Welcome to Temis Web

On a phone the menu now starts closed, so the page shows straight away. Tap the menu button at the top left to open it; choosing a page, or tapping outside the menu, closes it again. On a laptop with a small screen, or a phone turned on its side, the menu button now always works.

The link in the confirmation email now opens a page with a Confirm my email address button. Your address is confirmed when you press it, so email systems that open links automatically can no longer confirm an account.

In User Administration, a deactivated user keeps their school (their class and stream are cleared), so Activate restores them. Anyone signed in is signed out within five minutes of being deactivated.

On Home and the School Attendance Report, absences marked Unknown are now shown apart from those Not recorded (saved without a reason before 9 May 2026, when the register began to ask for one). Home shows the share marked Unknown: once a family has said why, change the reason on the register.

The indicator pages have left the teacher and head teacher menu. They are still open to everyone on the Indicators page.

When the Ministry starts a transfer, the child is In Transfer until the new school accepts them, as when a school starts one. The Ministry can accept on the school's behalf under Transfers.

Father Employed and Mother Employed are now a Yes / No choice.

Ministry-approved school day off, for a class or teacher released on a school day.

Registration and sign-in have been strengthened. New accounts are checked by the Ministry before they can be used. If you have trouble signing in, contact the SEO ICT.

The page for teacher records is now called Teacher Management everywhere, to match the menu.

Waddington Analysis only offers years that have assessment results. On the dashboard, when Key Indicators show an earlier year than the one selected, a note explains that population figures for the selected year are not yet published.

Event budgets on the Staff CPD page are shown in A$.

Unused code and out-of-date components have been removed, including one with known security issues. Nothing changes in how TEMIS works.

A student can be in only one class at a time, so they appear on one register. Adding a second class for the same time is refused; to move a student, edit their class record, give it a last day, or use a transfer between schools. A student in the Inclusive class as well as their mainstream class is still allowed.

A class record that has attendance can no longer be deleted, because the attendance would then count nowhere. If the student has left, record them as Dropped or Overseas with their last day. If a child has two records, ask the Ministry to join them.

Where the Inclusive class is taught in two streams, they are shown as Inclusive 1 and Inclusive 2.

Observation indicators now read, for example, "12 of 17 teachers observed meet the standard", instead of describing teachers as schools.

When a transfer is started, TEMIS checks the date against the register. If your school marked the student present after the last day you gave, it will ask you to check the date. A transfer that has already happened can now only be changed by the Ministry.

Recording a student as Dropped, Overseas, Completed or Deceased now asks for their last day. Before, TEMIS used the date the record was last edited, so a later correction could move the date by mistake.

While a transfer is waiting to be accepted, the child now stays on the register at the school they are leaving and is marked absent automatically, with the reason In Transfer. The row is locked, so it cannot be changed, and All present leaves it alone.

When the school they are joining accepts them, the child moves to that school's register from their first day there. If the transfer is declined or cancelled, the child simply stays where they are, and the absences can be corrected like any other mark.

Post-assessment scores for 2026 can now be entered on Waddington Literacy and Waddington Numeracy. Both pages now open on Post Assessment: choose your class, then click a student to enter their scores.

The Waddington Analysis updates automatically as scores are saved, so pre- and post-assessment results can be compared as soon as a class is complete. There is nothing else to send or upload.

When a child moves to another school, the school they are leaving now starts the transfer. On Student Classes, find the child and press Start transfer, then give their last day at your school, the school they are going to, and a reason. Leave their class record exactly as it is.

Please do not mark a child who has moved school as Dropped, and do not enrol them again at the new school. Dropped means the child has left school altogether. A child who has ever been at a school in Tuvalu is already in TEMIS.

From the day after their last day, the child is In Transfer: off the register at the school they have left, and on no register at all. No absences are recorded against them, and nothing counts against either school.

The school they are joining can accept them from the day after their last day, once they have arrived.

The school the child is joining sees the transfer on the new Transfers page, under Arriving. Once the child has arrived, press Accept, choose their class and stream, and give their first day. They appear on that register from that day.

If the child has not arrived, press Decline and say why. The child goes back onto the register at the school they came from, and that school sees your reason. The school that started a transfer can cancel it while it is still waiting.

Ministry staff can set the class and stream a teacher's register opens on, from the user list. The class list is built from this year's enrolments, so Inclusive and CTC classes appear, and TEMIS warns where pupils in the class have no stream recorded - those pupils appear on no register until a stream is set.

A user with no class set is shown as Whole school. That is correct for a head teacher, deputy or school administrator, who can open any class at their school. Moving a user to another school clears their class and stream.

The proportion of teachers with the minimum required qualification is now calculated from the Qualified field on each teacher's record, every time the figures refresh. The figures shown since May came from a spreadsheet loaded once; they have been replaced.

The method: a teacher counts where they have a class assignment in the year, and their level is the class they teach. Beneath every figure is the number of teachers whose qualification has not yet been recorded — they count as not qualified until someone records them, so the figure rises as schools work through their staff lists. A low figure here is usually a recording gap, not a workforce without qualifications.

Completion, teacher retention, boys completing Year 10, re-entrants and students per classroom are now calculated from the register rather than marked as work outstanding.

Completion and boys completing Year 10 follow a cohort from one year into the next, so the most recent year has no figure until the next census is loaded, and the page shows the last year that can be reported. Teacher retention counts teachers who held a class last year and hold one this year at any school. Re-entrants come from the Re-Entrant status schools set at enrolment.

Completion asks whether a Year 8 student appears in Year 9 the following year. Places at secondary are selective, so read it as transition to secondary rather than completion of primary; the note on the indicator says so, and the counts behind it are shown.

Gross and net enrolment ratios, pupil–teacher ratios, enrolment counts and population are now calculated directly from the student and staff records, every year, by one documented method. The figures shown since May came from a spreadsheet loaded once to get the page out; they have been replaced.

The method: a student's age is taken at 21 March of the census year from their date of birth; each student counts once; deleted, duplicate and departed records are excluded; a student's level is the class they are in, not the building they are in. National ratios are the aggregate of girls and boys, not the average of two rates.

What the Annual School Census records about water, sanitation, hygiene, power and accessibility is now held in TEMIS, alongside everything else about a school. Ninety-nine census records across thirty schools and four years have been loaded from the returns already collected in Kobo.

Open a school under School Data Management and pick a census year. Core figures are shown as fields; everything else the census recorded appears as a chip you can click to edit. A blank field means the question was not asked at that level, or was not answered — it does not mean No, and TEMIS stores the difference.

Questions a school level does not collect are simply absent. An ECCE record has no sanitary pads question, because the ECCE form does not ask one.

The census also counts teaching resources, rooms and furniture: forty-five items in all, of which a school sees the thirty-three or thirty-seven its own form asks about. All of it is now on the Resources tab, item by item, with its condition.

Every item is listed whether or not it was answered, because the row is the question. An empty row means nobody answered it, not that the school has none.

A Ministry-wide view of the Annual Operating Plan, alongside the unit-level tracker released last week. Three views: which units have reported and when, the plan itself grouped by outcome area and output, and the TESP IV indicators with the activities working towards each one.

That last view is the one the spreadsheet could never show. For every indicator it lists which activities in the plan feed it and what state they are in — so an indicator with three activities all blocked reads differently from one with nothing behind it at all.

Blocked activities are called out separately. They are the ones that need a decision rather than more time, and they are easily lost in a long list.

The Education Department Annual Operating Plan is now held in TEMIS rather than in a spreadsheet. Every unit can see its own activities, record progress against them, and leave a comment explaining what has happened.

The 2025–2026 plan has been loaded in full: 235 activities across the three TESP IV outcome areas, 131 unit tasks beneath them, and the 34 actions from the Data Governance Policy implementation plan. Where an activity is shared between units — ADMIN/PNP, CDU/SSU and so on — it appears for both, with the lead unit marked.

Activities linked to a TESP IV indicator show that link on screen, so it is visible which indicators a piece of work is expected to move. Fourteen activities carry these links today.

TEMIS can now publish a small set of aggregate figures — enrolment by level and island, the TESP IV indicators already shown on the indicators page, and the school directory — for use by the new Education Department website and, in time, by partners and researchers. Figures are also available as spreadsheet downloads.

Nothing that identifies a student or a teacher is published. Only school-level totals of the kind already published in the annual Statistics Report are included, and a gender split is withheld wherever either number is small enough to identify a particular child. Per-school attendance rates and literacy and numeracy figures have been built but are switched off, pending a decision by the Ministry on whether they should be public.

A new Ministry screen showing, at a glance, how each of the thirty schools is using the attendance module and where the data needs a look. Every school appears as a card carrying two separate measures that were previously easy to confuse. Completeness is the share of expected registers that were actually marked — enrolled students multiplied by school days, with national and school-specific closures excluded. Attendance rate is the share of those recorded marks that are present. Only completeness carries a red, amber or green rating; the attendance rate is shown as a plain figure, because a school that has marked a third of its registers cannot yet be judged on attendance. Schools are listed lowest completeness first, with weekly bars showing the pattern across the term and filters by island, school type and name.

Selecting a school opens a detailed report for that school alone. A grid of classes against weeks shows exactly where registers are missing: a pale column is a week the whole school missed, a pale row is a single class that has stopped marking. Alongside it, a short written analysis sets out what state the school's data is in and what would improve it — naming the classes that account for most of the gaps, rather than reporting a school-wide figure that gives a head teacher nothing to act on. The report also breaks down the reasons recorded for absence, lists students who may need following up, and counts the records that need correcting.

The school report lists students absent for five or more consecutive school days within the last two months, with the longest and most recent runs first, and marks those who have not yet returned. A day with no register marked ends a run rather than continuing it, so the list under-reports rather than inventing absences out of missing paperwork. Where a student's own registers are largely unmarked, the row is flagged as thinly recorded: the run may be longer or shorter than shown, and it should be read as a prompt to check rather than as a measurement. Both thresholds are configurable by the Ministry without a system update.

The academic calendar can now record a holiday that applies to a single school rather than to every school. Previously all holidays were national, so a closure affecting one school only — a school anniversary, a local funeral, a water or power outage — could not be recorded without closing the register for all thirty schools. When adding a public holiday, Ministry users now choose whether it applies to all schools or to one named school, and the holiday list shows which is which. A single-school closure appears in the attendance date picker for that school alone: the day is closed to marking there, and remains a normal school day everywhere else.

A new TNSE Gender Analysis page has been added to the assessment module, sitting alongside the existing TNSE Analysis page. It presents the National Standardised Examination results disaggregated by gender across every subject and year level: mean score by gender for each subject, how the gap changes from Year 4 to Year 7, the achievement-band profile for girls and boys side by side, and — for Ministry users — the gap broken down by school. All views filter by year, year level, subject and school. Figures are reported objectively as the difference in mean score (girls minus boys); because girls and boys sit the same paper, the gap is a within-paper measure and is unaffected by the year-to-year comparability limitation that applies to raw score trends.

The page leads with the breakdown requested by the assessment team: the proportion of girls and boys reaching the minimum standard in each subject, shown as the percentage of each group achieving 50% or above, alongside the underlying counts and the percentage-point gap between them. "Minimum standard" is defined as the Achieved band and above (50%+), matching the official TNSE banding.

A one-click Excel export produces the gender figures for sharing or reporting. A Summary sheet gives the results by year and year group (all subjects pooled) with an overall average for each year; a By Subject sheet provides the same figures broken down by subject. The export covers all assessment years and year groups, and reflects the school currently selected (or the full national picture). Each figure is given for girls and boys with the gap between them, for both mean score and the percentage reaching the minimum standard.

The 2023 National Year 7 Examination results are now available in the assessment module. Blueprints for all four subjects (English, Mathematics, Basic Science and Social Science) have been added — 20 strands and 115 questions in total, each paper marked out of 60 — along with 846 candidate sittings and over 24,300 individual question scores. This completes the Year 7 record for 2023 and unlocks the first three-year (2023–2025) Year 7 trend on the TNSE Analysis page. Basic Science strand 3 is shown provisionally as "Physical World" pending confirmation against the 2023 exam paper.

A new matching process links exam candidates to their TEMIS student records using date of birth, name and school enrolment together, in priority order. 200 of 234 Year 7 candidates (85.5%) were matched automatically. Candidates without a confident match are still recorded as school-level sittings, so school and subject averages remain complete; their per-student records can be resolved later. Around 34 candidates sat the exam but have no matching 2023 student record in TEMIS — these have been referred to MEHRD/EMIS for reconciliation rather than dropped.

Building on the Year 6 2023 import in v3.10.0, the 2023 baseline is now complete for Year 4 and Year 5 across all four subjects (English, Mathematics, Basic Science, and Social Science). Around 1,425 additional sittings have been added through the import pipeline, taking the total 2023 dataset to roughly 2,250 sittings and 65,000 item responses across Years 4, 5 and 6. The TNSE Analysis page now shows three consecutive years of data for each primary year level, enabling longitudinal cohort tracking and cross-year trend analysis for the first time. Where the source workbooks held names rather than IDs, students have been resolved against the STUDENTS table at 90%+ match rates using a cross-sheet name-resolution approach; the small number of unresolved or ambiguous cases are available for data quality checks.

A full 2023 Year 6 cohort has been added to the TNSE Analysis module across all four subjects (English, Mathematics, Basic Science, and Social Science). 822 candidate sittings covering all ten primary schools are now queryable alongside the existing 2024 and 2025 results — the first time three years of Year 6 data sit side-by-side in TEMIS. Where the source workbook captured candidate names (English only), individual students have been matched to their STUDENTS records at around 73%; the remainder load as anonymous cohort data with school and subject correctly attributed, so school-level and subject-level analysis is complete across all 822 sittings. Early signals from the new data already highlight differences in how the same cohort performs across subjects — for instance, schools strong in English are not always strong in Mathematics — which the page makes visible from a single subject filter. Unresolved candidate names are surfaced for review as part of ongoing SGCA reconciliation.

Teachers can now be transferred between schools mid-year, complementing the student mid-year transfer feature released earlier. Each transfer captures the date, destination school, reason, and optional notes against the teacher's record on the Teacher Class Assignments page, with a full audit trail. From the transfer date forwards, the teacher appears in the destination school's attendance roster and completion dashboard; historical attendance data remains attributed to the school where it was originally recorded. Soft-delete with a 10-second undo bar mirrors the student transfer flow. Together with the student transfer feature, TEMIS now provides a complete picture of mid-year movement across the school year.

The completion-matrix view familiar from student attendance is now available for teachers. Head teachers see a single-row daily completion view for their school across the selected period; Ministry users see a full multi-school grid showing day-by-day completion across all schools. Cells colour-code by completion rate, with click-through to drill into a specific day's marking screen. Useful for spotting schools or dates with incomplete teacher attendance data entry, and for tracking consistent recording habits over time.

The attendance marking screens have moved to a calendar-aware date picker. Term and week dropdowns combined with Monday–Friday day cards replace the free-form date field. The picker is aware of holidays, breaks, and weekends — non-school days display an explanatory banner rather than an editable grid — and a "Today" reset link returns marking to the current day. Date selection is now bounded to the current calendar year, with year-end auto-locking to prevent accidental cross-year edits.

A new Ministry-facing Academic Calendar admin page is now available for managing school terms, breaks, and public holidays. The page is organised by year tab with a status pill and timeline strip, and three sections for Terms, Breaks, and Holidays. A maximum of three terms is enforced per year, and breaks can be auto-filled from term boundaries (Monday after term end through Friday before next term start). Years can be cloned to bootstrap a new calendar, and locked once finalised. The calendar drives the new attendance date picker, ensuring all schools work from the same source of truth for term dates.

The Staff Management page now includes a dedicated Qualifications card covering the six qualification levels recognised by MEHRD: PhD / Doctorate, Masters, Bachelors, Postgraduate Diploma, Diploma, and Certificate. Each qualification captures field of study, institution, and year awarded, with a visual indicator showing which levels are populated. Qualifications save independently of the main staff record, and all changes are written to the audit trail.

A new TESP IV Indicators page provides a direct line of sight between the TESP IV Results Framework and the data held in TEMIS. Each indicator is presented alongside its current value, baseline, target, and TEMIS data source, supporting the MEHRD MERL plan and DFAT reporting requirements. Builds on the existing Education Indicators page (GER, NER, GPI, Transition Rates) and exposes the wider Results Framework set in a single view.

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A new Community Forum is now available at /forum, replacing ad-hoc support emails for most everyday questions. Teachers, head teachers, and Ministry staff can ask questions, share tips, and report bugs in a single shared space. Posts are organised by category (How do I…?, Bug report, Feature request, Announcement, General) with search, pinned announcements, and "mark as answer" support. Ministry admins can post announcements, which appear at the top of the forum and in the "Latest from the team" rail.

Each post or reply can include one image attachment (PNG, JPEG, GIF, or WebP, up to 2 MB) — ideal for bug reports and "this is what I'm seeing" follow-ups. For Word, Excel, or PDF files, or anything containing student data, the platform continues to direct users to email support@temisweb.tv or contact Ministry staff directly.

Waddington Analysis is now generally available. The module visualises literacy and numeracy results across schools, classes, and year groups, with phase boundary breakdowns, trend comparisons across assessment periods, and Excel export of the underlying data. Available from the Reporting Hub.

A comprehensive analysis page for Waddington Literacy and Numeracy assessments, accessible via the sidebar under Students. Ministry users see national aggregates with cross-school comparison; school users see their own data. Three tabs cover Literacy, Numeracy, and a Gender/Overview summary. The page auto-detects whether POST data exists and switches between PRE Benchmark and Growth Analysis modes.

Horizontal stacked bar charts show reading phase distribution per class (Emergent through Independent). A scatter plot maps reading age against chronological age with gender colour-coding and a diagonal reference line. Sortable student detail table with PRE and POST columns when available.

Strand facility rates are grouped by module (one per year level) with Combined %, Male %, Female %, and Gender Gap columns. Each module shows an overall gender summary strip. Modules are collapsible with Expand All / Collapse All controls. Student detail tables are also grouped by module with per-strand score columns.

Overview tab presents male vs female average scores per class for both literacy and numeracy, a gender gap summary table, and a PRE vs POST gap change table with Closing/Widening badges. Ministry users see a cross-school comparison chart ranking schools by literacy score and numeracy percentage side by side.

When POST assessment data exists, dedicated comparison charts show phase and grade redistribution. Auto-generated shift infographic cards highlight headline changes such as "Emergent eliminated" or "At Expected +43%". Gender gap change tracking shows whether gaps are closing or widening per class.

One-click PDF export generates a multi-page A4 infographic with enrollment summary, literacy phase distribution bars, numeracy grade distribution bars, per-module strand facility rates sorted by strength, and a gender comparison table. Designed for stakeholder handouts and inclusion in programme reports.

Comprehensive Excel workbook with Summary (enrollment, phase and grade distributions), Literacy (student-level with reading age and phase), Numeracy (per-module with per-strand scores), Strand Facility (per-module with male/female/gap breakdown), Gender Analysis (per-class averages with gap calculations), and Growth (PRE vs POST shift summary when available). All sheets colour-coded to match TEMIS conventions.

The Reporting Hub has been redesigned with a compact single-line header bar, underline-style tab navigation, and a unified KPI strip replacing the previous bordered card layout. The page now maximises vertical space for data, with headline statistics displayed as a single card with coloured dot accents and thin internal dividers.

Student and staff grids now support collapsible row grouping via a dropdown selector. Options include By School, By Class, By School → Class (two-level nesting), By Gender, and By Status. Group headers show student/staff counts with gender breakdowns, and can be individually collapsed or expanded. Expand All and Collapse All controls appear when grouping is active.

Column visibility is now managed through grouped chip toggles in the grid toolbar. Core and Class columns are visible by default. Additional column groups — Parents, Birth Cert, Disability, and Attendance — can be toggled on to reveal extra data columns without leaving the page.

The student and teacher profile panels now slide out from the right when a row is clicked, rather than occupying a permanent column. The grid takes full width when no profile is open. A close button overlaid on the profile header dismisses the panel and restores the full-width grid.

Student and teacher profile panels now include working PDF and Excel export buttons. Student PDFs feature a teal-branded header, KPI cards, personal details, enrolment history with colour-coded status pills, and assessment results. Teacher PDFs use a blue accent with qualifications cards, teaching assignment timelines, and CPD activity summaries. Generated via QuestPDF.

Student and staff grid exports now produce richer Excel workbooks with branded headers, KPI summary rows, and multiple breakdown sheets. Student exports include By School and By Class tabs with gender splits and subtotals. Staff exports include By School and By Island breakdowns. All sheets feature TEMIS branding, zebra striping, and frozen headers.

Replaced four separate export buttons with a compact icon toolbar integrated into the school summary grid header. Three exports available: All Years Summary (Excel), National Infographic (PDF), and Narrative Infographic (PDF). Export controls are right-aligned alongside existing group and filter controls for a cleaner toolbar layout.

New consolidated Excel export with one tab per year (2021–2026). Each sheet includes TEMIS branding, level-grouped school data with subtotals (ECCE, Primary, Secondary), colour-coded level accents, conditional PTR highlighting, alternating row striping, and a grand total row. Print-ready with landscape orientation, frozen headers, and TAPQE/DFAT footer.

One-page landscape PDF infographic showing headline statistics, ECCE/Primary/Secondary breakdowns with NER, PTR, and gender split bars, enrolment by class bar chart (colour-coded by level), key indicators (GPI, transition rate, overall PTR), island coverage, and five-year enrolment trend. Generated dynamically from live dashboard data via QuestPDF.

Story-driven blue-on-white infographic presenting education data through four narratives: The Reach Story (national coverage across nine islands), The Gender Story (per-level gender bars for ECCE, Primary, and Secondary with GPI highlight), The Growth Story (enrolment trend with percentage growth), and The Transition Story (primary-to-secondary transition rate and access challenges). Designed for stakeholder handouts and DFAT reporting.

New progress view activated via a teal pill in the year selector when viewing 2026 data. Toggles the school summary grid to show per-school enrolment progress comparing 2026 against 2025 baselines, with inline progress bars for both students and teachers. Colour-coded status indicators (green ≥90%, amber ≥50%, red <50%, grey 0%). Supports grouping by level and island with confirmation counts per group.

Ministry super admins can mark individual schools as complete for student and teacher enrolment via toggle buttons in the progress view. Confirmed schools display a green "Complete" bar with 100% status regardless of percentage variance, supporting cases where schools legitimately have lower enrolment year-on-year. Confirmation disabled below 10% to prevent accidental sign-off. Full audit trail recording who confirmed and when, stored in the new EnrolmentConfirmation table.

The disability data collection form has been fully rebuilt with a modernised interface replacing all legacy DevExpress components. The new page features a student list panel with search, year selection, and assessment status indicators alongside a tabbed form covering all six sections: basic information, health profile, functional difficulties, learning support, adaptations, and Individual Education Plans.

A new filter bar on the student list allows users to quickly switch between viewing all students, only those with completed assessment forms, or those without — making it easy to track assessment coverage and identify students still requiring data collection.

School-level users can now export a formatted Excel workbook containing an overview of key indicators, functional difficulty distributions, support needs, adaptations, and a student assessment status list for their school.

Individual student disability profiles can be exported as a one-page PDF infographic showing assistive devices, functional ratings across all categories, IEP status, and verification details. Designed for use in IEP meetings, teacher handovers, and student files.

Ministry users can export a comprehensive national workbook covering all schools and all assessment years. Includes a school-by-school comparison, full student-level data with all 29 rated items, national distribution breakdowns for each section, and an assistive device usage summary by school.

A multi-page national summary PDF with KPI overview, school comparison table, stacked bar charts showing difficulty and support distributions, and an auto-generated key findings section highlighting assessment coverage, IEP rates, and the most common areas of identified need across Tuvalu.

Waddington Literacy and Numeracy data import is now active for SDA Primary School. 2026 assessment data has been validated and imported successfully, with duplicate detection and auto-linking working correctly across both modules.

New training resources produced for school-level users: a comprehensive Training Guide (v2.0) covering both Literacy and Numeracy modules with step-by-step instructions, and a one-page Quick Reference Sheet designed for printing and handing out at training sessions.

A brand new centralised reporting page bringing together student reporting, teacher reporting, and school profiles into a single tabbed interface. Filter by school, year, and class level with instant data loading. Replaces the previous separate student and teacher reporting pages.

The legacy Report Card page has been completely rebuilt. Six interactive charts cover student and teacher enrolment trends, by-class breakdowns, student-classroom ratios, and pass rate analysis — all with gender-disaggregated data. KPI summary cards provide an at-a-glance overview of each school.

Export any school's profile as a professional infographic PDF featuring all six charts, and an auto-generated data analysis section covering gender parity, pupil-teacher ratios, enrolment trends, and pass rate performance.

Click any student or teacher in the reporting tables to view a detailed profile panel with personal information, enrolment history, and class assignments. Direct "Edit" links navigate through to the full management page with the record pre-loaded.

Professional Development has been completely rebuilt into a single-page experience. Browse events in a card grid, manage staff and external participants inline with tabs, and add/edit events via modals — no more navigating between separate pages.

Adding staff participants now uses a live search — type a name or school to find and add teachers instantly. Replaces the previous full-list popup.

Schools can now be configured with multiple streams per class level. Nauti Primary is the first school enabled — classes 1–7 have 4 streams, class 8 has 3. Stream selection appears automatically in Student Class Assignments and the class history displays full class numbers (e.g. 403).

The 2026 enrollment template now includes a "Class Stream" column for configured schools. The dropdown options are tailored per class level. The column is hidden for schools without stream configuration.

The import pipeline validates stream values against the school's configuration, ensures required streams are present, and persists the primary_stream value through to SGCA records.