantial part of government’s budgetary allocation to the Ministry of Education. In addition, the government should increase the intervention allowance for teachers and pay it regularly in order to motivate teachers likewise seeking financial support from international donor agencies and other local financial institutions to provide adequate infrastructure in all schools.

A mobile application to create awareness about scholar’s activities

Mobile computing has been more accessible to people and the development of software for this area seeks to enhance all its benefits. A stand-alone mobile application does not depend on an Internet connection for its operation, and this operation allows it to be more useful. There are some platforms that allow us to manage an agenda and therefore get notifications about what we have scheduled, but an internet connection is needed if you want to check the agenda from a mobile device. This work, developed for a school context, offers to users a stand-alone mobile application to create awareness about activities planned in a school calendar. The application downloads the calendar only when such calendar gets updated and later works independently. It also sends personalized notifications according to the user's profile configured on the mobile device. The application called Uni-Agenda was developed in its first version and concept tests were carried out to ensure its correct operation. The next step is to release it to a group of university students so features like performance and usability will be evaluated.