The specific difficulties to be faced are the restricted availability of classrooms and the increased flexibility of the students' choices of courses, which makes the problem very tight.
Our results also indicate that school- and classroom-related factors such as the time spent on reading and the availability of a classroom or school library show no or only little interrelation with students' reading attitudes.
Structural factors, such as the availability of adequate classrooms and desks; proximity of school to homes and other social amenities like health centers and water source; physical structure of schools, learning facilities, curriculum, methods of teaching and teachers' attitudes are all critical for the effective teaching-learning processes.
The range of data elements collected currently also addresses such areas as teachers formally trained, presence of drinking water and toilets in schools, pupil-teacher ratios, and availability of textbooks and classroom furniture.
Consequently, there is an ongoing need to both implement and study the impact of strategies meant to minimize sedentary opportunities available to young children during school hours (e.g., limit the availability of screens in the classroom, implement policies that discourage long periods of sitting/inactivity, incorporate physical activity into classroom curriculum).
Within the confines of cost, of building availability and classroom requirements, we try to balance things out.
On-site inspections assess the number and condition of classrooms; the availability of electricity, furniture, supplies and recreational equipment; the existence of water and sanitation facilities; the possible presence of landmines; and opportunities for school feeding programmes.
Due to lack of funds for classrooms and availability of teachers, this strategy is not easily adopted across the country.
As far as Germany is concerned, the most relevant school-level predictor for the use of ICT by teaching staff seems to be the availability of corresponding pedagogical support in the classroom.
The scale was created based on principals' responses concerning the availability of resources both at school and classroom levels, such as "How much is your school's capacity to provide instruction affected by a shortage or inadequacy of calculators for mathematics instruction?" School emphasis on academic success principal reports (Princ_EAS).
