I
nte
rna
t
io
na
l J
o
urna
l o
f
E
v
a
lua
t
io
n a
nd
Resea
rc
h in E
du
ca
t
io
n (
I
J
E
RE
)
Vo
l.
14
,
No
.
2
,
A
p
r
il
2
0
2
5
,
p
p
.
926
~
937
I
SS
N:
2
2
5
2
-
8
8
2
2
,
DOI
: 1
0
.
1
1
5
9
1
/
ijer
e
.
v
1
4
i
2
.
3
1
8
1
0
926
J
o
ur
na
l ho
m
ep
a
g
e
:
h
ttp
:
//ij
ere.
ia
esco
r
e.
co
m
Exploring
t
h
e re
l
a
tions
hip bet
wee
n strategi
c
pla
nni
ng
and
educa
tiona
l per
forma
nce:
a
sy
stem
a
tic
lite
ra
ture
revi
ew
Sem
a
il E
nd
o
1
,
Abd
ul H
a
lim
B
us
a
ri
2
,
Da
y
a
ng
K
a
rt
ini
Aba
ng
I
bra
him
1
1
D
e
p
a
r
t
me
n
t
o
f
H
u
m
a
n
R
e
so
u
r
c
e
D
e
v
e
l
o
p
m
e
n
t
,
F
a
c
u
l
t
y
o
f
C
o
g
n
i
t
i
v
e
S
c
i
e
n
c
e
s
a
n
d
H
u
ma
n
D
e
v
e
l
o
p
me
n
t
,
U
n
i
v
e
r
si
t
i
M
a
l
a
y
si
a
S
a
r
a
w
a
k
,
K
o
t
a
S
a
m
a
r
a
h
a
n
,
M
a
l
a
y
si
a
2
P
u
sa
t
I
sl
a
m
Tu
n
A
b
a
n
g
S
a
l
a
h
u
d
i
n
,
U
n
i
v
e
r
s
i
t
i
M
a
l
a
y
si
a
S
a
r
a
w
a
k
,
K
o
t
a
S
a
marah
a
n
,
M
a
l
a
y
si
a
Art
icle
I
nfo
AB
S
T
RAC
T
A
r
ticle
his
to
r
y:
R
ec
eiv
ed
J
u
n
24
,
2
0
2
4
R
ev
is
ed
Oct
7
,
2024
Acc
ep
ted
Oct
17
,
2
0
2
4
In
th
e
e
v
o
l
v
in
g
la
n
d
sc
a
p
e
o
f
e
d
u
c
a
ti
o
n
,
stra
teg
ic
p
lan
n
i
n
g
h
a
s
e
m
e
rg
e
d
a
s
a
c
rit
ica
l
to
o
l
f
o
r
e
n
h
a
n
c
in
g
i
n
stit
u
t
io
n
a
l
p
e
rf
o
rm
a
n
c
e
a
n
d
a
c
h
iev
in
g
e
d
u
c
a
ti
o
n
a
l
e
x
c
e
ll
e
n
c
e
.
T
h
is
sy
st
e
m
a
ti
c
li
tera
tu
re
re
v
iew
a
ims
to
e
x
p
l
o
re
th
e
in
tri
c
a
te
li
n
k
b
e
twe
e
n
stra
teg
ic
p
lan
n
in
g
a
n
d
e
d
u
c
a
ti
o
n
a
l
p
e
rfo
r
m
a
n
c
e
b
y
sy
n
th
e
siz
i
n
g
fi
n
d
in
g
s
fro
m
a
d
i
v
e
rse
a
rra
y
o
f
stu
d
ies
.
Th
e
re
v
iew
a
d
d
re
ss
e
s
th
e
p
re
ss
in
g
n
e
e
d
f
o
r
a
str
u
c
tu
re
d
a
p
p
ro
a
c
h
t
o
imp
r
o
v
in
g
e
d
u
c
a
ti
o
n
a
l
o
u
tco
m
e
s.
To
a
c
h
iev
e
th
is,
we
c
o
n
d
u
c
ted
a
n
e
x
ten
si
v
e
se
a
rc
h
o
f
sc
h
o
larly
a
rti
c
les
fro
m
re
p
u
tab
le
d
a
tab
a
se
s
su
c
h
a
s
S
c
o
p
u
s
a
n
d
Web
o
f
S
c
ien
c
e
,
fo
c
u
sin
g
o
n
st
u
d
ies
p
u
b
li
s
h
e
d
b
e
t
we
e
n
2
0
2
0
a
n
d
2
0
2
4
.
T
h
e
fl
o
w
o
f
th
e
st
u
d
y
b
a
se
d
o
n
th
e
p
re
fe
rre
d
re
p
o
rt
in
g
i
tem
s
fo
r
sy
ste
m
a
ti
c
re
v
iew
s
a
n
d
m
e
ta
-
a
n
a
ly
se
s
(P
RIS
M
A)
fra
m
e
wo
rk
.
T
h
e
d
a
tab
a
se
fo
u
n
d
(
n
=
2
8
)
fi
n
a
l
p
rima
ry
d
a
ta
wa
s
a
n
a
ly
z
e
d
.
Th
e
f
in
d
i
n
g
wa
s
d
i
v
id
e
d
i
n
to
t
h
re
e
th
e
m
e
s
wh
ich
a
re
:
i
)
c
o
m
p
e
ten
c
y
d
e
v
e
l
o
p
m
e
n
t
a
n
d
a
ss
e
ss
m
e
n
t
in
e
d
u
c
a
ti
o
n
;
ii
)
stra
teg
ic
p
lan
n
in
g
a
n
d
m
a
n
a
g
e
m
e
n
t
i
n
h
ig
h
e
r
e
d
u
c
a
ti
o
n
;
a
n
d
ii
i)
tec
h
n
o
lo
g
ica
l
in
teg
ra
ti
o
n
a
n
d
i
n
n
o
v
a
ti
o
n
in
e
d
u
c
a
ti
o
n
.
T
h
e
re
su
lt
s
h
ig
h
li
g
h
t
th
e
sig
n
ifi
c
a
n
c
e
o
f
imp
lem
e
n
ti
n
g
a
c
o
m
p
re
h
e
n
siv
e
a
n
d
fle
x
ib
le
fra
m
e
wo
rk
fo
r
stra
teg
ic
p
lan
n
in
g
t
h
a
t
a
li
g
n
s
with
t
h
e
sp
e
c
ifi
c
re
q
u
irem
e
n
ts
a
n
d
e
n
v
iro
n
m
e
n
ts
o
f
e
d
u
c
a
ti
o
n
a
l
in
st
it
u
ti
o
n
s.
I
n
c
o
n
c
l
u
sio
n
,
th
is
re
se
a
rc
h
o
ffe
rs
in
sig
h
tfu
l
i
n
fo
rm
a
ti
o
n
t
o
e
d
u
c
a
t
o
rs,
a
d
m
in
istrato
rs
a
n
d
p
o
li
c
y
m
a
k
e
rs
wh
o
wa
n
t
to
u
se
stra
teg
ic
p
lan
n
i
n
g
t
o
su
p
p
o
rt
lo
n
g
-
term
imp
ro
v
e
m
e
n
ts
in
stu
d
e
n
t
p
e
rfo
rm
a
n
c
e
a
n
d
e
v
e
n
tu
a
ll
y
a
d
v
a
n
c
e
th
e
larg
e
r
o
b
jec
ti
v
e
o
f
e
d
u
c
a
ti
o
n
a
l
e
x
c
e
ll
e
n
c
e
.
K
ey
w
o
r
d
s
:
Ach
iev
em
en
t
E
d
u
ca
tio
n
ac
h
iev
em
en
t
E
d
u
ca
tio
n
al
p
e
r
f
o
r
m
an
ce
Stra
teg
ic
p
lan
n
in
g
Sy
s
tem
atic
r
ev
iew
T
h
is i
s
a
n
o
p
e
n
a
c
c
e
ss
a
rticle
u
n
d
e
r th
e
CC B
Y
-
SA
li
c
e
n
se
.
C
o
r
r
e
s
p
o
nd
ing
A
uth
o
r
:
Sem
ail
E
n
d
o
Dep
ar
tm
en
t o
f
Hu
m
an
R
eso
u
r
ce
Dev
elo
p
m
en
t,
Facu
lty
o
f
C
o
g
n
itiv
e
Scien
ce
s
an
d
H
u
m
an
Dev
elo
p
m
en
t
Un
iv
er
s
iti Ma
lay
s
ia
Sar
awa
k
Datu
k
Mo
h
am
m
a
d
Mu
s
a
Stre
et
,
9
4
3
0
0
Ko
ta
Sam
ar
a
h
an
,
Sa
r
awa
k
,
Ma
lay
s
ia
E
m
ail: 2
3
0
1
0
1
3
3
@
s
is
wa.
u
n
i
m
as.m
y
1.
I
NT
RO
D
UCT
I
O
N
I
n
t
h
e
r
a
p
i
d
l
y
ev
o
l
v
i
n
g
l
a
n
d
s
c
ap
e
o
f
e
d
u
ca
ti
o
n
,
s
t
r
a
te
g
ic
p
la
n
n
i
n
g
h
as
em
er
g
e
d
as
a
p
i
v
o
tal
m
ec
h
an
is
m
f
o
r
en
h
an
ci
n
g
i
n
s
t
i
tu
t
io
n
a
l
p
e
r
f
o
r
m
a
n
c
e
an
d
a
ch
ie
v
i
n
g
e
d
u
c
ati
o
n
a
l e
x
ce
l
le
n
c
e
[
1
]
,
[
2
]
.
T
h
e
i
n
t
r
i
ca
t
e
r
el
ati
o
n
s
h
i
p
b
e
twe
en
s
t
r
a
te
g
ic
p
la
n
n
i
n
g
a
n
d
e
d
u
ca
t
io
n
al
p
er
f
o
r
m
a
n
c
e
h
as
g
a
r
n
e
r
e
d
s
ig
n
i
f
i
ca
n
t
att
e
n
ti
o
n
f
r
o
m
s
ch
o
l
ar
s
,
p
o
l
ic
y
m
a
k
e
r
s
,
an
d
p
r
ac
ti
ti
o
n
er
s
ali
k
e
.
St
r
a
te
g
ic
p
l
a
n
n
i
n
g
,
o
f
t
e
n
ch
a
r
ac
te
r
iz
e
d
b
y
its
f
o
r
wa
r
d
-
l
o
o
k
i
n
g
ap
p
r
o
ac
h
,
i
n
v
o
l
v
es
s
et
ti
n
g
l
o
n
g
-
te
r
m
o
b
je
cti
v
es
,
i
d
e
n
ti
f
y
i
n
g
n
ec
ess
a
r
y
r
es
o
u
r
ce
s
,
a
n
d
f
o
r
m
u
lat
in
g
a
cti
o
n
a
b
le
p
la
n
s
to
ac
h
i
e
v
e
d
es
ir
ed
o
u
t
c
o
m
es
.
I
n
th
e
c
o
n
t
ex
t
o
f
e
d
u
ca
t
i
o
n
,
th
ese
o
u
tc
o
m
es
f
o
c
u
s
e
d
o
n
i
m
p
r
o
v
i
n
g
s
t
u
d
e
n
t
lea
r
n
i
n
g
e
x
p
e
r
i
en
ce
s
,
f
o
s
te
r
i
n
g
ac
ad
em
ic
e
x
c
ell
en
ce
,
a
n
d
en
s
u
r
i
n
g
i
n
s
ti
tu
ti
o
n
al
s
u
s
tai
n
a
b
il
it
y
.
E
d
u
c
ati
o
n
al
in
s
t
it
u
ti
o
n
s
,
r
a
n
g
i
n
g
f
r
o
m
p
r
i
m
a
r
y
s
c
h
o
o
ls
to
u
n
i
v
e
r
s
it
ies
,
o
p
e
r
at
e
i
n
i
n
c
r
e
asi
n
g
ly
c
o
m
p
le
x
en
v
i
r
o
n
m
en
ts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
xp
lo
r
in
g
th
e
r
ela
tio
n
s
h
ip
b
et
w
ee
n
s
tr
a
teg
ic
p
la
n
n
in
g
a
n
d
e
d
u
ca
tio
n
a
l p
erfo
r
ma
n
ce
… (
S
ema
il E
n
d
o
)
927
ch
ar
ac
t
er
iz
ed
b
y
r
a
p
i
d
t
ec
h
n
o
l
o
g
ic
al
a
d
v
a
n
ce
m
e
n
ts
,
s
h
if
ti
n
g
d
em
o
g
r
a
p
h
ic
tr
en
d
s
,
a
n
d
ev
o
l
v
i
n
g
s
o
ci
eta
l
ex
p
e
cta
ti
o
n
s
[
3
]
–
[
5
]
.
I
n
s
u
c
h
a
d
y
n
am
i
c
s
e
tti
n
g
,
s
t
r
at
eg
ic
p
l
an
n
i
n
g
p
r
o
v
i
d
es
a
s
tr
u
c
tu
r
e
d
f
r
am
ew
o
r
k
f
o
r
in
s
t
it
u
ti
o
n
s
t
o
n
a
v
i
g
at
e
u
n
ce
r
tai
n
ti
es,
ca
p
it
ali
ze
o
n
o
p
p
o
r
t
u
n
iti
es,
a
n
d
m
it
ig
at
e
p
o
t
e
n
ti
al
r
is
k
s
.
E
m
p
i
r
i
ca
l
ev
i
d
en
ce
u
n
d
e
r
s
c
o
r
es
t
h
e
p
o
s
i
tiv
e
i
m
p
ac
t
o
f
s
t
r
ate
g
i
c
p
la
n
n
in
g
o
n
e
d
u
ca
ti
o
n
al
p
e
r
f
o
r
m
a
n
ce
[
6
]
,
[
7
]
.
St
u
d
ies
h
a
v
e
d
em
o
n
s
t
r
at
ed
th
at
i
n
s
t
it
u
t
io
n
s
wi
th
w
ell
-
d
e
f
i
n
e
d
s
t
r
a
te
g
i
c
p
l
a
n
s
a
r
e
m
o
r
e
li
k
e
ly
to
ac
h
i
ev
e
h
ig
h
er
l
e
v
els
o
f
ac
a
d
e
m
i
c
p
e
r
f
o
r
m
a
n
c
e,
s
t
u
d
e
n
t
s
atis
f
ac
ti
o
n
,
a
n
d
o
p
e
r
a
ti
o
n
al
ef
f
i
cie
n
c
y
.
T
h
ese
i
n
s
ti
tu
ti
o
n
s
t
e
n
d
t
o
e
x
h
ib
it
g
r
ea
te
r
a
d
a
p
t
a
b
ili
ty
to
c
h
a
n
g
e
,
im
p
r
o
v
e
d
r
es
o
u
r
ce
all
o
c
ati
o
n
,
an
d
en
h
a
n
ce
d
s
t
ak
e
h
o
ld
er
e
n
g
a
g
e
m
e
n
t
.
F
u
r
t
h
e
r
,
s
tr
a
te
g
ic
p
la
n
n
i
n
g
f
o
s
t
er
s
a
c
u
lt
u
r
e
o
f
co
n
t
in
u
o
u
s
i
m
p
r
o
v
e
m
e
n
t
,
w
h
e
r
e
in
i
n
s
tit
u
t
io
n
s
r
e
g
u
la
r
l
y
ass
ess
t
h
ei
r
p
e
r
f
o
r
m
a
n
c
e
ag
ai
n
s
t
est
ab
lis
h
e
d
b
en
ch
m
a
r
k
s
a
n
d
m
a
k
e
n
ec
es
s
ar
y
a
d
j
u
s
tm
e
n
ts
to
t
h
e
ir
s
t
r
a
te
g
ies
[
8
]
,
[
9
]
.
Desp
ite
its
r
ec
o
g
n
ized
b
en
e
f
its
,
th
e
im
p
lem
en
tatio
n
o
f
s
tr
ate
g
ic
p
lan
n
in
g
in
e
d
u
ca
tio
n
is
n
o
t
with
o
u
t
ch
allen
g
es.
C
o
m
m
o
n
o
b
s
tacle
s
in
clu
d
e
lim
ited
r
eso
u
r
ce
s
,
r
esis
tan
ce
to
ch
an
g
e,
an
d
t
h
e
co
m
p
lex
ity
o
f
alig
n
in
g
d
iv
er
s
e
s
tak
eh
o
ld
er
in
ter
ests
.
Ad
d
r
ess
in
g
th
ese
ch
allen
g
es
r
eq
u
ir
es
a
co
n
ce
r
ted
ef
f
o
r
t
f
r
o
m
in
s
titu
tio
n
al
lead
er
s
,
p
o
licy
m
ak
er
s
,
an
d
ed
u
ca
t
o
r
s
to
c
u
ltiv
ate
a
s
tr
ateg
ic
m
in
d
s
et
an
d
f
o
s
ter
a
s
u
p
p
o
r
tiv
e
en
v
ir
o
n
m
en
t
f
o
r
s
tr
ateg
ic
in
it
iativ
es
[
1
0
]
,
[
1
1
]
.
T
h
is
u
n
d
e
r
s
co
r
es
th
e
n
ee
d
f
o
r
r
o
b
u
s
t
f
r
am
ewo
r
k
s
an
d
b
est
p
r
ac
tices
th
at
ca
n
g
u
id
e
in
s
tit
u
tio
n
s
in
ef
f
ec
tiv
ely
in
teg
r
atin
g
s
tr
ateg
ic
p
lan
n
in
g
in
to
th
eir
o
p
er
atio
n
al
f
ab
r
ic
.
T
h
e
co
n
ce
p
t
o
f
s
tr
ateg
ic
p
lan
n
in
g
h
as
ex
p
an
d
ed
in
r
ec
e
n
t
y
ea
r
s
to
in
clu
d
e
s
h
ap
in
g
e
d
u
c
atio
n
al
p
o
licies
an
d
p
r
ac
tices
th
at
h
av
e
a
d
ir
ec
t
im
p
ac
t
o
n
s
tu
d
en
t
o
u
tco
m
es
[
1
2
]
–
[
1
4
]
.
As
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
p
lace
a
g
r
ea
ter
em
p
h
asis
o
n
ac
co
u
n
tab
ilit
y
a
n
d
m
ea
s
u
r
ab
le
r
esu
lts
,
s
tr
ateg
ic
p
lan
n
i
n
g
o
f
f
e
r
s
an
ess
en
tial
to
o
l
f
o
r
m
an
a
g
in
g
in
s
titu
tio
n
al
o
b
jectiv
es
with
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es
,
an
d
r
e
s
o
u
r
ce
m
an
ag
e
m
en
t.
T
h
is
alig
n
m
en
t
en
s
u
r
es
th
at
all
asp
ec
ts
o
f
an
ed
u
ca
tio
n
al
in
s
titu
tio
n
,
f
r
o
m
cu
r
r
icu
lu
m
d
esig
n
to
f
ac
u
lty
d
e
v
elo
p
m
e
n
t
an
d
in
f
r
astru
ctu
r
e,
wo
r
k
in
h
ar
m
o
n
y
to
war
d
s
co
m
m
o
n
o
b
jectiv
es.
T
h
e
h
o
li
s
tic
n
atu
r
e
o
f
s
tr
ateg
ic
p
lan
n
in
g
th
u
s
en
ab
les
in
s
titu
tio
n
s
to
cr
ea
te
a
co
h
esiv
e
ed
u
ca
tio
n
al
en
v
i
r
o
n
m
e
n
t
wh
er
e
ev
er
y
d
ec
is
io
n
an
d
ac
tio
n
is
d
ir
ec
ted
to
war
d
s
en
h
an
cin
g
s
tu
d
en
t
lear
n
in
g
a
n
d
s
u
cc
ess
[
1
5
]
–
[
1
7
]
.
Ad
d
iti
o
n
ally
,
s
tr
ateg
ic
p
lan
n
in
g
is
n
o
t
ju
s
t
a
s
tatic,
one
-
tim
e
ex
e
r
cise
b
u
t
a
d
y
n
am
ic,
iter
ativ
e
p
r
o
ce
s
s
th
at
r
eq
u
ir
es
co
n
tin
u
o
u
s
ass
ess
m
e
n
t
an
d
a
d
ap
tatio
n
.
Stra
teg
ic
p
lan
n
in
g
em
p
o
wer
s
in
s
titu
tio
n
s
to
an
ticip
ate
f
u
tu
r
e
tr
en
d
s
an
d
ch
allen
g
es,
allo
win
g
th
em
to
in
n
o
v
ate
a
n
d
s
tay
ah
ea
d
o
f
th
e
cu
r
v
e
[
1
8
]
,
[
1
9
]
.
T
h
e
lin
k
b
etwe
en
s
tr
ateg
ic
p
lan
n
in
g
an
d
p
er
f
o
r
m
a
n
ce
h
as
b
ee
n
ex
ten
s
iv
ely
s
tu
d
ied
in
h
ig
h
er
ed
u
ca
tio
n
.
T
h
ese
f
in
d
in
g
s
ar
e
co
n
f
ir
m
ed
b
y
Gar
cía
-
Feijo
o
et
a
l.
[
2
0
]
wh
o
ad
v
o
ca
te
f
o
r
s
h
ar
ed
s
tr
ateg
ic
r
ef
lectio
n
as
a
m
ea
n
s
to
a
d
a
p
t
to
s
o
cial,
ec
o
n
o
m
ic,
an
d
t
ec
h
n
o
lo
g
ical
ch
an
g
es
in
b
u
s
in
ess
s
ch
o
o
ls
.
T
h
e
in
teg
r
atio
n
o
f
s
tr
ateg
ic
p
lan
n
i
n
g
with
b
u
d
g
etin
g
an
d
f
in
a
n
cial
au
to
n
o
m
y
u
n
d
er
s
co
r
es
its
cr
itical
im
p
o
r
tan
ce
in
th
e
ed
u
ca
tio
n
al
c
o
n
tex
t,
wh
er
e
ef
f
ec
tiv
e
r
eso
u
r
ce
m
an
ag
em
en
t
d
ir
ec
tly
c
o
r
r
elate
s
with
p
er
f
o
r
m
an
c
e
im
p
r
o
v
em
e
n
ts
.
Hab
ee
b
an
d
E
y
u
p
o
g
lu
[
2
1
]
ar
g
u
e
th
at
tr
an
s
f
o
r
m
atio
n
al
lead
e
r
s
h
ip
m
ed
iat
es
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tr
ateg
ic
p
lan
n
i
n
g
an
d
o
r
g
an
izatio
n
al
p
er
f
o
r
m
a
n
ce
in
Nig
er
ian
h
ig
h
e
r
ed
u
ca
tio
n
in
s
titu
tio
n
s
,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
lea
d
er
s
to
ad
o
p
t
s
tr
ateg
ic
t
h
in
k
in
g
to
m
ain
tain
e
d
u
ca
tio
n
al
q
u
ality
.
Similar
ly
,
Al
-
Aam
r
i
et
a
l.
[
2
2
]
r
e
v
ea
l
ed
th
at
m
o
tiv
atio
n
an
d
in
v
o
l
v
em
en
t
in
s
tr
ateg
ic
p
lan
n
in
g
ar
e
k
ey
d
r
i
v
er
s
o
f
ac
ad
em
ic
s
taf
f
p
er
f
o
r
m
a
n
ce
in
Om
an
i
h
ig
h
er
ed
u
ca
tio
n
in
s
ti
tu
tio
n
s
,
with
tr
an
s
f
o
r
m
atio
n
al
lead
er
s
h
ip
p
lay
in
g
a
s
ig
n
if
ican
t
r
o
le
i
n
f
ac
ilit
at
in
g
th
ese
p
r
o
ce
s
s
es.
J
o
h
n
s
en
et
a
l.
[
2
3
]
ad
d
to
th
is
b
y
d
em
o
n
s
tr
atin
g
th
at
p
er
f
o
r
m
an
ce
m
ea
s
u
r
em
en
t
s
y
s
tem
s
ac
t
a
s
a
cr
u
cial
l
in
k
b
etwe
en
s
tr
ateg
ic
p
lan
n
in
g
an
d
p
er
f
o
r
m
an
ce
in
f
o
r
m
atio
n
u
s
e
in
p
u
b
lic
s
ec
to
r
o
r
g
an
izatio
n
s
,
in
clu
d
in
g
h
ig
h
er
ed
u
ca
tio
n
.
I
n
s
tr
ateg
ic
p
lan
n
in
g
,
u
s
in
g
a
n
aly
tical
to
o
ls
an
d
f
r
am
ewo
r
k
s
is
cr
u
cial
f
o
r
en
s
u
r
in
g
th
at
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
ca
n
ef
f
ec
tiv
ely
ev
alu
ate
th
eir
s
tr
ateg
ies
an
d
m
ak
e
in
f
o
r
m
e
d
d
ec
is
io
n
s
.
Ph
ad
er
m
r
o
d
et
a
l.
[
2
4
]
d
is
cu
s
s
ed
th
e
ap
p
licatio
n
o
f
s
tr
en
g
th
,
wea
k
n
ess
,
o
p
p
o
r
tu
n
ity
,
an
d
t
h
r
ea
ts
(
SW
OT
)
an
a
ly
s
is
,
en
h
an
ce
d
b
y
im
p
o
r
tan
ce
-
p
er
f
o
r
m
an
ce
a
n
al
y
s
is
(
I
PA)
to
p
r
io
r
itize
s
tr
ateg
ic
ac
tio
n
s
in
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
T
h
is
ap
p
r
o
ac
h
allo
ws
in
s
titu
tio
n
s
t
o
id
en
tif
y
k
ey
ar
ea
s
f
o
r
im
p
r
o
v
em
en
t
b
ased
o
n
cu
s
to
m
er
s
atis
f
ac
tio
n
,
th
er
eb
y
r
ef
in
in
g
th
eir
s
tr
ateg
ic
p
lan
s
.
T
h
e
im
p
ac
t
o
f
s
tr
ateg
ic
p
lan
n
in
g
o
n
s
p
ec
if
ic
ed
u
ca
tio
n
al
o
u
tco
m
es
is
f
u
r
th
er
d
em
o
n
s
tr
ated
in
s
tu
d
ies
ex
am
in
in
g
th
e
r
o
le
o
f
s
tr
ateg
ic
in
itiativ
es
in
en
h
an
cin
g
teac
h
in
g
an
d
lear
n
i
n
g
.
R
esear
ch
b
y
C
o
n
r
o
y
et
a
l.
[
2
5
]
ex
p
lo
r
e
h
o
w
b
eh
av
io
r
ch
an
g
e
tech
n
iq
u
es
in
m
o
b
ile
ap
p
s
f
o
r
p
h
y
s
ical
ac
tiv
ity
ca
n
b
e
s
tr
ateg
ically
d
esig
n
ed
to
im
p
r
o
v
e
u
s
er
en
g
ag
em
e
n
t
a
n
d
ed
u
ca
tio
n
al
o
u
tc
o
m
es.
T
h
i
s
is
m
ir
r
o
r
ed
in
th
e
wo
r
k
o
f
W
illem
s
e
et
a
l.
[
2
6
]
wh
o
h
ig
h
lig
h
t
th
e
ch
alle
n
g
es
an
d
s
u
cc
ess
es
in
en
g
ag
in
g
f
am
ilies
in
th
e
im
p
lem
en
tatio
n
o
f
s
ch
o
o
l
wid
e
p
o
s
itiv
e
b
eh
av
io
r
al
in
ter
v
en
tio
n
s
an
d
s
u
p
p
o
r
ts
(
SW
PB
I
S)
in
Du
tch
p
r
im
ar
y
s
ch
o
o
ls
.
T
h
e
s
tr
ateg
ic
in
clu
s
io
n
o
f
f
am
ilies
in
th
ese
in
itiativ
es
ar
e
s
h
o
wn
t
o
co
n
tr
ib
u
te
to
s
tu
d
en
ts
’
ac
ad
em
ic
ac
h
iev
em
en
t a
n
d
s
o
cial
-
em
o
ti
o
n
al
d
ev
el
o
p
m
en
t.
T
h
is
ar
ticle
aim
s
to
s
tu
d
y
d
ee
p
er
in
to
th
e
co
n
n
ec
tio
n
b
et
wee
n
s
tr
ateg
ic
p
lan
n
in
g
an
d
ed
u
ca
tio
n
al
p
er
f
o
r
m
an
ce
,
ex
p
lo
r
in
g
b
o
th
th
eo
r
etica
l
p
er
s
p
ec
tiv
es
an
d
p
r
ac
tical
im
p
licatio
n
s
.
B
y
s
y
n
th
esizin
g
ex
is
tin
g
liter
atu
r
e
an
d
p
r
esen
tin
g
em
p
ir
ical
f
in
d
in
g
s
,
th
is
s
tu
d
y
s
ee
k
s
to
p
r
o
v
id
e
a
co
m
p
r
e
h
en
s
iv
e
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
s
tr
ateg
ic
p
lan
n
in
g
ca
n
b
e
lev
er
ag
ed
t
o
en
h
an
ce
e
d
u
ca
tio
n
al
o
u
tco
m
es.
T
h
is
ex
p
lo
r
atio
n
will
co
n
tr
ib
u
te
to
th
e
o
n
g
o
i
n
g
d
is
co
u
r
s
e
o
n
e
d
u
ca
tio
n
al
im
p
r
o
v
em
e
n
t
an
d
in
f
o
r
m
f
u
tu
r
e
s
tr
ateg
ic
in
it
iativ
es
with
in
th
e
ed
u
ca
tio
n
al
s
ec
to
r
.
T
o
f
u
r
t
h
er
ex
p
lo
r
e
th
e
r
o
le
o
f
s
tr
ateg
ic
p
lan
n
in
g
in
e
d
u
ca
tio
n
,
th
is
s
tu
d
y
is
g
u
i
d
ed
b
y
t
h
e
f
o
llo
win
g
r
esear
c
h
q
u
esti
o
n
s
:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
926
-
9
3
7
928
i)
Ho
w
d
o
v
ar
i
o
u
s
co
m
p
ete
n
cy
d
ev
elo
p
m
e
n
t
s
tr
ateg
ies
ac
r
o
s
s
d
if
f
er
en
t
e
d
u
ca
tio
n
al
s
ec
to
r
s
in
f
lu
en
ce
th
e
ef
f
ec
tiv
en
ess
o
f
ed
u
ca
tio
n
al
o
u
tco
m
es?
ii)
Ho
w
d
o
s
tr
ateg
ic
r
esp
o
n
s
es o
f
h
ig
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
v
ar
y
ac
r
o
s
s
d
if
f
er
en
t c
o
u
n
tr
ies
?
iii)
W
h
at
is
th
e
im
p
ac
t
o
f
i
n
n
o
v
a
tiv
e
ed
u
ca
tio
n
al
m
eth
o
d
s
o
n
s
tu
d
en
t
en
g
a
g
em
en
t
a
n
d
lear
n
in
g
o
u
tc
o
m
es,
an
d
h
o
w
d
o
th
e
y
co
n
tr
ib
u
te
to
ad
d
r
ess
in
g
b
r
o
ad
er
s
o
cieta
l a
n
d
en
v
ir
o
n
m
en
tal
c
h
allen
g
es?
B
y
ad
d
r
ess
in
g
th
ese
q
u
esti
o
n
s
,
th
e
s
tu
d
y
aim
s
to
co
n
tr
ib
u
te
to
th
e
b
r
o
ad
er
d
is
co
u
r
s
e
o
n
e
d
u
ca
tio
n
al
im
p
r
o
v
em
e
n
t,
o
f
f
er
in
g
p
r
ac
ti
ca
l
r
ec
o
m
m
en
d
atio
n
s
f
o
r
lev
er
ag
in
g
s
tr
ateg
ic
p
lan
n
in
g
to
f
o
s
ter
ed
u
ca
tio
n
al
ex
ce
llen
ce
.
Ultim
ately
,
th
is
ex
p
lo
r
atio
n
will
co
n
tr
ib
u
te
to
th
e
o
n
g
o
in
g
d
is
co
u
r
s
e
o
n
ed
u
ca
tio
n
al
im
p
r
o
v
e
m
en
t
an
d
in
f
o
r
m
f
u
tu
r
e
s
tr
ateg
ic
in
itiativ
es
with
in
th
e
ed
u
ca
tio
n
al
s
ec
to
r
.
T
h
e
s
tu
d
ies
r
ev
iewe
d
em
p
h
asize
th
e
n
ee
d
f
o
r
ef
f
ec
tiv
e
lead
er
s
h
ip
,
s
tak
eh
o
ld
er
en
g
ag
em
en
t,
a
n
d
th
e
u
s
e
o
f
an
aly
tical
to
o
ls
to
en
s
u
r
e
th
at
s
tr
ateg
ic
p
lan
s
ar
e
b
o
th
r
ea
lis
tic
an
d
im
p
ac
tf
u
l.
T
h
e
in
teg
r
atio
n
o
f
f
in
an
cial
au
to
n
o
m
y
,
b
u
d
g
etin
g
p
r
ac
tice
s
,
an
d
p
er
f
o
r
m
a
n
ce
m
ea
s
u
r
em
en
t
s
y
s
tem
s
f
u
r
th
er
s
tr
en
g
th
en
s
th
e
lin
k
b
etwe
en
s
tr
ateg
ic
p
lan
n
in
g
a
n
d
ed
u
ca
ti
o
n
al
o
u
tco
m
es.
B
y
alig
n
in
g
in
s
titu
tio
n
al
g
o
als
with
o
p
er
atio
n
al
ac
tiv
ities
an
d
s
tak
eh
o
ld
er
n
ee
d
s
,
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
ca
n
ac
h
iev
e
s
ig
n
if
ican
t p
e
r
f
o
r
m
an
ce
im
p
r
o
v
e
m
en
ts
,
f
u
lf
illi
n
g
th
eir
ed
u
ca
tio
n
al
m
is
s
io
n
s
m
o
r
e
ef
f
ec
tiv
ely
.
2.
M
E
T
H
O
D
T
h
e
au
th
o
r
co
m
m
e
n
ce
s
th
is
s
ec
tio
n
b
y
d
etailin
g
th
e
p
r
ef
er
r
e
d
r
ep
o
r
tin
g
item
s
f
o
r
s
y
s
tem
at
ic
r
ev
iews
an
d
m
eta
-
an
aly
s
es
(
PR
I
SM
A)
p
u
b
licatio
n
s
tan
d
ar
d
s
.
F
o
llo
win
g
th
is
,
th
e
r
esear
ch
p
r
o
v
id
e
a
n
in
-
d
e
p
th
d
is
cu
s
s
io
n
o
n
th
e
f
o
r
m
u
latio
n
o
f
th
e
r
esear
ch
q
u
esti
o
n
,
th
e
m
eth
o
d
o
l
o
g
ies u
s
ed
f
o
r
id
e
n
tif
y
in
g
,
s
cr
ee
n
in
g
,
an
d
d
eter
m
in
in
g
th
e
elig
ib
ilit
y
o
f
s
y
s
tem
atic
s
ea
r
ch
es,
to
g
eth
er
with
th
e
ap
p
r
o
ac
h
es
f
o
r
q
u
alit
y
ass
es
s
m
en
t,
d
ata
co
llectio
n
,
an
d
an
aly
s
is
.
2
.
1
.
I
dentif
ica
t
io
n
T
o
ch
o
o
s
e
a
s
izab
le
v
o
lu
m
e
o
f
r
elev
a
n
t
liter
atu
r
e
f
o
r
th
is
in
v
esti
g
atio
n
,
s
ev
er
al
cr
u
cial
p
h
ases
in
th
e
s
y
s
tem
atic
r
ev
iew
p
r
o
ce
s
s
wer
e
u
s
ed
.
Fo
llo
win
g
th
e
s
elec
tio
n
o
f
k
ey
w
o
r
d
s
,
a
s
ea
r
ch
f
o
r
ass
o
ciate
d
ter
m
s
was
co
n
d
u
cte
d
th
r
o
u
g
h
d
ictio
n
ar
ie
s
,
th
esau
r
i,
en
cy
clo
p
ed
ias
,
an
d
p
r
io
r
r
esear
ch
.
Sear
ch
s
tr
in
g
s
f
o
r
th
e
Sco
p
u
s
an
d
W
eb
o
f
Scien
ce
(
W
o
S)
d
ata
b
ases
wer
e
cr
ea
ted
an
d
all
p
er
ti
n
en
t
p
h
r
ases
wer
e
f
o
u
n
d
as
p
r
esen
ted
in
T
ab
le
1
.
T
wo
d
atab
ases
wer
e
s
u
cc
es
s
f
u
lly
u
s
ed
to
ex
tr
ac
t
1
,
1
7
6
p
u
b
licatio
n
s
th
at
wer
e
p
er
tin
en
t
to
th
e
s
tu
d
y
is
s
u
e
d
u
r
in
g
th
e
f
ir
s
t p
h
ase
o
f
th
e
s
y
s
tem
atic
r
ev
iew.
T
ab
le
1
.
T
h
e
s
ea
r
ch
s
tr
in
g
S
o
u
r
c
e
S
c
o
p
u
s
TI
TLE
-
A
B
S
-
K
EY
(
(
"
S
t
r
a
t
e
g
i
c
p
l
a
n
n
i
n
g
"
O
R
"
st
r
a
t
e
g
i
c
e
d
u
c
a
t
i
o
n
a
l
p
l
a
n
n
i
n
g
"
O
R
"
st
r
a
t
e
g
i
c
p
l
a
n
n
i
n
g
i
n
e
d
u
c
a
t
i
o
n
"
O
R
"
e
d
u
c
a
t
i
o
n
a
l
st
r
a
t
e
g
i
c
p
l
a
n
n
i
n
g
"
)
A
N
D
(
"
p
e
r
f
o
r
m
a
n
c
e
"
O
R
"
a
c
h
i
e
v
e
me
n
t
"
O
R
"
a
c
c
o
mp
l
i
s
h
m
e
n
t
"
)
A
N
D
"
e
d
u
c
a
t
i
o
n
"
)
A
N
D
P
U
B
Y
EA
R
>
2
0
1
9
A
N
D
P
U
B
Y
EA
R
<
2
0
2
5
A
N
D
(
LI
M
I
T
-
TO
(
S
U
B
JA
R
EA
,
"
S
O
C
I
"
)
)
A
N
D
(
L
I
M
I
T
-
TO
(
D
O
C
TY
P
E
,
"
a
r
"
)
)
A
N
D
(
L
I
M
I
T
-
TO
(
P
U
B
S
TA
G
E
,
"
f
i
n
a
l
"
)
)
A
N
D
(
LI
M
I
T
-
TO
(
LA
N
G
U
A
G
E
,
"
E
n
g
l
i
sh
"
)
)
D
a
t
e
o
f
a
c
c
e
ss
:
J
u
n
.
2
0
2
4
W
e
b
o
f
S
c
i
e
n
c
e
TS=
(
(
"
S
t
r
a
t
e
g
i
c
p
l
a
n
n
i
n
g
"
O
R
"
st
r
a
t
e
g
i
c
e
d
u
c
a
t
i
o
n
a
l
p
l
a
n
n
i
n
g
"
O
R
"
st
r
a
t
e
g
i
c
p
l
a
n
n
i
n
g
i
n
e
d
u
c
a
t
i
o
n
"
O
R
"
e
d
u
c
a
t
i
o
n
a
l
st
r
a
t
e
g
i
c
p
l
a
n
n
i
n
g
"
)
A
N
D
(
"
p
e
r
f
o
r
m
a
n
c
e
"
O
R
"
a
c
h
i
e
v
e
m
e
n
t
"
O
R
"
a
c
c
o
m
p
l
i
sh
m
e
n
t
"
)
A
N
D
"
e
d
u
c
a
t
i
o
n
"
)
(
To
p
i
c
)
a
n
d
O
p
e
n
A
c
c
e
s
s
a
n
d
2
0
2
4
or
2
0
2
3
or
2
0
2
2
or
2
0
2
1
or
2
0
2
0
(
P
u
b
l
i
c
a
t
i
o
n
Y
e
a
r
s)
a
n
d
A
r
t
i
c
l
e
(
D
o
c
u
me
n
t
Ty
p
e
s)
a
n
d
E
d
u
c
a
t
i
o
n
E
d
u
c
a
t
i
o
n
a
l
R
e
sea
r
c
h
(
W
e
b
o
f
S
c
i
e
n
c
e
C
a
t
e
g
o
r
i
e
s)
a
n
d
En
g
l
i
sh
(
La
n
g
u
a
g
e
s
)
D
a
t
e
o
f
a
c
c
e
ss
:
J
u
n
.
2
0
2
4
2
.
2
.
Scre
ening
Du
r
in
g
th
e
s
cr
ee
n
in
g
p
r
o
ce
s
s
,
p
o
ten
tially
r
elev
a
n
t
r
esear
ch
item
s
ar
e
ev
alu
ated
to
d
eter
m
in
e
th
eir
alig
n
m
en
t
with
th
e
p
r
ed
e
f
in
ed
r
esear
ch
q
u
esti
o
n
s
.
On
e
o
f
th
e
co
m
m
o
n
ly
em
p
lo
y
ed
co
n
ten
t
-
r
elate
d
cr
iter
ia
at
th
is
s
tag
e
in
v
o
l
v
es
s
elec
tin
g
r
esear
ch
to
p
ics
th
at
e
x
p
lo
r
e
t
h
e
r
elatio
n
s
h
ip
b
etwe
en
s
tr
at
eg
ic
p
lan
n
in
g
an
d
ed
u
ca
tio
n
al
p
e
r
f
o
r
m
an
ce
.
Du
p
licate
p
ap
er
s
ar
e
n
o
w
elim
i
n
ated
f
r
o
m
th
e
s
ea
r
ch
r
esu
lts
.
A
to
tal
o
f
1
,
1
0
2
p
u
b
licatio
n
s
wer
e
elim
in
ated
in
th
e
f
ir
s
t
s
cr
ee
n
in
g
s
tag
e,
a
n
d
7
4
p
ap
er
s
wer
e
r
e
v
iewe
d
i
n
th
e
s
ec
o
n
d
s
tag
e
u
s
in
g
d
if
f
er
e
n
t
s
tu
d
y
-
s
p
ec
if
ic
ex
clu
s
io
n
an
d
in
cl
u
s
io
n
cr
iter
i
a
as
s
h
o
wn
in
T
ab
le
2
.
Sin
ce
r
esear
ch
p
ap
er
s
ar
e
th
e
m
ajo
r
s
o
u
r
ce
o
f
ac
tio
n
ab
l
e
ad
v
ice,
th
e
liter
atu
r
e
was
th
e
k
ey
cr
iter
io
n
th
at
was
u
s
ed
.
T
h
is
also
in
clu
d
ed
co
n
f
er
e
n
ce
p
a
p
er
s
,
n
o
v
els,
b
o
o
k
s
er
ies,
r
e
v
iews,
m
eta
-
s
y
n
th
eses
,
an
d
m
eta
-
an
al
y
s
es,
as
well
as
m
ater
ials
th
at
wer
e
n
o
t
in
clu
d
ed
i
n
th
e
lates
t
s
tu
d
y
.
Ad
d
itio
n
ally
,
th
e
r
ev
i
ew
was
lim
it
to
p
u
b
licatio
n
s
i
n
E
n
g
lis
h
.
Du
e
to
d
u
p
licatio
n
,
s
ev
e
n
ar
ticles in
t
o
tal
wer
e
r
ejec
ted
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
xp
lo
r
in
g
th
e
r
ela
tio
n
s
h
ip
b
et
w
ee
n
s
tr
a
teg
ic
p
la
n
n
in
g
a
n
d
e
d
u
ca
tio
n
a
l p
erfo
r
ma
n
ce
… (
S
ema
il E
n
d
o
)
929
T
ab
le
2
.
T
h
e
s
elec
tio
n
cr
iter
io
n
in
s
ea
r
ch
in
g
C
r
i
t
e
r
i
o
n
I
n
c
l
u
s
i
o
n
Ex
c
l
u
si
o
n
La
n
g
u
a
g
e
s
En
g
l
i
sh
N
o
n
-
E
n
g
l
i
sh
Ti
me
l
i
n
e
2
0
2
0
-
2
0
2
4
<
2
0
2
0
a
n
d
<
2
0
2
5
Li
t
e
r
a
t
u
r
e
t
y
p
e
Jo
u
r
n
a
l
(
A
r
t
i
c
l
e
)
C
o
n
f
e
r
e
n
c
e
,
b
o
o
k
,
r
e
v
i
e
w
S
u
b
j
e
c
t
S
o
c
i
a
l
sc
i
e
n
c
e
B
e
si
d
e
s
s
o
c
i
a
l
sc
i
e
n
c
e
2
.
3
.
E
lig
ibi
lity
I
n
th
e
th
ir
d
p
h
ase,
k
n
o
wn
as
th
e
elig
ib
ilit
y
ass
ess
m
en
t,
a
to
t
al
o
f
6
7
ar
ticles
wer
e
co
llecte
d
.
Du
r
in
g
th
is
p
h
ase,
th
e
titl
es
an
d
m
ain
co
n
ten
t
o
f
th
ese
ar
ticles
wer
e
th
o
r
o
u
g
h
ly
ex
a
m
in
ed
to
v
e
r
if
y
th
eir
co
m
p
lian
ce
with
th
e
in
clu
s
io
n
cr
iter
ia
a
n
d
th
eir
r
ele
v
an
ce
to
t
h
e
r
es
ea
r
ch
o
b
jectiv
es.
As
a
r
esu
lt
,
3
9
ar
ticles
wer
e
ex
clu
d
ed
d
u
e
to
f
ac
to
r
s
s
u
ch
as
b
ein
g
o
u
ts
id
e
th
e
s
co
p
e
o
f
th
e
s
tu
d
y
,
h
av
in
g
titl
es
o
f
m
in
im
al
s
ig
n
if
ican
ce
,
co
n
tain
in
g
ab
s
tr
ac
ts
n
o
t
alig
n
ed
with
th
e
s
tu
d
y
'
s
aim
s
o
r
lack
in
g
f
u
ll
-
tex
t
ac
ce
s
s
s
u
p
p
o
r
ted
b
y
em
p
ir
ical
ev
id
en
ce
.
Fin
ally
,
2
8
ar
ticles
wer
e
r
etain
ed
f
o
r
th
e
s
u
b
s
eq
u
e
n
t stag
e
o
f
th
e
r
ev
iew.
2
.
4
.
Da
t
a
a
bs
t
ra
ct
io
n a
nd
a
na
ly
s
is
An
i
n
t
eg
r
ati
v
e
an
al
y
s
is
w
as
u
s
ed
as
o
n
e
o
f
t
h
e
ass
ess
m
e
n
t
s
t
r
a
te
g
ies
in
th
is
s
t
u
d
y
to
ex
am
i
n
e
a
n
d
s
y
n
th
esi
ze
a
v
a
r
ie
ty
o
f
r
es
ea
r
c
h
d
esi
g
n
s
(
q
u
an
tit
ati
v
e
m
et
h
o
d
s
)
.
T
h
e
g
o
a
l
o
f
th
e
c
o
m
p
ete
n
t
s
tu
d
y
w
as
t
o
id
e
n
t
if
y
r
e
le
v
a
n
t
t
o
p
i
cs
a
n
d
s
u
b
t
o
p
ics
.
T
h
e
s
ta
g
e
o
f
d
at
a
c
o
l
l
ec
ti
o
n
w
as
t
h
e
f
i
r
s
t
s
t
ep
in
t
h
e
d
e
v
e
lo
p
m
e
n
t
o
f
t
h
e
th
e
m
e
.
Fi
g
u
r
e
1
s
h
o
ws
h
o
w
th
e
au
th
o
r
s
m
e
th
o
d
i
ca
ll
y
a
n
a
ly
z
ed
a
c
o
m
p
ila
ti
o
n
o
f
2
8
p
u
b
lic
a
tio
n
s
f
o
r
ass
e
r
ti
o
n
s
o
r
m
a
te
r
ia
l
r
ele
v
a
n
t
to
th
e
t
o
p
i
cs o
f
t
h
e
c
u
r
r
e
n
t
s
t
u
d
y
.
T
h
e
au
th
o
r
s
th
en
e
v
al
u
a
te
d
t
h
e
c
u
r
r
e
n
t
s
i
g
n
i
f
i
ca
n
t
s
t
u
d
ies
r
el
ate
d
to
r
ela
ti
o
n
s
h
i
p
b
etw
ee
n
s
t
r
a
te
g
ic
p
la
n
n
i
n
g
a
n
d
e
d
u
c
ati
o
n
al
p
er
f
o
r
m
a
n
c
e
.
T
h
e
m
et
h
o
d
o
l
o
g
y
u
s
e
d
i
n
all
s
tu
d
ies
,
as
well
as
t
h
e
r
ese
a
r
c
h
r
es
u
l
ts
,
a
r
e
b
ei
n
g
i
n
v
est
i
g
at
e
d
.
Ne
x
t
,
th
e
au
th
o
r
co
lla
b
o
r
ate
d
wit
h
o
t
h
er
co
-
a
u
t
h
o
r
s
to
d
e
v
e
lo
p
t
h
e
m
es
b
as
ed
o
n
t
h
e
e
v
i
d
e
n
ce
i
n
t
h
is
s
tu
d
y
’
s
c
o
n
t
ex
t.
Fi
n
all
y
,
t
h
e
a
u
t
h
o
r
s
c
o
m
p
a
r
e
d
t
h
e
r
es
u
lts
t
o
s
ee
if
t
h
e
r
e
w
er
e
an
y
in
c
o
n
s
is
te
n
c
ies
i
n
t
h
e
t
h
e
m
e
d
esig
n
p
r
o
c
ess
.
I
t
is
w
o
r
th
n
o
ti
n
g
t
h
a
t,
i
f
t
h
er
e
a
r
e
an
y
d
is
a
g
r
ee
m
e
n
ts
b
etw
ee
n
t
h
e
c
o
n
c
e
p
ts
,
t
h
e
a
u
t
h
o
r
s
d
is
cu
s
s
t
h
e
m
am
o
n
g
s
t
th
em
s
el
v
es
.
T
h
e
g
en
er
ate
d
th
em
es we
r
e
ev
en
tu
ally
r
ef
in
e
d
to
en
s
u
r
e
c
o
n
s
is
ten
cy
.
T
wo
ex
p
er
ts
in
h
u
m
a
n
r
eso
u
r
ce
d
ev
elo
p
m
e
n
t
an
d
m
an
ag
em
e
n
t
co
n
d
u
cted
th
e
a
n
aly
s
is
to
ass
ess
an
d
co
n
f
ir
m
th
e
v
alid
ity
o
f
th
e
is
s
u
es.
Du
r
in
g
th
e
ex
p
er
t
r
ev
iew
p
h
ase,
t
h
e
clar
ity
,
s
ig
n
if
ican
ce
an
d
ap
p
r
o
p
r
iaten
ess
o
f
ea
ch
s
u
b
th
em
e
wer
e
v
alid
ated
to
estab
lis
h
d
o
m
ain
v
alid
ity
.
I
n
o
r
d
er
to
r
ec
o
n
cile
an
y
d
i
f
f
er
en
c
es in
th
e
th
em
e
g
en
er
atin
g
p
r
o
ce
d
u
r
e,
th
e
a
u
th
o
r
s
ca
r
ef
u
lly
c
o
m
p
ar
e
d
th
e
r
esu
l
ts
.
T
h
e
wr
iter
s
wo
r
k
ed
to
g
et
h
er
to
r
eso
lv
e
a
n
y
d
if
f
er
e
n
c
es
th
at
m
ig
h
t
h
av
e
em
er
g
ed
b
etwe
en
th
e
to
p
ics.
I
n
o
r
d
er
t
o
g
u
ar
an
tee
c
o
h
er
e
n
ce
,
th
e
d
e
v
elo
p
e
d
th
em
es
wer
e
f
in
ally
m
o
d
if
ied
.
T
wo
s
p
ec
ialis
ts
,
o
n
e
with
ex
p
er
tis
e
in
s
tr
ateg
ic
m
an
ag
em
en
t,
p
er
f
o
r
m
e
d
ex
am
s
to
v
er
if
y
th
e
au
th
en
ticity
o
f
th
e
d
if
f
icu
lties
.
B
y
estab
lis
h
in
g
d
o
m
ain
v
alid
ity
,
th
e
ex
p
er
t
r
ev
iew
s
tep
g
u
ar
a
n
teed
th
e
s
ig
n
if
ican
ce
,
s
u
f
f
icien
cy
,
an
d
clar
ity
o
f
ea
ch
s
u
b
-
th
em
e.
C
h
an
g
es
wer
e
im
p
lem
en
ted
ac
co
r
d
in
g
to
th
e
au
th
o
r
s
'
ju
d
g
m
en
t
an
d
th
e
e
x
p
er
ts
'
in
p
u
t.
F
i
gu
r
e
1.
Flo
w
d
iag
r
am
o
f
th
e
p
r
o
p
o
s
ed
s
ea
r
ch
in
g
s
tu
d
y
[
2
7
]
Id
e
n
t
i
f
i
c
a
t
i
o
n
In
c
l
u
d
e
d
E
l
i
g
i
b
i
l
i
t
y
S
c
r
e
e
n
i
n
g
R
e
c
o
r
d
i
d
e
n
t
i
f
y
t
h
r
o
u
g
h
S
c
o
p
u
s
se
a
r
c
h
i
n
g
(
n
=
8
3
7
)
D
u
p
l
i
c
a
t
e
r
e
c
o
r
d
r
e
mo
v
e
d
(
n
=
7
)
R
e
c
o
r
d
s a
f
t
e
r
s
c
r
e
e
n
e
d
S
c
o
p
u
s
(
n
=
5
5
)
,
W
e
b
o
f
S
c
i
e
n
c
e
(
n
=
1
9
)
(
To
t
a
l
=
7
4
)
R
e
c
o
r
d
s e
x
c
l
u
d
e
d
F
o
l
l
o
w
t
h
e
cr
i
t
er
i
o
n
;
re
m
o
v
e
d
N
o
n
-
E
n
g
l
i
sh
,
>
2
0
1
9
A
N
D
<
2
0
2
5
,
C
o
n
f
e
r
e
n
c
e
,
B
o
o
k
,
R
e
v
i
e
w
.
I
n
P
r
e
ss,
B
e
si
d
e
s S
o
c
i
a
l
sc
i
e
n
c
e
(
n
=
1
1
0
2
)
A
r
t
i
c
l
e
a
c
c
e
ss f
o
r
e
l
i
g
i
b
i
l
i
t
y
(
n
=
6
7
)
St
u
d
i
e
s i
n
c
l
u
d
e
d
i
n
q
u
a
l
i
t
a
t
i
v
e
a
n
a
l
y
si
s
(
n
=
2
8
)
F
u
l
l
t
e
x
t
e
x
c
l
u
d
e
d
.
D
u
e
t
o
t
h
e
o
u
t
o
f
f
i
e
l
d
Ti
t
l
e
n
o
t
si
g
n
i
f
i
c
a
n
t
l
y
A
b
st
r
a
c
t
n
o
t
r
e
l
a
t
e
d
o
n
t
h
e
o
b
j
e
c
t
i
v
e
o
f
t
h
e
st
u
d
y
N
o
F
u
l
l
t
e
x
t
a
c
c
e
ss.
(
n
=
3
9
)
R
e
c
o
r
d
i
d
e
n
t
i
f
y
t
h
r
o
u
g
h
W
e
b
o
f
S
c
i
e
n
c
e
s
e
a
r
c
h
i
n
g
(
n
=
3
3
9
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
926
-
9
3
7
930
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
T
h
e
r
ev
iew
id
en
tifie
d
th
r
ee
k
ey
th
em
es
c
o
n
ce
r
n
i
n
g
t
h
e
r
ela
tio
n
s
h
ip
b
etwe
en
s
tr
ateg
ic
p
la
n
n
in
g
an
d
ed
u
ca
tio
n
al
p
e
r
f
o
r
m
an
ce
.
T
h
ese
th
em
es
wer
e
:
i)
c
o
m
p
eten
cy
an
d
p
er
f
o
r
m
an
ce
ass
ess
m
en
t
in
ed
u
ca
tio
n
(
th
em
e
1
)
;
ii)
s
tr
ateg
ic
p
la
n
n
in
g
an
d
m
an
ag
em
e
n
t
in
h
ig
h
er
ed
u
ca
tio
n
(
th
em
e
2
)
;
an
d
iii)
t
ec
h
n
o
lo
g
ical
in
teg
r
atio
n
an
d
in
n
o
v
atio
n
in
ed
u
ca
tio
n
(
t
h
em
e
3
)
.
T
h
e
f
in
d
in
g
s
f
o
r
ea
c
h
th
em
e
,
as
p
r
esen
ted
in
T
ab
le
s
3
-
5
,
o
f
f
er
a
t
h
o
r
o
u
g
h
an
aly
s
is
o
f
th
e
co
n
n
ec
tio
n
b
etwe
en
s
tr
ateg
i
c
p
lan
n
in
g
an
d
ed
u
ca
tio
n
al
o
u
t
co
m
es.
T
ab
le
3
.
T
h
e
r
esear
ch
a
r
ticle
f
in
d
in
g
b
ased
o
n
th
e
p
r
o
p
o
s
ed
s
ea
r
ch
in
g
c
r
iter
ia
f
o
r
t
h
em
e
1
No
A
u
t
h
o
r
s
Ti
t
l
e
1
H
o
a
n
d
C
h
e
n
[
2
8
]
D
e
v
e
l
o
p
i
n
g
t
h
e
e
-
c
o
mm
e
r
c
e
c
o
m
p
e
t
e
n
c
y
f
o
r
e
n
t
r
e
p
r
e
n
e
u
r
s
h
i
p
e
d
u
c
a
t
i
o
n
f
r
o
m
a
g
a
m
i
f
i
e
d
c
o
m
p
e
t
i
t
i
o
n
2
F
u
l
t
o
n
e
t
a
l
.
[
2
9
]
C
o
m
p
e
t
e
n
c
y
a
ssess
me
n
t
o
f
a
n
u
n
d
e
r
g
r
a
d
u
a
t
e
p
r
o
g
r
a
m
u
s
i
n
g
a
t
h
i
r
d
-
p
a
r
t
y
,
o
b
j
e
c
t
i
v
e
p
r
e
-
p
o
s
t
e
x
a
mi
n
a
t
i
o
n
3
S
.
S
.
P
o
sa
n
g
i
[
3
0
]
S
u
p
e
r
v
i
so
r
y
p
e
r
f
o
r
m
a
n
c
e
a
p
p
r
o
a
c
h
i
n
i
m
p
r
o
v
i
n
g
t
h
e
p
r
o
f
e
ssi
o
n
a
l
c
o
mp
e
t
e
n
c
e
o
f
I
sl
a
mi
c
r
e
l
i
g
i
o
u
s
e
d
u
c
a
t
i
o
n
t
e
a
c
h
e
r
s
i
n
M
a
d
r
a
sa
h
A
l
i
y
a
h
,
G
o
r
o
n
t
a
l
o
P
r
o
v
i
n
c
e
,
I
n
d
o
n
e
si
a
4
Le
e
t
a
l
.
[
3
1
]
A
st
u
d
y
o
n
f
a
c
t
o
r
s
a
f
f
e
c
t
i
n
g
s
c
h
o
o
l
p
r
i
n
c
i
p
a
l
s’
c
o
m
p
e
t
e
n
c
i
e
s
i
n
V
i
e
t
n
a
m’
s
mo
u
n
t
a
i
n
o
u
s
p
r
o
v
i
n
c
e
s
5
A
n
d
r
e
w
s
e
t
a
l
.
[
3
2
]
U
si
n
g
s
e
l
f
-
r
e
g
u
l
a
t
e
d
l
e
a
r
n
i
n
g
mi
c
r
o
a
n
a
l
y
si
s
t
o
e
x
a
m
i
n
e
r
e
g
u
l
a
t
o
r
y
p
r
o
c
e
sse
s
i
n
c
l
e
r
k
s
h
i
p
st
u
d
e
n
t
s
e
n
g
a
g
e
d
i
n
p
r
a
c
t
i
c
e
q
u
e
st
i
o
n
s
6
F
a
n
[
3
3
]
A
n
i
mp
o
r
t
a
n
c
e
–
p
e
r
f
o
r
m
a
n
c
e
a
n
a
l
y
s
i
s
(
I
P
A
)
o
f
t
e
a
c
h
e
r
s’
c
o
r
e
c
o
mp
e
t
e
n
c
i
e
s
f
o
r
i
m
p
l
e
m
e
n
t
i
n
g
m
a
k
e
r
e
d
u
c
a
t
i
o
n
i
n
p
r
i
mar
y
a
n
d
se
c
o
n
d
a
r
y
s
c
h
o
o
l
s
7
L.
P
y
l
v
ä
s
e
t
a
l
.
[
3
4
]
V
o
c
a
t
i
o
n
a
l
st
u
d
e
n
t
s’
p
e
r
c
e
p
t
i
o
n
s
o
f
s
e
l
f
-
r
e
g
u
l
a
t
e
d
l
e
a
r
n
i
n
g
i
n
w
o
r
k
-
b
a
se
d
V
ET
T
ab
le
4
.
T
h
e
r
esear
ch
a
r
ticle
f
in
d
in
g
b
ased
o
n
th
e
p
r
o
p
o
s
ed
s
ea
r
ch
in
g
c
r
iter
ia
f
o
r
t
h
em
e
2
No
A
u
t
h
o
r
s
Ti
t
l
e
1
G
h
a
r
si
e
t
a
l
.
[
3
5
]
B
e
t
t
e
r
a
u
t
o
n
o
m
y
f
o
r
b
e
t
t
e
r
p
e
r
f
o
r
m
a
n
c
e
:
t
h
e
r
o
l
e
o
f
s
t
r
a
t
e
g
i
c
p
l
a
n
n
i
n
g
c
a
p
a
b
i
l
i
t
y
me
d
i
a
t
i
n
g
t
h
e
r
e
l
a
t
i
o
n
s
h
i
p
b
e
t
w
e
e
n
f
i
n
a
n
c
i
a
l
a
u
t
o
n
o
m
y
a
n
d
o
r
g
a
n
i
sa
t
i
o
n
a
l
p
e
r
f
o
r
ma
n
c
e
i
n
I
n
d
i
a
n
p
r
i
v
a
t
e
u
n
i
v
e
r
si
t
i
e
s
2
K
e
n
n
o
e
t
a
l
.
[
3
6
]
B
u
d
g
e
t
i
n
g
,
st
r
a
t
e
g
i
c
p
l
a
n
n
i
n
g
a
n
d
i
n
st
i
t
u
t
i
o
n
a
l
d
i
v
e
r
s
i
t
y
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
3
A
h
ma
d
a
n
d
Y
e
e
[
3
7
]
Th
e
a
p
p
l
i
c
a
b
i
l
i
t
y
f
a
c
t
o
r
s
o
n
t
h
e
i
mp
l
e
me
n
t
a
t
i
o
n
o
f
p
e
r
f
o
r
ma
n
c
e
b
a
s
e
d
f
u
n
d
i
n
g
mec
h
a
n
i
sm
a
t
M
a
l
a
y
si
a
n
p
u
b
l
i
c
u
n
i
v
e
r
si
t
i
e
s
4
D
o
[
3
8
]
A
n
o
v
e
r
v
i
e
w
o
f
st
r
a
t
e
g
i
c
r
e
sp
o
n
ses
o
f
V
i
e
t
n
a
mes
e
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
s
t
i
t
u
t
i
o
n
s
5
P
a
l
e
t
t
a
e
t
a
l
.
[
3
9
]
H
o
w
p
r
i
n
c
i
p
a
l
s
u
s
e
a
n
e
w
a
c
c
o
u
n
t
a
b
i
l
i
t
y
s
y
st
e
m
t
o
p
r
o
mo
t
e
c
h
a
n
g
e
i
n
t
e
a
c
h
e
r
p
r
a
c
t
i
c
e
s:
e
v
i
d
e
n
c
e
f
r
o
m I
t
a
l
y
6
M
a
t
t
o
s
e
t
a
l
.
[
4
0
]
Ef
f
e
c
t
i
v
e
n
e
ss
a
n
d
s
u
s
t
a
i
n
a
b
i
l
i
t
y
i
n
d
i
c
a
t
o
r
s i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
ma
n
a
g
e
m
e
n
t
7
S
h
a
u
l
s
k
a
e
t
a
l
.
[
4
1
]
P
e
r
f
o
r
ma
n
c
e
ma
n
a
g
e
me
n
t
a
t
U
k
r
a
i
n
i
a
n
u
n
i
v
e
r
si
t
y
:
A
c
a
s
e
o
f
t
h
e
K
P
I
s u
s
e
8
S
r
i
b
a
n
a
s
a
r
n
e
t
a
l
.
[
4
2
]
Th
e
s
u
s
t
a
i
n
a
b
l
e
d
e
v
e
l
o
p
me
n
t
g
o
a
l
s fo
r
e
d
u
c
a
t
i
o
n
a
n
d
r
e
s
e
a
r
c
h
i
n
t
h
e
r
a
n
k
i
n
g
o
f
g
r
e
e
n
u
n
i
v
e
r
si
t
i
e
s
o
f
M
a
h
a
sar
a
k
h
a
m U
n
i
v
e
r
si
t
y
9
O
’
S
h
e
a
a
n
d
O
’
H
a
r
a
[
4
3
]
Th
e
i
m
p
a
c
t
o
f
I
r
e
l
a
n
d
’
s
n
e
w
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
s
y
s
t
e
m
p
e
r
f
o
r
ma
n
c
e
f
r
a
m
e
w
o
r
k
o
n
i
n
s
t
i
t
u
t
i
o
n
a
l
p
l
a
n
n
i
n
g
t
o
w
a
r
d
s
t
h
e
r
e
l
a
t
e
d
p
o
l
i
c
y
o
b
j
e
c
t
i
v
e
s
10
P
a
ñ
o
s
-
C
a
st
r
o
e
t
a
l
.
[
4
4
]
A
n
a
n
a
l
y
s
i
s
o
f
t
h
e
e
n
t
r
e
p
r
e
n
e
u
r
i
a
l
u
n
i
v
e
r
si
t
y
i
n
t
h
e
f
a
c
u
l
t
i
e
s
o
f
e
d
u
c
a
t
i
o
n
i
n
S
p
a
i
n
:
S
e
l
f
-
p
e
r
c
e
p
t
i
o
n
a
mo
n
g
d
e
a
n
s
11
M
o
r
e
n
o
-
C
a
r
mo
n
a
e
t
a
l
.
[
4
5
]
A
p
p
l
y
i
n
g
t
h
e
o
p
e
n
g
o
v
e
r
n
me
n
t
p
r
i
n
c
i
p
l
e
s t
o
t
h
e
u
n
i
v
e
r
si
t
y
’
s st
r
a
t
e
g
i
c
p
l
a
n
n
i
n
g
:
A
s
o
u
n
d
p
r
a
c
t
i
c
e
12
K
a
r
a
d
a
ğ
a
n
d
B
a
l
k
a
r
[
4
6
]
A
n
i
n
v
e
s
t
i
g
a
t
i
o
n
o
f
mi
ss
i
o
n
d
i
f
f
e
r
e
n
t
i
a
t
i
o
n
a
n
d
sp
e
c
i
a
l
i
z
a
t
i
o
n
i
n
Tu
r
k
i
sh
u
n
i
v
e
r
s
i
t
i
e
s
i
n
t
h
e
c
o
n
t
e
x
t
o
f
st
r
a
t
e
g
i
c
o
b
j
e
c
t
i
v
e
s
13
D
h
a
e
n
[
4
7
]
Th
e
u
s
e
o
f
i
n
f
o
r
ma
t
i
o
n
ma
n
a
g
e
me
n
t
t
o
w
a
r
d
s
st
r
a
t
e
g
i
c
d
e
c
i
si
o
n
e
f
f
e
c
t
i
v
e
n
e
s
s
i
n
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
i
n
s
t
i
t
u
t
i
o
n
s i
n
t
h
e
c
o
n
t
e
x
t
o
f
B
a
h
r
a
i
n
14
R
a
ma
d
i
t
y
a
e
t
a
l
.
[
4
8
]
I
mp
r
o
v
i
n
g
p
r
i
v
a
t
e
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
st
r
a
t
e
g
i
e
s
t
h
r
o
u
g
h
f
u
z
z
y
a
n
a
l
y
t
i
c
a
l
h
i
e
r
a
r
c
h
y
p
r
o
c
e
ss
:
i
n
s
i
g
h
t
f
r
o
m I
n
d
o
n
e
si
a
T
ab
le
5
.
T
h
e
r
esear
ch
a
r
ticle
f
in
d
in
g
b
ased
o
n
th
e
p
r
o
p
o
s
ed
s
ea
r
ch
in
g
c
r
iter
ia
f
o
r
t
h
em
e
3
No
A
u
t
h
o
r
s
Ti
t
l
e
1
S
a
b
i
t
e
t
a
l
.
[
4
9
]
Th
e
t
e
c
h
n
o
-
st
r
a
t
e
g
y
o
f
t
h
e
m
a
n
a
g
e
men
t
i
n
f
o
r
mat
i
o
n
s
y
s
t
e
m
a
n
d
i
t
s
r
o
l
e
i
n
e
n
h
a
n
c
i
n
g
r
i
sk
man
a
g
e
me
n
t
i
n
t
h
e
g
e
n
e
r
a
l
d
i
r
e
c
t
o
r
a
t
e
o
f
s
c
h
o
o
l
a
n
d
sp
o
r
t
a
c
t
i
v
i
t
y
2
P
a
r
k
a
n
d
S
h
i
n
[
5
0
]
A
n
a
l
y
s
i
s
o
f
i
m
p
o
r
t
a
n
c
e
o
f
a
n
d
sa
t
i
sf
a
c
t
i
o
n
w
i
t
h
t
h
e
v
a
l
u
e
s
a
n
d
ma
j
o
r
a
c
h
i
e
v
e
m
e
n
t
s
o
f
u
r
b
a
n
a
g
r
i
c
u
l
t
u
r
e
3
P
é
r
e
z
-
S
a
n
a
g
u
st
í
n
e
t
a
l
.
[
5
1
]
A
M
O
O
C
-
b
a
se
d
f
l
i
p
p
e
d
e
x
p
e
r
i
e
n
c
e
:
S
c
a
f
f
o
l
d
i
n
g
S
R
L
s
t
r
a
t
e
g
i
e
s i
mp
r
o
v
e
s
l
e
a
r
n
e
r
s
4
A
z
a
n
z
a
e
t
a
l
.
[
5
2
]
En
h
a
n
c
i
n
g
l
e
a
r
n
i
n
g
i
n
t
o
u
r
i
sm
e
d
u
c
a
t
i
o
n
b
y
c
o
mb
i
n
i
n
g
l
e
a
r
n
i
n
g
b
y
d
o
i
n
g
a
n
d
t
e
a
m
c
o
a
c
h
i
n
g
5
B
u
r
g
h
e
r
a
n
d
H
a
m
e
r
s
[
5
3
]
A
q
u
a
n
t
i
t
a
t
i
v
e
o
p
t
i
m
i
z
a
t
i
o
n
f
r
a
m
e
w
o
r
k
f
o
r
mar
k
e
t
-
d
r
i
v
e
n
a
c
a
d
e
mi
c
p
r
o
g
r
a
m p
o
r
t
f
o
l
i
o
s
6
D
e
mi
r
e
t
a
l
.
[
5
4
]
U
si
n
g
si
m
u
l
a
t
i
o
n
m
o
d
e
l
l
i
n
g
t
o
t
r
a
n
sf
o
r
m
h
o
s
p
i
t
a
l
p
l
a
n
n
i
n
g
a
n
d
ma
n
a
g
e
m
e
n
t
t
o
a
d
d
r
e
ss
h
e
a
l
t
h
i
n
e
q
u
a
l
i
t
i
e
s
7
F
o
r
d
a
n
d
I
h
r
k
e
[
5
5
]
D
e
t
e
r
m
i
n
a
n
t
s
o
f
p
r
i
o
r
i
t
y
c
o
n
f
l
i
c
t
o
n
c
i
t
y
sc
h
o
o
l
b
o
a
r
d
s
3
.
1
.
Co
m
pet
ency
a
nd
perf
o
r
m
a
nce
a
s
s
ess
m
ent
in educa
t
i
o
n
T
h
e
d
y
n
a
m
ic
ca
p
ab
ilit
ies
r
eq
u
ir
ed
f
o
r
e
-
co
m
m
e
r
ce
ar
e
cr
i
tical
f
o
r
co
n
tem
p
o
r
ar
y
e
n
tr
ep
r
en
eu
r
s
h
ip
ed
u
ca
tio
n
.
T
h
e
s
tu
d
y
b
y
Ho
a
n
d
C
h
en
[
2
8
]
in
v
esti
g
ated
th
e
d
ev
elo
p
m
e
n
t
o
f
e
-
c
o
m
m
er
ce
c
o
m
p
eten
cy
t
h
r
o
u
g
h
th
e
Yah
o
o
e
-
co
m
m
er
ce
id
ea
co
m
p
etitio
n
(
E
C
I
C
)
,
f
o
cu
s
i
n
g
o
n
g
a
m
if
ied
e
-
co
m
m
er
ce
co
m
p
etitio
n
s
.
T
h
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
xp
lo
r
in
g
th
e
r
ela
tio
n
s
h
ip
b
et
w
ee
n
s
tr
a
teg
ic
p
la
n
n
in
g
a
n
d
e
d
u
ca
tio
n
a
l p
erfo
r
ma
n
ce
… (
S
ema
il E
n
d
o
)
931
co
m
p
eten
cies
id
en
tifie
d
in
clu
d
ed
e
-
m
a
r
k
etin
g
s
tr
ateg
y
,
liv
e
s
tr
ea
m
in
g
,
o
p
er
atio
n
al
m
an
ag
em
en
t
an
d
s
tr
ateg
ic
p
lan
n
in
g
.
T
h
eir
f
i
n
d
in
g
s
in
d
icate
d
th
at
th
ese
co
m
p
ete
n
cies
s
ig
n
if
ican
tly
co
n
tr
ib
u
te
to
e
-
co
m
m
er
c
e
p
er
f
o
r
m
an
ce
,
p
r
o
v
id
in
g
b
o
th
th
eo
r
etica
l
an
d
p
r
ac
tical
in
s
ig
h
ts
in
to
h
o
w
g
am
if
ied
co
m
p
e
titi
o
n
s
ca
n
en
h
an
ce
co
m
p
eten
cy
d
ev
elo
p
m
en
t
in
en
tr
ep
r
en
e
u
r
s
h
ip
e
d
u
ca
tio
n
.
T
h
is
alig
n
s
with
th
e
b
r
o
a
d
er
tr
en
d
o
f
in
teg
r
atin
g
p
r
ac
tical,
h
an
d
s
-
o
n
ex
p
er
ie
n
c
es
to
d
ev
elo
p
cr
u
cial
en
tr
ep
r
e
n
eu
r
ial
s
k
ills
,
as
h
ig
h
lig
h
ted
b
y
p
r
ev
io
u
s
r
esear
ch
th
at
u
n
d
er
s
co
r
es th
e
im
p
o
r
tan
ce
o
f
r
ea
l
-
wo
r
ld
ap
p
licatio
n
s
in
ed
u
ca
tio
n
al
s
ettin
g
s
[
2
8
]
.
C
o
m
p
eten
cy
ass
ess
m
en
t
in
ed
u
ca
tio
n
,
p
ar
ticu
lar
ly
in
m
ed
ic
al
ed
u
ca
tio
n
,
p
r
esen
ts
u
n
iq
u
e
ch
allen
g
es.
Fu
lto
n
et
a
l.
[
2
9
]
d
is
cu
s
s
ed
th
e
im
p
lem
en
tatio
n
o
f
a
th
ir
d
-
p
ar
ty
,
o
b
jectiv
e
p
r
e
-
p
o
s
t
ex
a
m
in
atio
n
to
ass
ess
co
m
p
eten
cies
in
a
n
u
n
d
er
g
r
ad
u
ate
m
e
d
ical
ed
u
ca
tio
n
p
r
o
g
r
a
m
.
T
h
e
s
tu
d
y
d
em
o
n
s
tr
ated
s
ig
n
if
ican
t
im
p
r
o
v
em
e
n
ts
in
co
m
p
eten
ci
es,
p
ar
ticu
lar
ly
in
s
tr
ateg
ic
p
lan
n
in
g
an
d
lead
er
s
h
ip
with
th
e
av
er
ag
e
s
tu
d
en
t
s
h
o
win
g
a
n
o
tab
le
in
c
r
ea
s
e
in
s
co
r
es.
T
h
is
o
b
jectiv
e
ass
ess
m
en
t
m
eth
o
d
n
o
t
o
n
ly
v
alid
at
es
th
e
ef
f
ec
tiv
en
ess
o
f
th
e
e
d
u
ca
tio
n
al
p
r
o
g
r
am
b
u
t
also
h
ig
h
lig
h
ts
th
e
n
ec
ess
ity
o
f
m
u
ltip
le
ass
ess
m
en
t
m
eth
o
d
s
to
ca
p
tu
r
e
th
e
co
m
p
r
eh
e
n
s
iv
e
co
m
p
eten
cy
d
ev
elo
p
m
en
t
o
f
s
tu
d
e
n
ts
.
T
h
e
s
tu
d
y
’
s
f
in
d
in
g
s
ar
e
c
o
n
s
is
ten
t
with
o
th
er
r
esear
ch
th
at
ad
v
o
ca
tes f
o
r
d
iv
e
r
s
e
ass
e
s
s
m
en
t to
o
ls
to
en
s
u
r
e
a
h
o
lis
tic
ev
alu
atio
n
o
f
s
tu
d
en
t c
o
m
p
e
ten
cies
[
2
9
]
.
Su
p
er
v
is
o
r
y
p
er
f
o
r
m
an
c
e
p
lay
s
a
cr
u
cial
r
o
le
in
e
n
h
an
cin
g
t
h
e
p
r
o
f
ess
io
n
al
co
m
p
eten
ce
o
f
teac
h
er
s
.
R
esear
ch
b
y
Po
s
an
g
i
[
3
0
]
ex
p
lo
r
ed
th
is
in
th
e
co
n
tex
t
o
f
I
s
lam
ic
r
elig
io
u
s
ed
u
ca
tio
n
tea
ch
e
r
s
in
Go
r
o
n
talo
Pro
v
in
ce
,
I
n
d
o
n
esia.
T
h
e
s
tu
d
y
h
i
g
h
lig
h
ted
th
at
ef
f
ec
tiv
e
s
u
p
er
v
is
io
n
,
c
h
ar
ac
ter
ized
b
y
a
co
o
p
er
ativ
e
an
d
p
ar
tn
er
s
h
ip
-
o
r
ien
ted
ap
p
r
o
ac
h
,
s
ig
n
if
ican
tly
im
p
r
o
v
ed
t
h
e
p
r
o
f
ess
io
n
al
co
m
p
ete
n
ce
o
f
teac
h
er
s
.
T
h
e
s
u
p
er
v
is
o
r
s
n
o
t
o
n
l
y
p
r
o
v
id
e
d
g
u
id
an
ce
b
u
t
also
f
o
s
ter
e
d
a
co
n
d
u
civ
e
wo
r
k
e
n
v
ir
o
n
m
en
t,
en
co
u
r
ag
in
g
co
llab
o
r
atio
n
,
an
d
m
u
tu
al
co
m
m
itm
en
t.
Ho
wev
er
,
s
ev
e
r
al
in
ter
n
al
an
d
e
x
ter
n
al
o
b
s
tacle
s
,
s
u
ch
as
awa
r
en
ess
an
d
r
esp
o
n
s
ib
ilit
y
o
f
s
u
p
er
v
is
o
r
s
an
d
teac
h
er
s
'
attitu
d
es
to
war
d
s
s
u
p
er
v
is
io
n
,
wer
e
id
en
t
if
ied
as
ch
allen
g
es.
T
h
ese
f
in
d
in
g
s
u
n
d
e
r
s
co
r
e
th
e
im
p
o
r
tan
ce
o
f
s
tr
ateg
ic
p
lan
n
in
g
an
d
co
n
tin
u
o
u
s
im
p
r
o
v
em
en
t
in
s
u
p
e
r
v
is
o
r
y
p
r
ac
tices
to
e
n
h
an
ce
teac
h
er
c
o
m
p
eten
cies
[
3
0
]
.
T
h
e
co
m
p
et
en
cies
o
f
s
ch
o
o
l
p
r
in
ci
p
als
ar
e
p
iv
o
tal
f
o
r
s
ch
o
o
l
p
er
f
o
r
m
an
ce
.
Stu
d
y
b
y
L
e
et
a
l.
[
3
1
]
ex
a
m
in
ed
th
e
f
ac
to
r
s
af
f
ec
tin
g
s
ch
o
o
l
p
r
in
cip
als'
co
m
p
eten
cies
in
Vietn
am
's
m
o
u
n
tain
o
u
s
p
r
o
v
in
ce
s
.
T
h
e
s
tu
d
y
id
en
tifie
d
b
o
th
i
n
ter
n
al
f
a
cto
r
s
(
s
u
ch
as
g
en
d
er
,
ex
p
e
r
ien
ce
,
h
ea
lth
,
f
a
m
ily
,
an
d
I
T
s
k
ills
)
an
d
ex
ter
n
al
f
ac
to
r
s
(
in
clu
d
i
n
g
s
ch
o
o
l
lo
ca
tio
n
,
d
em
o
g
r
a
p
h
ics,
an
d
f
ac
il
ities
)
as
s
ig
n
if
ican
t
in
f
lu
en
ce
r
s
o
f
p
r
in
cip
al
co
m
p
eten
cy
.
I
n
ter
esti
n
g
ly
,
ac
ad
em
i
c
q
u
alif
icatio
n
s
we
r
e
f
o
u
n
d
to
h
av
e
n
o
co
r
r
elatio
n
with
co
m
p
eten
cy
le
v
els,
s
u
g
g
esti
n
g
th
at
p
r
ac
tical
ex
p
er
ie
n
c
e
an
d
p
er
s
o
n
al
attr
ib
u
tes
p
lay
a
m
o
r
e
cr
itical
r
o
le.
T
h
ese
in
s
ig
h
ts
alig
n
with
o
th
er
s
tu
d
ies
th
at
em
p
h
asize
th
e
m
u
ltifa
ce
ted
n
atu
r
e
o
f
lead
er
s
h
ip
co
m
p
eten
cies
in
ed
u
ca
tio
n
al
s
ettin
g
s
[
3
1
]
.
Self
-
r
eg
u
lated
lear
n
i
n
g
(
SR
L
)
is
es
s
en
tial
f
o
r
ac
ad
em
ic
s
u
cc
ess
,
p
ar
ticu
lar
ly
in
m
ed
ical
ed
u
ca
tio
n
.
An
d
r
ews
et
a
l.
[
3
2
]
co
n
d
u
cted
a
s
tu
d
y
u
s
in
g
SR
L
m
icr
o
an
aly
s
is
to
ex
am
in
e
th
e
r
eg
u
lato
r
y
p
r
o
ce
s
s
es
in
cler
k
s
h
ip
s
tu
d
en
ts
.
T
h
e
f
in
d
in
g
s
r
ev
ea
led
th
at
wh
ile
s
tu
d
en
ts
en
g
ag
ed
in
h
ig
h
er
-
o
r
d
er
d
i
ag
n
o
s
tic
r
ea
s
o
n
in
g
d
u
r
in
g
th
e
p
er
f
o
r
m
an
ce
p
h
as
e,
th
eir
s
elf
-
r
e
f
lectio
n
s
o
f
ten
f
o
cu
s
ed
n
eg
ativ
ely
o
n
t
h
eir
a
b
ilit
ies,
p
o
ten
tially
r
ed
u
cin
g
s
elf
-
e
f
f
icac
y
.
T
h
is
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
ed
u
c
atio
n
al
s
tr
ateg
ies
th
at
en
co
u
r
ag
e
p
o
s
itiv
e
s
elf
-
r
ef
lectio
n
an
d
attr
ib
u
tio
n
to
co
n
tr
o
llab
le
f
ac
to
r
s
,
th
e
r
eb
y
en
h
a
n
cin
g
SR
L
p
r
o
ce
s
s
es.
T
h
ese
r
esu
lts
ar
e
co
n
s
is
ten
t
with
o
th
er
r
esear
ch
th
at
em
p
h
asizes
th
e
cr
itical
r
o
le
o
f
SR
L
in
f
o
s
ter
in
g
in
d
ep
en
d
en
t
lear
n
in
g
an
d
ad
ap
tiv
e
ex
p
er
tis
e
[
3
2
]
.
Ma
k
e
r
ed
u
ca
tio
n
aim
s
to
f
o
s
ter
cr
e
ativ
ity
,
p
r
o
b
lem
-
s
o
lv
in
g
,
a
n
d
h
an
d
s
-
o
n
s
k
ills
in
s
tu
d
en
ts
.
Fan
[
3
3
]
co
n
d
u
cted
a
s
tu
d
y
o
n
th
e
co
r
e
co
m
p
eten
c
ies
o
f
teac
h
er
s
f
o
r
im
p
lem
en
ti
n
g
m
ak
e
r
ed
u
ca
ti
o
n
in
p
r
im
ar
y
a
n
d
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
T
aiwa
n
.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
wh
ile
teac
h
er
s
r
ec
o
g
n
i
ze
d
th
e
im
p
o
r
tan
ce
o
f
th
ese
co
m
p
eten
cies,
th
eir
s
elf
-
ass
ess
m
en
t
s
co
r
es
wer
e
lo
wer
th
an
th
e
p
er
ce
iv
ed
im
p
o
r
tan
ce
,
in
d
icatin
g
a
g
ap
in
co
m
p
eten
cy
im
p
lem
en
tatio
n
.
Su
cc
ess
f
u
l
m
ak
e
r
ed
u
ca
tio
n
r
eq
u
ir
es
teac
h
er
s
to
in
t
eg
r
ate
p
r
o
f
ess
io
n
al
k
n
o
wled
g
e,
tech
n
o
lo
g
ical
s
k
il
ls
,
an
d
in
ter
d
is
cip
lin
ar
y
co
n
n
ec
tio
n
s
to
f
ac
ilit
ate
p
r
o
ject
-
b
ased
lear
n
in
g
.
T
h
is
s
tu
d
y
'
s
f
in
d
in
g
s
r
eso
n
ate
with
b
r
o
a
d
er
ed
u
ca
tio
n
al
tr
e
n
d
s
th
at
ad
v
o
ca
te
f
o
r
p
r
o
f
ess
io
n
al
d
ev
el
o
p
m
en
t
p
r
o
g
r
a
m
s
to
eq
u
i
p
teac
h
er
s
wi
th
th
e
n
ec
ess
ar
y
co
m
p
eten
cies f
o
r
ef
f
ec
tiv
e
m
ak
e
r
ed
u
c
atio
n
[
3
3
]
.
I
n
v
o
ca
tio
n
al
ed
u
ca
tio
n
,
SR
L
is
cr
u
cial
f
o
r
s
tu
d
en
ts
'
co
g
n
itiv
e
en
g
ag
e
m
en
t
an
d
m
o
tiv
atio
n
.
R
esear
ch
by
Py
lv
äs
et
a
l.
[
3
4
]
ex
am
in
ed
v
o
ca
tio
n
al
s
tu
d
en
ts
'
p
er
ce
p
tio
n
s
o
f
SR
L
in
wo
r
k
-
b
ased
s
ettin
g
s
.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
s
tu
d
e
n
ts
wh
o
en
g
a
g
ed
in
g
o
al
s
ettin
g
,
s
tr
ateg
ic
p
lan
n
in
g
,
an
d
p
er
f
o
r
m
a
n
ce
m
o
n
ito
r
in
g
r
ep
o
r
ted
h
ig
h
er
lev
els
o
f
co
g
n
itiv
e
en
g
ag
em
en
t
an
d
m
o
tiv
atio
n
.
Ho
wev
er
,
th
e
s
tu
d
y
also
id
en
tifie
d
s
h
o
r
tco
m
in
g
s
in
SR
L
b
eh
av
io
r
,
h
ig
h
lig
h
tin
g
th
e
n
ee
d
f
o
r
b
etter
s
u
p
p
o
r
t
a
n
d
f
ee
d
b
ac
k
f
r
o
m
teac
h
e
r
s
an
d
wo
r
k
p
lace
t
r
ain
er
s
.
T
h
ese
f
in
d
in
g
s
alig
n
with
ex
i
s
tin
g
r
esear
ch
th
at
em
p
h
asizes
th
e
im
p
o
r
tan
ce
o
f
SR
L
in
v
o
ca
tio
n
al
ed
u
ca
tio
n
an
d
th
e
r
o
le
o
f
s
u
p
p
o
r
tiv
e
lear
n
in
g
en
v
ir
o
n
m
en
ts
in
en
h
an
ci
n
g
s
tu
d
en
t
o
u
tco
m
es
[
3
4
]
.
T
h
e
r
ev
iewe
d
liter
atu
r
e
p
r
ese
n
ts
v
alu
ab
le
in
s
ig
h
ts
in
to
co
m
p
eten
cy
an
d
p
er
f
o
r
m
a
n
ce
ass
ess
m
en
t
in
ed
u
ca
tio
n
,
y
et
it
r
ev
ea
ls
a
f
r
ag
m
en
ted
u
n
d
er
s
tan
d
in
g
o
f
th
e
s
u
b
ject
ac
r
o
s
s
d
if
f
er
en
t
ed
u
ca
tio
n
al
co
n
tex
ts
.
W
h
ile
s
o
m
e
s
tu
d
ies
ef
f
ec
tiv
e
ly
h
ig
h
lig
h
t
th
e
s
ig
n
if
ica
n
ce
o
f
p
r
ac
tical
ex
p
e
r
ien
ce
s
an
d
d
iv
er
s
e
ass
ess
m
en
t
m
eth
o
d
s
in
d
ev
el
o
p
in
g
co
m
p
eten
cies,
s
u
ch
as
in
e
-
co
m
m
e
r
ce
an
d
m
ed
ical
ed
u
ca
tio
n
,
t
h
er
e
is
a
n
o
ticea
b
le
in
co
n
s
is
ten
cy
in
h
o
w
th
ese
c
o
m
p
eten
cies
ar
e
e
v
alu
ated
a
n
d
im
p
lem
e
n
ted
ac
r
o
s
s
v
ar
io
u
s
d
is
cip
lin
es.
Fo
r
ex
am
p
le,
th
e
em
p
h
asis
o
n
SR
L
in
m
ed
ical
a
n
d
v
o
ca
tio
n
al
e
d
u
ca
tio
n
u
n
d
e
r
s
co
r
es
th
e
n
ee
d
f
o
r
i
n
d
iv
id
u
alize
d
ass
es
s
m
en
t
s
tr
ateg
ies,
y
et
th
e
in
teg
r
atio
n
o
f
t
h
ese
s
tr
ateg
ies
s
ee
m
s
u
n
ev
en
.
Ad
d
itio
n
ally
,
th
e
r
ec
o
g
n
itio
n
o
f
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
926
-
9
3
7
932
co
m
p
eten
cy
g
ap
s
am
o
n
g
teac
h
er
s
in
m
ak
er
ed
u
ca
tio
n
p
o
in
ts
to
a
b
r
o
ad
e
r
is
s
u
e
o
f
in
a
d
e
q
u
ate
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t.
Desp
ite
th
ese
c
o
n
tr
ib
u
tio
n
s
,
th
e
liter
atu
r
e
lac
k
s
a
u
n
if
ied
ap
p
r
o
ac
h
to
ass
ess
in
g
an
d
e
n
h
an
ci
n
g
co
m
p
eten
cies
ac
r
o
s
s
ed
u
ca
tio
n
al
lev
els,
wh
ich
co
u
ld
lead
to
u
n
ev
en
e
d
u
ca
tio
n
al
o
u
tc
o
m
es.
T
h
u
s
,
f
u
tu
r
e
r
esear
ch
s
h
o
u
ld
aim
to
h
ar
m
o
n
ize
co
m
p
eten
cy
ass
ess
m
en
t
m
eth
o
d
o
lo
g
ies
to
en
s
u
r
e
m
o
r
e
co
n
s
is
ten
t
an
d
co
m
p
r
eh
e
n
s
iv
e
ed
u
ca
tio
n
al
p
e
r
f
o
r
m
a
n
ce
ac
r
o
s
s
d
if
f
e
r
en
t settin
g
s
.
3
.
2
.
Str
a
t
eg
ic
pla
nn
ing
a
nd
m
a
na
g
e
m
ent
in hig
her
educa
t
io
n
Fin
an
cial
au
to
n
o
m
y
s
ig
n
if
ica
n
tly
in
f
lu
en
ce
s
th
e
s
tr
ateg
ic
p
lan
n
in
g
ca
p
a
b
ilit
y
an
d
o
r
g
a
n
izatio
n
al
p
er
f
o
r
m
an
ce
o
f
h
ig
h
e
r
e
d
u
ca
ti
o
n
in
s
titu
tio
n
s
.
G
h
ar
s
i
et
a
l
.
[
3
5
]
ex
p
lo
r
e
d
th
is
d
y
n
am
ic
in
th
e
co
n
tex
t
o
f
I
n
d
ian
p
r
iv
ate
u
n
i
v
er
s
ities
,
r
ev
ea
lin
g
th
at
f
in
an
cial
au
to
n
o
m
y
p
o
s
iti
v
ely
im
p
ac
ts
s
tr
ateg
ic
p
lan
n
i
n
g
ca
p
ab
ilit
y
,
wh
ic
h
in
tu
r
n
en
h
an
ce
s
o
r
g
a
n
izatio
n
al
p
er
f
o
r
m
an
ce
.
Usi
n
g
p
ar
t
ial
least
s
q
u
ar
e
s
tr
u
ctu
r
al
eq
u
atio
n
m
o
d
ellin
g
(
PLS
-
SEM
)
,
th
e
s
tu
d
y
d
em
o
n
s
tr
ated
th
at
s
tr
ateg
ic
p
lan
n
in
g
ca
p
a
b
ilit
y
m
ed
iates
th
e
r
elatio
n
s
h
ip
b
etwe
e
n
f
in
an
cial
au
to
n
o
m
y
a
n
d
o
r
g
a
n
izatio
n
al
p
er
f
o
r
m
an
ce
.
T
h
es
e
f
in
d
in
g
s
h
i
g
h
lig
h
t
t
h
e
cr
u
ci
al
r
o
le
o
f
f
in
an
cial
in
d
ep
en
d
en
ce
in
f
o
s
ter
in
g
ef
f
e
ctiv
e
s
tr
ateg
ic
p
lan
n
in
g
,
wh
ic
h
is
ess
en
tial
f
o
r
ac
h
iev
i
n
g
in
s
titu
tio
n
al
g
o
als
an
d
im
p
r
o
v
in
g
p
er
f
o
r
m
a
n
ce
in
th
e
co
m
p
etitiv
e
lan
d
s
ca
p
e
o
f
h
i
g
h
er
ed
u
ca
tio
n
[
3
5
]
.
B
u
d
g
eti
n
g
p
r
ac
tices
p
lay
a
v
ital
r
o
le
in
s
tr
ateg
ic
p
lan
n
in
g
ac
r
o
s
s
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
,
as
ev
id
en
ce
d
b
y
th
e
s
tu
d
y
co
n
d
u
cte
d
b
y
Ken
n
o
et
a
l
.
[
3
6
]
.
T
h
is
r
esear
ch
in
v
esti
g
ated
t
h
e
u
s
e
o
f
b
u
d
g
etin
g
f
o
r
s
tr
ateg
ic
p
lan
n
i
n
g
in
3
8
C
an
ad
ian
u
n
iv
er
s
ities
,
u
n
co
v
er
in
g
a
h
eter
o
g
en
e
o
u
s
m
ix
o
f
b
u
d
g
etin
g
p
r
ac
tices
d
r
iv
en
b
y
in
s
titu
tio
n
al
s
ize,
d
ec
en
tr
aliza
tio
n
,
an
d
r
ep
u
tatio
n
.
T
h
e
f
i
n
d
in
g
s
in
d
icate
th
at
wh
ile
s
o
m
e
in
s
titu
tio
n
s
a
d
o
p
t
p
er
f
o
r
m
an
c
e
m
an
ag
em
en
t
th
r
o
u
g
h
b
u
d
g
et
in
g
,
o
th
er
s
u
s
e
it
p
r
im
ar
ily
f
o
r
co
n
tr
o
l,
co
m
m
u
n
icatio
n
,
an
d
r
eg
u
lato
r
y
co
m
p
lian
ce
.
T
h
e
s
tu
d
y
s
u
p
p
o
r
ts
a
co
n
tin
g
en
cy
p
er
s
p
ec
tiv
e
,
s
u
g
g
esti
n
g
th
at
th
e
ef
f
ec
tiv
en
ess
o
f
b
u
d
g
etin
g
p
r
ac
tices d
ep
en
d
s
o
n
th
e
s
p
ec
i
f
ic
o
r
g
a
n
izatio
n
al
co
n
te
x
t a
n
d
s
tr
ateg
ic
o
b
jectiv
es o
f
ea
ch
i
n
s
titu
tio
n
[
3
6
]
.
Per
f
o
r
m
an
ce
-
b
ased
f
u
n
d
in
g
(
P
B
F
)
m
ec
h
an
is
m
s
ar
e
in
cr
ea
s
in
g
ly
u
s
ed
to
alig
n
in
s
titu
tio
n
al
o
b
jectiv
es
with
g
o
v
er
n
m
en
t
g
o
als.
Ah
m
ad
an
d
Yee
[
3
7
]
e
x
am
in
ed
th
e
ap
p
licab
ilit
y
f
ac
to
r
s
in
f
lu
en
cin
g
th
e
im
p
lem
en
tatio
n
o
f
PB
F
in
Ma
lay
s
ian
p
u
b
lic
u
n
iv
er
s
ities
,
id
en
tify
in
g
g
o
v
e
r
n
m
e
n
t
o
b
jectiv
es,
lev
el
o
f
u
n
d
er
s
tan
d
i
n
g
,
an
d
au
to
n
o
m
y
as
k
ey
d
r
iv
er
s
.
T
h
e
s
tu
d
y
f
o
u
n
d
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
b
etwe
en
th
ese
d
r
iv
er
s
an
d
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
PB
F
m
ec
h
an
is
m
s
.
T
h
is
alig
n
s
w
ith
o
th
er
r
esear
ch
em
p
h
asizin
g
th
e
s
tr
ateg
ic
r
o
le
o
f
g
o
v
er
n
m
en
t
p
o
licies
in
s
h
ap
in
g
h
i
g
h
er
ed
u
ca
tio
n
f
u
n
d
i
n
g
a
n
d
en
s
u
r
in
g
alig
n
m
en
t
with
b
r
o
ad
e
r
n
atio
n
al
o
b
jectiv
es.
T
h
e
in
s
ig
h
ts
g
ain
ed
f
r
o
m
th
is
s
tu
d
y
ca
n
in
f
o
r
m
f
u
tu
r
e
p
o
licy
d
ev
elo
p
m
e
n
t
an
d
im
p
lem
en
tatio
n
s
tr
ateg
ies
in
h
ig
h
er
ed
u
ca
tio
n
[
3
7
]
.
Stra
teg
ic
p
lan
n
in
g
in
Vietn
am
ese
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
is
o
f
ten
r
ea
ctiv
e
a
n
d
lack
s
th
o
r
o
u
g
h
en
v
ir
o
n
m
e
n
tal
an
aly
s
is
.
R
esear
ch
b
y
D
o
[
3
8
]
r
ev
iewe
d
th
e
s
tr
ateg
ic
m
an
ag
em
e
n
t
p
r
ac
tic
es
o
f
Vietn
am
ese
u
n
i
v
er
s
ities
,
u
s
in
g
Po
r
ter
'
s
f
iv
e
f
o
r
ce
s
f
r
a
m
ewo
r
k
to
a
n
aly
ze
th
e
ex
ter
n
al
en
v
ir
o
n
m
en
t.
T
h
e
s
tu
d
y
co
n
clu
d
ed
th
at
th
e
e
f
f
ec
tiv
en
ess
o
f
s
tr
ateg
ic
r
ef
o
r
m
s
is
h
in
d
er
ed
b
y
in
s
u
f
f
icien
t
en
v
ir
o
n
m
en
tal
a
n
aly
s
is
,
r
esu
ltin
g
in
p
r
e
v
ale
n
t
s
k
ill
s
h
o
r
tag
es,
s
taf
f
in
s
u
f
f
icien
cy
,
an
d
p
o
o
r
q
u
ality
.
A
d
d
itio
n
ally
,
th
e
s
tr
ateg
ies
d
ev
elo
p
e
d
b
y
in
s
titu
tio
n
s
ar
e
p
r
im
ar
ily
r
esp
o
n
s
iv
e
t
o
s
tate
d
ir
ec
tiv
es
,
with
o
u
t
co
n
s
id
er
i
n
g
s
u
s
tain
a
b
ilit
y
.
T
h
is
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
a
m
o
r
e
p
r
o
ac
tiv
e
a
n
d
co
m
p
r
eh
e
n
s
iv
e
ap
p
r
o
ac
h
to
s
tr
ateg
ic
p
lan
n
in
g
th
at
in
clu
d
es
th
o
r
o
u
g
h
e
n
v
ir
o
n
m
en
tal
ass
ess
m
en
ts
an
d
lo
n
g
-
ter
m
s
u
s
tain
ab
ilit
y
co
n
s
id
er
atio
n
s
[
3
8
]
.
T
h
e
in
tr
o
d
u
ctio
n
o
f
ac
c
o
u
n
tab
ilit
y
s
y
s
tem
s
ca
n
s
ig
n
if
ican
tly
im
p
ac
t
s
tr
ateg
ic
p
lan
n
in
g
an
d
m
an
ag
em
en
t
i
n
s
ch
o
o
ls
.
Paletta
et
a
l
.
[
3
9
]
ex
am
i
n
ed
h
o
w
t
h
e
n
ew
ac
co
u
n
tab
ilit
y
s
y
s
tem
in
I
taly
in
f
l
u
en
ce
s
p
r
in
cip
al
lead
er
s
h
ip
an
d
teac
h
er
p
r
ac
tices.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
p
r
in
cip
al
lead
er
s
h
ip
i
n
d
ir
ec
tly
p
r
o
m
o
tes
ch
an
g
es
in
teac
h
er
p
r
ac
tices
th
r
o
u
g
h
in
cr
ea
s
ed
in
s
tr
u
ctio
n
a
l
lead
er
s
h
ip
.
T
h
e
r
esu
lts
s
u
g
g
est
th
at
p
r
in
cip
als
p
lay
a
ce
n
tr
al
r
o
le
in
b
u
ild
in
g
o
r
g
an
izatio
n
al
ca
p
ac
ity
f
o
r
s
ch
o
o
l im
p
r
o
v
em
e
n
t b
y
u
tili
zin
g
s
elf
-
ev
alu
atio
n
an
d
im
p
r
o
v
em
e
n
t
p
r
o
ce
s
s
es.
T
h
is
r
esear
ch
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
d
is
tr
ib
u
ted
lead
er
s
h
ip
in
f
o
s
ter
in
g
a
co
llab
o
r
ativ
e
cu
ltu
r
e
a
n
d
e
n
h
an
cin
g
th
e
o
v
er
all
ef
f
ec
ti
v
en
ess
o
f
ed
u
ca
tio
n
al
m
an
a
g
em
en
t
[
3
9
]
.
T
h
e
in
teg
r
atio
n
o
f
s
u
s
tain
ab
ilit
y
in
d
icato
r
s
in
to
h
ig
h
er
ed
u
ca
tio
n
m
an
ag
em
e
n
t
is
cr
u
cial
f
o
r
ac
h
iev
in
g
lo
n
g
-
ter
m
ef
f
ec
tiv
en
ess
.
Stu
d
y
b
y
Ma
tto
s
et
a
l
.
[
4
0
]
an
aly
ze
d
th
e
d
eter
m
in
an
ts
o
f
ef
f
ec
ti
v
en
ess
an
d
s
u
s
tain
ab
ilit
y
in
d
icato
r
s
at
th
e
Fed
er
al
Un
iv
er
s
ity
o
f
San
ta
C
atar
in
a
u
s
in
g
th
e
B
ald
r
ig
e
ex
ce
llen
ce
m
o
d
el
.
T
h
e
s
tu
d
y
h
ig
h
lig
h
ted
th
at
lead
er
s
h
ip
,
s
tu
d
en
t
f
o
cu
s
,
a
n
d
s
o
cieta
l
f
o
cu
s
d
ir
ec
tly
a
f
f
ec
t
s
tr
ateg
ic
p
lan
n
in
g
an
d
m
an
ag
em
en
t
ef
f
ec
tiv
en
ess
.
T
r
an
s
p
ar
en
cy
a
n
d
m
an
ag
e
m
en
t
b
y
co
m
p
eten
cies
also
p
lay
s
ig
n
if
ican
t
r
o
les
in
en
h
an
cin
g
wo
r
k
p
r
o
ce
s
s
es.
T
h
ese
f
in
d
in
g
s
em
p
h
asize
th
e
n
ee
d
f
o
r
h
i
g
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
to
ad
o
p
t
co
m
p
r
eh
e
n
s
iv
e
q
u
ality
m
o
d
el
s
th
at
in
co
r
p
o
r
ate
s
u
s
tain
ab
ili
ty
p
r
in
ci
p
les
to
m
ee
t
t
h
e
in
cr
ea
s
in
g
d
em
an
d
s
f
o
r
p
er
f
o
r
m
an
ce
an
d
ex
ce
llen
ce
[
4
0
]
.
I
m
p
lem
en
tin
g
p
er
f
o
r
m
a
n
ce
m
an
ag
em
en
t
s
y
s
tem
s
,
s
u
ch
as
k
ey
p
er
f
o
r
m
a
n
ce
in
d
icato
r
s
(
K
PIs)
,
p
o
s
es
s
ev
er
al
ch
allen
g
es
in
h
ig
h
e
r
ed
u
ca
tio
n
i
n
s
titu
tio
n
s
.
Sh
au
ls
k
a
et
a
l.
[
4
1
]
in
v
esti
g
ated
th
e
im
p
lem
en
tatio
n
o
f
KPI
s
at
Vasy
l
’
Stu
s
Do
n
etsk
Natio
n
al
Un
iv
er
s
ity
,
id
en
tify
i
n
g
o
r
g
a
n
izatio
n
al
o
b
s
tacle
s
s
u
ch
as
r
esis
tan
ce
to
ch
an
g
e,
p
o
o
r
co
m
m
u
n
icatio
n
,
an
d
lack
o
f
m
o
tiv
atio
n
.
T
h
e
s
tu
d
y
r
ec
o
m
m
e
n
d
s
f
o
s
ter
in
g
a
c
u
ltu
r
e
o
f
p
r
o
d
u
ctiv
e
d
ialo
g
u
e
a
n
d
e
f
f
ec
tiv
e
m
an
ag
em
e
n
t
in
ter
ac
tio
n
s
to
en
h
a
n
ce
KPI
im
p
lem
e
n
tatio
n
.
T
h
ese
f
in
d
in
g
s
h
ig
h
lig
h
t
t
h
e
im
p
o
r
tan
ce
o
f
ad
d
r
ess
in
g
b
o
th
o
r
g
an
izati
o
n
al
an
d
b
e
h
av
io
r
al
f
ac
to
r
s
to
im
p
r
o
v
e
th
e
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
xp
lo
r
in
g
th
e
r
ela
tio
n
s
h
ip
b
et
w
ee
n
s
tr
a
teg
ic
p
la
n
n
in
g
a
n
d
e
d
u
ca
tio
n
a
l p
erfo
r
ma
n
ce
… (
S
ema
il E
n
d
o
)
933
ef
f
ec
tiv
en
ess
o
f
p
er
f
o
r
m
an
ce
m
an
ag
em
en
t
s
y
s
tem
s
in
h
ig
h
er
ed
u
ca
tio
n
[
4
1
]
.
T
h
e
alig
n
m
en
t
o
f
s
tr
ateg
ic
p
lan
n
in
g
with
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
g
o
als
(
SDGs
)
is
ess
en
tial
f
o
r
m
o
d
er
n
h
i
g
h
er
e
d
u
ca
tio
n
in
s
titu
tio
n
s
.
Srib
an
asar
n
et
a
l.
[
4
2
]
r
ev
iew
ed
th
e
o
p
er
atio
n
s
o
f
Ma
h
asar
a
k
h
am
Un
iv
e
r
s
ity
,
f
o
cu
s
in
g
o
n
its
alig
n
m
en
t
with
g
r
ee
n
u
n
iv
er
s
ity
c
r
iter
ia.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
wh
ile
th
e
u
n
iv
e
r
s
ity
’
s
p
o
licies
an
d
s
tr
ateg
ies
s
u
p
p
o
r
ted
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t,
c
o
n
t
in
u
o
u
s
r
ev
iew
an
d
ad
ap
tatio
n
ar
e
n
ec
ess
ar
y
to
ad
d
r
ess
ch
a
n
g
in
g
co
n
tex
ts
an
d
b
u
d
g
et
co
n
s
tr
ain
ts
.
T
h
e
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
im
p
o
r
ta
n
ce
o
f
in
teg
r
atin
g
s
u
s
tain
ab
ilit
y
in
to
s
tr
ateg
i
c
p
lan
n
in
g
to
d
r
i
v
e
s
u
itab
le
d
ev
elo
p
m
en
t a
ctiv
ities
an
d
m
ee
t l
o
n
g
-
ter
m
o
b
jectiv
es
[
4
2
]
.
T
h
e
h
ig
h
er
ed
u
ca
tio
n
s
y
s
te
m
p
er
f
o
r
m
an
ce
f
r
am
ewo
r
k
(
HE
SP
F
)
in
I
r
elan
d
aim
s
t
o
en
h
a
n
ce
in
s
titu
tio
n
al
p
lan
n
in
g
to
war
d
s
n
atio
n
al
p
o
licy
o
b
jectiv
es.
O’
Sh
ea
an
d
O’
Har
a
[
4
3
]
e
x
am
in
ed
th
e
im
p
lem
en
tatio
n
o
f
th
e
HE
SP
F,
f
in
d
in
g
th
at
it
h
as
f
o
s
ter
e
d
co
n
s
tr
u
ctiv
e
r
elatio
n
s
h
ip
s
b
etwe
en
th
e
h
ig
h
er
ed
u
ca
tio
n
a
u
th
o
r
it
y
(
HE
A)
a
n
d
in
s
titu
tio
n
s
.
Ho
wev
er
,
th
e
f
r
am
ewo
r
k
'
s
im
p
ac
t
o
n
p
er
f
o
r
m
an
ce
im
p
r
o
v
em
e
n
t
h
as
b
ee
n
lim
ited
b
y
th
e
lack
o
f
en
a
b
lin
g
/in
ce
n
tiv
e
f
u
n
d
in
g
.
T
h
e
s
tu
d
y
s
u
g
g
ests
th
at
wh
ile
th
e
HE
SP
F
is
a
v
alu
ab
le
co
n
ce
p
t,
its
ef
f
ec
tiv
en
ess
d
ep
en
d
s
o
n
ad
eq
u
ate
f
i
n
an
cial
s
u
p
p
o
r
t
an
d
s
tr
ateg
ic
-
lev
el
o
p
er
atio
n
s
to
d
r
iv
e
m
ea
n
in
g
f
u
l
p
e
r
f
o
r
m
an
ce
im
p
r
o
v
em
en
ts
[
4
3
]
.
Un
iv
er
s
it
ies
ar
e
in
cr
ea
s
in
g
ly
in
teg
r
atin
g
en
tr
e
p
r
en
eu
r
s
h
ip
in
to
th
eir
s
tr
ateg
ic
p
la
n
n
in
g
.
Pañ
o
s
-
C
astro
et
a
l.
[
4
4
]
an
aly
ze
d
th
e
s
elf
-
p
er
ce
p
tio
n
s
o
f
d
ea
n
s
in
Sp
a
n
is
h
f
ac
u
lties
o
f
ed
u
ca
tio
n
r
e
g
ar
d
i
n
g
th
eir
e
n
tr
ep
r
e
n
eu
r
ial
in
itia
tiv
es.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
w
h
ile
s
o
m
e
f
ac
u
lties
ar
e
d
ev
elo
p
in
g
ac
tiv
e
m
eth
o
d
o
lo
g
ies
an
d
s
tr
ateg
ic
m
is
s
io
n
s
r
elate
d
to
en
tr
ep
r
en
eu
r
s
h
ip
,
th
er
e
is
s
till
r
esis
tan
ce
d
u
e
to
a
lack
o
f
e
n
tr
ep
r
en
e
u
r
ial
cu
ltu
r
e
an
d
u
n
d
er
s
tan
d
in
g
.
T
h
e
r
esu
lts
h
ig
h
lig
h
t
th
e
n
ee
d
f
o
r
tar
g
eted
in
itiativ
es
to
f
o
s
ter
en
tr
ep
r
e
n
eu
r
s
h
ip
ac
r
o
s
s
all
u
n
iv
er
s
ity
d
is
cip
lin
es,
en
s
u
r
in
g
co
m
p
r
e
h
en
s
iv
e
d
ev
elo
p
m
e
n
t a
n
d
alig
n
m
en
t w
ith
th
e
en
tr
ep
r
en
eu
r
ial
u
n
iv
er
s
ity
m
o
d
el
[
4
4
]
.
I
n
co
r
p
o
r
atin
g
o
p
en
g
o
v
er
n
m
e
n
t
p
r
in
cip
les
in
to
u
n
iv
e
r
s
ity
s
tr
ateg
ic
p
lan
n
in
g
e
n
h
an
ce
s
g
o
v
er
n
a
n
ce
an
d
s
tak
eh
o
ld
er
e
n
g
ag
e
m
en
t.
Mo
r
en
o
-
C
ar
m
o
n
a
et
a
l.
[
4
5
]
d
escr
ib
ed
an
i
n
n
o
v
ativ
e
ap
p
r
o
ac
h
at
a
Sp
an
is
h
p
u
b
lic
u
n
iv
e
r
s
ity
,
u
tili
zin
g
web
p
latf
o
r
m
s
f
o
r
s
tak
eh
o
ld
er
p
ar
ticip
atio
n
an
d
m
o
n
ito
r
in
g
.
T
h
is
ap
p
r
o
ac
h
p
r
o
m
o
tes
co
llab
o
r
ativ
e
wo
r
k
f
lo
w,
p
ar
ticip
atio
n
,
an
d
lear
n
i
n
g
,
alig
n
in
g
with
co
r
p
o
r
ate
g
o
als
an
d
en
h
an
ci
n
g
co
m
m
itm
en
t
to
th
e
s
tr
ateg
ic
p
lan
.
T
h
e
a
d
o
p
tio
n
o
f
s
u
ch
p
r
ac
tices
ex
em
p
lifie
s
ef
f
ec
tiv
e
g
o
v
er
n
an
ce
m
o
d
els
th
at
s
u
p
p
o
r
t
s
u
s
tain
ab
le
s
tr
ateg
ic
m
an
ag
em
en
t
in
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
[
4
5
]
.
Miss
io
n
d
if
f
er
en
tiatio
n
an
d
s
p
ec
ializatio
n
b
ased
o
n
r
eg
io
n
al
d
e
v
elo
p
m
e
n
t
ar
e
cr
i
tical
f
o
r
s
tr
ateg
ic
p
lan
n
in
g
i
n
h
ig
h
er
ed
u
ca
tio
n
.
Kar
ad
ağ
an
d
B
alk
ar
[
4
6
]
e
x
a
m
in
ed
th
e
s
tr
ateg
ic
o
b
jectiv
e
s
o
f
T
u
r
k
is
h
u
n
iv
e
r
s
ities
in
v
o
lv
ed
in
a
m
is
s
io
n
d
if
f
er
en
tiatio
n
p
r
o
ject.
T
h
e
s
t
u
d
y
f
o
u
n
d
th
at
th
ese
u
n
iv
e
r
s
ities
f
o
cu
s
ed
o
n
lo
ca
l
an
d
r
e
g
io
n
al
d
ev
el
o
p
m
en
t,
en
h
an
cin
g
co
m
m
u
n
ity
s
er
v
ice
s
tu
d
ies.
Ho
wev
er
,
s
im
ilar
i
ties
in
s
tr
ateg
ic
o
b
jectiv
es
ac
r
o
s
s
u
n
iv
er
s
ities
s
u
g
g
est
th
e
n
ee
d
f
o
r
a
clea
r
f
r
am
ewo
r
k
to
g
u
id
e
m
is
s
io
n
d
if
f
er
en
tiatio
n
.
T
h
e
r
esu
lts
in
d
icate
th
at
u
n
iv
er
s
ities
m
u
s
t e
s
tab
lis
h
u
n
iq
u
e
s
tr
ateg
i
c
o
b
jectiv
es to
co
n
t
r
ib
u
te
ef
f
e
ctiv
ely
to
r
eg
io
n
al
d
e
v
elo
p
m
e
n
t
[
4
6
]
.
E
f
f
ec
tiv
e
in
f
o
r
m
atio
n
m
an
a
g
em
en
t
is
v
ital
f
o
r
s
tr
ateg
ic
d
ec
is
io
n
-
m
ak
in
g
in
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
.
Dh
ae
n
[
4
7
]
e
x
p
lo
r
ed
t
h
e
im
p
ac
t
o
f
in
f
o
r
m
a
tio
n
m
an
a
g
em
en
t
o
n
d
ec
is
io
n
ef
f
ec
tiv
en
ess
in
B
ah
r
ain
i
HE
I
s
.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
d
ec
is
io
n
im
p
o
r
tan
ce
p
o
s
itiv
ely
in
f
lu
en
ce
s
d
ec
i
s
io
n
ef
f
ec
tiv
en
ess
,
m
ed
iated
b
y
r
atio
n
ality
an
d
d
ec
en
tr
aliza
tio
n
.
Ho
wev
e
r
,
th
e
n
eg
ativ
e
ef
f
ec
ts
o
f
d
ec
e
n
tr
aliz
atio
n
h
ig
h
li
g
h
t
th
e
co
m
p
lex
ity
o
f
d
ec
is
io
n
-
m
ak
in
g
p
r
o
ce
s
s
es.
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
n
ee
d
f
o
r
well
-
s
tr
u
ctu
r
ed
in
f
o
r
m
atio
n
m
an
ag
em
en
t
s
y
s
tem
s
to
s
u
p
p
o
r
t
s
tr
ateg
ic
p
la
n
n
in
g
an
d
e
n
h
an
ce
in
s
titu
tio
n
al
p
er
f
o
r
m
a
n
ce
[
4
7
]
.
Stra
teg
ic
p
lan
n
in
g
is
ess
en
tial
f
o
r
im
p
r
o
v
in
g
th
e
p
er
f
o
r
m
a
n
ce
o
f
p
r
iv
ate
h
i
g
h
er
ed
u
ca
tio
n
in
s
t
itu
tio
n
s
.
Stu
d
y
b
y
R
am
ad
ity
a
et
a
l.
[
4
8
]
ap
p
lied
th
e
f
u
zz
y
a
n
aly
tical
h
ier
a
r
ch
y
p
r
o
ce
s
s
(
FAHP
)
to
d
eter
m
i
n
e
k
ey
s
tr
ateg
ies
f
o
r
en
h
an
cin
g
p
e
r
f
o
r
m
an
ce
in
I
n
d
o
n
esian
p
r
iv
ate
u
n
iv
er
s
ities
.
T
h
e
s
tu
d
y
id
en
tifie
d
s
tr
ateg
ic
p
l
an
n
in
g
an
d
h
u
m
an
r
eso
u
r
ce
c
o
m
p
eten
cies
as
cr
i
tical
f
ac
to
r
s
.
T
h
e
f
in
d
in
g
s
s
u
g
g
est
th
at
f
o
cu
s
in
g
o
n
talen
t
m
an
a
g
em
en
t
an
d
alig
n
in
g
s
tr
ateg
ic
o
b
jectiv
es
with
m
ar
k
et
n
ee
d
s
ca
n
s
ig
n
if
ican
tly
im
p
r
o
v
e
in
s
titu
tio
n
al
p
er
f
o
r
m
an
ce
.
T
h
is
ap
p
r
o
ac
h
p
r
o
v
id
es v
alu
a
b
le
in
s
ig
h
ts
f
o
r
s
im
ilar
in
s
titu
tio
n
s
in
d
ev
elo
p
in
g
c
o
u
n
tr
ies
[
4
8
]
.
T
h
e
r
ev
iewe
d
liter
atu
r
e
o
n
s
tr
ateg
ic
m
an
ag
em
en
t a
n
d
p
lan
n
i
n
g
in
h
ig
h
e
r
ed
u
ca
tio
n
p
r
esen
t
s
a
d
iv
er
s
e
r
an
g
e
o
f
v
iewp
o
in
ts
b
u
t
also
h
ig
h
lig
h
ts
s
ig
n
if
ican
t
g
a
p
s
i
n
im
p
lem
en
tatio
n
an
d
c
o
n
tex
tu
al
u
n
d
e
r
s
tan
d
in
g
.
W
h
ile
o
th
er
s
tu
d
ies
[
3
5
]
,
[
3
6
]
u
n
d
er
s
co
r
e
d
th
e
im
p
o
r
tan
ce
o
f
f
in
an
cial
au
to
n
o
m
y
an
d
b
u
d
g
etin
g
p
r
ac
tices,
th
ey
r
ev
ea
l
a
lac
k
o
f
c
o
n
s
en
s
u
s
o
n
h
o
w
th
ese
elem
en
ts
s
h
o
u
ld
b
e
c
o
n
s
is
ten
tly
ap
p
lie
d
ac
r
o
s
s
d
if
f
er
e
n
t
in
s
titu
tio
n
al
co
n
tex
ts
.
A
d
d
itio
n
ally
,
th
e
an
aly
s
is
o
f
s
tr
ateg
ic
p
l
a
n
n
i
n
g
ap
p
r
o
ac
h
es
in
T
u
r
k
i
s
h
an
d
Vietn
am
ese
u
n
iv
er
s
ities
p
o
in
ts
o
u
t
th
e
r
ea
ctiv
e
n
atu
r
e
o
f
cu
r
r
en
t
s
tr
ateg
ies,
wh
ich
o
f
ten
lack
th
o
r
o
u
g
h
en
v
ir
o
n
m
e
n
tal
an
aly
s
is
an
d
d
is
tin
ct
m
is
s
io
n
o
b
jectiv
es.
Alth
o
u
g
h
th
e
i
n
co
r
p
o
r
atio
n
o
f
s
u
s
tain
ab
ilit
y
an
d
PB
F
s
tr
ateg
ies
i
s
co
m
m
en
d
a
b
le,
O
’
Sh
ea
an
d
O
’
Har
a
[
4
3
]
d
em
o
n
s
tr
ate
d
th
at
ad
eq
u
ate
f
in
an
cial
an
d
s
tr
u
ctu
r
al
s
u
p
p
o
r
t
is
s
till
cr
u
cial
f
o
r
th
ese
ef
f
o
r
ts
to
s
u
c
ce
ed
.
T
h
e
r
esear
ch
s
u
g
g
ests
th
at
h
ig
h
er
ed
u
ca
tio
n
r
e
q
u
ir
es
m
o
r
e
in
teg
r
ated
a
n
d
co
n
tex
t
-
s
en
s
itiv
e
s
tr
ateg
ic
p
la
n
n
in
g
f
r
am
ewo
r
k
s
th
at
n
o
t
o
n
l
y
f
o
c
u
s
o
n
in
s
titu
tio
n
al
g
o
als
b
u
t
also
a
d
d
r
ess
th
e
b
r
o
ad
e
r
s
o
cio
ec
o
n
o
m
ic
an
d
en
v
ir
o
n
m
e
n
tal
ch
allen
g
es f
ac
in
g
th
e
s
ec
to
r
.
3
.
3
.
T
ec
hn
o
lo
g
ica
l
inte
g
r
a
t
i
o
n a
nd
inn
o
v
a
t
io
n in e
du
ca
t
io
n
T
h
e
r
o
le
o
f
tech
n
o
-
s
tr
ateg
y
in
en
h
an
cin
g
r
is
k
m
a
n
ag
em
e
n
t
with
in
ed
u
ca
tio
n
al
o
r
g
a
n
izatio
n
s
is
cr
itical.
R
esear
ch
b
y
Sab
it
et
a
l.
[
4
9
]
ex
p
lo
r
ed
t
h
e
im
p
le
m
e
n
tatio
n
o
f
in
f
o
r
m
atio
n
tech
n
o
l
o
g
y
s
y
s
tem
s
(
I
T
S)
in
th
e
g
en
er
al
d
ir
ec
to
r
ate
o
f
s
p
o
r
ts
an
d
s
ch
o
o
l
ac
tiv
ity
in
th
e
Min
is
tr
y
o
f
E
d
u
ca
ti
o
n
.
T
h
eir
r
esear
ch
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
2
,
Ap
r
il
20
25
:
926
-
9
3
7
934
em
p
h
asized
th
e
im
p
o
r
tan
ce
o
f
ad
o
p
tin
g
tec
h
n
o
-
s
tr
ateg
y
to
a
ch
iev
e
s
tr
ateg
ic
g
o
als
an
d
im
p
r
o
v
e
p
er
f
o
r
m
an
ce
.
T
h
e
s
tu
d
y
f
o
u
n
d
th
at
s
tr
ateg
i
c
p
lan
n
in
g
,
ef
f
icien
cy
o
f
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
,
an
d
h
u
m
an
r
eso
u
r
ce
s
s
k
ills
wer
e
clo
s
ely
lin
k
ed
to
e
f
f
ec
ti
v
e
r
is
k
m
an
ag
e
m
en
t.
T
h
ese
f
in
d
in
g
s
u
n
d
er
s
co
r
e
th
e
n
ec
ess
ity
f
o
r
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
to
in
teg
r
ate
tech
n
o
-
s
tr
ateg
y
co
m
p
r
eh
en
s
iv
ely
t
o
en
h
an
ce
th
eir
o
p
er
atio
n
al
ef
f
icien
cy
an
d
r
is
k
m
an
ag
em
en
t
ca
p
a
b
ilit
ies
[
4
9
]
.
Ur
b
a
n
ag
r
icu
ltu
r
e
h
as
e
m
er
g
ed
as
a
s
ig
n
if
ican
t
asp
ec
t
o
f
s
u
s
tain
ab
le
u
r
b
an
d
ev
elo
p
m
e
n
t,
with
ed
u
ca
ti
o
n
al
in
s
titu
tio
n
s
p
lay
in
g
a
p
iv
o
tal
r
o
le
in
p
r
o
m
o
tin
g
awa
r
en
ess
an
d
im
p
lem
en
tatio
n
.
Par
k
an
d
Sh
i
n
[
5
0
]
co
n
d
u
cte
d
an
im
p
o
r
ta
n
ce
–
p
er
f
o
r
m
a
n
ce
an
aly
s
is
to
ev
alu
ate
th
e
v
al
u
es
an
d
ac
h
iev
em
e
n
ts
o
f
u
r
b
an
ag
r
icu
ltu
r
e,
p
a
r
ticu
lar
ly
its
h
ea
lth
,
s
o
cial
-
cu
ltu
r
al,
en
v
ir
o
n
m
en
tal
-
ec
o
lo
g
ical
,
an
d
ec
o
n
o
m
ic
f
u
n
ctio
n
s
.
T
h
e
s
tu
d
y
h
ig
h
lig
h
ted
th
e
n
ee
d
f
o
r
s
tr
ateg
ic
p
lan
n
in
g
to
en
h
an
ce
u
r
b
a
n
ag
r
ic
u
ltu
r
e'
s
im
p
ac
t,
r
ec
o
m
m
e
n
d
in
g
s
u
s
tain
ed
ed
u
ca
tio
n
,
p
u
b
licity
ef
f
o
r
ts
,
an
d
im
p
r
o
v
ed
n
etwo
r
k
s
.
T
h
is
alig
n
s
with
b
r
o
ad
e
r
s
tr
ateg
ic
o
b
jectiv
es
in
ed
u
ca
tio
n
al
m
an
ag
em
e
n
t,
wh
er
e
in
teg
r
atin
g
u
r
b
an
a
g
r
icu
ltu
r
e
ca
n
f
o
s
ter
s
u
s
tain
ab
ilit
y
an
d
co
m
m
u
n
ity
en
g
ag
em
e
n
t
[
5
0
]
.
T
h
e
f
lip
p
ed
class
r
o
o
m
m
o
d
el,
esp
ec
ially
wh
en
in
teg
r
at
ed
with
m
ass
iv
e
o
n
lin
e
o
p
en
co
u
r
s
es
(
MO
OC
s
)
,
p
r
esen
ts
s
ig
n
if
ican
t
o
p
p
o
r
tu
n
ities
,
an
d
ch
allen
g
es
in
h
ig
h
er
e
d
u
ca
tio
n
.
Pér
ez
-
Sa
n
ag
u
s
tín
et
a
l.
[
5
1
]
in
v
esti
g
ated
a
MO
OC
-
b
ased
f
lip
p
ed
class
r
o
o
m
ap
p
r
o
ac
h
in
an
e
n
g
in
ee
r
in
g
co
u
r
s
e,
em
p
h
asizin
g
th
e
im
p
o
r
tan
ce
o
f
SR
L
s
tr
ateg
ies.
T
h
eir
s
tu
d
y
f
o
u
n
d
th
at
wh
ile
th
er
e
was
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
in
ac
a
d
em
ic
ac
h
iev
em
en
t
b
etwe
en
th
e
e
x
p
er
im
en
tal
a
n
d
c
o
n
tr
o
l
g
r
o
u
p
s
,
th
e
ex
p
er
im
en
tal
g
r
o
u
p
s
h
o
wed
h
ig
h
er
en
g
ag
em
e
n
t
an
d
b
etter
s
tr
ateg
ic
p
lan
n
in
g
.
T
h
is
s
u
g
g
ests
th
at
in
co
r
p
o
r
atin
g
SR
L
tech
n
o
lo
g
ical
s
ca
f
f
o
ld
s
ca
n
en
h
an
ce
s
tu
d
en
t
en
g
ag
em
e
n
t
an
d
tim
e
m
an
ag
em
en
t,
c
r
u
c
ial
f
o
r
th
e
s
u
cc
ess
f
u
l
im
p
lem
en
tatio
n
o
f
f
lip
p
ed
class
r
o
o
m
m
eth
o
d
o
lo
g
ies
[
5
1
]
.
C
o
m
b
in
in
g
e
x
p
er
ie
n
tial
lear
n
in
g
m
et
h
o
d
s
s
u
ch
as
lear
n
i
n
g
b
y
d
o
in
g
(
L
B
D
)
an
d
team
co
ac
h
i
n
g
ca
n
s
ig
n
if
i
ca
n
tly
en
h
an
ce
e
d
u
ca
tio
n
al
o
u
tco
m
es
in
t
o
u
r
is
m
e
d
u
ca
tio
n
.
Aza
n
za
et
a
l.
[
5
2
]
ex
p
lo
r
ed
th
is
a
p
p
r
o
ac
h
b
y
in
v
o
lv
in
g
s
tu
d
en
ts
i
n
a
p
r
ac
tic
al
p
r
o
ject
o
n
s
tr
ateg
ic
p
lan
n
i
n
g
f
o
r
s
u
s
tain
ab
le
to
u
r
is
m
.
T
h
e
s
tu
d
y
d
e
m
o
n
s
t
r
ated
th
at
L
B
D
an
d
team
co
ac
h
in
g
im
p
r
o
v
e
d
s
tu
d
en
ts
'
p
r
o
f
ess
io
n
al
s
k
ills
,
co
m
m
u
n
icatio
n
,
a
n
d
p
r
o
b
lem
-
s
o
lv
in
g
a
b
ilit
ies.
Su
ch
m
eth
o
d
o
lo
g
ies
n
o
t
o
n
ly
m
ak
e
lea
r
n
in
g
m
o
r
e
e
n
g
ag
in
g
b
u
t
also
alig
n
ed
u
ca
tio
n
al
o
u
tco
m
es
with
r
ea
l
-
wo
r
ld
p
r
o
f
ess
io
n
al
ex
p
ec
tatio
n
s
,
th
er
eb
y
b
r
id
g
i
n
g
th
e
g
a
p
b
etwe
en
th
eo
r
etica
l k
n
o
wled
g
e
an
d
p
r
ac
tical
ap
p
licatio
n
[
5
2
]
.
Op
tim
izin
g
ac
ad
em
ic
p
r
o
g
r
a
m
p
o
r
tf
o
lio
s
is
ess
en
tial
f
o
r
al
ig
n
in
g
ed
u
ca
tio
n
al
o
f
f
e
r
in
g
s
with
m
ar
k
et
d
em
an
d
s
.
B
u
r
g
h
er
an
d
Ham
e
r
s
[
5
3
]
in
tr
o
d
u
ce
d
a
q
u
a
n
titativ
e
o
p
tim
izatio
n
f
r
a
m
ewo
r
k
u
s
in
g
in
teg
e
r
lin
ea
r
p
r
o
g
r
a
m
m
in
g
to
en
h
an
ce
th
e
f
in
an
cial
an
d
n
o
n
-
f
in
an
cial
p
er
f
o
r
m
an
ce
o
f
ac
ad
e
m
ic
p
r
o
g
r
am
s
.
T
h
eir
s
tu
d
y
d
em
o
n
s
tr
ated
th
at
th
is
m
o
d
el
co
u
ld
n
ea
r
ly
d
o
u
b
le
th
e
f
in
an
cial
s
u
r
p
lu
s
w
h
ile
ac
h
iev
i
n
g
h
ig
h
er
s
co
r
es
in
m
is
s
io
n
alig
n
m
en
t,
s
tu
d
en
t
d
em
o
g
r
a
p
h
ics,
an
d
f
ac
u
lty
c
h
ar
ac
ter
is
tics
.
T
h
is
ap
p
r
o
ac
h
p
r
o
v
id
es
a
r
o
b
u
s
t
d
ec
is
io
n
s
u
p
p
o
r
t
to
o
l
f
o
r
ed
u
c
atio
n
al
in
s
titu
tio
n
s
,
en
ab
lin
g
s
tr
ateg
ic
p
lan
n
in
g
th
at
m
ee
ts
b
o
th
f
in
an
cial
g
o
als
an
d
e
d
u
ca
tio
n
al
q
u
ality
s
tan
d
ar
d
s
[
5
3
]
.
Simu
latio
n
m
o
d
ellin
g
ca
n
tr
a
n
s
f
o
r
m
h
o
s
p
ital
p
lan
n
in
g
a
n
d
m
an
ag
em
en
t
t
o
ad
d
r
ess
h
ea
lth
in
eq
u
alities
,
a
s
ig
n
if
ican
t
is
s
u
e
in
f
lu
en
ce
d
b
y
s
o
cio
-
ec
o
n
o
m
ic
f
ac
to
r
s
.
Dem
ir
et
a
l.
[
5
4
]
d
e
v
elo
p
e
d
t
h
e
Simu
lEQ
UI
T
Y
f
r
a
m
ewo
r
k
,
wh
ich
u
s
es
d
is
cr
ete
-
ev
en
t
s
i
m
u
latio
n
to
m
o
d
el
h
o
s
p
ital
o
p
e
r
atio
n
s
c
o
m
p
r
e
h
e
n
s
iv
ely
.
T
h
is
ap
p
r
o
ac
h
allo
ws
f
o
r
th
e
ev
alu
atio
n
o
f
d
iv
er
s
e
s
ce
n
ar
io
s
,
h
elp
in
g
d
ec
is
io
n
-
m
ak
er
s
id
e
n
tify
ef
f
e
ctiv
e
in
ter
v
en
tio
n
s
tr
ateg
ies
to
r
ed
u
ce
h
ea
lth
ca
r
e
d
is
p
ar
ities
.
T
h
e
in
teg
r
atio
n
o
f
s
u
ch
ad
v
a
n
ce
d
m
o
d
ellin
g
tec
h
n
iq
u
es
in
ed
u
ca
tio
n
al
cu
r
r
ic
u
la
ca
n
p
r
ep
ar
e
f
u
t
u
r
e
h
e
alth
c
ar
e
p
r
o
f
ess
io
n
als
to
tack
le
co
m
p
lex
ch
allen
g
es
in
h
ea
lth
eq
u
ity
[
5
4
]
.
Stra
teg
ic
p
lan
n
in
g
p
lay
s
a
c
r
itical
r
o
le
in
m
itig
atin
g
p
r
io
r
it
y
co
n
f
licts
with
in
u
r
b
an
s
ch
o
o
l
b
o
ar
d
s
.
Fo
r
d
a
n
d
I
h
r
k
e
[
5
5
]
an
aly
ze
d
th
e
d
eter
m
i
n
an
ts
o
f
p
r
i
o
r
ity
c
o
n
f
lict
,
f
in
d
in
g
th
at
co
n
tin
u
o
u
s
s
tr
ate
g
ic
p
lan
n
in
g
am
o
n
g
b
o
a
r
d
m
e
m
b
er
s
s
ig
n
if
ican
tly
r
e
d
u
ce
s
c
o
n
f
licts
.
T
h
is
in
s
ig
h
t
is
v
alu
ab
le
f
o
r
ed
u
ca
tio
n
al
a
d
m
in
is
tr
ato
r
s
an
d
p
o
licy
m
ak
er
s
,
as
it
h
ig
h
lig
h
ts
th
e
im
p
o
r
tan
ce
o
f
s
tr
ateg
ic
p
lan
n
in
g
in
m
ain
tain
in
g
co
h
esiv
e
an
d
f
o
cu
s
ed
g
o
v
e
r
n
an
ce
in
u
r
b
an
s
ch
o
o
l
d
is
tr
icts
.
E
f
f
ec
tiv
e
s
tr
ateg
ic
p
lan
n
in
g
ca
n
alig
n
d
iv
er
s
e
p
r
io
r
ities
an
d
en
h
an
ce
t
h
e
o
v
e
r
all
g
o
v
er
n
a
n
ce
an
d
p
er
f
o
r
m
a
n
ce
o
f
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
[
5
5
]
.
W
h
ile
th
e
r
ev
iewe
d
liter
atu
r
e
o
n
tech
n
o
lo
g
ical
i
n
teg
r
atio
n
an
d
in
n
o
v
atio
n
in
e
d
u
ca
tio
n
co
v
er
s
a
b
r
o
ad
ar
r
a
y
o
f
ap
p
licatio
n
s
,
it
lack
s
co
n
s
en
s
u
s
o
n
h
o
w
th
ese
in
n
o
v
atio
n
s
ca
n
b
e
co
n
s
is
ten
tly
im
p
lem
en
ted
ac
r
o
s
s
v
ar
io
u
s
ed
u
ca
tio
n
al
s
ettin
g
s
.
Alth
o
u
g
h
p
r
e
v
io
u
s
s
tu
d
i
es
[
4
9
]
,
[
5
1
]
ef
f
ec
tiv
el
y
illu
s
tr
ate
th
e
ad
v
a
n
tag
es
o
f
in
co
r
p
o
r
atin
g
tech
n
o
lo
g
y
in
to
r
is
k
m
an
a
g
em
en
t
an
d
lear
n
in
g
s
tr
ateg
ies,
th
e
im
p
ac
t
ap
p
ea
r
s
to
v
ar
y
d
ep
en
d
i
n
g
o
n
th
e
s
p
ec
if
ic
te
ch
n
o
lo
g
y
u
s
ed
a
n
d
th
e
in
s
titu
tio
n
al
c
o
n
tex
t.
Mo
r
e
o
v
er
,
d
esp
ite
th
e
f
lip
p
ed
class
r
o
o
m
m
o
d
el
’
s
p
o
ten
tial
to
en
h
an
ce
s
tu
d
en
t
e
n
g
ag
e
m
en
t,
its
s
ca
lab
ilit
y
an
d
o
v
er
al
l
ef
f
ec
tiv
en
ess
ar
e
q
u
esti
o
n
ed
d
u
e
to
th
e
lack
o
f
s
ig
n
if
ican
t
im
p
r
o
v
em
en
ts
in
ac
ad
em
ic
p
er
f
o
r
m
a
n
ce
.
Ad
d
itio
n
ally
,
wh
ile
th
e
r
esear
ch
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
h
u
m
an
r
eso
u
r
ce
d
ev
elo
p
m
en
t
an
d
s
tr
ateg
ic
p
la
n
n
in
g
f
o
r
s
u
cc
ess
f
u
l
tech
n
o
lo
g
y
in
teg
r
atio
n
,
it
f
ails
to
p
r
o
v
id
e
a
co
m
p
r
e
h
en
s
i
v
e
im
p
lem
en
tatio
n
f
r
a
m
ewo
r
k
ap
p
licab
le
ac
r
o
s
s
d
if
f
er
en
t
ed
u
ca
tio
n
al
co
n
te
x
ts
.
T
h
is
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
m
o
r
e
in
-
d
ep
th
r
esear
c
h
th
at
ca
n
o
f
f
er
a
s
tan
d
ar
d
ized
ap
p
r
o
ac
h
to
i
n
teg
r
atin
g
tech
n
o
lo
g
y
in
ed
u
ca
ti
o
n
,
en
s
u
r
in
g
t
h
at
in
n
o
v
atio
n
s
ar
e
n
o
t
o
n
ly
a
d
o
p
te
d
b
u
t a
ls
o
tailo
r
ed
to
s
u
it d
iv
er
s
e
lear
n
in
g
e
n
v
ir
o
n
m
en
ts
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
xp
lo
r
in
g
th
e
r
ela
tio
n
s
h
ip
b
et
w
ee
n
s
tr
a
teg
ic
p
la
n
n
in
g
a
n
d
e
d
u
ca
tio
n
a
l p
erfo
r
ma
n
ce
… (
S
ema
il E
n
d
o
)
935
4.
CO
NCLU
SI
O
N
I
n
co
n
clu
s
io
n
,
th
e
s
tu
d
y
ex
p
lo
r
ed
th
e
r
elatio
n
s
h
ip
b
etwe
en
s
tr
ateg
ic
p
la
n
n
in
g
an
d
ed
u
ca
tio
n
al
p
er
f
o
r
m
an
ce
,
f
o
cu
s
in
g
o
n
s
tu
d
ies
p
u
b
lis
h
ed
b
etwe
en
2
0
2
0
a
n
d
2
0
2
4
.
T
h
e
r
e
v
iew
id
en
tifie
d
th
r
ee
k
e
y
th
em
es:
co
m
p
eten
cy
d
e
v
elo
p
m
e
n
t
an
d
ass
es
s
m
en
t
in
ed
u
ca
tio
n
,
s
tr
ateg
ic
p
lan
n
in
g
an
d
m
an
a
g
em
en
t
in
h
ig
h
er
ed
u
ca
tio
n
an
d
tech
n
o
lo
g
ical
i
n
teg
r
atio
n
an
d
in
n
o
v
atio
n
in
ed
u
ca
tio
n
.
T
h
e
f
in
d
in
g
s
u
n
d
e
r
s
co
r
e
th
e
cr
itical
r
o
le
o
f
s
tr
ateg
ic
p
lan
n
in
g
in
e
n
h
an
cin
g
ed
u
ca
tio
n
al
o
u
tco
m
es,
p
ar
ticu
lar
ly
wh
en
p
la
n
s
ar
e
ad
ap
tab
le,
co
n
tex
t
-
s
en
s
itiv
e
an
d
alig
n
ed
with
in
s
titu
tio
n
al
g
o
als
,
an
d
s
tak
eh
o
ld
er
n
ee
d
s
.
T
h
e
s
tu
d
y
r
e
v
ea
ls
th
at
ef
f
ec
tiv
e
s
tr
ateg
ic
p
lan
n
in
g
in
ed
u
ca
ti
o
n
is
n
o
t
o
n
ly
ab
o
u
t
s
ettin
g
lo
n
g
-
ter
m
g
o
als
b
u
t
also
ab
o
u
t
co
n
tin
u
o
u
s
ly
ass
es
s
in
g
an
d
r
ef
in
in
g
th
ese
s
tr
ateg
ies
to
m
ee
t
ev
o
lv
in
g
ch
a
llen
g
es.
C
o
m
p
eten
cy
d
ev
el
o
p
m
en
t
em
er
g
ed
as
a
v
ital
co
m
p
o
n
en
t,
em
p
h
asizin
g
th
e
n
ee
d
f
o
r
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
to
f
o
c
u
s
o
n
b
o
th
ac
a
d
e
m
ic
an
d
s
o
f
t
s
k
ills
.
Ad
d
itio
n
ally
,
t
h
e
in
te
g
r
atio
n
o
f
tech
n
o
lo
g
y
was
f
o
u
n
d
t
o
s
ig
n
if
ican
tly
im
p
ac
t
s
tu
d
e
n
t
en
g
a
g
em
en
t
an
d
lear
n
in
g
o
u
tc
o
m
es,
h
ig
h
lig
h
tin
g
th
e
im
p
o
r
tan
ce
o
f
em
b
r
ac
in
g
in
n
o
v
ativ
e
ed
u
ca
tio
n
al
m
eth
o
d
s
.
T
h
is
s
tu
d
y
h
ig
h
lig
h
ts
th
e
cr
itical
r
o
le
o
f
co
m
p
eten
c
y
d
ev
el
o
p
m
en
t,
f
in
an
cial
au
to
n
o
m
y
a
n
d
in
n
o
v
ativ
e
ed
u
ca
tio
n
a
l
s
tr
ateg
ies
in
im
p
r
o
v
in
g
b
o
t
h
in
d
iv
id
u
al
an
d
in
s
titu
tio
n
al
p
er
f
o
r
m
an
ce
ac
r
o
s
s
v
ar
io
u
s
ed
u
c
atio
n
al
s
ec
to
r
s
.
T
h
e
in
teg
r
atio
n
o
f
tech
n
o
-
s
tr
ateg
y
an
d
s
u
s
tain
ab
ilit
y
in
itiativ
es
f
u
r
th
e
r
u
n
d
er
s
co
r
es
th
e
im
p
o
r
tan
ce
o
f
s
tr
ateg
ic
p
lan
n
in
g
in
ac
h
iev
i
n
g
lo
n
g
-
ter
m
ed
u
ca
tio
n
al
a
n
d
s
o
cieta
l g
o
als.
E
v
en
tu
ally
,
th
e
a
n
aly
ze
d
s
tu
d
ies
em
p
h
asize
th
e
v
alu
e
o
f
f
lex
ib
ilit
y
in
s
tr
ateg
ic
p
lan
n
i
n
g
,
esp
ec
ially
in
co
n
tex
t
o
f
r
ec
en
t
g
l
o
b
al
d
is
r
u
p
tio
n
s
lik
e
th
e
C
OVI
D
-
1
9
p
an
d
em
ic
th
at
h
a
v
e
h
ad
a
m
ajo
r
in
f
lu
en
ce
o
n
ed
u
ca
tio
n
al
s
y
s
tem
s
ar
o
u
n
d
t
h
e
g
lo
b
e.
T
h
e
g
r
o
win
g
im
p
o
r
tan
ce
o
f
tech
n
o
lo
g
y
in
e
d
u
ca
ti
o
n
also
em
p
h
asizes
th
e
n
ec
ess
ity
o
f
d
ev
el
o
p
in
g
s
tr
ateg
ic
p
lan
s
th
at
in
clu
d
e
cu
ttin
g
-
ed
g
e
tech
n
iq
u
es
an
d
r
es
o
u
r
ce
s
to
im
p
r
o
v
e
lear
n
in
g
o
u
tco
m
es
an
d
s
tu
d
en
t
en
g
ag
e
m
en
t.
T
h
is
r
ev
ie
w
p
r
o
v
id
es
v
alu
ab
le
in
s
ig
h
t
s
f
o
r
p
o
licy
m
ak
er
s
,
ad
m
in
is
tr
ato
r
s
,
an
d
ed
u
ca
to
r
s
s
ee
k
in
g
to
lev
er
ag
e
s
tr
ateg
ic
p
lan
n
in
g
to
f
o
s
ter
ed
u
ca
tio
n
al
ex
ce
llen
ce
.
T
h
e
im
p
licatio
n
s
o
f
th
ese
f
i
n
d
in
g
s
ex
ten
d
b
e
y
o
n
d
th
e
im
m
ed
iate
ed
u
ca
tio
n
al
co
n
tex
t,
o
f
f
er
in
g
p
r
ac
tical
r
ec
o
m
m
en
d
atio
n
s
f
o
r
f
u
tu
r
e
r
esear
ch
an
d
s
tr
ateg
ic
in
itiativ
es
in
ed
u
ca
tio
n
.
B
y
alig
n
in
g
s
tr
ateg
ic
p
lan
n
in
g
with
th
e
d
y
n
am
ic
n
ee
d
s
o
f
m
o
d
er
n
ed
u
ca
tio
n
,
in
s
titu
tio
n
s
ca
n
ac
h
iev
e
s
u
s
tain
ed
im
p
r
o
v
em
e
n
ts
in
p
er
f
o
r
m
an
ce
,
c
o
n
tr
ib
u
tin
g
to
t
h
e
b
r
o
a
d
er
g
o
al
o
f
ed
u
ca
tio
n
al
ex
ce
llen
ce
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
au
th
o
r
s
s
in
ce
r
ely
ac
k
n
o
wled
g
e
th
e
f
in
an
cial
s
u
p
p
o
r
t
p
r
o
v
id
ed
b
y
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
(
KPM.
B
T
.
7
0
0
-
3
0
/
2
3
/9
1
(
5
)
)
.
W
e
ar
e
d
ee
p
ly
g
r
atef
u
l
to
th
e
Facu
lty
o
f
C
o
g
n
itiv
e
Scien
ce
s
an
d
Hu
m
a
n
Dev
elo
p
m
en
t
(
FS
KPM)
an
d
Un
iv
er
s
iti
Ma
lay
s
ia
Sar
awa
k
(
UNI
MA
S)
Ma
lay
s
ia
f
o
r
p
r
o
v
id
in
g
th
e
n
ec
ess
ar
y
r
eso
u
r
ce
s
an
d
s
u
p
p
o
r
t
u
p
o
n
s
u
cc
ess
f
u
l c
o
m
p
letio
n
o
f
th
is
s
tu
d
y
.
RE
F
E
R
E
NC
E
S
[
1
]
E
.
M
.
H
.
A
.
A
l
d
h
u
h
o
o
r
i
,
M
.
Z
.
B
.
A
.
G
h
a
n
i
,
a
n
d
S
.
A
.
b
i
n
Y
a
h
y
a
,
“
T
h
e
e
f
f
e
c
t
i
v
e
n
e
s
s
o
f
s
t
r
a
t
e
g
i
c
p
l
a
n
n
i
n
g
i
n
e
n
h
a
n
c
i
n
g
t
h
e
p
e
r
f
o
r
m
a
n
c
e
o
f
g
o
v
e
r
n
m
e
n
t
i
n
s
t
i
t
u
t
i
o
n
s
i
n
t
h
e
UAE
,”
C
o
m
m
u
n
i
t
y
P
r
a
c
t
i
t
i
o
n
e
r
,
v
o
l
.
2
0
,
n
o
.
7
,
p
p
.
1
9
0
–
1
9
8
,
2
0
2
3
,
d
o
i
:
1
0
.
1
7
6
0
5
/
O
S
F
.
I
O
/
Z
U
9
2
3
.
[
2
]
V
i
r
g
a
n
a
,
M
.
L
a
p
a
sa
u
,
a
n
d
S
.
K
a
s
y
a
d
i
,
“
E
l
e
v
a
t
i
n
g
i
n
st
i
t
u
t
i
o
n
p
e
r
f
o
r
ma
n
c
e
o
f
sp
e
c
i
a
l
s
c
h
o
o
l
s
t
h
r
o
u
g
h
s
t
r
a
t
e
g
i
c
p
l
a
n
n
i
n
g
,
”
Eu
r
o
p
e
a
n
J
o
u
r
n
a
l
o
f
S
p
e
c
i
a
l
E
d
u
c
a
t
i
o
n
Re
s
e
a
rc
h
,
v
o
l
.
7
,
n
o
.
1
,
p
p
.
1
1
0
–
1
3
4
,
M
a
r
.
2
0
2
1
,
d
o
i
:
1
0
.
4
6
8
2
7
/
e
j
s
e
.
v
7
i
1
.
3
6
1
4
.
[
3
]
R
.
P
a
n
d
e
y
,
N
.
S
r
i
v
a
st
a
v
a
,
a
n
d
P
.
C
h
a
t
t
e
r
j
e
e
,
Arc
h
i
t
e
c
t
u
re
a
n
d
t
e
c
h
n
o
l
o
g
i
c
a
l
a
d
v
a
n
c
e
m
e
n
t
s
o
f
e
d
u
c
a
t
i
o
n
4
.
0
.
I
G
I
G
l
o
b
a
l
,
2
0
2
3
,
d
o
i
:
1
0
.
4
0
1
8
/
9
7
8
-
1
-
6
6
8
4
-
9
2
8
5
-
7.
[
4
]
L.
I
.
R
u
i
z
-
R
o
j
a
s,
P
.
A
c
o
st
a
-
V
a
r
g
a
s,
J
.
D
e
-
M
o
r
e
t
a
-
Ll
o
v
e
t
,
a
n
d
M
.
G
o
n
z
a
l
e
z
-
R
o
d
r
i
g
u
e
z
,
“
E
mp
o
w
e
r
i
n
g
e
d
u
c
a
t
i
o
n
w
i
t
h
g
e
n
e
r
a
t
i
v
e
a
r
t
i
f
i
c
i
a
l
i
n
t
e
l
l
i
g
e
n
c
e
t
o
o
l
s:
a
p
p
r
o
a
c
h
w
i
t
h
a
n
i
n
s
t
r
u
c
t
i
o
n
a
l
d
e
si
g
n
m
a
t
r
i
x
,
”
S
u
s
t
a
i
n
a
b
i
l
i
t
y
,
v
o
l
.
1
5
,
n
o
.
1
5
,
p
.
1
1
5
2
4
,
J
u
l
.
2
0
2
3
,
d
o
i
:
1
0
.
3
3
9
0
/
s
u
1
5
1
5
1
1
5
2
4
.
[
5
]
C
.
L.
V
e
l
a
r
d
e
,
M
.
L
.
V
.
I
n
f
a
n
t
a
s,
M
.
S
.
G
.
R
a
m
o
s,
J.
L.
T
.
C
a
r
r
a
s
c
o
,
a
n
d
J
.
H
.
A
.
Ji
m
é
n
e
z
,
“
Te
c
h
n
o
l
o
g
y
i
n
t
h
e
e
d
u
c
a
t
i
o
n
a
l
p
r
o
c
e
sse
s
o
f
b
a
si
c
e
d
u
c
a
t
i
o
n
i
n
P
e
r
u
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ev
a
l
u
a
t
i
o
n
a
n
d
Re
s
e
a
r
c
h
i
n
E
d
u
c
a
t
i
o
n
(
I
J
ERE
)
,
v
o
l
.
1
2
,
n
o
.
1
,
p
p
.
4
3
3
–
4
4
3
,
2
0
2
3
,
d
o
i
:
1
0
.
1
1
5
9
1
/
i
j
e
r
e
.
v
1
2
i
1
.
2
4
2
1
2
.
[
6
]
K
.
C
h
y
t
a
s,
A
.
Ts
o
l
a
k
i
d
i
s
,
E.
Tr
i
p
e
r
i
n
a
,
N
.
N
.
K
a
r
a
n
i
k
o
l
a
s,
a
n
d
C
.
S
k
o
u
r
l
a
s
,
“
A
n
i
n
t
e
g
r
a
t
e
d
p
l
a
t
f
o
r
m
f
o
r
e
d
u
c
a
t
i
o
n
a
l
a
n
d
r
e
s
e
a
r
c
h
man
a
g
e
me
n
t
u
s
i
n
g
i
n
st
i
t
u
t
i
o
n
a
l
d
i
g
i
t
a
l
r
e
s
o
u
r
c
e
s,
”
i
n
N
o
v
e
l
&
I
n
t
e
l
l
i
g
e
n
t
D
i
g
i
t
a
l
S
y
s
t
e
m
s:
Pr
o
c
e
e
d
i
n
g
s
o
f
t
h
e
3
rd
I
n
t
e
rn
a
t
i
o
n
a
l
C
o
n
f
e
re
n
c
e
(
N
i
D
S
2
0
2
3
)
,
2
0
2
3
,
p
p
.
2
6
6
–
2
7
6
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
0
3
1
-
4
4
1
4
6
-
2
_
2
7
.
[
7
]
N
e
w
M
e
x
i
c
o
H
i
g
h
e
r
E
d
u
c
a
t
i
o
n
D
e
p
a
r
t
me
n
t
,
A
w
o
r
l
d
c
l
a
ss
e
d
u
c
a
t
i
o
n
:
s
t
ra
t
e
g
i
c
p
l
a
n
,
2
0
1
0
-
2
0
1
5
.
S
a
n
t
a
F
e
,
N
M
:
N
e
w
M
e
x
i
c
o
P
u
b
l
i
c
E
d
u
c
a
t
i
o
n
D
e
p
a
r
t
me
n
t
,
2
0
1
0
.
A
c
c
e
ss
e
d
J
u
n
.
0
1
,
2
0
24
,
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
:
/
/
w
w
w
.
p
e
d
.
st
a
t
e
.
n
m.
u
s
.
[
8
]
A
.
A
l
h
e
e
t
,
A
.
A
l
A
d
w
a
n
,
A
.
Y
.
A
r
e
i
q
a
t
,
a
n
d
A
.
M
.
A
.
Za
m
i
l
,
“
I
mp
a
c
t
o
f
st
r
a
t
e
g
i
c
p
l
a
n
n
i
n
g
a
n
d
c
o
n
t
i
n
u
o
u
s
i
m
p
r
o
v
e
m
e
n
t
o
n
t
h
e
e
f
f
e
c
t
i
v
e
n
e
ss
o
f
a
d
mi
n
i
st
r
a
t
i
v
e
d
e
c
i
si
o
n
s
,
”
J
o
u
r
n
a
l
o
f
Ma
n
a
g
e
m
e
n
t
I
n
f
o
rm
a
t
i
o
n
a
n
d
D
e
c
i
s
i
o
n
S
c
i
e
n
c
e
s
,
v
o
l
.
2
4
,
S
p
e
c
i
a
l
I
ssu
e
1
,
p
p
.
1
–
1
4
,
2
0
2
1
.
[
9
]
I
.
A
z
h
a
r
,
“
T
h
e
m
o
d
e
l
o
f
q
u
a
l
i
t
y
m
a
n
a
g
e
me
n
t
i
n
s
t
r
e
n
g
t
h
e
n
i
n
g
I
sl
a
m
i
c
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
,
”
M
a
d
i
n
a
h
:
J
u
rn
a
l
S
t
u
d
i
I
sl
a
m
,
v
o
l
.
1
0
,
n
o
.
1
,
p
p
.
8
5
–
1
0
9
,
2
0
2
3
,
d
o
i
:
1
0
.
5
8
5
1
8
/
m
a
d
i
n
a
h
.
v
1
0
i
1
.
1
5
0
6
.
[
1
0
]
J.
W
i
l
e
s,
“
9
s
t
e
p
s
t
o
s
u
c
c
e
ssf
u
l
f
u
n
c
t
i
o
n
a
l
st
r
a
t
e
g
i
c
p
l
a
n
n
i
n
g
,
”
G
a
rt
n
e
r
,
2
0
2
4
.
A
c
c
e
sse
d
J
u
n
.
0
1
,
2
0
24
,
[
O
n
l
i
n
e
]
.
A
v
a
i
l
a
b
l
e
:
h
t
t
p
s
:
/
/
w
w
w
.
g
a
r
t
n
e
r
.
c
o
m
/
smar
t
e
r
w
i
t
h
g
a
r
t
n
e
r
/
9
-
s
t
e
p
s
-
su
c
c
e
ssf
u
l
-
f
u
n
c
t
i
o
n
a
l
-
st
r
a
t
e
g
i
c
-
p
l
a
n
n
i
n
g
[
1
1
]
M
.
D
.
V
e
d
e
r
n
i
k
o
v
,
O
.
O
.
C
h
e
r
n
u
s
h
k
i
n
a
,
a
n
d
L.
V
.
V
o
l
i
a
n
s
k
a
-
S
a
v
c
h
u
k
,
“
S
u
b
s
t
a
n
t
i
a
t
i
o
n
o
f
HR
s
t
r
a
t
e
g
y
i
n
t
h
e
b
u
si
n
e
ss
p
l
a
n
o
f
t
h
e
c
o
m
p
a
n
y
,
”
(
i
n
U
k
r
a
i
n
i
a
n
)
,
Pr
o
c
e
e
d
i
n
g
s o
f
S
c
i
e
n
t
i
f
i
c
W
o
rks
o
f
C
h
e
rk
a
sy
S
t
a
t
e
T
e
c
h
n
o
l
o
g
i
c
a
l
U
n
i
v
e
rs
i
t
y
S
e
ri
e
s E
c
o
n
o
m
i
c
S
c
i
e
n
c
e
s
,
p
p
.
5
6
–
7
2
,
A
p
r
.
2
0
2
3
,
d
o
i
:
1
0
.
2
4
0
2
5
/
2
3
0
6
-
4
4
2
0
.
6
8
.
2
0
2
3
.
2
8
4
5
7
6
.
[
1
2
]
N
.
G
r
a
n
t
,
J.
L
.
M
e
y
e
r
,
a
n
d
M
.
J.
S
t
r
a
mb
l
e
r
,
“
M
e
a
s
u
r
i
n
g
s
o
c
i
a
l
a
n
d
e
m
o
t
i
o
n
a
l
l
e
a
r
n
i
n
g
i
m
p
l
e
me
n
t
a
t
i
o
n
i
n
a
r
e
sea
r
c
h
-
p
r
a
c
t
i
c
e
p
a
r
t
n
e
r
s
h
i
p
,
”
Fr
o
n
t
i
e
rs
i
n
Ps
y
c
h
o
l
o
g
y
,
v
o
l
.
1
4
,
p
.
1
0
5
2
8
7
7
,
Ju
l
.
2
0
2
3
,
d
o
i
:
1
0
.
3
3
8
9
/
f
p
sy
g
.
2
0
2
3
.
1
0
5
2
8
7
7
.
Evaluation Warning : The document was created with Spire.PDF for Python.