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1
1
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R
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co
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[
1
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.
T
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At
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ch
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s
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f
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at
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tech
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ac
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o
f
f
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s
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I
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(
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1351
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ab
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b
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ca
tio
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ac
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[
3
]
.
T
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th
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e
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tech
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[
4
]
.
Alo
n
g
with
t
h
e
d
ev
el
o
p
m
en
t
o
f
in
f
o
r
m
ati
o
n
tech
n
o
lo
g
y
,
e
d
u
ca
tio
n
al
in
f
o
r
m
atio
n
s
y
s
tem
s
h
av
e
b
ec
o
m
e
a
p
o
ten
tial so
lu
tio
n
f
o
r
s
u
p
p
o
r
tin
g
e
f
f
ec
tiv
e
an
d
ef
f
icien
t e
d
u
ca
tio
n
m
a
n
ag
e
m
en
t.
T
h
ese
s
y
s
tem
s
ca
n
b
e
u
s
ed
to
d
o
cu
m
en
t
s
ch
o
o
l
ac
tiv
ities
,
m
ea
s
u
r
e
s
tu
d
en
t
en
g
ag
em
e
n
t
in
s
u
s
tain
ab
ilit
y
p
r
o
g
r
a
m
s
,
an
d
ev
en
co
m
p
ile
r
e
p
o
r
ts
o
n
th
e
ac
h
iev
em
en
t
o
f
r
elev
a
n
t
SDG
in
d
icat
o
r
[
5
]
.
T
h
er
ef
o
r
e,
th
e
d
ev
elo
p
m
en
t
o
f
ed
u
ca
ti
o
n
al
in
f
o
r
m
atio
n
s
y
s
tem
s
s
p
ec
if
ica
lly
d
esig
n
ed
to
s
u
p
p
o
r
t
SDG
p
r
in
cip
les
is
an
u
r
g
en
t
n
ee
d
.
T
h
er
ef
o
r
e,
th
is
s
tu
d
y
aim
s
to
d
esig
n
a
m
o
d
el
f
o
r
d
e
v
elo
p
in
g
a
r
elev
an
t
an
d
ap
p
licab
le
s
u
s
tain
ab
le
ed
u
ca
tio
n
[
6
]
in
f
o
r
m
atio
n
s
y
s
tem
at
th
e
s
ec
o
n
d
ar
y
s
ch
o
o
l
lev
el
.
I
t
is
h
o
p
ed
th
at
th
is
m
o
d
el
ca
n
s
er
v
e
as
a
r
ef
er
en
ce
f
o
r
s
ch
o
o
ls
,
ed
u
ca
tio
n
o
f
f
ices,
an
d
p
o
licy
m
a
k
er
s
in
in
teg
r
atin
g
a
n
d
im
p
lem
e
n
tin
g
th
e
SDGs
th
r
o
u
g
h
an
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
-
b
ased
ap
p
r
o
ac
h
.
B
ased
o
n
th
e
b
ac
k
g
r
o
u
n
d
,
th
e
r
esear
ch
q
u
esti
o
n
s
ar
e
as f
o
llo
ws:
a.
W
h
at
ar
e
th
e
n
ee
d
s
o
f
s
ch
o
o
ls
to
s
u
p
p
o
r
t SDGs
-
b
ased
s
u
s
tain
ab
le
ed
u
ca
tio
n
?
b.
Ho
w
ca
n
we
in
teg
r
ate
a
r
ele
v
an
t
an
d
ap
p
licab
le
s
u
s
tain
ab
le
ed
u
ca
tio
n
in
f
o
r
m
atio
n
s
y
s
tem
m
o
d
el
f
o
r
s
ec
o
n
d
ar
y
s
ch
o
o
ls
?
Giv
en
th
e
ch
allen
g
es
o
f
i
n
teg
r
atin
g
SDG
-
b
ased
s
u
s
tain
ab
le
ed
u
ca
tio
n
,
p
a
r
ticu
lar
ly
th
e
lack
o
f
a
s
u
s
tain
ab
le
ed
u
ca
tio
n
in
f
o
r
m
a
tio
n
s
y
s
tem
th
at
ca
n
in
teg
r
ate
SDG
d
im
en
s
io
n
s
[
7
]
,
b
e
im
p
l
em
en
ted
in
s
ch
o
o
ls
,
an
d
u
ltima
tely
im
p
r
o
v
e
s
ch
o
o
l
ef
f
icien
cy
a
n
d
ac
c
o
u
n
ta
b
ilit
y
m
an
a
g
em
en
t,
t
h
e
ap
p
r
o
ac
h
u
s
ed
is
to
d
esig
n
a
co
n
ce
p
tu
al
m
o
d
el
[
8
]
,
b
u
ild
a
s
y
s
tem
ar
tifa
ct
o
r
p
r
o
t
o
ty
p
e,
a
n
d
ev
alu
ate
its
ef
f
ec
tiv
e
n
ess
th
r
o
u
g
h
ca
s
e
s
tu
d
ies
o
r
ex
p
e
r
t v
alid
atio
n
.
Pre
v
io
u
s
r
esear
ch
s
er
v
es
t
o
a
n
aly
ze
an
d
e
n
r
ich
th
e
r
esear
c
h
d
is
cu
s
s
io
n
,
as
well
as
d
if
f
e
r
en
tiate
it
f
r
o
m
t
h
e
r
esear
ch
to
b
e
c
o
n
d
u
cted
.
T
h
is
s
tu
d
y
in
clu
d
es
two
in
ter
n
atio
n
al
jo
u
r
n
als
a
n
d
th
r
e
e
n
atio
n
al
j
o
u
r
n
als
r
elate
d
to
r
esear
ch
t
o
p
ics
.
T
h
e
s
e
jo
u
r
n
als in
clu
d
e:
a.
T
h
e
s
tu
d
y
en
titl
ed
“
T
h
e
in
f
lu
en
ce
o
f
u
s
in
g
s
m
ar
t
tec
h
n
o
l
o
g
ies
f
o
r
s
u
s
tain
ab
le
d
e
v
elo
p
m
en
t
in
h
ig
h
e
r
ed
u
ca
tio
n
i
n
s
titu
t
io
ns
”
was
co
n
d
u
cted
b
y
Sh
is
h
a
k
ly
et
a
l
.
[
9
]
.
T
h
is
s
tu
d
y
d
is
cu
s
s
es
th
e
im
p
o
r
tan
t
r
o
le
o
f
s
tu
d
en
ts
as
in
f
lu
e
n
tial
ca
taly
s
ts
f
o
r
ad
v
a
n
cin
g
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t
in
h
ig
h
er
e
d
u
ca
ti
o
n
.
Sp
ec
i
f
ically
,
th
is
s
tu
d
y
in
v
esti
g
ates
th
e
ex
te
n
t
o
f
s
tu
d
en
ts
'
f
am
iliar
ity
with
s
u
s
tain
ab
le
d
ev
el
o
p
m
en
t
in
iti
ativ
es
in
h
ig
h
er
ed
u
ca
tio
n
in
s
titu
tio
n
s
in
th
e
Un
ited
Ar
ab
E
m
ir
ates
(
UAE
)
.
T
o
ac
h
iev
e
th
is
g
o
al,
th
is
s
tu
d
y
in
tr
o
d
u
ce
s
th
e
tech
n
o
lo
g
y
i
n
teg
r
atio
n
f
r
a
m
e
wo
r
k
f
o
r
ed
u
ca
tio
n
al
s
u
s
tain
a
b
le
d
e
v
elo
p
m
e
n
t
(
T
I
FESD)
,
w
h
ich
s
er
v
es
as
an
ev
alu
ativ
e
to
o
l
to
ass
ess
s
tu
d
en
ts
'
awa
r
en
ess
o
f
tech
n
o
lo
g
y
-
d
r
i
v
en
elem
e
n
ts
wo
v
en
i
n
to
th
e
b
r
o
a
d
er
co
n
tex
t o
f
E
d
u
ca
tio
n
f
o
r
Su
s
tain
ab
le
Dev
elo
p
m
e
n
t (
E
SD)
.
b.
R
esear
ch
en
titl
ed
“
T
ea
ch
er
q
u
ality
an
d
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
:
a
to
o
l
f
o
r
ac
h
iev
i
n
g
SDGs
in
s
ec
o
n
d
ar
y
s
ch
o
o
ls
”
r
esear
ch
ed
b
y
Ok
o
r
o
et
a
l.
[
1
0
]
d
is
cu
s
s
teac
h
er
q
u
ality
an
d
ed
u
ca
tio
n
,
teac
h
e
r
q
u
ality
f
o
r
SDGs
,
teac
h
er
q
u
ality
an
d
e
d
u
ca
tio
n
al
tech
n
o
lo
g
y
,
an
d
s
tep
s
to
ac
h
iev
e
SDGs
.
T
h
is
s
tu
d
y
co
n
cl
u
d
es
th
at,
with
th
e
ap
p
licatio
n
o
f
e
d
u
ca
tio
n
a
l
tech
n
o
lo
g
y
,
s
tu
d
en
ts
ca
n
in
d
ep
en
d
e
n
tly
p
r
o
g
r
ess
in
m
aster
in
g
teac
h
in
g
m
ater
ials
,
ch
o
o
s
e
th
e
p
ac
e
o
f
wo
r
k
,
r
ep
ea
t
u
n
clea
r
m
ater
ials
,
s
o
th
at
af
ter
th
e
test
is
ca
r
r
ied
o
u
t,
th
ey
ca
n
im
m
ed
iately
g
et
r
esu
lts
an
d
tr
ac
k
th
eir
p
r
o
g
r
ess
.
c.
R
esear
ch
en
titl
ed
“
I
n
teg
r
atio
n
o
f
ed
u
ca
tio
n
al
tech
n
o
lo
g
y
t
o
s
u
p
p
o
r
t
SDG
4
in
d
ev
el
o
p
i
n
g
co
u
n
tr
ies:
a
s
co
p
in
g
r
ev
iew
”
was
r
esear
ch
ed
b
y
An
d
r
iy
an
t
o
an
d
Asro
r
i
[
1
1
]
d
is
cu
s
s
in
g
th
e
u
r
g
en
c
y
o
f
tech
n
o
lo
g
y
in
teg
r
atio
n
in
th
e
f
ield
o
f
ed
u
ca
tio
n
in
elem
en
tar
y
s
ch
o
o
l
wh
ile
also
id
en
tify
in
g
ass
o
ciate
d
o
p
p
o
r
tu
n
ities
an
d
ch
allen
g
es.
T
h
e
r
esu
lts
o
f
th
is
s
tu
d
y
co
n
clu
d
e
d
th
at
elem
en
tar
y
s
ch
o
o
ls
ca
n
cr
e
ate
s
u
s
tain
ab
le
lear
n
in
g
en
v
ir
o
n
m
en
ts
th
at
p
o
s
itiv
ely
im
p
ac
t stu
d
en
ts
an
d
c
o
m
m
u
n
ities
as a
wh
o
le
.
d.
R
esear
ch
en
titl
ed
“
T
ec
h
n
o
lo
g
y
p
lay
s
an
im
p
o
r
tan
t
r
o
le
in
c
o
n
tin
u
in
g
ed
u
ca
tio
n
esp
ec
iall
y
in
elem
e
n
tar
y
s
ch
o
o
l
s
”
r
esear
ch
ed
b
y
Ully
a
n
d
Nu
g
r
a
h
en
i
[
1
2
]
,
th
is
r
esear
ch
ex
p
lo
r
es
th
e
r
o
le
o
f
tec
h
n
o
l
o
g
y
in
s
tu
d
en
ts
'
r
ea
d
in
ess
in
in
s
till
in
g
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t v
al
u
es in
s
tu
d
en
ts
at
s
ch
o
o
l.
e.
R
esear
ch
en
titl
ed
“
Ap
p
licatio
n
o
f
wo
r
d
wall
tech
n
o
lo
g
y
in
lear
n
in
g
in
elem
en
tar
y
s
ch
o
o
l
s
to
r
ea
lize
th
e
f
o
u
r
th
g
o
al
o
f
t
h
e
SDG
s
p
r
o
g
r
am
”
was
r
esear
ch
ed
b
y
Ma
u
li
d
a
an
d
T
r
im
u
r
tin
i
[
1
3
]
.
T
h
is
r
esear
ch
ex
p
lain
s
th
at
ac
h
iev
in
g
ed
u
ca
tio
n
al
q
u
ality
ca
n
b
e
im
p
lem
en
ted
th
r
o
u
g
h
th
e
ap
p
licatio
n
o
f
W
o
r
d
wall
-
b
ased
tech
n
o
lo
g
y
in
th
e
lear
n
in
g
p
r
o
ce
s
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8
7
0
8
I
n
t J E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
1
6
,
No
.
3
,
J
u
n
e
20
2
6
:
1
3
5
0
-
1
3
5
9
1352
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
a
pp
ro
a
ch
a
nd
t
y
pe
T
h
is
r
esear
ch
u
s
es
d
esig
n
s
cien
ce
r
esear
ch
(
DSR
)
as
th
e
p
r
im
ar
y
m
et
h
o
d
o
lo
g
y
to
d
ev
el
o
p
a
m
o
d
e
l
f
o
r
a
s
u
s
tain
ab
le
e
d
u
ca
tio
n
i
n
f
o
r
m
atio
n
s
y
s
tem
i
n
s
ec
o
n
d
ar
y
s
ch
o
o
ls
b
ased
o
n
th
e
SDGs
[
1
4
]
.
DSR
was
ch
o
s
en
b
ec
au
s
e
o
f
its
f
o
cu
s
o
n
cr
ea
tin
g
in
n
o
v
ativ
e
s
o
lu
ti
o
n
s
to
p
r
ac
tical
p
r
o
b
lem
s
wh
ile
s
im
u
ltan
eo
u
s
ly
p
r
o
v
id
i
n
g
th
e
o
r
etica
l
co
n
tr
i
b
u
tio
n
s
to
th
e
f
ield
o
f
in
f
o
r
m
ati
o
n
s
y
s
tem
s
an
d
s
u
s
tain
ab
le
e
d
u
ca
tio
n
.
R
atio
n
ale
f
o
r
c
h
o
o
s
in
g
DSR
:
a.
So
lu
tio
n
-
o
r
ie
n
ted
:
DSR
n
o
t
o
n
ly
an
aly
ze
s
p
r
o
b
lem
s
b
u
t
also
d
esig
n
s
an
d
test
s
ar
tifa
cts
(
m
o
d
els,
s
y
s
tem
s
,
o
r
f
r
am
ew
o
r
k
s
)
as so
lu
tio
n
s
.
b.
I
ter
ativ
e
an
d
a
d
ap
tiv
e:
E
n
ab
les
co
n
tin
u
o
u
s
im
p
r
o
v
em
e
n
t
th
r
o
u
g
h
th
e
d
esig
n
-
d
ev
elo
p
m
en
t
-
ev
alu
atio
n
cy
cle.
c.
R
elev
an
t to
th
e
SDGs
: Su
itab
l
e
f
o
r
in
te
g
r
atin
g
s
u
s
tain
ab
ilit
y
p
r
in
cip
les in
to
ed
u
ca
tio
n
s
y
s
te
m
s
.
2
.
2
.
Da
t
a
s
o
urce
a
nd
t
y
pe
a.
Data
p
r
im
er
Prim
ar
y
d
ata
was o
b
tain
e
d
d
ir
ec
tly
f
r
o
m
r
esear
ch
p
a
r
ticip
an
t
s
th
r
o
u
g
h
:
˗
I
n
ter
v
iews with
th
e
p
r
i
n
cip
al,
teac
h
er
s
,
an
d
a
d
m
in
is
tr
ativ
e
s
taf
f
˗
Ob
s
er
v
atio
n
s
o
f
th
e
s
ch
o
o
l in
f
o
r
m
atio
n
s
y
s
tem
u
s
ag
e
p
r
o
ce
s
s
˗
Qu
esti
o
n
n
air
es d
is
tr
ib
u
ted
to
s
y
s
tem
u
s
er
s
(
teac
h
er
s
an
d
s
tu
d
en
ts
)
.
b.
Data
s
ec
o
n
d
ar
y
Seco
n
d
ar
y
d
ata
was o
b
tain
ed
f
r
o
m
:
˗
E
d
u
ca
tio
n
a
n
d
SDGs
p
o
licy
d
o
cu
m
en
ts
˗
I
n
ter
n
al
s
ch
o
o
l r
ep
o
r
ts
an
d
d
o
cu
m
en
tatio
n
˗
L
iter
atu
r
e
an
d
p
r
ev
io
u
s
r
esear
ch
r
esu
lts
r
elate
d
to
ed
u
c
atio
n
in
f
o
r
m
atio
n
s
y
s
tem
s
an
d
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t
.
2
.
3
.
Da
t
a
co
llect
io
n t
ec
hn
iqu
es
Sev
er
al
d
ata
co
llectio
n
tech
n
i
q
u
es we
r
e
u
s
ed
in
t
h
is
s
tu
d
y
:
˗
Sem
i
-
s
tr
u
ctu
r
ed
in
te
r
v
iews
to
ex
p
lo
r
e
th
e
n
ee
d
s
an
d
ch
all
en
g
es
o
f
s
ch
o
o
l
s
tak
eh
o
l
d
er
s
r
eg
ar
d
in
g
th
e
in
f
o
r
m
atio
n
s
y
s
tem
˗
Par
ticip
ato
r
y
o
b
s
er
v
atio
n
to
ex
am
in
e
th
e
im
p
lem
en
tatio
n
o
f
th
e
ex
is
tin
g
in
f
o
r
m
atio
n
s
y
s
tem
an
d
th
e
p
o
ten
tial in
teg
r
atio
n
o
f
SDG
p
r
in
cip
les
˗
Qu
esti
o
n
n
air
es to
o
b
tain
q
u
an
t
itativ
e
d
ata
r
eg
ar
d
i
n
g
u
s
er
p
er
ce
p
tio
n
s
o
f
th
e
d
ev
elo
p
ed
s
y
s
t
em
˗
Do
cu
m
en
tatio
n
s
tu
d
ies to
u
n
d
er
s
tan
d
th
e
p
o
licy
co
n
te
x
t a
n
d
ex
is
tin
g
s
ch
o
o
l c
o
n
d
itio
n
s
.
2
.
4
.
Da
t
a
a
na
ly
s
is
t
ec
hn
iqu
e
a.
Qu
alitativ
e
d
ata
Data
f
r
o
m
in
ter
v
iews
an
d
o
b
s
er
v
atio
n
s
wer
e
an
aly
ze
d
u
s
in
g
th
em
atic
an
aly
s
is
tech
n
iq
u
es
to
id
en
tify
p
atter
n
s
o
f
n
ee
d
s
,
p
er
ce
p
tio
n
s
,
an
d
ex
p
ec
tatio
n
s
r
eg
ar
d
in
g
s
u
s
tain
ab
le
in
f
o
r
m
atio
n
s
y
s
tem
s
.
b.
Qu
an
titativ
e
d
ata
Qu
e
s
tio
n
n
air
e
d
a
ta
w
er
e
a
n
aly
ze
d
u
s
in
g
d
e
s
cr
ip
t
iv
e
s
ta
ti
s
ti
cs
to
ex
am
in
e
u
s
er
t
r
en
d
s
an
d
p
er
ce
p
t
io
n
s
o
f
th
e
d
ev
elo
p
ed
m
o
d
el
.
I
n
s
tr
u
m
e
n
t
v
al
id
ity
an
d
r
el
ia
b
i
li
ty
te
s
ts
w
er
e
al
s
o
c
o
n
d
u
ct
ed
to
en
s
u
r
e
d
ata
a
cc
u
r
ac
y
.
c.
Mo
d
el
v
alid
atio
n
T
h
e
d
ev
elo
p
e
d
m
o
d
el
will
b
e
v
alid
ated
th
r
o
u
g
h
:
i)
ex
p
er
t
ju
d
g
m
en
t
f
r
o
m
th
e
f
ield
s
o
f
ed
u
ca
tio
n
an
d
in
f
o
r
m
atio
n
tech
n
o
lo
g
y
an
d
ii
)
lim
ited
t
r
ials
to
d
eter
m
in
e
th
e
ex
ten
t
to
wh
ich
t
h
e
m
o
d
el
c
an
b
e
im
p
lem
e
n
ted
in
p
r
ac
tice
an
d
p
r
o
v
id
e
b
en
ef
it
s
.
2
.
5
.
Sy
s
t
em
d
ev
elo
pm
ent
T
h
e
s
y
s
te
m
was
d
e
v
e
lo
p
ed
to
s
u
p
p
o
r
t
a
d
a
p
t
iv
e
a
n
d
s
u
s
tai
n
a
b
le
e
d
u
ca
ti
o
n
al
m
a
n
a
g
e
m
e
n
t
b
y
u
s
i
n
g
th
e
m
o
d
el
–
v
iew
–
c
o
n
t
r
o
lle
r
(
MV
C
)
ar
ch
ite
ct
u
r
e
as
s
h
o
w
n
i
n
F
i
g
u
r
e
1
t
o
e
n
s
u
r
e
m
o
d
u
l
ar
it
y
a
n
d
m
ai
n
t
ai
n
a
b
il
it
y
.
PHP
with
th
e
C
o
d
eI
g
n
iter
4
f
r
am
ewo
r
k
was
em
p
lo
y
e
d
f
o
r
a
p
p
licatio
n
d
ev
el
o
p
m
en
t,
w
h
ile
My
SQL
was
u
s
ed
f
o
r
m
an
a
g
in
g
ac
a
d
em
ic,
ass
ess
m
en
t,
an
d
cu
r
r
icu
lu
m
d
ata.
An
ad
ap
tiv
e
cu
r
r
icu
lu
m
m
ec
h
an
is
m
was
im
p
lem
en
ted
u
s
in
g
a
r
u
le
-
b
a
s
ed
alg
o
r
ith
m
th
at
a
n
aly
ze
s
s
tu
d
en
t
p
er
f
o
r
m
a
n
ce
an
d
lea
r
n
in
g
o
u
tco
m
es
to
g
en
er
ate
in
d
iv
id
u
al
lear
n
in
g
p
r
o
f
iles
.
B
ased
o
n
m
aster
y
lev
els,
th
e
s
y
s
tem
d
y
n
am
ically
r
ec
o
m
m
e
n
d
s
r
em
ed
ial,
s
tan
d
ar
d
,
o
r
en
r
ic
h
m
en
t
lear
n
i
n
g
p
at
h
s
,
en
ab
l
in
g
d
ata
-
d
r
iv
en
a
n
d
p
er
s
o
n
a
lized
in
s
tr
u
ctio
n
al
d
ec
is
io
n
-
m
ak
in
g
[
1
5
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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&
C
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N:
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teg
r
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S
u
s
ta
in
a
b
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Dev
elo
p
men
t G
o
a
ls
in
to
e
d
u
ca
tio
n
a
l in
fo
r
ma
tio
n
s
ystems
:
to
w
a
r
d
…
(
V
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in
a
l
)
1353
Fig
u
r
e
1
.
MV
C
ar
ch
itectu
r
e
3.
M
AIN R
E
S
UL
T
S
T
h
is
r
esear
ch
r
esu
lted
in
a
s
u
s
tain
ab
le
ed
u
ca
tio
n
in
f
o
r
m
atio
n
s
y
s
tem
m
o
d
el
s
p
ec
if
ically
d
esig
n
ed
to
s
u
p
p
o
r
t
s
ec
o
n
d
ar
y
s
ch
o
o
ls
in
ac
h
iev
in
g
th
e
SDGs
,
p
ar
ticu
l
ar
ly
Go
al
4
(
q
u
ality
ed
u
ca
tio
n
)
,
as
illu
s
tr
ated
in
Fig
u
r
e
2
.
T
h
is
m
o
d
el
was
d
ev
elo
p
ed
in
r
esp
o
n
s
e
to
th
e
n
ee
d
f
o
r
a
s
y
s
tem
ca
p
a
b
le
o
f
in
teg
r
atin
g
v
a
r
io
u
s
cr
itical
co
m
p
o
n
e
n
ts
in
ed
u
c
atio
n
m
an
ag
e
m
en
t.
T
h
r
o
u
g
h
th
is
in
f
o
r
m
atio
n
s
y
s
tem
,
s
ch
o
o
ls
ca
n
m
a
n
ag
e
ac
ad
em
ic
d
ata
m
o
r
e
s
y
s
tem
a
tically
,
o
p
tim
ize
th
e
lear
n
in
g
p
r
o
ce
s
s
,
an
d
p
r
o
v
id
e
r
elev
a
n
t
in
f
o
r
m
atio
n
to
teac
h
er
s
,
s
tu
d
en
ts
,
an
d
s
ch
o
o
l
m
an
ag
em
en
t.
T
h
is
m
o
d
el
m
ak
es
ed
u
ca
tio
n
al
ad
m
in
is
tr
ati
o
n
p
r
o
ce
s
s
es
m
o
r
e
ef
f
icien
t,
tr
an
s
p
ar
e
n
t,
an
d
o
r
ie
n
ted
to
war
d
s
co
n
tin
u
o
u
s
ly
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
ed
u
ca
ti
o
n
.
Fig
u
r
e
2
.
SDG
f
o
r
ed
u
ca
tio
n
al
in
f
o
r
m
atio
n
s
y
s
tem
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
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:
2
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8
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lec
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No
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3
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u
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6
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5
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3
5
9
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r
th
er
m
o
r
e
,
th
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s
y
s
tem
in
co
r
p
o
r
ates
ad
ap
tiv
e
cu
r
r
icu
lu
m
m
an
ag
em
e
n
t
f
u
n
ctio
n
s
,
r
ea
l
-
tim
e
m
o
n
ito
r
in
g
o
f
s
tu
d
en
t
ac
h
iev
em
en
t,
an
d
th
e
ac
tiv
e
in
v
o
lv
em
en
t
o
f
all
s
ch
o
o
l
s
tak
eh
o
ld
er
s
th
r
o
u
g
h
a
web
-
b
ased
o
r
m
o
b
ile
p
latf
o
r
m
.
T
h
is
in
teg
r
atio
n
e
n
ab
les
teac
h
e
r
s
to
d
y
n
am
ically
d
esig
n
a
n
d
ev
alu
ate
cu
r
r
icu
la,
s
tu
d
en
ts
to
m
o
n
ito
r
t
h
eir
lea
r
n
in
g
p
r
o
g
r
ess
,
an
d
m
an
a
g
e
m
en
t
an
d
p
ar
en
ts
to
o
b
tain
a
cc
u
r
ate
in
f
o
r
m
atio
n
r
eg
ar
d
in
g
ed
u
ca
tio
n
al
ac
h
iev
e
m
en
ts
.
B
y
u
tili
zin
g
d
ig
ital
tec
h
n
o
lo
g
y
[
1
6
]
,
th
is
m
o
d
el
n
o
t
o
n
ly
f
u
n
ctio
n
s
as
an
ad
m
in
is
tr
ativ
e
to
o
l,
b
u
t
also
as
a
co
llab
o
r
ativ
e
m
ed
iu
m
th
at
en
co
u
r
ag
es
th
e
cr
ea
tio
n
o
f
a
s
u
s
tain
ab
le,
p
ar
ticip
ato
r
y
lear
n
in
g
cu
ltu
r
e
th
at
is
in
lin
e
with
th
e
p
r
in
ci
p
les
o
f
s
u
s
tain
ab
le
d
ev
el
o
p
m
en
t
as
p
r
o
claim
ed
b
y
th
e
SDGs
.
T
o
em
p
ir
ically
v
alid
ate
th
e
d
e
v
elo
p
ed
s
u
s
tain
ab
le
ed
u
ca
tio
n
in
f
o
r
m
atio
n
s
y
s
tem
m
o
d
el,
a
p
er
ce
p
tio
n
s
u
r
v
ey
was
d
is
tr
ib
u
te
d
to
1
2
th
-
g
r
ad
e
s
tu
d
en
ts
(
N=
~1
0
0
)
.
T
h
e
s
u
r
v
ey
em
p
lo
y
ed
a
L
i
k
er
t
s
ca
le
(
1
-
5
)
to
m
ea
s
u
r
e
th
e
g
ap
b
etwe
e
n
u
s
er
ex
p
ec
tatio
n
s
(
"I
ex
p
ec
t")
an
d
th
eir
ac
tu
al
ex
p
er
ien
ce
(
"I
f
e
el")
af
ter
u
s
in
g
th
e
s
y
s
tem
p
r
o
to
ty
p
e
.
T
h
e
r
esu
lts
d
em
o
n
s
tr
ate
s
tr
o
n
g
p
o
s
itiv
e
r
e
ce
p
tio
n
an
d
co
n
f
ir
m
th
e
s
y
s
te
m
'
s
alig
n
m
en
t
with
SDG
p
r
in
cip
les,
p
ar
ticu
lar
ly
SDG
4
(
q
u
ality
ed
u
ca
tio
n
)
an
d
SDG
1
2
(
r
esp
o
n
s
ib
le
co
n
s
u
m
p
tio
n
an
d
p
r
o
d
u
ctio
n
)
.
Fro
m
th
e
r
esp
o
n
d
en
t
we
r
ec
eiv
ed
9
7
d
ata
with
s
ev
er
al
v
ar
iatio
n
s
o
f
class
,
with
th
is
d
ata
we
ca
n
d
escr
ib
e
as in
Fig
u
r
e
3
.
Fig
u
r
e
3
.
R
esp
o
n
d
en
t d
ata
f
r
o
m
s
ch
o
o
l
I
n
Fig
u
r
e
4
is
a
f
ea
tu
r
e
o
r
u
s
er
in
ter
f
ac
e
in
th
e
SDG
-
b
ased
ed
u
ca
tio
n
in
f
o
r
m
atio
n
s
y
s
tem
with
a
d
ash
b
o
ar
d
f
o
r
s
tu
d
e
n
ts
'
av
er
ag
e
ac
h
iev
e
m
en
t
s
co
r
es.
T
h
ese
p
o
in
ts
ar
e
u
s
ed
to
s
u
m
m
a
r
ize
th
e
ev
alu
atio
n
r
esu
lts
,
h
ig
h
lig
h
t
t
h
e
s
y
s
tem
’
s
co
n
tr
ib
u
tio
n
t
o
SDGs
,
an
d
id
en
tify
o
p
p
o
r
tu
n
ities
f
o
r
f
u
r
t
h
er
im
p
r
o
v
em
e
n
t
t
o
en
s
u
r
e
lo
n
g
-
ter
m
ef
f
ec
tiv
en
ess
an
d
s
u
s
tain
ab
ilit
y
.
a.
Hig
h
o
v
e
r
all
u
s
ab
ilit
y
an
d
p
o
s
itiv
e
u
s
er
ex
p
er
ien
ce
T
h
e
s
y
s
tem
was
r
ated
h
ig
h
ly
o
n
co
r
e
u
s
ab
ilit
y
m
etr
ics.
Stu
d
e
n
ts
r
ep
o
r
ted
th
at
th
e
s
y
s
tem
was
ea
s
y
to
u
s
e,
r
esp
o
n
s
iv
e,
an
d
ac
ce
s
s
ib
le
v
ia
web
a
n
d
m
o
b
ile
p
latf
o
r
m
s
.
W
h
ile
ex
p
ec
tatio
n
s
wer
e
v
er
y
h
ig
h
(
o
f
ten
av
er
ag
in
g
4
.
5
-
5
.
0
)
,
th
e
ac
tu
al
ex
p
er
ien
ce
s
co
r
es
wer
e
c
o
n
s
is
ten
tly
p
o
s
itiv
e
(
g
en
er
ally
av
er
ag
in
g
b
etwe
en
4
.
0
an
d
4
.
7
)
,
in
d
icatin
g
th
at
th
e
s
y
s
tem
s
u
cc
ess
f
u
lly
m
et,
a
n
d
in
m
an
y
ca
s
es,
ex
ce
e
d
ed
u
s
er
d
em
a
n
d
s
f
o
r
a
f
u
n
ctio
n
al
a
n
d
r
eliab
le
d
ig
ital
to
o
l
[
1
7
]
.
b
.
Stro
n
g
s
u
p
p
o
r
t f
o
r
SDG
4
: q
u
ality
ed
u
ca
tio
n
T
h
e
s
u
r
v
e
y
r
es
u
l
ts
p
r
o
v
i
d
e
d
i
r
ec
t
e
v
i
d
e
n
c
e
t
h
at
t
h
e
s
y
s
te
m
c
o
n
t
r
i
b
u
tes
t
o
ac
h
i
ev
in
g
q
u
alit
y
e
d
u
ca
ti
o
n
:
-
E
n
h
an
ce
d
lea
r
n
in
g
m
an
ag
em
e
n
t:
Stu
d
en
ts
co
n
f
ir
m
ed
t
h
at
th
e
s
y
s
tem
ef
f
ec
tiv
ely
h
elp
ed
t
h
em
v
iew
class
s
ch
ed
u
les
an
d
ass
ig
n
m
en
ts
a
n
d
m
o
n
ito
r
th
ei
r
g
r
ad
es
an
d
l
ea
r
n
in
g
o
u
tc
o
m
es.
T
h
is
f
u
n
ct
io
n
ality
d
ir
ec
tly
s
u
p
p
o
r
ts
p
er
s
o
n
alize
d
lear
n
in
g
an
d
ac
ad
e
m
ic
tr
an
s
p
ar
en
cy
.
-
I
n
cr
ea
s
ed
lear
n
in
g
m
o
tiv
atio
n
:
A
k
ey
f
in
d
i
n
g
was
th
at
a
s
ig
n
if
ican
t
m
aj
o
r
ity
o
f
s
tu
d
e
n
ts
ag
r
ee
d
th
at
th
e
s
y
s
tem
m
ad
e
th
em
m
o
r
e
m
o
ti
v
ated
to
lear
n
.
T
h
is
p
er
ce
p
tio
n
is
a
cr
u
cial
in
d
icato
r
th
at
t
h
e
m
o
d
el
is
n
o
t ju
s
t
an
ad
m
in
is
tr
ativ
e
to
o
l
b
u
t a
n
a
ctiv
e
en
ab
ler
o
f
SDG
4
'
s
q
u
ality
an
d
e
n
g
ag
em
e
n
t o
b
jectiv
es.
c.
Po
s
itiv
e
im
p
ac
t o
n
SDG
1
2
:
r
esp
o
n
s
ib
le
co
n
s
u
m
p
tio
n
T
h
e
s
y
s
tem
'
s
r
o
le
in
p
r
o
m
o
tin
g
s
u
s
tain
ab
ilit
y
was a
ls
o
v
alid
ated
:
˗
R
ed
u
ctio
n
o
f
r
eso
u
r
ce
u
s
e:
Stu
d
en
ts
s
tr
o
n
g
ly
ag
r
ee
d
th
at
th
e
s
y
s
tem
en
co
u
r
ag
ed
m
o
r
e
ec
o
n
o
m
ical
u
s
e
o
f
p
ap
er
a
n
d
o
th
er
r
eso
u
r
ce
s
,
as
s
h
o
wn
i
n
Fig
u
r
e
5
.
T
h
is
c
o
n
f
ir
m
s
th
at
th
e
d
ig
italizatio
n
o
f
ad
m
in
is
tr
ativ
e
an
d
ac
ad
em
ic
p
r
o
ce
s
s
es
d
ir
ec
tly
s
u
p
p
o
r
ts
th
e
g
o
al
o
f
s
u
s
tain
ab
le
r
eso
u
r
ce
m
an
a
g
em
en
t
with
in
th
e
s
ch
o
o
l
en
v
ir
o
n
m
en
t.
d
.
I
d
e
n
tific
atio
n
o
f
ar
ea
s
f
o
r
r
e
f
in
em
en
t
T
h
e
ex
p
ec
tatio
n
-
e
x
p
er
ie
n
ce
g
ap
,
wh
ile
g
en
er
ally
s
m
all,
h
ig
h
lig
h
ted
s
p
ec
if
ic
ar
ea
s
f
o
r
iter
ativ
e
im
p
r
o
v
em
e
n
t,
wh
ich
alig
n
s
with
th
e
DSR
m
eth
o
d
o
lo
g
y
:
-
User
in
ter
f
ac
e
(
UI
)
r
ef
in
em
e
n
t:
T
h
e
s
co
r
e
f
o
r
th
e
"a
ttra
ctiv
e
an
d
ea
s
y
-
to
-
u
n
d
er
s
tan
d
d
is
p
lay
"
s
aw
a
s
lig
h
t
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ip
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ile
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o
s
itiv
e,
wer
e
s
lig
h
tly
lo
wer
th
an
f
o
r
co
r
e
ac
ad
e
m
ic
f
u
n
ctio
n
s
.
T
h
is
in
d
icate
s
an
o
p
p
o
r
tu
n
ity
to
en
h
a
n
ce
f
ea
tu
r
e
s
th
at
m
o
r
e
ex
p
licitly
p
r
o
m
o
te
an
d
tr
ac
k
th
ese
b
eh
av
io
r
al
a
n
d
p
ar
ticip
ato
r
y
a
s
p
ec
ts
.
Fig
u
r
e
4
.
Av
e
r
ag
e
s
tu
d
e
n
t g
r
a
d
e
Fig
u
r
e
5
.
R
ed
u
ce
p
ap
er
r
esu
lts
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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n
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ab
le
1
,
th
e
r
esu
lts
in
d
icate
th
at
all
d
im
en
s
io
n
s
s
h
o
w
n
e
g
ativ
e
g
ap
s
,
co
n
f
ir
m
i
n
g
th
at
th
e
s
y
s
tem
h
as
n
o
t
y
et
f
u
lly
m
et
u
s
er
e
x
p
ec
tatio
n
s
,
a
p
atter
n
co
n
s
is
ten
t
with
p
r
ev
io
u
s
f
i
n
d
in
g
s
o
n
s
er
v
ice
q
u
ality
g
a
p
s
in
d
ig
ital
lear
n
in
g
e
n
v
ir
o
n
m
en
t
s
[
1
8
]
.
T
h
e
th
r
ee
lar
g
est
n
eg
ativ
e
g
ap
s
wer
e
d
ata
s
ec
u
r
ity
(
-
0
.
4
9
)
,
q
u
ick
in
f
o
r
m
atio
n
u
p
d
ates
(
-
0
.
4
5
)
,
a
n
d
a
v
ailab
ilit
y
o
f
h
elp
a
n
d
g
u
i
d
an
ce
(
-
0
.
4
5
)
wh
ich
r
ep
r
esen
t
th
e
s
y
s
tem
’
s
m
o
s
t
cr
itical
s
h
o
r
tco
m
in
g
s
.
T
h
r
ee
i
n
d
icato
r
s
th
at
s
h
o
w
r
elativ
ely
s
m
all
g
ap
s
ar
e
p
ap
er
r
ed
u
ctio
n
/SDG
1
2
(
-
0
.
1
1
)
,
en
v
ir
o
n
m
en
tal
awa
r
en
ess
(
-
0
.
1
5
)
,
an
d
m
o
n
ito
r
in
g
o
f
v
alu
es
an
d
lear
n
in
g
o
u
tco
m
es
(
-
0
.
2
2
)
t
h
is
in
d
icate
s
s
tr
o
n
g
s
y
s
tem
p
er
f
o
r
m
an
ce
.
Data
s
ec
u
r
ity
asp
ec
ts
in
d
icate
th
at
u
s
er
s
s
t
ill
f
ee
l
co
n
ce
r
n
ed
ab
o
u
t
th
e
p
r
o
tectio
n
o
f
p
e
r
s
o
n
al
an
d
ac
ad
em
ic
d
ata.
R
ec
en
t
r
esear
ch
co
n
f
ir
m
s
th
at
p
er
ce
i
v
ed
s
ec
u
r
ity
d
ir
ec
tly
in
f
lu
en
ce
s
tr
u
s
t
an
d
ac
ce
p
tan
ce
o
f
d
ig
ital
s
y
s
tem
s
,
p
ar
ticu
lar
ly
in
ed
u
ca
tio
n
al
s
ettin
g
s
[
1
9
]
,
[
2
0
]
.
Gap
s
in
th
e
q
u
ick
in
f
o
r
m
ati
o
n
u
p
d
ates
in
d
icate
th
at
th
e
s
y
s
tem
is
n
o
t
p
r
o
v
id
in
g
in
f
o
r
m
atio
n
q
u
ick
ly
a
n
d
co
n
s
is
ten
tly
.
Stu
d
ies
in
th
e
p
ast
f
iv
e
y
ea
r
s
h
av
e
em
p
h
asized
th
at
r
esp
o
n
s
iv
e
s
y
s
tem
s
th
at
p
r
o
v
id
e
r
ea
l
-
tim
e
d
ata
ca
n
im
p
r
o
v
e
d
ec
is
io
n
-
m
ak
in
g
ef
f
ec
tiv
e
n
ess
an
d
u
s
er
e
n
g
ag
e
m
en
t
[
2
1
]
.
I
n
ter
m
s
o
f
u
s
er
s
u
p
p
o
r
t
an
d
g
u
i
d
an
ce
,
lim
ited
tech
n
ical
s
u
p
p
o
r
t
in
d
icate
s
s
y
s
tem
u
s
ab
ilit
y
is
s
u
es.
R
ec
en
t
liter
atu
r
e
s
u
g
g
ests
th
at
ac
ce
s
s
ib
le
g
u
id
an
ce
,
d
ig
ital
h
elp
ce
n
t
er
s
,
an
d
r
esp
o
n
s
iv
e
tech
n
ical
s
u
p
p
o
r
t a
r
e
cr
u
cial
f
o
r
im
p
r
o
v
in
g
u
s
er
ex
p
er
ien
ce
an
d
r
ed
u
cin
g
c
o
g
n
itiv
e
l
o
ad
[
2
2
]
,
[
2
3
]
.
R
ec
en
t
s
tu
d
ies
h
av
e
s
h
o
wn
th
at
ca
m
p
u
s
d
ig
itizatio
n
ef
f
ec
tiv
ely
s
u
p
p
o
r
ts
p
ap
e
r
r
ed
u
ctio
n
an
d
s
u
s
tain
ab
le
p
r
ac
tice
[
2
4
]
,
in
cr
ea
s
es
en
v
ir
o
n
m
e
n
tal
awa
r
e
n
ess
th
r
o
u
g
h
th
e
u
s
e
o
f
tec
h
n
o
lo
g
y
[
2
5
]
,
an
d
s
u
p
p
o
r
ts
m
o
r
e
ac
cu
r
ate
an
d
ef
f
icien
t
m
o
n
ito
r
in
g
o
f
g
r
ad
es
an
d
lear
n
in
g
o
u
tco
m
es
[
2
6
]
.
T
h
is
co
n
f
ir
m
s
th
at
th
e
s
y
s
tem
'
s
p
er
f
o
r
m
an
ce
in
th
ese
ar
ea
s
m
ee
ts
u
s
er
ex
p
ec
tatio
n
s
.
T
h
e
s
tu
d
en
t
p
er
ce
p
tio
n
s
u
r
v
e
y
s
er
v
es
as
a
r
o
b
u
s
t
v
alid
atio
n
to
o
l
f
o
r
th
e
p
r
o
p
o
s
ed
th
eo
r
etica
l
m
o
d
el.
I
t
co
n
f
ir
m
s
th
at
th
e
s
y
s
tem
is
well
-
r
ec
eiv
ed
,
f
u
n
ctio
n
al,
an
d
ef
f
ec
tiv
e
in
m
ee
tin
g
its
p
r
im
ar
y
o
b
jectiv
es.
Mo
r
e
im
p
o
r
tan
tly
,
it
p
r
o
v
i
d
es
tan
g
ib
le
ev
id
e
n
ce
th
at
th
e
s
y
s
tem
s
u
cc
ess
f
u
lly
o
p
er
atio
n
aliz
es
th
e
p
r
in
cip
les
o
f
SDG
4
an
d
SDG
1
2
f
r
o
m
t
h
e
s
tu
d
en
t'
s
p
er
s
p
ec
tiv
e,
f
o
s
ter
in
g
a
m
o
r
e
o
r
g
a
n
ized
,
m
o
tiv
at
in
g
,
an
d
s
u
s
tain
ab
le
lear
n
in
g
en
v
ir
o
n
m
en
t.
T
h
e
f
ee
d
b
ac
k
also
p
r
o
v
id
es
a
cle
ar
r
o
a
d
m
ap
f
o
r
th
e
n
e
x
t
cy
c
le
o
f
d
ev
elo
p
m
en
t
,
f
o
cu
s
in
g
o
n
UI
/UX
en
h
an
ce
m
en
t
an
d
f
ea
tu
r
es
th
at
d
ee
p
e
n
s
tu
d
en
t
en
g
ag
e
m
en
t
with
b
r
o
ad
er
s
u
s
tain
ab
ilit
y
g
o
als
[
2
7
]
.
E
m
p
ir
ical
v
alid
atio
n
t
h
r
o
u
g
h
a
s
tu
d
en
t
p
er
ce
p
tio
n
s
u
r
v
ey
(
N=
~1
0
0
)
f
u
r
t
h
er
s
u
b
s
tan
tiates
th
e
m
o
d
el'
s
ef
f
ec
tiv
en
ess
.
T
h
e
s
u
r
v
e
y
r
ev
ea
led
s
tr
o
n
g
p
o
s
itiv
e
r
ec
ep
tio
n
,
with
s
tu
d
en
ts
r
ep
o
r
tin
g
th
at
th
e
s
y
s
tem
was
u
s
er
-
f
r
ien
d
l
y
,
ac
ce
s
s
ib
le,
an
d
ef
f
ec
tiv
ely
s
u
p
p
o
r
ted
th
eir
lear
n
in
g
m
a
n
ag
em
en
t
(
e.
g
.
,
t
r
ac
k
in
g
s
ch
e
d
u
les,
ass
ig
n
m
en
ts
,
an
d
g
r
ad
es).
C
r
u
cially
,
s
tu
d
en
ts
af
f
ir
m
ed
th
a
t
th
e
s
y
s
tem
in
cr
ea
s
ed
th
eir
lear
n
in
g
m
o
tiv
atio
n
(
d
ir
ec
tly
s
u
p
p
o
r
ti
n
g
SDG
4
)
an
d
p
r
o
m
o
te
d
th
e
ec
o
n
o
m
i
ca
l
u
s
e
o
f
r
eso
u
r
ce
s
lik
e
p
a
p
er
(
ali
g
n
in
g
with
SDG
1
2
)
.
W
h
ile
th
e
o
v
er
all
f
ee
d
b
ac
k
was
h
ig
h
ly
p
o
s
itiv
e,
m
in
o
r
g
a
p
s
b
etwe
en
ex
p
ec
tatio
n
an
d
ex
p
e
r
ien
ce
p
r
o
v
id
e
v
alu
ab
le,
ac
tio
n
ab
le
in
s
ig
h
ts
f
o
r
th
e
n
ex
t iter
ativ
e
c
y
cle
o
f
s
y
s
tem
r
ef
in
em
en
t,
p
a
r
ticu
lar
ly
co
n
ce
r
n
i
n
g
in
ter
f
ac
e
d
esig
n
a
n
d
f
ea
t
u
r
es th
at
f
o
s
ter
en
v
i
r
o
n
m
e
n
tal
s
tewa
r
d
s
h
ip
.
T
ab
le
1
.
Su
m
m
a
r
y
o
f
ex
p
ec
tatio
n
an
d
p
er
ce
p
tio
n
s
co
r
es
N
o
.
A
sp
e
c
t
M
e
a
n
G
a
p
s
c
o
r
e
s
Ex
p
e
c
t
a
t
i
o
n
P
e
r
c
e
p
t
i
o
n
1
A
t
t
r
a
c
t
i
v
e
a
n
d
e
a
sy
-
to
-
u
n
d
e
r
st
a
n
d
i
n
t
e
r
f
a
c
e
4
.
5
9
4
.
2
1
-
0
.
3
8
2
S
mo
o
t
h
a
c
c
e
ss
v
i
a
w
e
b
/
m
o
b
i
l
e
4
.
6
7
4
.
3
5
-
0
.
3
2
3
F
a
st
s
y
st
e
m r
e
sp
o
n
se
4
.
7
1
4
.
3
1
-
0
.
4
0
4
D
a
t
a
sec
u
r
i
t
y
4
.
7
5
4
.
2
6
-
0
.
4
9
5
V
i
e
w
i
n
g
sc
h
e
d
u
l
e
s a
n
d
t
a
s
k
s
4
.
6
9
4
.
4
2
-
0
.
2
7
6
M
o
n
i
t
o
r
i
n
g
g
r
a
d
e
s a
n
d
l
e
a
r
n
i
n
g
o
u
t
c
o
mes
4
.
6
5
4
.
4
3
-
0
.
2
2
7
R
e
l
e
v
a
n
t
i
n
f
o
r
ma
t
i
o
n
f
o
r
st
u
d
e
n
t
n
e
e
d
s
4
.
6
7
4
.
3
7
-
0
.
3
0
8
Q
u
i
c
k
i
n
f
o
r
ma
t
i
o
n
u
p
d
a
t
e
s
4
.
7
2
4
.
2
7
-
0
.
4
5
9
B
o
o
st
s
l
e
a
r
n
i
n
g
mo
t
i
v
a
t
i
o
n
(
S
D
G
4
)
4
.
5
5
4
.
2
9
-
0
.
2
6
10
R
e
d
u
c
e
s
p
a
p
e
r
u
s
e
(
S
D
G
1
2
)
4
.
4
5
4
.
3
3
-
0
.
1
1
11
I
n
c
r
e
a
ses
e
n
v
i
r
o
n
me
n
t
a
l
a
w
a
r
e
n
e
ss
4
.
5
6
4
.
4
1
-
0
.
1
5
12
En
c
o
u
r
a
g
e
s
i
n
v
o
l
v
e
m
e
n
t
i
n
sc
h
o
o
l
a
c
t
i
v
i
t
i
e
s
4
.
5
3
4
.
3
2
-
0
.
2
1
13
Ea
se
o
f
u
se
f
o
r
s
t
u
d
e
n
t
s
4
.
7
1
4
.
4
6
-
0
.
2
5
14
A
v
a
i
l
a
b
i
l
i
t
y
o
f
h
e
l
p
/
g
u
i
d
a
n
c
e
4
.
6
4
4
.
1
9
-
0
.
4
5
15
C
o
mf
o
r
t
a
b
l
e
u
se
a
t
sc
h
o
o
l
a
n
d
h
o
me
4
.
7
2
4
.
4
2
-
0
.
3
0
16
R
e
a
l
b
e
n
e
f
i
t
s f
o
r
l
e
a
r
n
i
n
g
4
.
6
5
4
.
3
4
-
0
.
3
1
A
v
e
r
a
g
e
4
.
6
4
4
.
3
4
-
0
.
3
0
4.
CO
NCLU
SI
O
N
T
h
e
im
p
lem
en
tatio
n
o
f
th
e
SDGs
,
p
ar
ticu
lar
ly
SDG
4
o
n
q
u
ality
ed
u
ca
tio
n
,
in
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
r
eq
u
ir
es
m
o
v
in
g
f
r
o
m
p
o
licy
ad
o
p
tio
n
t
o
p
r
ac
tical,
in
te
g
r
at
ed
ac
tio
n
.
T
h
is
r
esear
ch
co
n
cl
u
d
es
th
at
a
p
u
r
p
o
s
e
-
b
u
ilt
Su
s
tain
ab
le
E
d
u
ca
tio
n
I
n
f
o
r
m
atio
n
Sy
s
tem
is
a
v
ita
l
en
ab
ler
f
o
r
th
is
tr
an
s
itio
n
.
T
h
e
d
ev
elo
p
ed
m
o
d
el
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I
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8
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n
teg
r
a
tin
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S
u
s
ta
in
a
b
le
Dev
elo
p
men
t G
o
a
ls
in
to
e
d
u
ca
tio
n
a
l in
fo
r
ma
tio
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s
ystems
:
to
w
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r
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…
(
V
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in
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)
1357
d
em
o
n
s
tr
ates
th
at
b
y
d
i
g
itizin
g
an
d
alig
n
in
g
s
ch
o
o
l
m
an
ag
em
en
t
p
r
o
ce
s
s
es
—
s
u
ch
as
cu
r
r
icu
lu
m
d
esig
n
,
s
tu
d
en
t p
r
o
g
r
ess
tr
ac
k
in
g
,
a
n
d
s
tak
eh
o
ld
er
r
ep
o
r
tin
g
—
with
SDG
in
d
icato
r
s
,
s
ch
o
o
ls
ca
n
o
v
er
co
m
e
th
e
cu
r
r
e
n
t
lack
o
f
s
y
s
tem
atic
in
teg
r
atio
n
.
T
h
e
k
ey
to
s
u
cc
ess
f
u
l
SDG
i
m
p
lem
en
tatio
n
lies
in
th
e
s
y
s
t
em
'
s
ab
il
ity
to
tr
an
s
f
o
r
m
th
e
s
ch
o
o
l
in
to
a
co
llab
o
r
ativ
e
ec
o
s
y
s
tem
.
I
t
em
p
o
wer
s
teac
h
er
s
to
d
y
n
am
ic
ally
alig
n
cu
r
r
icu
la
with
s
u
s
ta
in
ab
ilit
y
p
r
in
cip
les,
allo
ws
s
tu
d
en
ts
to
en
g
ag
e
with
an
d
tr
ac
k
th
eir
o
wn
lear
n
i
n
g
jo
u
r
n
ey
,
an
d
p
r
o
v
id
es
m
an
a
g
em
en
t
a
n
d
p
ar
en
ts
with
tr
an
s
p
ar
en
t
d
ata
o
n
ed
u
c
atio
n
al
o
u
tc
o
m
es.
T
h
er
ef
o
r
e,
t
h
e
s
tr
ateg
ic
in
te
g
r
atio
n
o
f
in
f
o
r
m
atio
n
tec
h
n
o
lo
g
y
is
n
o
t
m
er
el
y
an
ad
m
in
is
tr
ativ
e
u
p
g
r
ad
e
b
u
t
a
f
u
n
d
am
en
ta
l
to
o
l
f
o
r
cr
ea
tin
g
a
s
u
s
tain
ab
le
lear
n
in
g
cu
ltu
r
e.
T
h
is
ap
p
r
o
ac
h
e
n
s
u
r
es
th
at
t
h
e
p
u
r
s
u
it
o
f
q
u
ality
ed
u
ca
tio
n
is
ef
f
icien
t,
ac
co
u
n
tab
le,
an
d
d
ir
ec
tly
co
n
tr
ib
u
tes
to
th
e
m
ea
s
u
r
ab
le
ac
h
iev
em
en
t o
f
th
e
SDGs
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
r
esear
c
h
er
w
o
u
ld
lik
e
t
o
ex
p
r
ess
h
is
g
r
atitu
d
e
to
t
h
e
H
ea
d
o
f
Sek
o
lah
T
i
n
g
g
i
I
lm
u
Ko
m
p
u
ter
C
ip
ta
Kar
y
a
I
n
f
o
r
m
atik
a
,
Per
g
u
r
u
a
n
C
ik
in
i
s
ch
o
o
l
an
d
all
th
e
co
lleag
u
es
th
at
h
el
p
ed
to
m
ak
e
th
is
r
esear
ch
h
ap
p
en
.
Ho
p
ef
u
lly
,
th
is
r
esear
ch
will
b
e
b
en
ef
icial
to
ed
u
ca
tio
n
in
I
n
d
o
n
esia
wit
h
r
ef
er
en
ce
to
th
e
im
p
lem
en
tatio
n
o
f
r
elev
a
n
t SDGs.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
T
h
e
r
esear
ch
er
wo
u
l
d
lik
e
to
e
x
p
r
ess
h
is
g
r
atitu
d
e
to
th
e
Mi
n
is
tr
y
o
f
Hig
h
er
E
d
u
ca
tio
n
,
Sc
ien
ce
,
an
d
T
ec
h
n
o
lo
g
y
an
d
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c
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tac
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a
il
:
v
e
riarin
a
l@stik
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m
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k
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c
.
id
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Evaluation Warning : The document was created with Spire.PDF for Python.
I
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1359
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sw
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rsity
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c
a
n
b
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o
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tac
ted
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t
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il
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iswa
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il
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o
m
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c
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n
b
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c
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ted
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t
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m
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il
:
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c
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TIKOM
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KI),
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k
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h
e
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s
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d
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st
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c
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n
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rm
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ti
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h
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ter
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sh
e
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c
ti
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o
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c
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se
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rc
h
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ial
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d
ies
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it
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h
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sy
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h
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g
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n
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d
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c
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ti
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n
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l
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terv
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stra
te
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ies
.
S
h
e
c
a
n
b
e
c
o
n
tac
ted
a
t
e
m
a
il
:
tan
t
irah
a
y
u
@s
ti
k
o
m
c
k
i
.
a
c
.
id
.
Evaluation Warning : The document was created with Spire.PDF for Python.