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en
tin
g
th
e
2
0
1
3
cu
r
r
icu
lu
m
.
T
h
e
m
ain
r
ea
s
o
n
f
o
r
th
e
em
er
g
en
ce
o
f
th
is
d
ec
is
io
n
is
th
e
ch
an
g
e
o
f
th
e
s
y
s
tem
an
d
th
e
in
c
r
ea
s
e
in
ad
m
in
is
tr
ativ
e
task
s
o
f
tea
ch
er
s
,
esp
ec
ially
m
o
r
e
o
n
th
e
co
n
ce
p
t
o
f
d
ev
ices
th
at
r
e
q
u
ir
e
th
e
r
o
le
o
f
th
e
teac
h
er
m
o
r
e
th
a
n
ju
s
t
teac
h
in
g
.
I
n
a
d
d
itio
n
,
teac
h
er
s
ar
e
p
r
eo
cc
u
p
ied
with
r
ig
o
r
o
u
s
p
r
ep
ar
atio
n
i
n
s
tu
d
e
n
t
ass
es
s
m
en
t.
I
n
f
ac
t,
th
e
g
o
v
er
n
m
en
t
b
eliev
es
th
at
th
e
2
0
1
3
cu
r
r
icu
lu
m
p
r
o
v
id
es
a
s
ig
n
if
i
ca
n
t
ch
an
g
e
in
t
h
e
q
u
ality
o
f
lear
n
in
g
.
T
h
er
ef
o
r
e
,
s
ev
er
al
alter
n
ativ
e
im
p
r
o
v
e
m
en
ts
an
d
p
r
ep
ar
ato
r
y
ef
f
o
r
ts
f
o
r
im
p
lem
en
tatio
n
h
av
e
b
ee
n
a
n
aly
ze
d
[
1
1
,
1
2
]
.
Fu
r
th
er
m
o
r
e,
in
2
0
1
7
th
e
Dir
ec
to
r
ate
Gen
er
al
o
f
Prim
ar
y
an
d
Seco
n
d
ar
y
E
d
u
ca
ti
o
n
Dec
r
ee
No
.
2
5
3
.
KE
P/D/K
R
/2
0
1
7
to
r
e
-
estab
l
is
h
th
e
2
0
1
3
cu
r
r
icu
lu
m
in
d
ep
en
d
en
tly
with
th
e
d
ec
is
io
n
o
f
th
e
Dir
ec
to
r
ate
Gen
er
al
o
f
Prim
ar
y
an
d
Seco
n
d
ar
y
E
d
u
ca
tio
n
No
.
3
3
5
/Kep
.
/D/KR
/2
0
1
7
.
T
h
e
d
ec
is
io
n
b
ec
am
e
th
e
b
asis
th
at
th
e
2
0
1
3
c
u
r
r
icu
l
u
m
was
im
p
lem
en
ted
n
atio
n
ally
.
So
m
e
r
ef
in
em
en
ts
f
r
o
m
th
e
2
0
1
3
cu
r
r
icu
lu
m
h
av
e
b
ee
n
m
ad
e,
n
am
ely
f
lex
ib
le
an
d
m
o
d
er
ate
co
n
ten
t
an
d
im
p
lem
e
n
tatio
n
.
T
h
e
p
u
r
p
o
s
e
o
f
re
-
en
ac
tin
g
th
e
2
0
1
3
cu
r
r
icu
lu
m
is
d
u
e
to
g
r
o
win
g
d
em
a
n
d
,
n
ee
d
s
an
d
co
n
d
itio
n
s
f
r
o
m
th
e
asp
ec
t
o
f
s
o
ciety
in
ed
u
ca
tio
n
al
o
u
tp
u
t [
1
3
]
.
T
h
e
k
ey
to
th
e
s
u
cc
ess
o
f
th
e
q
u
ality
o
f
ed
u
ca
tio
n
is
n
o
t lim
ited
to
cu
r
r
icu
lu
m
c
h
an
g
es,
b
u
t r
ath
er
th
e
r
ea
d
in
ess
an
d
u
n
d
e
r
s
tan
d
in
g
o
f
teac
h
er
s
i
n
ca
r
r
y
in
g
o
u
t
c
u
r
r
icu
lu
m
co
n
te
n
t
[
1
4
,
1
5
]
.
Ho
wev
er
,
th
e
g
o
o
d
cu
r
r
icu
lu
m
is
,
if
th
e
teac
h
er
'
s
m
in
d
s
et
is
n
o
t
ch
an
g
ed
[
1
6
,
1
7
]
,
th
en
th
e
cu
r
r
ic
u
lu
m
ca
n
n
o
t
b
e
m
ea
n
in
g
f
u
l.
I
n
ad
d
itio
n
,
th
e
c
h
ar
ac
ter
is
tics
o
f
teac
h
er
s
as
cu
r
r
icu
l
u
m
p
r
ac
titi
o
n
er
s
ar
e
in
f
lu
en
ce
d
b
y
th
e
len
g
th
o
f
tim
e
teac
h
er
s
ar
e
in
v
o
lv
e
d
in
th
e
cu
r
r
icu
lu
m
a
n
d
h
ig
h
awa
r
e
n
e
s
s
in
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
lear
n
in
g
.
So
m
e
o
b
s
tacle
s
in
im
p
lem
en
tin
g
th
e
2
0
1
3
c
u
r
r
icu
lu
m
f
r
o
m
th
e
p
r
ac
titi
o
n
er
'
s
p
o
in
t
o
f
v
iew
in
clu
d
e
th
e
im
p
lem
en
tatio
n
o
f
an
as
s
ess
m
en
t
s
y
s
tem
[
1
8
]
,
lim
ited
teac
h
er
an
d
s
tu
d
en
t
h
a
n
d
b
o
o
k
s
[
1
9
]
,
m
en
tal
r
ea
d
in
ess
o
f
teac
h
e
r
s
an
d
s
tu
d
e
n
ts
th
at
ar
e
n
o
t
o
p
tim
al,
an
d
n
o
t
all
s
ch
o
o
ls
ar
e
in
v
o
lv
ed
in
im
p
lem
en
tin
g
t
h
e
2
0
1
3
cu
r
r
icu
lu
m
[
2
0
]
.
T
h
ese
o
b
s
ta
cles
ar
e
m
o
r
e
o
n
a
d
m
in
is
tr
ativ
e
p
lan
n
i
n
g
,
n
am
ely
t
h
e
teac
h
er
'
s
ab
ilit
y
to
p
lan
lear
n
in
g
p
r
o
g
r
am
s
an
d
c
o
m
p
il
e
th
em
in
to
less
o
n
p
la
n
s
[
7
,
2
0
]
.
Pre
p
ar
atio
n
o
f
s
em
ester
lear
n
in
g
p
r
o
g
r
am
s
an
d
an
n
u
al
lea
r
n
in
g
p
r
o
g
r
am
s
th
at
ar
e
tr
a
n
s
lated
in
to
lear
n
in
g
p
lan
s
is
n
o
t
an
ea
s
y
p
r
o
b
lem
[
2
1
,
2
2
]
.
T
ea
ch
er
s
ca
n
m
ap
an
d
s
h
ar
e
co
m
p
eten
ci
es
f
o
r
o
n
e
y
ea
r
an
d
o
n
e
s
em
ester
co
m
p
r
e
h
en
s
iv
el
y
with
o
u
t
h
ar
m
in
g
o
t
h
er
co
m
p
eten
cies.
T
h
e
teac
h
er
ca
n
r
ea
d
th
e
n
atio
n
al
ac
ad
em
ic
ca
len
d
a
r
an
d
th
e
s
c
h
o
o
l
ac
a
d
em
ic
ca
len
d
a
r
,
th
e
n
r
ep
lace
it
with
a
lear
n
in
g
p
r
o
g
r
am
p
r
ep
a
r
atio
n
s
tr
ateg
y
.
T
h
e
co
n
te
n
t
o
f
co
m
p
eten
cies
th
at
ar
e
n
o
t
th
e
s
am
e
is
a
s
p
ec
ial
co
n
s
id
er
atio
n
in
th
e
p
r
ep
ar
atio
n
o
f
lear
n
in
g
p
r
o
g
r
am
s
.
I
n
ad
d
itio
n
,
v
o
ca
tio
n
al
teac
h
e
r
s
wh
o
ar
e
s
ch
ed
u
led
o
n
t
h
e
d
a
y
,
wh
ic
h
ar
e
o
f
ten
f
o
u
n
d
o
n
h
o
lid
ay
d
ay
s
,
m
u
s
t
h
av
e
a
g
o
o
d
s
tr
ateg
y
.
T
h
e
la
ck
o
f
teac
h
er
s
in
b
r
ea
k
in
g
th
e
cu
r
r
ic
u
lu
m
i
n
to
a
s
em
ester
an
d
an
n
u
al
lea
r
n
in
g
p
r
o
g
r
a
m
s
m
a
k
es
lear
n
in
g
in
ef
f
ec
tiv
e,
w
h
ich
r
esu
lts
in
s
tu
d
en
ts
b
ei
n
g
d
is
ad
v
an
tag
ed
b
y
a
n
u
m
b
er
o
f
i
n
co
m
p
lete
c
o
m
p
et
en
cies.
C
alcu
latio
n
o
f
ef
f
ec
tiv
e
wee
k
s
d
is
tr
ib
u
ted
f
r
o
m
C
o
r
e
C
o
m
p
eten
cies
an
d
B
asic
C
o
m
p
eten
cies
(
C
C
/
B
C
)
r
ef
er
s
to
g
o
v
er
n
m
en
t
r
eg
u
latio
n
No
.
3
3
0
/D.
D5
/KE
P/KR
/2
0
1
7
,
ad
ju
s
ted
to
th
e
s
u
b
jects
th
at
will
b
e
d
is
tr
ib
u
ted
in
th
e
lear
n
in
g
p
r
o
g
r
am
f
o
r
o
n
e
y
ea
r
.
Vo
ca
tio
n
a
l
teac
h
er
s
n
ee
d
a
s
tr
ateg
y
f
o
r
th
e
d
is
tr
ib
u
tio
n
o
f
C
C
an
d
B
C
in
to
lear
n
in
g
p
r
o
g
r
am
s
.
C
o
m
p
le
x
co
m
p
eten
c
ies
n
ee
d
to
b
e
co
n
s
id
er
ed
th
at
th
e
n
u
m
b
er
o
f
m
ee
tin
g
s
n
ee
d
s
to
b
e
ad
d
ed
.
L
ea
r
n
in
g
p
r
o
g
r
am
s
ar
e
co
n
s
id
er
ed
g
o
o
d
i
f
th
e
n
u
m
b
e
r
o
f
h
o
u
r
s
in
a
m
atter
o
f
wee
k
s
is
ef
f
ec
tiv
e
to
o
r
clo
s
e
to
th
e
n
u
m
b
er
o
f
h
o
u
r
s
in
th
e
cu
r
r
icu
lu
m
s
p
ec
tr
u
m
.
T
h
e
lear
n
in
g
p
r
o
g
r
am
b
ec
o
m
es
a
b
asic
g
u
id
eli
n
e
f
o
r
teac
h
er
s
in
p
r
e
p
ar
in
g
lea
r
n
in
g
p
lan
s
.
T
h
e
b
asis
f
o
r
p
r
e
p
ar
i
n
g
a
lear
n
i
n
g
p
la
n
h
as b
ee
n
s
y
s
tem
atica
lly
ar
r
an
g
ed
in
th
e
d
ev
elo
p
m
en
t o
f
a
less
o
n
p
lan
.
T
h
e
s
u
cc
ess
f
u
l
im
p
lem
en
tati
o
n
o
f
lear
n
i
n
g
is
d
u
e
to
ef
f
e
ctiv
e
p
lan
n
in
g
.
B
en
ch
m
a
r
k
o
f
lear
n
in
g
s
u
cc
ess
i
s
th
e
ac
h
iev
em
en
t
o
f
lear
n
in
g
o
b
jectiv
es.
T
h
e
lear
n
i
n
g
p
lan
is
in
ter
p
r
eted
as
a
tea
ch
er
'
s
g
u
id
e
d
u
r
in
g
th
e
lear
n
in
g
p
r
o
ce
s
s
[
4
,
2
3
]
,
s
o
th
at
th
e
lear
n
in
g
s
ce
n
ar
io
ca
n
n
o
t
b
e
s
ep
ar
ated
f
r
o
m
th
e
co
n
tex
t
th
at
h
as
b
ee
n
p
r
ep
ar
e
d
[
2
4
,
2
5
]
.
I
t
o
f
ten
h
a
p
p
en
s
th
at
th
e
teac
h
er
d
u
r
in
g
th
e
lea
r
n
in
g
p
r
o
ce
s
s
lo
s
es
c
o
n
tex
t
[
2
6
,
2
7
]
,
f
ar
f
r
o
m
th
e
d
is
cu
s
s
io
n
,
ev
en
th
e
ac
cu
r
ac
y
o
f
th
e
tim
e
is
n
o
t
q
u
ite
r
ig
h
t.
T
h
is
is
wh
y
lear
n
in
g
p
lan
s
ar
e
ar
r
an
g
ed
to
ac
h
iev
e
lea
r
n
in
g
o
b
jectiv
e
s
.
Ho
wev
er
,
th
e
lear
n
in
g
p
la
n
is
ad
m
in
is
tr
ativ
e
in
n
atu
r
e,
wh
er
ea
s
in
ac
tu
al
cir
cu
m
s
tan
ce
s
th
e
teac
h
er
m
u
s
t
b
e
ab
le
t
o
co
n
s
id
er
th
e
c
o
n
ten
ts
o
f
th
e
m
ater
ial,
th
e
m
eth
o
d
c
h
o
s
en
,
t
h
e
ac
tiv
ities
to
b
e
ca
r
r
ied
o
u
t,
th
e
im
p
lem
en
tatio
n
o
f
th
e
p
r
ac
tice,
an
d
th
e
class
m
aster
y
s
tr
ateg
y
m
u
s
t
b
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
C
r
u
cia
l p
r
o
b
lems in
a
r
r
a
n
g
ed
th
e
less
o
n
p
la
n
o
f
vo
ca
tio
n
a
l t
ea
ch
er
(
Mu
h
a
mma
d
N
u
r
ta
n
to
)
347
in
ter
r
elate
d
an
d
co
m
p
lem
en
ta
r
y
[
2
8
]
.
T
ea
ch
er
s
d
u
r
in
g
th
e
l
ea
r
n
in
g
p
r
o
ce
s
s
wh
o
d
o
n
o
t
u
s
e
lear
n
in
g
to
o
ls
o
r
less
o
n
p
lan
o
f
ten
e
x
p
er
ie
n
ce
g
ettin
g
lo
s
t o
r
lo
s
in
g
d
ir
ec
tio
n
[
2
9
]
.
T
h
e
p
r
ep
ar
atio
n
o
f
lear
n
i
n
g
to
o
ls
is
a
co
r
e
co
m
p
eten
cy
th
at
m
u
s
t
b
e
p
o
s
s
ess
ed
b
y
teac
h
er
s
,
n
am
ely
p
ed
ag
o
g
ical
co
m
p
eten
ce
[
3
0
,
3
1
]
.
Pre
p
ar
atio
n
o
f
lea
r
n
in
g
p
l
an
s
is
n
o
t
ea
s
y
,
m
an
y
f
ac
to
r
s
m
u
s
t
b
e
co
n
s
id
er
e
d
s
u
ch
as
cu
r
r
icu
lu
m
ch
ar
ac
ter
i
s
tics
,
s
tu
d
en
t
ch
ar
ac
ter
is
tics
,
an
d
th
e
av
ailab
ilit
y
o
f
l
ea
r
n
i
n
g
s
u
p
p
o
r
t
m
ater
ials
.
T
ea
ch
er
p
ed
ag
o
g
ic
co
m
p
ete
n
c
ies
[
3
2
-
3
4
]
,
co
n
s
is
tin
g
o
f
:
1
)
Ma
s
ter
y
o
f
s
tu
d
en
t
ch
ar
ac
ter
is
tics
(
teac
h
er
s
m
u
s
t
u
n
d
er
s
tan
d
s
tu
d
e
n
ts
'
p
er
s
o
n
ali
ties
)
;
2
)
Desig
n
in
g
lear
n
in
g
;
3
)
C
ar
r
y
o
u
t
lear
n
in
g
;
4
)
Utilizin
g
I
C
T
;
5
)
Desig
n
an
d
ca
r
r
y
o
u
t
a
n
ev
alu
atio
n
o
f
th
e
p
r
o
ce
s
s
an
d
lear
n
in
g
o
u
tc
o
m
es
.
L
ea
r
n
in
g
p
lan
n
i
n
g
is
th
e
p
r
ep
ar
atio
n
s
tag
e
an
d
p
a
r
t
o
f
p
ed
ag
o
g
ical
co
m
p
eten
ce
th
at
m
u
s
t
b
e
co
m
p
iled
b
y
th
e
teac
h
er
b
e
f
o
r
e
p
er
f
o
r
m
in
g
in
f
r
o
n
t
o
f
th
e
class
o
r
in
th
e
wo
r
k
s
h
o
p
.
T
h
e
n
ew
c
u
r
r
icu
l
u
m
h
as
s
p
ec
if
ic
ch
ar
ac
ter
is
tics
o
r
r
ei
n
f
o
r
c
em
en
t.
T
h
e
ch
ar
ac
ter
is
tics
o
f
th
e
2
0
1
3
cu
r
r
icu
lu
m
as
a
n
atio
n
al
cu
r
r
icu
lu
m
f
o
cu
s
es
o
n
th
e
d
ig
itizatio
n
ap
p
r
o
ac
h
,
in
clu
d
in
g
th
e
u
s
e
o
f
I
C
T
-
b
ased
m
ed
ia
an
d
liter
ac
y
,
s
cien
tif
ic
lear
n
in
g
m
et
h
o
d
s
,
ass
ess
m
en
t
m
eth
o
d
s
in
clu
d
e
th
r
e
e
asp
ec
ts
,
n
am
ely
k
n
o
wled
g
e,
s
k
ills
,
an
d
attitu
d
es,
as
a
wh
o
le
ar
e
p
ac
k
ag
ed
i
n
lear
n
in
g
p
la
n
n
in
g
.
T
h
e
u
n
iq
u
e
ch
ar
ac
ter
is
tics
o
f
th
e
2
0
1
3
cu
r
r
icu
lu
m
a
r
e
lear
n
i
n
g
ac
tiv
ities
u
s
in
g
th
e
5
M
o
r
(
OACA
C
)
ap
p
r
o
ac
h
,
n
am
ely
:
Ob
s
er
v
in
g
(
M1
/O)
,
Ask
in
g
(
M2
/A)
,
C
o
llectin
g
i
n
f
o
r
m
atio
n
(
M3
/C
)
,
Ass
o
ciatin
g
/R
ea
s
o
n
in
g
(
M4
/A)
,
C
o
m
m
u
n
icatin
g
(
M
5
/C
)
[
3
5
,
3
6
]
.
I
f
th
e
m
ea
n
in
g
o
f
th
e
OACAC
ac
tiv
ity
is
th
e
p
h
ase
o
f
th
e
s
cien
tific
m
o
d
el
o
r
m
eth
o
d
ap
p
lied
in
lear
n
in
g
.
T
h
e
OACAC
ac
tiv
it
y
is
b
eliev
ed
to
b
e
ab
le
to
cr
ea
te
th
e
n
u
an
ce
s
o
f
lear
n
in
g
to
b
e
ac
tiv
e
[
3
7
]
.
Un
co
n
s
cio
u
s
ly
th
e
co
m
p
o
n
en
ts
in
p
r
ep
ar
in
g
a
less
o
n
p
lan
ar
e
v
er
y
co
m
p
lex
an
d
d
etailed
.
Ma
n
y
teac
h
er
s
ch
o
o
s
e
th
e
s
h
o
r
t
cu
t
b
y
co
p
y
i
n
g
d
o
c
u
m
en
ts
f
r
o
m
th
ei
r
f
ello
w
teac
h
er
s
.
As
a
r
esu
lt,
th
e
te
ac
h
er
h
as
d
if
f
icu
lty
u
n
d
er
s
tan
d
i
n
g
,
in
ter
p
r
etin
g
a
n
d
im
p
lem
e
n
tin
g
th
e
l
e
a
r
n
i
n
g
p
l
a
n
.
O
t
h
e
r
c
o
n
d
i
t
i
o
n
s
,
a
n
u
m
b
e
r
o
f
t
e
a
c
h
e
r
s
c
o
p
i
e
d
s
e
v
e
r
a
l
s
o
u
r
c
e
s
,
b
u
t
a
d
j
u
s
t
e
d
b
a
c
k
t
o
t
h
e
c
h
a
r
a
c
t
e
r
i
s
t
i
c
s
o
f
s
t
u
d
e
n
t
s
a
n
d
t
h
e
i
r
l
e
a
r
n
i
n
g
en
v
ir
o
n
m
e
n
t
[
1
1
]
.
T
o
im
p
r
o
v
e
t
h
e
q
u
ality
o
f
lea
r
n
in
g
an
d
p
ed
ag
o
g
y
co
m
p
ete
n
ce
o
f
teac
h
er
s
ca
n
b
e
o
b
s
er
v
ed
f
r
o
m
th
e
less
o
n
p
lan
s
th
at
h
av
e
b
ee
n
p
r
e
p
ar
ed
an
d
d
ev
elo
p
ed
.
T
h
is
s
tu
d
y
u
s
es
a
s
u
r
v
ey
ap
p
r
o
ac
h
to
s
ee
th
e
q
u
ality
o
f
teac
h
er
less
o
n
p
la
n
n
in
g
in
B
an
ten
Pro
v
in
ce
.
T
h
is
s
tu
d
y
p
r
o
v
id
es
in
f
o
r
m
atio
n
o
n
v
o
ca
tio
n
al
teac
h
er
r
ea
d
y
an
d
m
aster
y
o
f
th
e
r
ev
is
ed
2
0
1
3
c
u
r
r
icu
l
u
m
in
th
e
d
is
tr
ib
u
tio
n
o
f
lear
n
in
g
p
r
o
g
r
a
m
s
an
d
less
o
n
p
lan
s
,
s
o
th
at
th
e
co
n
tr
ib
u
tio
n
o
f
th
is
r
esear
ch
is
a
r
ec
o
m
m
en
d
atio
n
o
f
teac
h
er
n
e
ed
s
th
at
m
u
s
t
b
e
im
p
r
o
v
e
d
in
v
o
ca
tio
n
al
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
.
I
m
p
lem
en
tatio
n
o
f
th
e
cu
r
r
icu
lu
m
m
u
s
t
b
e
ass
es
s
ed
o
b
jectiv
ely
,
r
eg
u
lar
ly
f
r
o
m
v
ar
io
u
s
p
er
s
p
ec
tiv
es
[
3
8
]
,
to
i
m
p
r
o
v
e
th
e
q
u
ality
o
f
lear
n
in
g
.
Fu
r
th
er
m
o
r
e,
th
is
r
esear
ch
is
u
s
ed
as
a
r
ef
er
e
n
ce
f
o
r
teac
h
er
s
,
p
r
in
cip
als,
s
u
p
er
v
is
o
r
s
,
ed
u
ca
tio
n
d
ep
ar
tm
en
t,
a
n
d
p
r
ac
ti
tio
n
er
s
,
as
m
ater
ial
to
im
p
r
o
v
e
th
e
q
u
ality
o
f
v
o
ca
tio
n
al
ed
u
ca
t
io
n
,
esp
ec
ially
th
e
r
ea
d
in
ess
o
f
g
o
o
d
lear
n
in
g
t
o
o
ls
.
2.
RE
S
E
ARCH
M
E
T
H
O
D
T
h
is
r
esear
ch
is
a
s
u
r
v
ey
an
d
Fo
cu
s
Gr
o
u
p
Dis
cu
s
s
io
n
(
FGD)
s
tu
d
y
to
d
escr
ib
e
th
e
v
o
ca
tio
n
al
teac
h
er
lear
n
in
g
to
o
ls
b
ef
o
r
e
p
er
f
o
r
m
in
g
p
er
f
o
r
m
an
ce
in
cl
ass
.
T
h
e
s
u
r
v
ey
m
eth
o
d
u
s
es
a
d
esig
n
d
e
v
elo
p
e
d
b
y
R
ea
an
d
Par
k
e
r
[
3
9
]
.
Data
was
co
llected
f
r
o
m
o
b
s
er
v
atio
n
o
f
th
e
ac
tiv
ities
o
f
v
o
ca
tio
n
al
teac
h
er
s
th
r
o
u
g
h
tr
ain
in
g
an
d
ass
is
tan
ce
in
th
e
p
r
ep
ar
atio
n
o
f
lear
n
i
n
g
to
o
ls
co
n
s
is
tin
g
o
f
lear
n
in
g
p
r
o
g
r
am
s
an
d
less
o
n
p
lan
n
in
g
b
ased
o
n
th
e
2
0
1
3
c
u
r
r
icu
lu
m
f
r
o
m
2
0
1
7
to
2
0
1
8
.
T
h
e
r
esear
ch
s
am
p
le
c
o
n
s
is
ted
o
f
s
ev
en
d
is
tr
icts
in
B
an
ten
n
am
ely
Ser
an
g
C
ity
,
Ser
an
g
Dis
tr
ict,
C
ileg
o
n
C
ity
,
Pan
d
eg
lan
g
R
eg
en
c
y
,
L
eb
ak
R
eg
en
cy
,
So
u
th
T
an
g
er
an
g
C
ity
,
an
d
T
a
n
g
e
r
a
n
g
C
i
t
y
.
A
l
l
V
o
c
a
t
i
o
n
a
l
t
e
a
c
h
e
r
s
w
h
o
p
a
r
t
i
c
i
p
a
t
e
d
i
n
t
h
e
s
t
u
d
y
,
r
e
p
r
e
s
e
n
t
a
t
i
v
e
s
f
r
o
m
v
o
ca
tio
n
al
s
ch
o
o
ls
in
ea
ch
d
is
tr
ict
wer
e
t
a
k
e
n
a
s
r
e
s
e
a
r
c
h
s
a
m
p
l
e
s
.
T
h
e
r
e
s
e
a
r
c
h
s
u
b
j
e
c
t
s
a
r
e
p
r
e
s
e
n
t
e
d
i
n
T
a
b
l
e
1
.
T
ab
le
1
.
R
esp
o
n
d
e
n
t
d
em
o
g
r
a
p
h
ic
d
ata
No
D
i
st
r
i
b
u
t
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o
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f
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e
s
p
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t
s
F
(
%)
1
S
e
r
a
n
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C
i
t
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90
9
.
4
0
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S
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r
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o
n
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0
.
0
0
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I
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2
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&
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Ma
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2
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348
R
esp
o
n
d
en
ts
ar
e
r
ep
r
esen
tativ
es
o
f
v
o
ca
tio
n
al
s
ch
o
o
ls
th
a
t
h
av
e
an
im
p
o
r
tan
t
r
o
le
as
cu
r
r
icu
lu
m
ac
to
r
s
(
v
o
ca
tio
n
al
teac
h
e
r
s
a
n
d
v
ice
-
p
r
in
ci
p
als
in
th
e
f
iel
d
o
f
cu
r
r
icu
lu
m
)
.
T
h
e
r
esear
ch
er
an
al
y
ze
d
t
h
e
r
esp
o
n
d
en
ts
in
v
o
lv
ed
c
o
n
s
is
tin
g
o
f
th
e
c
h
ar
ac
ter
is
tics
o
f
th
e
cu
r
r
icu
lu
m
im
p
lem
en
te
d
,
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am
ely
th
e
2
0
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4
co
m
p
eten
cy
-
b
ased
cu
r
r
icu
lu
m
,
th
e
2
0
0
6
teac
h
er
-
lev
el
c
u
r
r
ic
u
lu
m
,
an
d
th
e
2
0
1
3
r
e
v
is
ed
cu
r
r
icu
lu
m
.
Pr
o
b
lem
s
f
ac
ed
b
y
v
o
ca
tio
n
al
t
e
a
c
h
e
r
s
w
i
l
l
b
e
c
a
r
r
i
e
d
o
u
t
w
i
t
h
t
h
e
t
h
r
e
e
c
a
s
e
s
a
b
o
v
e
.
R
e
s
e
a
r
c
h
p
r
o
c
e
d
u
r
e
s
i
n
c
l
u
d
e
s
u
r
v
e
y
s
,
F
G
D
r
e
s
u
l
t
s
a
n
d
o
b
s
e
r
v
a
t
i
o
n
s
.
T
h
e
s
u
r
v
e
y
i
n
s
t
r
u
m
e
n
t
u
s
e
s
q
u
e
s
t
i
o
n
s
t
h
a
t
a
r
e
g
r
o
u
p
e
d
w
i
t
h
p
o
l
y
t
o
m
y
v
ar
iab
les.
T
h
e
r
esear
ch
in
s
tr
u
m
e
n
t
was
in
th
e
f
o
r
m
o
f
q
u
esti
o
n
n
air
es
an
d
FGD
n
o
tes
an
d
o
b
s
er
v
ati
o
n
s
h
ee
ts
.
T
h
e
in
s
tr
u
m
en
t
was
r
ef
er
r
ed
f
r
o
m
th
e
Dir
ec
to
r
ate
o
f
Vo
ca
ti
o
n
al
Hig
h
Sch
o
o
l
Dev
elo
p
m
e
n
t
Ma
n
ag
er
f
o
r
th
e
p
u
r
p
o
s
e
o
f
ass
ess
in
g
th
e
les
s
o
n
p
lan
.
FGD
n
o
tes
aim
to
clas
s
if
y
th
e
p
r
o
b
lem
s
th
at
o
cc
u
r
a
n
d
ar
e
ex
p
e
r
ien
ce
d
b
y
p
r
ac
titi
o
n
e
r
s
,
o
b
s
er
v
atio
n
s
h
ee
ts
ar
e
u
s
ed
to
o
b
s
er
v
e
th
e
tr
ain
in
g
p
r
o
ce
s
s
an
d
th
e
ass
is
tan
ce
o
f
v
o
ca
tio
n
al
teac
h
er
s
.
T
h
e
in
s
tr
u
m
e
n
t is eq
u
ip
p
ed
with
a
r
u
b
r
ic
to
m
ea
s
u
r
e
th
e
q
u
ality
o
f
th
e
less
o
n
p
la
n
.
T
h
e
co
llected
d
ata
is
an
aly
z
ed
q
u
a
n
titativ
ely
an
d
q
u
alita
tiv
ely
.
Vo
ca
tio
n
al
teac
h
e
r
r
e
ad
in
ess
in
p
r
ep
ar
in
g
lear
n
in
g
d
ev
ices is ca
teg
o
r
iz
ed
in
to
th
r
ee
g
r
o
u
p
s
,
n
am
ely
R
ea
d
y
(
R
)
;
less
r
ea
d
y
(
L
R
)
; a
n
d
n
o
t r
ea
dy
(
NR
)
.
T
h
e
q
u
ality
o
f
th
e
le
ar
n
in
g
p
lan
is
ad
o
p
ted
an
d
ad
ju
s
ted
f
r
o
m
th
e
s
cien
ce
le
s
s
o
n
p
lan
an
aly
s
is
in
s
tr
u
m
en
t
(
SLPAI
)
d
ev
el
o
p
ed
b
y
J
ac
o
b
s
,
Ma
r
tin
,
an
d
Otien
o
[
4
0
]
,
as
m
an
y
as
f
o
u
r
v
ar
ia
b
les,
n
am
el
y
in
s
tr
u
ctio
n
al
p
r
o
g
r
am
,
in
s
tr
u
c
tio
n
p
lan
s
,
in
s
tr
u
ctio
n
al
m
ed
i
a,
an
d
ass
ess
m
en
t
an
d
o
th
er
asp
ec
ts
w
ith
f
iv
e
d
ec
is
io
n
ass
es
s
m
en
ts
n
am
ely
VHQ
(
v
er
y
h
ig
h
q
u
ality
)
;
Q
(
q
u
alit
y
)
;
M
(
m
o
d
er
at
e)
;
L
Q
(
lo
w
q
u
ality
)
;
an
d
VL
Q
(
v
er
y
lo
w
q
u
ality
)
[
4
1
]
.
T
ab
le
2
s
h
o
ws
th
e
r
ea
d
in
ess
an
d
q
u
ality
v
ar
iab
les
o
f
th
e
lea
r
n
in
g
to
o
ls
as
well
as th
e
less
o
n
p
lan
s
co
m
p
iled
b
y
v
o
ca
tio
n
al
teac
h
er
s
b
ased
o
n
th
e
2
0
1
3
cu
r
r
icu
lu
m
.
T
ab
le
2
.
I
n
d
icato
r
s
o
f
r
ea
d
i
n
ess
an
d
q
u
ality
o
f
v
o
ca
tio
n
al
tea
ch
er
lear
n
in
g
to
o
ls
f
o
r
th
e
r
ev
i
s
ed
2
0
1
3
cu
r
r
icu
lu
m
No
V
a
r
i
a
b
l
e
r
e
a
d
i
n
e
ss a
r
r
a
n
g
i
n
g
l
e
a
r
n
i
n
g
t
o
o
l
s
C
a
t
g
.
No
V
a
r
i
a
b
l
e
q
u
a
l
i
t
y
o
f
l
e
a
r
n
i
n
g
p
l
a
n
C
a
t
g
.
1
C
C
a
n
d
BC
a
n
a
l
y
si
s
R
/
L
R
/
N
R
1
I
n
st
r
u
c
t
i
o
n
a
l
p
r
o
g
r
a
m
86
-
1
0
0
%
(
V
H
Q
)
71
-
8
5
%
(
Q
)
56
-
7
0
%
(
M
)
41
-
5
5
%
(
LQ
)
<
4
0
%
(
V
LQ
)
A
d
a
p
t
e
d
f
r
o
m
[
4
1
]
2
A
n
n
u
a
l
a
n
d
s
e
mes
t
e
r
p
r
o
g
r
a
m
ma
p
p
i
n
g
2
I
n
st
r
u
c
t
i
o
n
a
l
p
l
a
n
3
M
a
k
i
n
g
o
f
l
e
sso
n
p
l
a
n
s
3
I
n
st
r
u
c
t
i
o
n
a
l
m
e
d
i
a
4
Le
a
r
n
i
n
g
e
v
a
l
u
a
t
i
o
n
4
A
ssessme
n
t
a
n
d
o
t
h
e
r
s
N
o
t
e
:
R
=
R
e
a
d
y
;
L
R
=
L
e
ss
R
e
a
d
y
;
N
R
=
N
o
t
R
e
a
d
y
;
VHQ
=
V
e
r
y
H
i
g
h
Q
u
a
l
i
t
y
;
Q
=
Q
u
a
l
i
t
y
;
M
=
M
o
d
e
r
a
t
e
;
LQ
=
Lo
w
Q
u
a
l
i
t
y
;
a
n
d
V
LQ
=
V
e
r
y
Lo
w
Q
u
a
l
i
t
y
3.
RE
SU
L
T
S
A
ND
AN
AL
Y
SI
S
3
.
1
.
T
ea
cher
s
re
a
din
e
s
s
f
o
r
co
m
pil
ing
lea
rning
t
o
o
ls
T
h
e
im
p
lem
en
tatio
n
o
f
th
e
2
0
1
3
cu
r
r
icu
lu
m
d
o
es
n
o
t
y
et
h
av
e
a
u
n
if
o
r
m
u
n
d
e
r
s
tan
d
in
g
b
etwe
en
v
o
ca
tio
n
al
teac
h
er
s
,
cu
r
r
icu
l
u
m
p
r
ac
titi
o
n
er
s
an
d
v
o
ca
t
io
n
al
s
ch
o
o
l
lead
er
s
.
E
v
en
th
r
o
u
g
h
MG
MP
(
Delib
er
atio
n
o
f
Su
b
ject
T
ea
ch
er
s
)
,
th
er
e
is
s
till
n
o
u
n
if
o
r
m
ity
.
R
es
ea
r
ch
er
s
ex
am
in
e
th
e
r
ea
d
in
ess
o
f
v
o
ca
tio
n
al
teac
h
er
s
b
ased
o
n
CC
an
d
BC
an
aly
s
is
,
p
r
o
g
r
am
m
ap
p
in
g
,
m
a
k
in
g
o
f
l
e
s
s
o
n
p
lan
s
,
an
d
l
ea
r
n
in
g
e
v
alu
atio
n
,
as
th
e
m
ain
c
o
m
p
o
n
e
n
ts
in
s
u
p
p
o
r
tin
g
lear
n
in
g
s
u
cc
ess
.
T
h
e
r
esu
lts
o
f
v
o
ca
tio
n
al
teac
h
e
r
r
ea
d
in
ess
f
o
r
th
e
p
r
ep
a
r
atio
n
o
f
lear
n
in
g
to
o
ls
ar
e
p
r
esen
ted
i
n
T
ab
le
3
.
T
ab
le
3
.
T
ea
c
h
er
’
s
co
m
p
r
eh
e
n
s
io
n
ab
o
u
t r
ev
is
io
n
2
0
1
3
c
u
r
r
i
cu
lu
m
A
sp
e
c
t
s
o
f
t
e
a
c
h
e
r
r
e
a
d
i
n
e
ss
R
(
%)
LR
(
%)
N
R
(
%)
C
C
a
n
d
BC
a
n
a
l
y
si
s
4
3
4
(
4
5
.
3
1
)
3
9
6
(
4
1
.
3
9
)
1
2
7
(
1
3
.
3
)
A
n
n
u
a
l
a
n
d
s
e
mes
t
e
r
p
r
o
g
r
a
m
ma
p
p
i
n
g
3
6
7
(
3
8
.
3
7
)
3
4
3
(
3
5
.
8
9
)
2
4
6
(
2
5
.
7
4
)
M
a
k
i
n
g
o
f
l
e
sso
n
p
l
a
n
s
3
7
8
(
3
9
.
4
5
)
4
8
9
(
5
1
.
0
7
)
9
1
(
9
.
4
8
)
Le
a
r
n
i
n
g
e
v
a
l
u
a
t
i
o
n
3
5
2
(
3
6
.
7
8
)
4
8
3
(
5
0
.
5
1
)
1
2
2
(
1
2
.
7
1
)
N
o
t
e
:
R
=
R
e
a
d
y
;
LR
=
L
e
ss R
e
a
d
y
;
a
n
d
N
R
=
N
o
t
R
e
a
d
y
T
ab
le
3
d
escr
ib
es
th
at
t
h
e
f
o
u
r
co
m
p
o
n
en
ts
m
ea
s
u
r
ed
wer
e
b
ased
o
n
r
ea
d
i
n
ess
<5
0
.
0
%
(
r
an
g
e
3
6
.
7
8
%
-
4
5
.
3
1
%).
T
h
er
e
is
s
till
an
o
p
p
o
r
tu
n
ity
to
in
cr
ea
s
e
it
s
r
ea
d
in
ess
in
te
r
m
s
o
f
th
e
ca
t
eg
o
r
y
o
f
le
s
s
r
ea
d
y
with
a
r
an
g
e
o
f
3
5
.
8
9
%
-
5
1
.
0
1
%
an
d
n
o
t
r
ea
d
y
with
a
r
an
g
e
o
f
9
.
4
8
%
-
2
5
.
7
4
%.
T
h
e
asp
ec
t
o
f
teac
h
er
r
ea
d
in
ess
th
at
s
h
o
ws
th
e
h
ig
h
e
s
t
lev
el
o
f
s
u
cc
ess
is
th
e
C
C
a
n
d
B
C
an
aly
s
is
o
f
4
5
.
3
1
%,
ev
en
th
o
u
g
h
th
e
o
th
er
co
m
p
o
n
en
ts
o
b
tain
ed
th
e
ca
te
g
o
r
y
<4
5
.
3
1
%.
Vo
ca
tio
n
al
teac
h
er
s
af
ter
th
e
C
C
an
d
B
C
p
r
o
ce
s
s
m
u
s
t
b
e
ab
le
to
p
o
u
r
th
ese
co
m
p
ete
n
cies
in
to
th
e
lear
n
in
g
p
r
o
g
r
am
.
A
d
ec
r
ea
s
e
in
y
ield
h
as
o
cc
u
r
r
e
d
f
r
o
m
4
5
.
3
1
%
to
3
8
.
3
7
%.
T
h
e
r
esu
lts
o
f
th
e
FGD
h
av
e
b
ee
n
ev
al
u
ated
f
r
o
m
v
ar
io
u
s
o
p
in
io
n
s
o
f
v
o
ca
tio
n
al
teac
h
er
s
an
d
v
ice
-
p
r
in
cip
als led
b
y
th
e
ed
u
ca
tio
n
o
f
f
ice
:
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
C
r
u
cia
l p
r
o
b
lems in
a
r
r
a
n
g
ed
th
e
less
o
n
p
la
n
o
f
vo
ca
tio
n
a
l t
ea
ch
er
(
Mu
h
a
mma
d
N
u
r
ta
n
to
)
349
“Ou
r
d
iffi
cu
lty
is
th
a
t
tea
ch
ers
u
n
d
ers
ta
n
d
o
p
era
tio
n
a
l
ve
r
b
s
(
K
K
O)
a
n
d
d
is
tin
g
u
is
h
th
e
ch
o
ice
o
f
w
o
r
d
s
u
s
ed
.
F
u
r
th
ermo
r
e,
p
o
u
r
in
g
it
in
t
o
a
n
n
u
a
l
a
n
d
s
eme
s
ter
p
r
o
g
r
a
ms
is
n
o
t
e
a
s
y.
We
o
ften
ex
p
erien
ce
lo
o
s
e
c
o
n
ce
p
ts
,
w
e
ev
en
r
ea
liz
e
b
efo
r
e
th
e
la
s
t
w
ee
ks
o
f
ex
a
ms,
a
n
d
o
f
ten
th
ere
a
r
e
s
till
s
o
me
co
mp
eten
cies th
a
t h
a
ve
n
o
t b
ee
n
d
elive
r
ed
.
”
(
TG
)
T
h
e
ev
alu
atio
n
o
f
th
e
g
r
o
u
p
o
f
p
r
in
cip
als'
lead
er
s
d
eliv
er
ed
b
y
th
e
v
ice
-
p
r
in
cip
al
in
th
e
f
ield
o
f
cu
r
r
icu
lu
m
is
:
“
We
h
a
ve
p
r
o
vid
e
d
va
r
io
u
s
t
r
a
in
in
g
a
n
d
s
tr
en
g
th
e
n
in
g
u
n
d
ers
ta
n
d
in
g
b
efo
r
e
n
ew
lea
r
n
in
g
b
eg
in
s
,
b
u
t
it
is
n
o
t
ea
s
y.
Te
a
ch
ers
h
a
ve
b
ee
n
in
s
tr
u
cted
to
fo
r
m
s
u
b
ject
g
r
o
u
p
s
a
n
d
j
o
in
MGMP
a
mo
n
g
s
u
b
ject
tea
ch
e
r
s
,
b
u
t
a
g
a
in
t
h
e
r
esu
lts
in
th
e
lea
r
n
in
g
to
o
ls
a
r
e
s
till
th
e
s
a
me
a
s
la
s
t
ye
a
r
a
n
d
s
o
me
o
f
o
u
r
t
ea
ch
ers
fin
d
t
h
e
c
o
llectio
n
a
lw
a
ys
a
t
th
e
en
d
o
f
time.
E
ve
n
w
h
en
s
u
p
ervis
o
r
s
q
u
esti
o
n
th
e
co
n
ten
t
o
f
le
a
r
n
in
g
t
o
o
ls
fr
o
m
th
e
p
r
ep
a
r
a
tio
n
o
f
lea
r
n
in
g
p
r
o
g
r
a
ms,
n
o
s
ystema
tic
r
esu
lts
a
r
e
o
b
ta
in
ed
.
E
s
p
ec
ia
lly
tea
ch
ers
w
h
o
imp
leme
n
ted
th
e
2
0
0
4
cu
r
r
icu
lu
m
to
b
e
d
ir
ec
tly
in
vo
lved
i
n
th
e
2
0
1
3
cu
r
r
icu
lu
m,
to
o
k
a
lo
n
g
ti
me.
”
(
CG
)
I
t
is
clea
r
th
at
KKOs
ar
e
o
f
co
n
ce
r
n
to
b
e
ex
p
lain
ed
in
d
eta
il
to
v
o
ca
tio
n
al
teac
h
er
s
.
I
n
ad
d
itio
n
,
th
e
d
ep
u
ty
h
ea
d
m
aster
an
d
s
u
p
e
r
v
is
o
r
s
m
u
s
t
b
e
m
o
r
e
co
n
ce
r
n
ed
with
s
en
io
r
teac
h
er
s
,
r
eq
u
ir
in
g
i
n
ten
s
iv
e
g
u
id
an
ce
.
Ho
wev
er
,
teac
h
er
r
ea
d
in
ess
o
cc
u
r
s
an
in
s
ig
n
if
ica
n
t
in
cr
ea
s
e
f
r
o
m
lear
n
in
g
p
r
o
g
r
am
s
f
o
r
lear
n
in
g
to
o
ls
.
T
h
e
r
ea
s
o
n
is
th
at
it
i
s
as
s
u
m
ed
th
at
v
o
ca
tio
n
al
teac
h
er
s
p
r
ep
ar
e
less
o
n
p
lan
s
m
o
r
e
th
an
lear
n
in
g
p
r
o
g
r
a
m
s
o
r
th
at
m
o
s
t
o
f
th
em
im
itate
lear
n
in
g
to
o
ls
am
o
n
g
co
g
n
a
te
s
u
b
ject
teac
h
er
s
.
B
u
t
th
e
r
esu
lts
h
av
e
n
o
s
ig
n
if
ican
t e
f
f
ec
t.
Dif
f
icu
lties
ar
e
also
ex
p
er
ien
c
ed
in
th
e
ev
alu
ati
o
n
asp
ec
ts
o
f
lear
n
in
g
with
th
e
lo
west
ac
q
u
is
itio
n
o
f
o
th
er
asp
ec
ts
.
T
h
e
r
esear
ch
e
r
r
ev
iewe
d
th
at
t
h
e
2
0
1
3
cu
r
r
ic
u
lu
m
r
ec
o
m
m
en
d
ed
le
v
els
o
f
le
ar
n
in
g
o
b
jectiv
es
an
d
lear
n
in
g
ass
ess
m
en
t.
T
h
e
h
ab
it o
f
v
o
ca
tio
n
al
teac
h
er
s
in
m
ak
in
g
q
u
esti
o
n
s
is
to
p
r
o
v
id
e
tax
o
n
o
m
ies at
th
e
L
OT
S
lev
el
an
d
n
o
t
t
o
b
e
in
te
r
p
r
eted
ac
co
r
d
in
g
to
th
e
c
h
o
ic
e
o
f
wo
r
d
s
b
ased
o
n
KKO.
B
etter
p
r
o
c
ess
es
an
d
s
u
p
er
v
is
io
n
ar
e
n
ee
d
ed
to
im
p
r
o
v
e
th
e
r
ea
d
in
ess
o
f
v
o
ca
tio
n
al
teac
h
er
s
in
d
ev
elo
p
in
g
lea
r
n
in
g
to
o
ls
.
T
h
e
g
r
o
u
p
o
f
v
ice
p
r
in
ci
p
als
in
th
e
f
ield
o
f
c
u
r
r
icu
l
u
m
ar
g
u
es
th
at
teac
h
er
s
o
f
th
e
2
0
0
4
c
u
r
r
icu
lu
m
(
KB
K)
ex
p
er
ien
ce
d
s
er
io
u
s
d
i
f
f
icu
lties
in
p
r
ep
ar
in
g
lear
n
in
g
to
o
ls
,
in
ac
co
r
d
a
n
ce
with
th
e
o
p
in
io
n
s
[
4
2
,
4
3
]
.
T
h
o
s
e
r
esu
lts
o
f
th
e
ca
te
g
o
r
y
p
r
ed
o
m
i
n
an
tly
f
all
in
to
th
e
ca
t
eg
o
r
y
o
f
less
r
ea
d
y
an
d
n
o
t
r
e
ad
y
.
A
s
tr
ateg
y
th
at
is
n
o
t
lim
ited
to
tr
ain
in
g
an
d
ass
is
tan
ce
is
n
ee
d
ed
.
Ho
wev
er
,
th
e
2
0
1
3
cu
r
r
icu
lu
m
is
id
en
tical
with
th
e
lear
n
in
g
co
n
ce
p
t th
at
lea
d
s
to
tech
n
o
lo
g
y
[
7
,
4
4
,
4
5
]
.
T
h
at
’s
f
ar
m
o
r
e
d
if
f
icu
lt.
3
.
2
.
T
ea
cher
’
s
a
bil
it
y
t
o
m
a
k
e
a
less
o
n pla
n
Vo
ca
tio
n
al
teac
h
er
p
ed
ag
o
g
ic
al
co
m
p
eten
ce
is
th
e
a
b
ilit
y
to
less
o
n
p
lan
n
in
g
in
class
an
d
wo
r
k
s
h
o
p
[
4
6
]
,
ef
f
ec
tiv
ely
[
4
7
]
.
T
h
e
ab
ilit
y
to
m
ak
e
less
o
n
p
lan
s
m
ea
n
s
th
at
v
o
ca
tio
n
al
teac
h
er
s
h
av
e
m
aster
ed
th
e
p
r
in
cip
les
o
f
th
e
2
0
1
3
r
ev
is
ed
cu
r
r
icu
lu
m
.
L
ess
o
n
p
lan
n
i
n
g
is
a
way
f
o
r
teac
h
er
s
to
ac
h
iev
e
g
o
als
[
4
8
]
,
n
am
ely
th
e
co
m
p
eten
cies
o
f
s
tu
d
en
ts
.
E
ac
h
v
o
ca
ti
o
n
al
teac
h
er
h
as
a
d
if
f
er
e
n
t
way
;
ho
wev
er
,
th
e
p
r
in
cip
les
o
f
s
y
s
tem
atic
wr
itin
g
m
u
s
t b
e
in
ac
co
r
d
an
ce
with
t
h
e
r
u
les th
at
h
av
e
b
ee
n
u
s
ed
as a
s
tan
d
ar
d
r
ef
er
en
ce
.
Sy
s
tem
atic
d
ev
elo
p
m
en
t
o
f
le
s
s
o
n
p
lan
s
co
n
s
is
ts
o
f
th
r
ee
ty
p
es
in
clu
d
in
g
:
1
)
Min
is
tr
y
o
f
E
d
u
ca
tio
n
an
d
C
u
ltu
r
e
R
eg
u
latio
n
(
P
ermen
d
ikb
u
d
)
No
.
1
0
3
o
f
2
0
1
4
;
2
)
P
ermen
d
ikb
u
d
No
.
2
2
o
f
2
0
1
6
;
a
n
d
3
)
C
o
m
b
in
atio
n
N
o
.
1
0
3
o
f
2
0
1
4
an
d
No
.
2
2
o
f
2
0
1
6
.
V
o
ca
tio
n
al
teac
h
er
s
a
r
e
g
iv
en
th
e
f
r
ee
d
o
m
t
o
c
h
o
o
s
e
t
h
e
less
o
n
p
lan
n
in
g
co
m
p
o
n
en
t.
T
h
e
r
esear
ch
e
r
e
x
p
lain
s
th
at
th
e
lear
n
in
g
p
lan
is
a
f
o
l
lo
w
-
u
p
t
o
th
e
lear
n
i
n
g
p
r
o
g
r
a
m
.
T
h
u
s
,
th
e
r
esu
lts
o
f
th
e
s
u
r
v
e
y
f
o
cu
s
ed
o
n
f
o
u
r
im
p
o
r
tan
t
v
ar
ia
b
les
o
f
th
e
lear
n
in
g
d
ev
ice
co
m
p
o
n
en
ts
,
in
clu
d
in
g
:
1
)
I
n
s
tr
u
ctio
n
al
p
r
o
g
r
am
;
2
)
I
n
s
tr
u
ctio
n
p
lan
;
3
)
I
n
s
tr
u
ctio
n
al
m
ed
ia;
an
d
4
)
Ass
es
s
m
en
t
an
d
o
th
er
s
.
A
s
tr
o
n
g
co
n
s
id
er
atio
n
in
th
e
s
elec
tio
n
o
f
v
a
r
iab
les
is
th
e
s
u
itab
ilit
y
o
f
th
e
ch
ar
ac
ter
is
tics
o
f
th
e
2
0
1
3
cu
r
r
icu
lu
m
.
T
h
e
less
o
n
p
lan
s
p
r
ep
ar
ed
b
y
v
o
ca
tio
n
al
teac
h
er
s
ar
e
th
en
ass
es
s
ed
b
ased
o
n
in
d
icato
r
s
o
f
lear
n
in
g
to
o
ls
.
T
h
e
ass
ess
m
en
t r
esu
lts
ar
e
s
h
o
wn
in
T
ab
l
e
4
.
Evaluation Warning : The document was created with Spire.PDF for Python.
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tio
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(
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n
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r
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c
t
i
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l
p
r
o
g
r
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m
1)
C
o
m
p
a
t
i
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i
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2
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4
6
7
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9
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6
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6
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3
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u
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p
l
a
n
1)
C
o
m
p
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p
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2)
I
n
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p
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p
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3)
C
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5)
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8)
M
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a
,
t
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a
r
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9)
F
e
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2
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2
2
2
2
2
2
2
1
9
1
4
1
9
1
4
1
9
1
4
1
9
1
4
1
9
1
4
1
9
1
4
1
9
1
4
1
9
1
4
1
9
1
4
1
6
6
7
1
4
7
8
1
5
3
5
1
5
5
5
1
3
5
7
1
3
3
3
1
4
3
5
1
4
4
9
1
5
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3
8
7
.
1
0
7
7
.
2
2
8
0
.
2
0
8
1
.
2
4
7
0
.
9
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9
.
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4
7
4
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9
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I
n
st
r
u
c
t
i
o
n
a
l
m
e
d
i
a
1)
V
a
r
i
a
t
i
o
n
a
n
d
su
i
t
a
b
i
l
i
t
y
2)
I
n
n
o
v
a
t
i
o
n
a
n
d
n
o
v
e
l
t
y
2
2
1
9
1
4
1
9
1
4
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2
3
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4
1
4
6
4
.
6
3
7
3
.
8
8
A
ssessme
n
t
a
n
d
o
t
h
e
r
s
1)
K
n
o
w
l
e
d
g
e
,
S
k
i
l
l
s
a
n
d
A
t
t
i
t
u
d
e
A
sses
smen
t
(
K
S
A
)
2)
S
c
i
e
n
t
i
f
i
c
A
p
p
r
o
a
c
h
I
n
t
e
g
r
a
t
i
o
n
(
5
M
)
/
(
O
A
C
A
C
)
1
2
9
5
7
1
9
1
4
6
6
7
1
3
2
3
6
9
.
7
0
6
9
.
1
2
T
ab
le
4
ex
p
lain
s
th
at
th
e
av
e
r
ag
e
in
s
tr
u
ctio
n
al
p
r
o
g
r
am
c
o
m
p
o
n
e
n
t
is
7
7
.
5
%;
in
s
tr
u
ctio
n
al
p
lan
o
f
7
7
.
5
%;
in
s
tr
u
ctio
n
al
m
ed
ia
b
y
6
9
.
3
%;
an
d
th
e
ass
ess
m
en
t
an
d
o
th
er
s
6
9
.
4
%.
T
h
e
q
u
ality
o
f
th
e
p
r
e
p
ar
atio
n
o
f
lear
n
in
g
to
o
ls
as
a
wh
o
le
is
in
th
e
"q
u
ality
"
ca
teg
o
r
y
(
7
1
-
8
5
%)
alth
o
u
g
h
th
er
e
a
r
e
two
asp
ec
ts
in
th
e
"M
o
d
er
ate"
ca
teg
o
r
y
(
5
6
-
7
0
%),
n
am
ely
in
s
tr
u
ctio
n
al
m
ed
ia
an
d
ass
ess
m
en
t,
an
d
o
th
er
s
.
T
h
e
2
0
1
3
cu
r
r
icu
lu
m
wh
ich
is
id
en
tically
clo
s
e
to
te
ch
n
o
lo
g
y
[
4
4
]
,
r
eq
u
ir
es tim
e
f
o
r
a
n
u
m
b
er
o
f
teac
h
er
s
to
u
s
e
g
o
o
d
an
d
ef
f
ec
tiv
e
m
ed
ia.
A
n
u
m
b
er
o
f
v
o
ca
tio
n
a
l te
ac
h
er
s
as p
r
ac
titi
o
n
er
s
s
tated
th
at:
“Vo
ca
tio
n
a
l
lea
r
n
in
g
is
a
lw
a
ys
clo
s
er
to
p
r
a
ctice
in
w
o
r
k
s
h
o
p
s
.
I
n
g
en
era
l,
w
e
o
p
e
n
a
s
h
o
r
t
lea
r
n
in
g
,
th
en
th
e
s
tu
d
en
t
co
mp
letes
th
e
w
o
r
k.
Th
is
ma
ke
s
it
d
iff
icu
lt
fo
r
u
s
a
s
'v
o
ca
ti
o
n
a
l
tea
ch
ers
'
if
w
e
h
a
ve
to
u
s
e
a
n
u
mb
er
o
f
tech
n
o
lo
g
ies
in
vo
lved
in
th
e
p
r
a
cticu
m
p
r
o
ce
s
s
.
I
n
a
d
d
itio
n
,
th
e
a
v
a
ila
b
ilit
y
o
f
tech
n
o
lo
g
y
-
b
a
s
ed
p
r
a
ctice
fa
cil
ities
s
u
ch
a
s
th
o
s
e
in
th
e
in
d
u
s
tr
y
is
n
o
t
r
ea
d
y
t
o
b
e
o
p
era
te
d
.
F
r
a
n
kly,
w
e
a
r
e
w
o
r
r
ied
th
a
t
d
a
ma
g
e
w
ill
o
cc
u
r
,
b
ec
a
u
s
e
t
h
e
r
e
is
n
o
p
r
io
r
tr
a
in
in
g
.
A
s
fo
r
a
s
s
ess
men
t,
it's
a
p
r
a
ctica
l
ev
a
lu
a
tio
n
.
E
s
p
ec
ia
lly
n
o
w
th
a
t
a
ttit
u
d
es
h
a
ve
b
ee
n
a
s
s
ess
ed
,
ye
s
.
.
.
,
T
h
is
is
n
ew
fo
r
u
s
to
o
b
s
erve
s
tu
d
en
t
a
ctivities.
B
u
t
w
ith
th
eir
h
a
b
its
,
w
e
kn
o
w
h
o
w
th
eir va
l
u
es a
r
e
a
p
p
r
o
p
r
ia
te.
”
(
GG
)
T
h
in
g
s
th
at
n
ee
d
to
b
e
im
p
r
o
v
ed
ar
e
th
e
h
ab
its
an
d
m
i
n
d
s
e
t
o
f
v
o
ca
tio
n
al
teac
h
er
s
th
at
t
ec
h
n
o
lo
g
y
f
ac
ilit
ates
u
n
d
er
s
tan
d
in
g
an
d
s
k
ills
th
at
m
u
s
t
b
e
d
eliv
er
ed
f
o
r
q
u
ality
lear
n
i
n
g
.
Har
d
s
k
i
lls
ar
e
im
p
o
r
tan
t
to
co
n
v
ey
a
n
d
tr
an
s
f
o
r
m
th
r
o
u
g
h
lear
n
in
g
ex
p
er
ien
ce
s
,
h
o
wev
e
r
s
o
f
t
s
k
ills
h
av
e
a
m
o
r
e
r
o
le
t
o
ad
ap
t
to
ch
a
n
g
es
an
d
th
e
n
ee
d
s
o
f
life
lo
n
g
lear
n
in
g
[
26
,
4
9
]
.
Ass
es
s
m
en
t
asp
ec
ts
an
d
o
th
er
asp
ec
ts
n
ee
d
to
b
e
r
ea
lized
b
y
v
o
ca
tio
n
al
teac
h
er
s
th
at
co
m
p
eten
ce
is
an
in
teg
r
atio
n
o
f
th
r
e
e
asp
ec
t
s
,
n
am
ely
k
n
o
wled
g
e,
s
k
ills
an
d
attitu
d
es
[
5
0
-
5
2
]
.
On
e
as
p
ec
t
o
f
s
u
p
p
o
r
tin
g
co
m
p
eten
cies
is
n
o
t
f
u
lf
illed
s
o
s
tu
d
en
ts
in
d
o
in
g
w
o
r
k
ca
n
n
o
t
b
e
d
ec
lar
ed
as
co
m
p
eten
t
s
tu
d
en
ts
.
Vo
ca
tio
n
al
teac
h
er
s
m
u
s
t
teac
h
an
d
m
ea
s
u
r
e
ev
er
y
asp
ec
t
s
tu
d
en
ts
g
et
d
u
r
in
g
p
r
ac
tice.
B
u
t
th
e
p
r
ac
ti
ce
is
th
e
ap
p
licatio
n
o
f
a
ce
r
tain
am
o
u
n
t
o
f
k
n
o
wl
ed
g
e
an
d
attitu
d
es
th
at
ar
e
allo
wed
.
Als
o
,
m
is
tak
es
in
att
it
u
d
e
d
u
r
in
g
tr
ain
in
g
r
esu
lt
in
m
o
r
e
d
a
n
g
er
o
u
s
r
is
k
s
.
R
esear
ch
er
’
s
an
aly
s
is
th
at
v
o
ca
tio
n
al
teac
h
er
s
n
ee
d
s
im
ilar
C
B
T
tr
ain
i
n
g
.
T
h
e
aim
is
n
o
n
e
o
th
er
th
an
im
p
r
o
v
in
g
th
e
ab
ilit
y
o
f
m
eth
o
d
o
lo
g
y
an
d
tech
n
ical
ex
p
e
r
tis
e
[
5
3
,
5
4
]
,
t
o
b
e
s
im
u
lated
to
s
tu
d
en
ts
d
ir
ec
tly
an
d
n
o
t li
m
ited
to
in
s
tr
u
ctio
n
.
3
.
3
.
O
v
er
a
ll diff
icultie
s
B
ased
o
n
th
e
r
esu
lts
o
f
th
e
r
ea
d
in
ess
an
d
ab
ilit
y
o
f
v
o
ca
t
io
n
al
teac
h
er
s
in
d
ev
elo
p
in
g
lea
r
n
in
g
to
o
ls
,
it
was
f
o
u
n
d
s
ev
er
al
n
o
tes
o
n
FGD
r
esu
lts
o
n
s
ev
er
al
co
m
p
o
n
en
ts
th
at
wer
e
co
n
s
id
er
ed
d
if
f
icu
lt.
T
h
is
s
tatem
en
t
is
v
er
y
s
cien
tific
,
esp
ec
ially
th
e
p
r
o
b
lem
o
f
m
ed
ia
,
m
eth
o
d
s
a
n
d
ass
ess
m
en
ts
.
T
h
e
2
0
1
3
c
u
r
r
icu
lu
m
as
a
d
ev
elo
p
m
en
t
cu
r
r
ic
u
lu
m
ce
r
tain
ly
h
as
a
d
if
f
e
r
en
t
way
f
r
o
m
t
h
e
p
r
ev
io
u
s
cu
r
r
ic
u
lu
m
.
T
h
e
co
n
ce
p
t
th
at
was c
o
n
s
id
er
ed
n
ew,
g
av
e
r
is
e
to
d
iv
er
s
e
p
er
ce
p
tio
n
s
o
f
v
o
ca
tio
n
al
teac
h
er
s
.
T
h
e
r
esear
ch
er
co
llects a
n
u
m
b
er
o
f
o
p
i
n
io
n
s
f
r
o
m
th
e
r
esp
o
n
d
e
n
ts
s
h
o
wn
in
T
ab
le
5
.
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
C
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ab
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4
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f
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r
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p
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t
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lt
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u
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ess
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ts
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o
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ely
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ete
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atio
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o
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eth
o
d
s
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elt
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e
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if
f
icu
lt
if
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n
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g
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ca
r
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ied
o
u
t
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n
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r
ac
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if
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e
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en
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.
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ch
er
s
'
u
n
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er
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tan
d
in
g
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s
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ill
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to
h
o
w
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e
m
et
h
o
d
ca
n
wo
r
k
well
with
th
e
co
n
ce
p
ts
o
f
th
eo
r
y
an
d
p
r
ac
tice.
So
,
in
th
e
c
o
m
p
letio
n
o
f
C
C
an
d
B
C
is
n
o
t
lim
ited
to
o
n
e
lear
n
in
g
m
eth
o
d
.
T
h
e
liter
ac
y
ap
p
r
o
a
ch
is
co
n
s
id
er
ed
d
if
f
icu
lt
b
e
ca
u
s
e
o
f
lim
ited
in
f
r
astru
ctu
r
e
an
d
p
o
o
r
liter
ac
y
u
n
d
er
s
tan
d
i
n
g
.
T
h
e
r
esear
ch
er
is
o
f
th
e
o
p
in
io
n
t
h
at
v
o
ca
tio
n
al
teac
h
er
s
n
ee
d
d
is
cu
s
s
io
n
b
etwe
en
MG
MPs
to
s
o
lv
e
p
r
o
b
le
m
s
o
r
co
n
ce
p
ts
o
f
lear
n
in
g
in
t
h
e
s
am
e
s
u
b
ject.
3
.
4
.
L
ess
o
n
pla
n qua
lity
Su
r
v
ey
d
ata
d
escr
ib
e
th
at
th
e
r
ea
d
in
ess
o
f
v
o
ca
tio
n
al
teac
h
er
s
f
o
r
th
e
p
r
ep
ar
atio
n
o
f
lear
n
in
g
to
o
ls
an
d
th
e
q
u
ality
o
f
lear
n
in
g
to
o
ls
b
ased
o
n
th
e
ch
ar
ac
ter
is
tics
o
f
th
e
2
0
1
3
cu
r
r
icu
lu
m
,
as
a
wh
o
le
ar
e
ca
teg
o
r
ized
as
"n
o
t
r
ea
d
y
"
an
d
"m
o
d
er
ate"
.
T
h
e
r
esear
ch
e
r
co
n
clu
d
es
th
at
th
e
im
p
lem
en
ta
tio
n
o
f
t
r
ain
in
g
an
d
m
en
to
r
in
g
as
well
as
th
e
s
u
p
er
v
is
io
n
p
r
o
ce
s
s
ar
e
n
o
t
y
et
o
n
tar
g
et.
T
h
en
th
e
r
esu
lts
o
f
s
u
r
v
e
y
s
b
ec
o
m
e
r
ec
o
m
m
en
d
atio
n
s
th
at
v
o
ca
tio
n
al
teac
h
er
s
n
ee
d
tr
ain
in
g
f
o
r
p
r
ac
titi
o
n
e
r
s
d
ir
ec
tly
.
I
n
i
ts
im
p
lem
en
tatio
n
,
n
ee
d
s
m
u
s
t b
e
d
is
tin
g
u
is
h
ed
b
ased
o
n
th
e
s
tr
o
n
g
ex
p
e
r
ien
ce
o
f
teac
h
er
s
in
im
p
lem
en
tin
g
th
e
2
0
1
3
cu
r
r
icu
lu
m
.
B
ec
au
s
e,
teac
h
er
s
with
2
0
0
4
c
u
r
r
icu
lu
m
ex
p
er
ien
ce
n
ee
d
d
et
ailed
ass
is
tan
ce
.
Ho
wev
er
,
th
e
k
ey
to
s
u
cc
ess
b
y
th
e
r
ea
d
in
ess
an
d
q
u
ality
o
f
v
o
ca
tio
n
al
teac
h
er
lear
n
in
g
to
o
ls
is
r
ef
lecte
d
in
h
o
w
s
tr
o
n
g
th
e
teac
h
e
r
'
s
u
n
d
er
s
tan
d
i
n
g
.
I
n
lin
e
with
th
e
r
esear
ch
co
n
d
u
cted
b
y
C
h
a
n
[
5
5
]
,
th
e
d
ev
elo
p
m
en
t o
f
teac
h
er
u
n
d
er
s
tan
d
in
g
is
an
im
p
o
r
tan
t
f
ac
to
r
in
cu
r
r
ic
u
lu
m
ap
p
licatio
n
.
No
t
all
teac
h
e
r
s
ar
e
o
n
th
e
s
am
e
ca
teg
o
r
y
le
v
el,
ap
a
r
t
f
r
o
m
th
at
all
th
e
f
u
n
ctio
n
s
o
f
im
p
lem
e
n
t
in
g
th
e
2
0
1
3
cu
r
r
ic
u
lu
m
h
a
v
e
th
e
s
am
e
g
o
al.
T
h
e
u
n
p
r
ep
ar
e
d
n
ess
o
f
s
u
p
p
o
r
tin
g
f
ac
ilit
ies
is
im
p
o
r
tan
t
to
co
n
s
id
er
s
u
ch
as
b
o
o
k
s
f
o
r
s
tu
d
en
ts
an
d
teac
h
er
s
in
v
o
ca
tio
n
al.
T
h
e
r
esear
ch
er
b
eliev
es
th
at
th
is
is
o
n
e
o
f
th
e
ca
u
s
es
o
f
th
e
lo
w
s
u
cc
ess
in
im
p
lem
en
tin
g
th
e
2
0
1
3
c
u
r
r
ic
u
lu
m
[
40
,
5
6
]
.
T
h
e
r
esear
ch
er
b
eliev
es
th
at
th
e
r
o
le
o
f
s
ch
o
o
l
lead
er
s
a
n
d
th
e
ed
u
ca
tio
n
d
e
p
ar
tm
en
t
is
an
i
m
p
o
r
tan
t
elem
en
t
in
s
u
p
p
o
r
tin
g
s
u
cc
ess
.
E
s
p
ec
ially
p
r
o
v
id
in
g
m
o
tiv
atio
n
a
n
d
d
escr
ib
in
g
th
e
co
n
d
itio
n
s
o
f
th
e
v
o
ca
tio
n
al
s
ch
o
o
ls
d
u
r
in
g
th
e
im
p
lem
en
tatio
n
o
f
th
e
2
0
1
3
cu
r
r
icu
lu
m
.
I
n
ad
d
itio
n
,
v
o
ca
tio
n
al
teac
h
er
s
m
u
s
t
b
u
ild
liter
ac
y
,
d
is
cu
s
s
io
n
an
d
s
h
ar
in
g
f
r
o
m
th
e
im
p
le
m
en
tatio
n
wh
ich
is
co
n
s
id
er
ed
d
if
f
icu
lt
in
MG
MP
in
s
titu
tio
n
s
.
Vo
ca
tio
n
al
teac
h
er
s
ca
n
e
v
alu
ate
t
h
e
r
ea
d
in
ess
an
d
th
e
im
p
r
o
v
em
e
n
t
o
f
t
h
e
q
u
ality
o
f
lear
n
in
g
t
o
o
ls
f
o
r
c
o
g
n
ate
o
r
lev
el
teac
h
er
s
.
An
im
p
o
r
tan
t
r
o
le
also
o
cc
u
r
s
in
s
ch
o
o
l su
p
er
v
is
o
r
s
wer
e
o
n
e
o
f
th
e
task
s
is
v
alid
atin
g
th
e
les
s
o
n
p
lan
s
o
f
v
o
ca
tio
n
al
teac
h
er
s
.
T
h
is
r
o
le
s
h
o
u
ld
b
e
r
ep
o
r
ted
f
r
o
m
wea
k
n
ess
es
an
d
r
ec
o
m
m
e
n
d
atio
n
s
t
h
at
m
u
s
t
b
e
im
p
r
o
v
e
d
,
n
o
t
o
n
ly
lim
ited
to
ca
r
r
y
in
g
o
u
t
ad
m
in
is
tr
ativ
e
ch
ar
ac
ter
is
tics
.
T
h
e
s
u
cc
ess
o
f
th
e
q
u
ality
o
f
lear
n
in
g
to
o
ls
th
at
h
a
v
e
b
ee
n
p
r
e
p
ar
ed
is
also
s
u
p
p
o
r
ted
b
y
in
s
tr
u
ctio
n
al
m
ed
ia
in
clu
d
i
n
g
th
e
in
teg
r
ati
o
n
o
f
I
C
T
in
t
h
e
lear
n
in
g
p
r
o
ce
s
s
.
A
n
u
m
b
er
o
f
r
esp
o
n
d
e
n
ts
d
escr
ib
e
th
at
th
er
e
ar
e
m
a
n
y
s
ch
o
o
ls
with
I
C
T
av
ailab
ilit
y
o
f
6
9
.
3
%
in
th
e
"m
o
d
e
r
ate"
c
ateg
o
r
y
.
Ho
we
v
er
,
th
er
e
will
b
e
a
s
h
if
t
th
at
lear
n
in
g
is
m
o
r
e
ab
o
u
t
u
tili
zin
g
t
h
e
I
C
T
f
u
n
ctio
n
.
So
th
e
m
a
n
ag
e
m
en
t
o
f
v
o
ca
tio
n
al
s
ch
o
o
ls
b
eg
an
to
p
lan
I
C
T
n
e
ed
s
an
d
im
p
r
o
v
e
I
C
T
b
ased
lear
n
in
g
.
T
h
is
will
b
e
an
o
b
s
tacle
f
o
r
v
o
ca
tio
n
al
teac
h
er
s
in
ce
r
tain
ag
e
g
r
o
u
p
s
th
at
ar
e
d
if
f
icu
lt
to
f
o
llo
w
te
ch
n
o
lo
g
ical
d
ev
elo
p
m
en
ts
.
W
h
er
ea
s
th
e
ab
ilit
y
to
u
s
e
I
C
T
b
ased
lear
n
in
g
m
ed
ia
in
cr
ea
s
es th
e
q
u
ality
o
f
th
e
lea
r
n
in
g
p
r
o
ce
s
s
[
5
7
]
.
T
h
e
q
u
ality
o
f
v
o
ca
tio
n
al
tea
ch
er
lear
n
in
g
to
o
ls
f
o
r
ass
ess
m
en
t
an
d
ac
tiv
ities
o
f
t
h
e
O
AC
A
C
is
6
9
.
4
%
in
th
e
"m
o
d
er
ate"
c
ateg
o
r
y
.
Par
t
o
f
v
o
ca
tio
n
al
teac
h
er
s
s
h
o
w
th
e
am
b
ig
u
ity
b
etwe
en
co
m
p
eten
ce
an
d
ass
es
s
m
en
t
.
E
v
e
n
t
h
e
u
s
e
o
f
t
h
e
K
K
O
a
n
d
a
s
s
e
s
s
m
e
n
t
i
n
d
i
c
a
t
o
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s
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d
h
a
v
e
n
o
t
y
e
t
b
e
e
n
m
e
a
s
u
r
e
d
[
5
8
]
.
H
o
w
e
v
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r
,
k
n
o
w
l
e
d
g
e
,
s
k
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o
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d
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lev
el.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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2
2
5
2
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8
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t
J
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v
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&
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10
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No
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1
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Ma
r
ch
2
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1
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3
4
5
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3
5
4
352
4.
CO
NCLU
SI
O
N
T
h
e
r
ea
d
in
ess
an
d
q
u
ality
o
f
lear
n
in
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to
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ls
co
m
p
iled
b
y
v
o
ca
tio
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teac
h
er
s
ar
e
:
1
)
T
h
e
lev
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o
f
r
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d
in
ess
o
f
v
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ca
tio
n
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th
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ased
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B
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is
,
p
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ester
p
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th
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ca
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3
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%.
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R
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d
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T
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to
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;
2
)
T
h
e
q
u
ality
o
f
lear
n
i
n
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to
o
ls
th
at
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ar
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is
b
ased
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n
in
s
tr
u
ctio
n
al
p
r
o
g
r
am
,
in
s
tr
u
c
tio
n
p
lan
s
,
in
s
tr
u
ctio
n
al
m
ed
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a,
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d
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ess
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en
ts
an
d
o
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er
s
d
ev
elo
p
ed
f
r
o
m
SLPAI
in
th
e
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u
ality
"
ca
te
g
o
r
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s
tr
u
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al
p
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g
r
a
m
s
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d
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wh
ile
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te"
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o
r
in
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ed
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.
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icate
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wh
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f
lear
n
in
g
to
o
ls
ac
co
r
d
in
g
to
th
e
ch
ar
ac
ter
is
tics
o
f
th
e
2
0
1
3
c
u
r
r
icu
lu
m
;
an
d
3
)
All
co
m
p
o
n
en
ts
o
f
th
e
lear
n
in
g
to
o
l,
v
o
ca
tio
n
al
teac
h
er
s
f
in
d
it
d
if
f
icu
lt
to
au
th
en
tic
ass
e
s
s
m
en
t,
u
s
e
o
f
m
eth
o
d
s
,
liter
ac
y
ap
p
r
o
ac
h
es
an
d
less
o
n
p
lan
n
in
g
.
T
h
e
cu
r
r
icu
lu
m
p
r
ac
titi
o
n
er
s
in
2
0
1
3
co
n
s
is
ted
o
f
v
ar
i
o
u
s
ag
es,
s
ch
o
o
l
r
ea
d
in
ess
a
n
d
s
ch
o
o
l
m
an
ag
em
en
t
wh
o
wer
e
h
ig
h
ly
co
m
m
itted
to
th
e
s
u
cc
ess
o
f
lear
n
in
g
.
All
2
0
1
3
cu
r
r
icu
lu
m
p
r
ac
titi
o
n
er
s
m
u
s
t
h
av
e
a
h
ig
h
awa
r
en
ess
o
f
ev
e
r
y
ac
tio
n
in
im
p
lem
en
tin
g
it.
S
o
m
e
tr
ain
in
g
an
d
ass
is
tan
ce
em
p
h
asize
m
o
r
e
o
n
th
e
n
ee
d
s
an
d
w
h
o
th
e
tar
g
ets
ar
e.
I
t
is
n
o
t
r
ec
o
m
m
en
d
ed
t
h
at
v
o
ca
tio
n
al
teac
h
e
r
s
b
e
co
n
s
id
er
ed
to
h
a
v
e
th
e
s
am
e
p
er
ce
p
tio
n
a
n
d
p
r
o
d
u
ce
t
h
e
s
am
e
ac
h
iev
em
en
ts
.
RE
F
E
R
E
NC
E
S
[1
]
N.
No
rris,
C
u
rr
icu
lu
m
a
n
d
t
h
e
T
e
a
c
h
e
r
:
3
5
Y
e
a
rs
,
o
f
t
h
e
Ca
m
b
rid
g
e
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
.
Ro
u
tl
e
d
g
e
,
2
0
1
4
.
[2
]
S
.
Nu
n
a
lall,
“
T
h
e
e
ffe
c
t
o
f
c
o
n
t
i
n
u
o
u
s
c
u
rr
icu
l
u
m
p
o
li
c
y
c
h
a
n
g
e
s
o
n
th
e
p
ro
fe
ss
io
n
a
l
l
iv
e
s
o
f
f
o
u
n
d
a
t
io
n
p
h
a
se
tea
c
h
e
rs
in
p
o
st
-
a
p
a
rth
e
id
S
o
u
t
h
Afric
a
,
”
T
h
e
sis
,
Tea
c
h
e
r
Ed
u
c
a
ti
o
n
a
n
d
P
ro
fe
ss
io
n
a
l
De
v
e
l
o
p
m
e
n
t
a
t
t
h
e
Un
iv
e
rsity
o
f
Kw
a
Zu
lu
Na
tal:
E
d
g
e
wo
o
d
Ca
m
p
u
s: D
u
rb
a
n
,
2
0
1
2
.
[3
]
Z.
Li
,
Z.
Ya
n
,
a
n
d
Z
.
Yu
,
“
A
S
tu
d
y
o
n
P
ro
b
lem
s
a
n
d
S
trate
g
i
e
s
o
f
Cu
rric
u
lu
m
Re
so
u
rc
e
s
De
v
e
lo
p
m
e
n
t
a
n
d
Util
iza
ti
o
n
b
y
Tea
c
h
e
rs
in
Ru
ra
l
Ju
n
io
r
M
i
d
d
le
S
c
h
o
o
l:
A
Ca
se
S
t
u
d
y
o
f
a
Co
u
n
t
y
o
f
S
ich
u
a
n
P
r
o
v
in
c
e
in
C
h
i
n
a
,
”
Cro
ss
-
Cu
lt
u
r
a
l
Co
mm
u
n
ica
ti
o
n
,
v
o
l.
1
0
,
n
o
.
5
,
p
p
.
1
5
4
-
1
5
8
,
2
0
1
4
.
[4
]
P
.
F
.
Oliv
a
,
De
v
e
lo
p
in
g
t
h
e
Cu
rr
i
c
u
lu
m
.
All
y
n
a
n
d
Ba
c
o
n
,
2
0
0
5
.
[5
]
L.
Ap
ril
li
a
n
ti
,
“
Co
m
p
a
ris
o
n
b
e
t
we
e
n
Co
n
c
e
p
t
o
f
E
v
a
lu
a
ti
o
n
o
n
KTS
P
Cu
rr
icu
lu
m
a
n
d
2
0
1
3
Cu
rricu
lu
m
,
”
UH
AM
KA
In
ter
n
a
ti
o
n
a
l
C
o
n
fer
e
n
c
e
o
n
EL
T
a
n
d
CA
L
L
(UICEL
L
)
,
2
0
1
8
,
p
p
.
9
5
-
1
0
9
.
[6
]
N
.
H
.
Ul
y
a
,
“
Th
e
Eff
e
c
ts
o
f
th
e
I
m
p
lem
e
n
tatio
n
o
f
2
0
1
3
Cu
rr
icu
lu
m
to
S
tu
d
e
n
ts’
E
n
g
li
sh
Lea
rn
in
g
Ac
h
ie
v
e
m
e
n
t
a
t
S
M
AN
1
Alla’
En
re
k
a
n
g
,
”
E
n
g
l.
T
e
a
c
h
.
L
e
a
rn
.
Res
.
J
.
(
ET
ER
NAL
)
,
v
o
l.
1
,
n
o
.
1
,
p
p
.
1
4
5
-
1
6
6
,
2
0
1
5
.
[7
]
N.
No
v
iaw
a
ti
,
“
Th
e
Im
p
lem
e
n
ta
ti
o
n
o
f
2
0
1
3
Cu
rr
icu
lu
m
in
En
g
li
sh
Tea
c
h
i
n
g
Lea
rn
in
g
a
t
M
a
n
1
P
e
k
a
l
o
n
g
a
n
,
”
In
d
o
n
e
sia
n
J
o
u
rn
a
l
o
f
En
g
li
s
h
T
e
a
c
h
in
g
,
v
o
l.
6
,
n
o
.
2
,
p
p
.
2
1
8
-
2
2
8
,
2
0
1
7
.
[8
]
N.
Ac
e
sk
a
,
“
Ne
w
S
c
ien
c
e
C
u
rricu
lu
m
Ba
se
d
o
n
I
n
q
u
ir
y
Ba
se
d
Le
a
rn
in
g
-
A
M
o
d
e
l
o
f
M
o
d
e
rn
Ed
u
c
a
ti
o
n
a
l
S
y
ste
m
in
Re
p
u
b
li
c
o
f
M
a
c
e
d
o
n
ia
,
”
J
o
u
r
n
a
l
o
f
E
d
u
c
a
ti
o
n
i
n
S
c
ien
c
e
En
v
ir
o
n
me
n
t
a
n
d
He
a
l
th
,
v
o
l.
2
,
n
o
.
1
,
p
p
.
1
-
12,
2
0
2
0
.
[9
]
S
.
H.
Ha
sa
n
,
“
Histo
r
y
Ed
u
c
a
ti
o
n
in
Cu
rr
icu
lu
m
2
0
1
3
:
A
Ne
w
A
p
p
r
o
a
c
h
t
o
Tea
c
h
in
g
Histo
r
y
,
”
Histo
ria
J
u
rn
a
l
Pen
d
i
d
ik Da
n
Pen
e
li
ti
S
e
j
a
ra
h
,
v
o
l.
1
4
,
n
o
.
1
,
p
p
.
1
6
3
-
1
7
8
,
2
0
1
3
.
[1
0
]
P
.
S
u
p
a
r
n
o
,
“
Cu
rric
u
lu
m
a
s
a
su
b
jec
t
o
f
e
x
p
e
rime
n
t
,
”
Th
e
Ja
k
a
rta
P
o
st
,
2
0
2
0
.
[On
li
n
e
].
Av
a
il
a
b
le
:
h
tt
p
s:/
/www
.
th
e
jak
a
rtap
o
st.co
m
/n
e
ws
/2
0
1
4
/1
2
/1
8
/cu
rric
u
lu
m
-
a
-
su
b
jec
t
-
e
x
p
e
rime
n
t.
h
tml.
[1
1
]
S
.
S
u
y
a
n
to
,
“
A
re
flec
ti
o
n
o
n
th
e
imp
lem
e
n
tatio
n
o
f
a
n
e
w
c
u
rric
u
lu
m
in
In
d
o
n
e
sia
:
A
c
ru
c
ial
p
ro
b
lem
o
n
sc
h
o
o
l
re
a
d
in
e
ss
,
”
AIP
Co
n
fer
e
n
c
e
Pro
c
e
e
d
in
g
s
,
v
o
l.
1
8
6
8
,
n
o
.
1
,
2
0
1
7
,
d
o
i:
1
0
.
1
0
6
3
/
1
.
4
9
9
5
2
1
8
.
[1
2
]
S
.
Blac
k
ley
,
Y.
Ra
h
m
a
wa
ti
,
E
.
F
it
ria
n
i,
R.
S
h
e
ffield
,
a
n
d
R.
K
o
u
l,
“
Us
in
g
a
M
a
k
e
rsp
a
c
e
a
p
p
r
o
a
c
h
to
e
n
g
a
g
e
In
d
o
n
e
sia
n
p
rima
ry
stu
d
e
n
ts wi
th
S
TE
M
,
”
Iss
u
e
s i
n
E
d
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
,
v
o
l.
2
8
,
n
o
.
1
,
p
p
.
1
8
-
5
2
,
2
0
1
8
.
[1
3
]
C.
R.
P
ri
h
a
n
to
ro
,
“
T
h
e
p
e
rsp
e
c
ti
v
e
o
f
c
u
rricu
l
u
m
in
I
n
d
o
n
e
sia
o
n
e
n
v
ir
o
n
m
e
n
tal
e
d
u
c
a
ti
o
n
,
”
In
ter
n
a
ti
o
n
a
l
J
o
u
rn
a
l
o
f
Res
e
a
rc
h
S
tu
d
ies
in
Ed
u
c
a
ti
o
n
,
v
o
l
.
4
,
n
o
.
1
,
p
p
.
7
7
-
8
3
,
2
0
1
4
.
[1
4
]
Z.
Ay
v
a
z
-
Tu
n
c
e
l
a
n
d
İ.
Tu
n
c
e
l,
“
G
o
o
d
tea
c
h
e
r
p
e
rc
e
p
ti
o
n
s
o
f
stu
d
e
n
ts
a
tt
e
n
d
i
n
g
th
e
p
e
d
a
g
o
g
ica
l
fo
rm
a
ti
o
n
c
e
rti
fica
te
p
r
o
g
r
a
m
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
v
a
l
u
a
t
i
o
n
a
n
d
R
e
s
e
a
r
c
h
i
n
E
d
u
c
a
t
i
o
n
(
I
J
E
R
E
)
,
v
o
l
.
8
,
n
o
.
1
,
p
p
.
1
6
5
-
172
,
2
0
1
9
,
d
o
i:
1
0
.
1
1
5
9
1
/i
jere
.
v
8
i
1
.
1
7
0
9
3
.
[1
5
]
H.
Ujir,
S
.
F
.
S
a
ll
e
h
,
A.
S
.
W.
M
a
rz
u
k
i,
H.
F
.
Ha
sh
im,
a
n
d
A.
A.
Alias
,
“
T
e
a
c
h
i
n
g
w
o
r
k
l
o
a
d
i
n
2
1
s
t
c
e
n
t
u
r
y
h
i
g
h
e
r
e
d
u
c
a
t
i
o
n
l
e
a
r
n
i
n
g
s
e
t
t
i
n
g
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
E
v
a
l
u
a
t
i
o
n
a
n
d
R
e
s
e
a
r
c
h
i
n
E
d
u
c
a
t
i
o
n
(
I
J
E
R
E
)
,
v
o
l
.
9
,
n
o
.
1
,
pp.
221
-
2
2
7
,
2
0
2
0
,
d
o
i:
1
0
.
1
1
5
9
1
/
ij
e
re
.
v
9
i
1
.
2
0
4
1
9
.
[1
6
]
C.
Wac
k
e
r
a
n
d
L.
Ols
o
n
,
“
H
o
w E
d
u
c
a
to
rs’ P
e
r
sp
e
c
ti
v
e
s S
h
a
p
e
S
tu
d
e
n
t
S
u
c
c
e
ss
,
”
T
e
a
c
h
in
g
Ch
a
n
n
e
l
,
p
.
3
0
,
2
0
1
9
.
[1
7
]
D.
Ly
n
c
h
a
n
d
R.
S
m
it
h
,
“
De
s
ig
n
i
n
g
t
h
e
Clas
sro
o
m
C
u
rricu
l
u
m
,
”
2
0
1
1
.
[On
li
n
e
].
A
v
a
il
a
b
le:
L
u
l
u
.
c
o
m
.
[1
8
]
H.
Re
tn
a
wa
t
i,
e
t
a
l.
,
“
Vo
c
a
ti
o
n
a
l
Hig
h
S
c
h
o
o
l
Tea
c
h
e
rs’
Di
fficu
lt
ies
in
Im
p
lem
e
n
ti
n
g
th
e
As
se
ss
m
e
n
t
in
Cu
rricu
l
u
m
2
0
1
3
in
Y
o
g
y
a
k
a
rta P
ro
v
i
n
c
e
o
f
I
n
d
o
n
e
sia
,
”
In
t
.
J
.
I
n
str.
,
v
o
l.
9
,
n
o
.
1
,
p
p
.
3
3
-
48
,
2
0
1
6
.
[1
9
]
U.
Ku
sm
a
wa
n
,
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T.
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d
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d
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3
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D.
Yu
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4
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P
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6
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Hu
rst
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Wallac
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.
B.
N
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,
“
Th
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2
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[2
7
]
J.
M
.
Ha
ra
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k
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,
J.
L.
S
m
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h
,
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d
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.
J.
P
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“
In
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8
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2
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.
[2
9
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C.
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ly
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B.
Tan
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S
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As
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Uc
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[3
2
]
F
.
A.
Nin
g
ti
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s
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Ja
il
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“
Do
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[3
3
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M
.
H.
Ra
h
m
a
n
,
“
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rn
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Ed
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.
9
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.
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2
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1
4
.
[3
4
]
A.
Ha
k
im,
“
Co
n
tri
b
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ti
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n
o
f
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o
m
p
e
ten
c
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Tea
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(P
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d
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,
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ial)
On
th
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ter
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)
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o
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2
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-
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2
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2
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1
5
.
[3
5
]
A.
S
a
e
r
o
ji
,
A.
S
lam
e
t,
a
n
d
M
.
K
h
a
fid
,
“
S
c
ien
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ifi
c
Lea
rn
in
g
Ap
p
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Ad
m
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n
,
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ru
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.
1
,
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p
.
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-
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7
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2
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1
7
.
[3
6
]
I.
Nu
r
h
ik
m
a
y
a
ti
a
n
d
I.
N
u
rh
i
k
m
a
y
a
ti
,
“
S
c
ien
ti
fic
Lea
rn
in
g
t
o
Im
p
ro
v
e
Crit
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l
Th
i
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k
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n
g
Ab
il
i
ty
,
”
Ed
u
M
a
:
M
a
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ma
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s E
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2
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p
p
.
1
-
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0
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2
0
1
8
.
[3
7
]
S
.
S
u
y
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n
to
,
“
T
h
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Im
p
lem
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n
tatio
n
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S
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A
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3
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In
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sia
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u
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k
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[3
9
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sig
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.
[4
0
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2
]
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3
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.
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lar,
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rriers
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[4
4
]
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V.
L.
Ha
riy
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to
,
“
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[4
5
]
R.
Ra
sm
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l.
,
“
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P
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Tea
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On
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Lea
rn
in
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d
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ri
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th
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COV
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s/3
8
8
.
[4
6
]
R.
V.
Brit
ti
n
,
“
P
re
se
rv
ice
a
n
d
E
x
p
e
rien
c
e
d
Tea
c
h
e
rs’
Les
so
n
P
la
n
s
fo
r
Be
g
i
n
n
i
n
g
I
n
stru
m
e
n
talist
s
:”
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o
u
rn
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l
o
f
Res
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a
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M
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p
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2
6
-
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9
,
2
0
1
6
.
[4
7
]
L.
Ru
sz
n
y
a
k
a
n
d
E.
Walt
o
n
,
“
Le
ss
o
n
p
lan
n
i
n
g
g
u
i
d
e
li
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st
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rs:
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th
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2
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1
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.
[4
8
]
E.
Vd
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a
a
n
d
L.
C
.
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a
ib
isso
,
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v
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Crit
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Th
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n
k
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En
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sro
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m
:
A L
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.
[4
9
]
A.
Ism
a
il
,
e
t
a
l.
,
“
Eff
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e
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trep
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ra
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[5
0
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E.
H.
Y.
K
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,
Ri
sk
M
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0
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D.
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2
]
A.
M
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k
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Ap
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riate
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[5
3
]
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.
Arif
in
,
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o
fy
a
n
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.
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,
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.
Nu
r
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ji
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Vo
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ti
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ti
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.
T
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.
Ed
u
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.
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ra
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n
.
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1
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p
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3
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0
.
[5
4
]
M
.
Nu
r
tan
to
,
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.
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o
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n
,
P
.
P
a
r
d
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n
o
,
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n
d
S
.
S
u
y
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o
,
“
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v
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n
ter
n
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t
io
n
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l
J
o
u
rn
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f
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u
c
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ti
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n
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l
Res
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.
[5
5
]
J.
K.
-
S
.
Ch
a
n
,
“
Tea
c
h
e
rs’
re
sp
o
n
se
s
to
c
u
rricu
l
u
m
p
o
li
c
y
im
p
lem
e
n
tatio
n
:
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ts
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o
r
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l
u
m
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rm
,
”
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u
c
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n
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l
Res
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rc
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r P
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,
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2
,
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.
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6
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.
[5
6
]
S
.
S
e
n
tan
c
e
a
n
d
A.
Csiz
m
a
d
ia,
“
Co
m
p
u
ti
n
g
in
t
h
e
c
u
rricu
lu
m
:
Ch
a
ll
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n
d
stra
teg
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fro
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a
te
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h
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r’s
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rsp
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ti
v
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,
”
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u
c
a
ti
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n
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d
I
n
f
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T
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l.
2
2
,
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o
.
2
,
p
p
.
4
6
9
-
4
9
5
,
2
0
1
7
.
[5
7
]
R.
Ra
b
ima
n
,
M
.
Nu
r
tan
to
,
a
n
d
N
.
Kh
o
l
ifah
,
“
De
sig
n
a
n
d
d
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lo
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t
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-
lea
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rn
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m
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sy
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m
(Lms
)
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ti
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ti
o
n
,
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ter
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