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C
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b
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tated
[
1
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–
[
4
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.
Pro
f
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p
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allen
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[
6
]
.
I
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Pro
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h
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[
7
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–
[
9
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.
T
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De
v
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(
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cien
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ag
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tu
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ac
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s
s
co
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tr
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[
1
0
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,
[
1
1
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.
T
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is
ten
tly
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d
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p
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f
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r
m
in
s
cien
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liter
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[
1
2
]
,
[
1
3
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.
I
d
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in
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[
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4
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Acc
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r
m
atio
n
cr
itically
,
an
d
th
e
ab
ilit
y
to
ap
p
ly
s
cien
tific
k
n
o
wled
g
e
to
p
r
ac
tical
is
s
u
es
[
1
6
]
.
I
n
a
n
a
g
e
wh
e
r
e
s
cien
ce
a
n
d
tech
n
o
lo
g
y
ar
e
th
e
d
r
i
v
in
g
f
o
r
ce
in
o
u
r
s
o
cieties,
it
is
cr
u
cial
to
d
ev
elo
p
s
cien
ce
liter
ac
y
f
r
o
m
a
n
ea
r
ly
ag
e.
Scien
ce
liter
ate
in
d
iv
id
u
als
ar
e
b
etter
p
r
ep
ar
e
d
to
d
ea
l
with
co
m
p
le
x
is
s
u
es
s
u
ch
as
clim
ate
ch
an
g
e
[
1
7
]
,
h
ea
lth
[
1
8
]
,
an
d
s
u
s
tain
ab
le
d
ev
el
o
p
m
en
t
[
1
9
]
.
T
h
ey
ta
k
e
r
esp
o
n
s
ib
ilit
y
f
o
r
f
in
d
in
g
s
o
lu
ti
o
n
s
to
th
ese
i
s
s
u
es.
T
h
e
PISA
s
tu
d
y
p
r
o
v
id
es
in
v
alu
ab
le
in
f
o
r
m
atio
n
o
n
t
h
e
s
tr
en
g
th
s
an
d
wea
k
n
ess
es
o
f
s
cien
ce
ed
u
ca
tio
n
s
y
s
tem
s
wo
r
ld
wid
e
[
1
4
]
.
B
y
ex
am
in
i
n
g
s
tu
d
e
n
ts
'
p
er
f
o
r
m
an
ce
o
n
a
g
l
o
b
al
s
ca
le,
it
h
ig
h
lig
h
ts
in
eq
u
alities
,
id
en
tifie
s
b
est
p
r
ac
tices,
an
d
p
r
o
v
i
d
es
a
b
asis
f
o
r
im
p
r
o
v
i
n
g
ed
u
ca
ti
o
n
al
p
o
licies
[
2
0
]
.
PISA
r
esear
ch
d
if
f
er
s
f
r
o
m
o
th
er
in
ter
n
atio
n
al
r
esear
ch
in
th
at
it
p
r
o
v
id
es
a
n
o
r
m
ativ
e
v
alu
e.
I
n
th
is
way
,
o
th
er
co
u
n
tr
ies
ca
n
ev
al
u
ate
th
eir
o
wn
lev
els
ac
co
r
d
in
g
to
th
is
n
o
r
m
ativ
e
v
al
u
e.
PISA
test
s
s
tar
ted
in
2
0
0
0
a
n
d
ar
e
o
r
g
an
ized
ev
er
y
th
r
ee
y
ea
r
s
.
An
o
p
tio
n
al
ev
alu
atio
n
o
f
a
n
in
n
o
v
ativ
e
f
ield
is
p
ar
t
o
f
th
e
PISA
ev
alu
atio
n
s
.
T
h
ese
in
clu
d
e
g
lo
b
al
co
m
p
ete
n
ce
s
in
2018
,
co
llab
o
r
ativ
e
is
s
u
e
s
o
lv
in
g
in
2
0
1
5
,
co
m
p
le
x
p
r
o
b
lem
s
o
lv
in
g
in
2003
,
an
d
lea
r
n
in
g
tech
n
iq
u
e
s
in
2
0
0
0
;
2
0
2
1
in
clu
d
es
cr
e
ativ
e
th
in
k
i
n
g
.
T
h
is
g
i
v
es
n
at
io
n
s
th
e
ch
an
ce
to
ev
alu
ate
s
tu
d
en
t p
e
r
f
o
r
m
an
ce
f
r
o
m
v
ar
io
u
s
an
g
les [
2
1
]
.
W
h
en
an
aly
zin
g
th
e
PISA
r
esu
lts
,
it
was
f
o
u
n
d
t
h
at
Kaz
ak
h
s
tan
was
r
an
k
ed
lo
w.
I
n
o
r
d
er
to
im
p
r
o
v
e
th
ese
r
esu
lts
,
th
e
g
o
v
er
n
m
en
t
o
f
Kaz
ak
h
s
tan
is
ca
r
r
y
in
g
o
u
t
m
an
y
p
r
o
jects
an
d
s
u
p
p
o
r
tin
g
th
e
wo
r
k
d
o
n
e
in
th
is
r
eg
ar
d
.
I
n
th
is
co
n
te
x
t,
th
e
aim
o
f
o
u
r
r
esear
c
h
was
to
an
aly
ze
th
e
ed
u
ca
tio
n
al
p
o
licies
o
f
th
e
co
u
n
tr
ies
p
ar
ticip
atin
g
an
d
r
an
k
in
g
in
th
e
PISA
r
esear
ch
an
d
to
p
r
o
v
id
e
r
ec
o
m
m
en
d
atio
n
s
f
o
r
im
p
r
o
v
in
g
th
e
q
u
ality
o
f
th
e
ed
u
ca
ti
o
n
al
p
r
o
ce
s
s
in
t
h
e
ed
u
ca
tio
n
al
i
n
s
titu
tio
n
s
o
f
th
e
R
ep
u
b
lic
o
f
Kaz
ak
h
s
ta
n
.
I
n
a
d
d
itio
n
,
o
u
r
r
esear
ch
aim
ed
to
i
d
en
tify
p
ed
ag
o
g
ical
p
r
in
cip
les
to
i
m
p
r
o
v
e
s
cien
ce
liter
ac
y
am
o
n
g
s
ch
o
o
lch
ild
r
e
n
ac
co
r
d
in
g
t
o
th
e
s
tan
d
ar
d
s
o
f
th
e
PISA
s
tu
d
y
an
d
to
em
p
i
r
ically
v
er
if
y
th
e
e
f
f
ec
tiv
en
es
s
o
f
th
ese
m
eth
o
d
s
th
r
o
u
g
h
em
p
ir
ical
s
tu
d
ies.
I
n
th
is
co
n
tex
t,
th
e
h
y
p
o
th
esis
o
f
o
u
r
r
esear
ch
was
“
T
h
e
d
esig
n
o
f
teac
h
i
n
g
m
eth
o
d
s
to
im
p
r
o
v
e
th
e
f
u
n
ctio
n
al
n
atu
r
al
s
cien
ce
liter
ac
y
o
f
s
ch
o
o
lc
h
ild
r
en
in
th
e
R
ep
u
b
l
ic
o
f
Kaz
ak
h
s
tan
in
ac
co
r
d
an
ce
with
ce
r
tain
p
ed
ag
o
g
ical
p
r
in
ci
p
les
will
m
ee
t
th
e
s
tan
d
ar
d
s
o
f
th
e
PISA
s
tu
d
y
an
d
in
cr
ea
s
e
s
tu
d
en
t a
ch
iev
em
en
t i
n
th
is
ar
ea
.
”
2.
M
E
T
H
O
D
I
n
th
is
s
tu
d
y
,
th
e
r
esu
lts
o
f
C
h
in
a,
Sin
g
ap
o
r
e,
Ho
n
g
Ko
n
g
an
d
E
s
to
n
ia,
wh
ic
h
r
ec
eiv
e
d
th
e
b
est
r
esu
lts
in
th
e
2
0
1
8
PISA
s
tu
d
ies,
wer
e
an
aly
ze
d
in
ter
m
s
o
f
s
cien
ce
liter
ac
y
.
I
n
th
is
co
n
tex
t,
d
escr
ip
tiv
e
co
n
ten
t
an
aly
s
is
will
b
e
p
er
f
o
r
m
ed
in
t
h
is
s
tu
d
y
.
T
h
e
a
n
aly
s
es
will
b
e
co
m
p
ar
ed
w
ith
th
e
r
esu
lts
o
f
Kaz
ak
h
s
tan
an
d
p
ed
ag
o
g
ical
p
r
in
cip
les f
o
r
cr
ea
tin
g
s
cien
ce
l
iter
ac
y
in
s
ch
o
o
lc
h
ild
r
en
will
b
e
d
eter
m
in
e
d
.
C
o
n
ten
t
an
aly
s
es
ar
e
f
r
eq
u
en
t
ly
u
s
ed
in
s
o
cial
s
cien
ce
s
,
esp
ec
ially
in
ed
u
ca
tio
n
al
s
cien
c
es
s
tu
d
ies
[
2
2
]
.
Fin
d
i
n
g
th
e
o
v
er
all
tr
en
d
o
n
th
e
s
u
b
ject
an
d
d
i
r
ec
tin
g
f
u
tu
r
e
s
ch
o
lar
ly
r
esear
c
h
with
in
th
e
p
ar
am
eter
s
o
f
th
e
s
u
b
ject
m
atter
ar
e
th
e
two
m
ain
g
o
als
o
f
co
n
ten
t
a
n
aly
s
is
s
tu
d
ies.
T
h
er
e
ar
e
t
h
r
ee
way
s
to
ex
p
r
ess
co
n
ten
t
an
aly
s
es:
d
escr
ip
tiv
e,
m
eta
-
a
n
aly
tic,
an
d
m
eta
-
s
y
n
th
esis
(
th
em
atic)
[
2
3
]
.
Descr
ip
tiv
e
co
n
t
en
t
an
aly
s
is
,
wh
ich
is
th
e
to
p
ic
ad
d
r
ess
ed
in
th
is
s
tu
d
y
,
is
a
s
y
s
tem
atic
s
tu
d
y
th
at
in
clu
d
es
t
h
e
ev
al
u
atio
n
o
f
t
r
en
d
s
an
d
r
esear
ch
r
esu
lts
in
a
d
escr
ip
tiv
e
d
im
en
s
io
n
b
y
co
n
s
id
er
in
g
all
s
tu
d
ies,
p
u
b
lis
h
ed
o
r
u
n
p
u
b
lis
h
ed
,
co
n
d
u
cte
d
with
in
a
s
p
ec
if
ied
to
p
ic
[
2
4
]
.
I
n
t
h
is
co
n
tex
t,
in
o
u
r
r
esear
ch
,
ac
a
d
em
ic
s
tu
d
ies
o
n
th
e
r
elatio
n
s
h
ip
b
etwe
en
PISA
r
esu
lts
an
d
ed
u
ca
tio
n
p
o
licies
o
f
C
h
in
a,
Sin
g
a
p
o
r
e,
Ho
n
g
Ko
n
g
an
d
E
s
to
n
ia
wer
e
a
n
aly
ze
d
.
I
n
t
h
is
co
n
tex
t,
Go
o
g
le
Sch
o
la
r
,
E
R
I
C
,
an
d
W
eb
o
f
Scien
ce
d
atab
ases
we
r
e
an
aly
ze
d
in
d
ep
t
h
b
etwe
en
2
0
1
0
an
d
2
0
2
3
,
an
d
r
esear
ch
o
n
th
e
ed
u
ca
tio
n
p
o
licies
o
f
th
ese
co
u
n
tr
ies
an
d
th
e
r
esu
lts
o
f
th
e
2
0
1
8
PISA
ass
es
s
m
en
ts
wer
e
in
clu
d
ed
.
I
n
th
is
co
n
tex
t,
lite
r
atu
r
e
r
elate
d
to
k
ey
wo
r
d
s
s
u
ch
as
"scien
ce
liter
ac
y
",
"P
I
SA
2
0
1
8
r
esu
lts
",
"e
d
u
ca
tio
n
",
"e
d
u
ca
tio
n
p
o
licies"
wer
e
s
ea
r
ch
ed
in
th
ese
d
atab
ases
.
T
h
e
r
elatio
n
s
h
ip
b
etwe
en
th
e
r
esu
lts
o
f
Kaz
ak
h
s
tan
an
d
th
e
to
p
f
o
u
r
c
o
u
n
tr
ies wa
s
an
aly
ze
d
.
3.
RE
SU
L
T
S AN
D
D
I
SCU
SS
I
O
N
3
.
1
.
Resul
t
s
T
h
e
r
ea
d
in
g
,
m
at
h
,
an
d
s
cien
ce
av
er
ag
es
f
o
r
C
h
in
a,
Sin
g
a
p
o
r
e,
H
o
n
g
K
o
n
g
,
an
d
E
s
to
n
i
a
f
r
o
m
th
e
2
0
1
8
OE
C
D
ar
e
d
is
p
lay
ed
in
Fig
u
r
e
s
1
-
4
.
Ap
p
r
o
x
im
atel
y
9
8
%
o
f
s
cien
tific
s
tu
d
en
ts
in
B
-
S
-
J
-
Z
(
C
h
in
a)
r
ec
eiv
ed
a
L
ev
el
2
o
r
h
ig
h
er
,
s
ig
n
if
ican
tly
h
ig
h
e
r
th
an
th
e
7
8
%
av
er
ag
e
f
o
r
all
co
u
n
tr
ies
in
th
e
OE
C
D.
At
th
e
v
er
y
least,
th
ese
s
tu
d
e
n
ts
ar
e
ab
le
to
id
en
tify
th
e
co
r
r
ec
t
e
x
p
lan
atio
n
f
o
r
well
-
k
n
o
wn
s
cien
tific
o
cc
u
r
r
en
ce
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
648
-
658
650
an
d
ap
p
ly
th
at
u
n
d
er
s
tan
d
i
n
g
to
ass
ess
th
e
v
er
ac
ity
o
f
co
n
clu
s
io
n
s
in
s
im
p
le
s
itu
atio
n
s
b
y
co
n
s
id
er
in
g
th
e
r
elev
an
t
d
ata.
A
to
tal
o
f
3
2
%
o
f
s
tu
d
e
n
ts
in
B
-
S
-
J
-
Z
(
C
h
in
a)
wer
e
p
r
o
f
icien
t
in
s
cien
ce
,
m
ea
n
in
g
t
h
ey
wer
e
at
L
ev
el
5
o
r
6
(
OE
C
D
av
er
ag
e:
7
%).
T
h
ese
s
tu
d
e
n
ts
ar
e
ca
p
ab
le
o
f
u
s
in
g
th
ei
r
s
cien
tific
k
n
o
wled
g
e
in
a
v
a
r
iety
o
f
co
n
tex
ts
,
in
clu
d
in
g
o
n
es
th
ey
ar
e
n
o
t
f
am
iliar
with
,
in
a
n
au
to
n
o
m
o
u
s
an
d
in
n
o
v
ativ
e
m
an
n
er
as
s
h
o
wn
i
n
Fig
u
r
e
1
[
2
5
]
.
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Fig
u
r
e
2
[
2
5
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.
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is
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Fig
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3
[
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u
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1
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4
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ased
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5
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Kaz
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[
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s
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u
s
an
d
en
v
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n
m
en
tal
v
ar
iab
les [
2
6
]
–
[
3
6
]
.
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I
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2
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652
Fig
u
r
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5
.
Kaz
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s
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in
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T
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ig
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an
k
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r
a
n
k
in
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co
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tr
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s
cien
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liter
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R
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[
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S
i
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p
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,
F
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A
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s.
[
2
7
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C
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[
2
8
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2
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3
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3
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3
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3
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3
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g
h
s
t
a
t
u
s
i
n
P
I
S
A
.
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
Dete
r
min
a
tio
n
o
f p
ed
a
g
o
g
ica
l p
r
in
cip
les fo
r
b
u
ild
in
g
fu
n
ctio
n
a
l
…
(
Ma
ima
ta
ye
v
a
A
s
s
iya
Dw
ysen
g
a
lievn
a
)
653
3
.
1
.
1
.
K
a
za
k
hs
t
a
n a
nd
P
I
SA
Kaz
ak
h
s
tan
en
ter
e
d
th
e
PISA
s
u
r
v
ey
f
o
r
th
e
f
ir
s
t
tim
e
in
2
0
0
9
.
I
n
itially
,
5
,
5
9
0
s
tu
d
en
ts
f
r
o
m
2
0
0
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
p
ar
tic
ip
ated
in
th
e
s
tu
d
y
.
L
ik
e
e
v
er
y
co
u
n
tr
y
th
at
p
ar
ticip
ated
f
o
r
th
e
f
ir
s
t
tim
e,
Kaz
ak
h
s
tan
d
id
n
o
t
ac
h
iev
e
t
h
e
ex
p
ec
ted
r
esu
lts
[
3
7
]
an
d
r
a
n
k
ed
5
8
th
o
u
t
o
f
6
5
co
u
n
tr
ies.
Kaz
ak
h
s
tan
'
s
PIS
A
r
esu
lts
b
y
y
ea
r
s
ar
e
g
iv
e
n
in
Fig
u
r
e
6
.
T
h
e
f
ig
u
r
e
illu
s
tr
ates
th
at
2
0
1
8
s
aw
th
e
lo
west
liter
ac
y
r
esu
lts
in
Kaz
ak
h
s
tan
.
T
h
e
OE
C
D'
s
in
f
o
r
m
atio
n
in
d
icate
s
th
at
in
co
m
p
lete
s
tu
d
en
t
r
esp
o
n
s
e
d
ata
co
n
tr
ib
u
ted
to
s
ev
er
al
is
s
u
es
w
ith
Kaz
ak
h
s
tan
's
2
0
1
5
PISA
s
co
r
es.
Acc
o
r
d
in
g
ly
,
th
e
OE
C
D
d
ec
lar
ed
th
at
2
0
1
8
s
aw
Kaz
ak
h
s
tan
ac
h
iev
e
th
e
m
o
s
t tr
u
s
two
r
th
y
o
u
tco
m
es in
s
cien
ce
,
in
cl
u
d
in
g
s
cien
ce
liter
ac
y
[
2
5
]
.
Fig
u
r
e
6
.
Kaz
ak
h
s
tan
'
s
PISA
r
esu
lts
b
y
y
ea
r
3
.
2
.
Dis
cus
s
io
n
T
h
e
o
b
jectiv
e
o
f
th
e
s
tu
d
y
was
to
ex
am
in
e
an
d
co
m
p
ar
e
th
e
p
ed
ag
o
g
ical
p
r
in
cip
les
u
s
ed
b
y
th
e
to
p
-
p
er
f
o
r
m
in
g
n
atio
n
s
in
t
h
e
2
0
1
8
PISA
s
tu
d
y
,
with
a
f
o
c
u
s
o
n
en
h
an
cin
g
s
cien
ce
liter
ac
y
a
m
o
n
g
s
ch
o
o
lch
ild
r
en
.
T
h
e
s
tu
d
y
'
s
co
n
clu
s
io
n
s
,
th
eir
r
am
if
icatio
n
s
,
an
d
an
y
p
r
o
s
p
ec
tiv
e
ef
f
ec
ts
o
n
s
cien
ce
ed
u
ca
tio
n
ar
e
all
c
o
v
er
ed
in
g
r
ea
t
d
etail
in
th
e
d
is
cu
s
s
io
n
s
ec
tio
n
.
Ou
r
s
tu
d
y
m
ak
es
a
co
n
cr
ete
c
o
n
tr
ib
u
tio
n
t
o
th
e
f
ield
o
f
e
d
u
ca
tio
n
b
y
p
r
o
v
i
d
in
g
ac
tio
n
ab
le
i
n
s
ig
h
ts
f
o
r
e
d
u
ca
to
r
s
an
d
p
o
licy
m
ak
er
s
.
B
y
an
aly
zi
n
g
th
e
p
e
d
ag
o
g
ical
ap
p
r
o
ac
h
es
o
f
to
p
-
p
er
f
o
r
m
in
g
co
u
n
tr
ies
in
PISA,
we
id
en
tify
ef
f
ec
tiv
e
s
tu
d
e
n
t
-
ce
n
t
er
ed
ac
tiv
ities
an
d
lear
n
in
g
en
v
ir
o
n
m
e
n
ts
th
at
p
r
o
m
o
te
s
cien
ce
liter
ac
y
.
W
e
o
u
tlin
e
h
o
w
th
ese
s
tr
ateg
ies
ca
n
b
e
ad
ap
ted
to
d
if
f
er
en
t
ed
u
ca
tio
n
al
s
ettin
g
s
,
tak
in
g
i
n
to
ac
c
o
u
n
t
lo
ca
l
ed
u
c
atio
n
al
p
o
licies,
r
eso
u
r
ce
s
a
n
d
cu
ltu
r
al
co
n
te
x
ts
.
Fu
r
th
er
m
o
r
e
,
o
u
r
e
m
p
ir
ical
an
aly
s
is
o
f
PISA
d
ata
f
r
o
m
d
if
f
e
r
en
t
s
o
cio
-
ec
o
n
o
m
ic
en
v
i
r
o
n
m
en
ts
co
n
tr
ib
u
tes
to
a
b
etter
u
n
d
er
s
tan
d
in
g
o
f
t
h
e
f
ac
to
r
s
th
at
in
f
lu
en
ce
s
cien
ce
li
ter
ac
y
,
g
u
i
d
in
g
tar
g
eted
in
ter
v
en
tio
n
s
.
T
h
e
s
tu
d
y
we
co
n
d
u
cted
th
e
o
r
etica
lly
co
n
tr
ib
u
tes
to
th
e
d
is
co
u
r
s
e
o
n
s
cien
ce
liter
ac
y
b
y
p
u
ttin
g
o
u
t
a
m
o
d
el
th
at
co
m
b
in
es
s
o
cio
e
co
n
o
m
ic
co
n
s
id
er
atio
n
s
,
in
s
tr
u
ctio
n
al
tactics,
an
d
s
tu
d
en
t
p
ar
ticip
atio
n
.
Fu
tu
r
e
s
tu
d
ies
an
d
th
eo
r
etica
l
ad
v
an
ce
m
en
ts
ca
n
b
u
ild
o
n
th
is
p
ar
ad
ig
m
,
esp
ec
ially
wh
en
in
v
e
s
tig
atin
g
th
e
ca
u
s
al
co
n
n
ec
tio
n
s
b
etwe
en
th
ese
f
a
cto
r
s
an
d
t
h
e
r
esu
lts
o
f
s
cien
ce
liter
ac
y
.
B
y
h
ig
h
lig
h
tin
g
t
h
e
s
ig
n
if
ican
ce
o
f
cu
ltiv
atin
g
h
ig
h
er
-
o
r
d
er
c
o
g
n
i
tiv
e
s
k
ills
in
s
tu
d
en
t
-
ce
n
ter
ed
lear
n
in
g
c
o
n
tex
ts
,
it
also
q
u
esti
o
n
s
estab
lis
h
ed
ed
u
ca
tio
n
al
p
a
r
ad
ig
m
s
.
3
.
2
.
1
.
T
he
ro
le
o
f
s
t
ud
ent
inte
re
s
t
a
nd
enj
o
y
m
ent
in s
cience
lite
ra
cy
T
h
e
im
p
o
r
tan
ce
o
f
s
tu
d
en
t
en
g
ag
em
en
t
a
n
d
en
j
o
y
m
en
t
i
n
s
cien
ce
in
p
r
e
d
ictin
g
s
cien
tific
liter
ac
y
is
o
n
e
o
f
th
e
s
tu
d
y
'
s
m
o
s
t
n
o
tab
le
f
in
d
in
g
s
.
T
h
is
r
esu
lt
is
co
n
s
is
ten
t
with
ea
r
lier
s
tu
d
ies
s
h
o
win
g
th
at
s
tu
d
en
ts
wh
o
ar
e
r
ea
lly
cu
r
io
u
s
ab
o
u
t
s
cien
ce
an
d
en
jo
y
lear
n
in
g
ab
o
u
t
it
ty
p
ically
d
o
h
ig
h
er
o
n
test
s
o
f
s
cien
tific
liter
ac
y
[
2
6
]
,
[
29
]
,
[
3
2
]
.
I
t
h
ig
h
lig
h
ts
h
o
w
cr
u
cial
it
is
to
f
o
s
ter
a
s
in
ce
r
e
lo
v
e
o
f
s
cien
ce
in
s
tu
d
en
ts
.
T
ea
ch
er
s
m
u
s
t
wo
r
k
to
m
ak
e
s
cien
ce
in
ter
esti
n
g
,
r
elev
an
t,
an
d
en
g
ag
in
g
b
ec
au
s
e
th
is
will
h
av
e
a
b
ig
im
p
ac
t
o
n
s
tu
d
en
ts
'
m
o
tiv
atio
n
to
lear
n
an
d
d
o
well
in
th
e
s
u
b
ject.
I
n
Kaz
ak
h
s
tan
,
8
7
%
o
f
s
tu
d
en
ts
(
OE
C
D
av
er
ag
e:
6
7
%)
wh
o
g
av
e
a
life
s
atis
f
ac
tio
n
s
co
r
e
b
etwe
en
7
an
d
1
0
in
d
icate
d
th
ey
wer
e
c
o
n
ten
t w
ith
th
eir
liv
es.
Fu
r
th
er
m
o
r
e
,
9
3
%
o
f
s
tu
d
en
t
s
r
ep
o
r
ted
f
ee
lin
g
jo
y
f
u
l
eith
er
o
cc
asio
n
ally
o
r
co
n
s
is
ten
tly
,
an
d
5
%
r
ep
o
r
ted
f
ee
lin
g
d
o
wn
co
n
s
ta
n
tly
.
I
n
m
o
s
t
co
u
n
tr
ies
an
d
ec
o
n
o
m
ies,
s
tu
d
e
n
ts
wer
e
m
o
r
e
lik
ely
to
r
ep
o
r
t
f
ee
lin
g
p
leased
wh
en
th
ey
r
ep
o
r
ted
h
av
in
g
g
r
ea
te
r
s
tu
d
en
t
c
o
o
p
er
atio
n
an
d
a
s
tr
o
n
g
e
r
s
en
s
e
o
f
b
el
o
n
g
in
g
at
s
ch
o
o
l,
an
d
m
o
r
e
lik
ely
to
s
h
o
w
d
ejec
tio
n
wh
en
b
u
ll
y
in
g
o
cc
u
r
r
ed
m
o
r
e
f
r
eq
u
en
tly
.
A
to
tal
o
f
8
8
%
o
f
s
tu
d
en
ts
in
Kaz
ak
h
s
tan
s
tr
o
n
g
ly
ag
r
ee
d
o
r
ag
r
ee
d
th
at
th
e
y
ca
n
u
s
u
ally
f
i
n
d
a
wa
y
o
u
t
o
f
a
d
if
f
icu
lt
s
itu
atio
n
(
OE
C
D
av
er
ag
e:
8
4
%),
wh
ile
5
6
%
o
f
s
tu
d
en
ts
(
OE
C
D
av
e
r
ag
e:
5
6
%
o
f
s
tu
d
en
ts
)
s
tr
o
n
g
ly
ag
r
ee
d
o
r
a
g
r
ee
d
th
at
th
ey
wo
r
r
y
ab
o
u
t
wh
at
o
th
er
p
eo
p
le
wo
u
l
d
th
in
k
o
f
th
em
if
th
ey
f
ail.
I
n
p
r
ac
tically
e
v
er
y
s
ch
o
o
l
s
y
s
tem
,
in
clu
d
in
g
Kaz
ak
h
s
tan
'
s
,
g
ir
ls
s
h
o
wed
a
lar
g
er
f
ea
r
o
f
f
a
ilin
g
th
an
b
o
y
s
d
i
d
,
a
n
d
th
i
s
g
en
d
er
g
a
p
was
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
14
,
No
.
1
,
Feb
r
u
a
r
y
20
25
:
648
-
658
654
p
ar
ticu
lar
ly
n
o
ticea
b
le
am
o
n
g
th
e
m
o
s
t
ac
co
m
p
lis
h
ed
p
u
p
ils
.
A
g
r
o
wth
m
e
n
tality
was
ex
h
ib
ited
b
y
m
o
s
t
s
tu
d
en
ts
in
OE
C
D
co
u
n
tr
ies
(
th
ey
r
ejec
ted
o
r
s
tr
o
n
g
l
y
d
is
ag
r
ee
d
with
th
e
s
tatem
en
t
"Yo
u
r
in
tellig
en
ce
is
s
o
m
eth
in
g
ab
o
u
t
y
o
u
th
at
y
o
u
ca
n
'
t
ch
an
g
e
v
er
y
m
u
ch
"
)
.
5
5
%
o
f
p
u
p
ils
in
Kaz
ak
h
s
tan
h
a
v
e
a
g
r
o
wth
attitu
d
e
[
2
5
]
.
I
n
C
h
in
a,
a
co
u
n
tr
y
th
at
h
as
ac
h
iev
ed
s
ig
n
if
ica
n
t
s
u
cc
ess
in
PISA
[
3
8
]
,
s
tu
d
en
ts
ar
e
less
ex
cited
ab
o
u
t
th
eir
liv
es
(
5
6
%)
an
d
s
o
m
e
s
tu
d
en
ts
ar
e
m
o
r
e
lik
ely
to
f
ee
l
p
er
m
an
e
n
tly
u
n
h
ap
p
y
th
an
in
Kaz
ak
h
s
tan
.
T
h
er
ef
o
r
e,
it
is
im
p
o
r
tan
t
to
id
en
tify
ac
tiv
ities
th
at
will
s
u
p
p
o
r
t
s
tu
d
en
ts
'
all
-
r
o
u
n
d
d
ev
elo
p
m
e
n
t
[
3
9
]
.
C
o
n
s
id
er
in
g
all
th
ese
s
itu
atio
n
s
,
it
is
th
o
u
g
h
t
th
at
ac
tiv
ities
t
h
at
im
p
r
o
v
e
s
tu
d
en
ts
'
s
elf
-
q
u
a
liti
es,
ex
er
cises
th
a
t
f
o
cu
s
o
n
t
h
eir
o
wn
s
k
ills
,
p
r
a
ctice
s
th
at
d
ev
elo
p
h
ig
h
-
le
v
el
s
k
ills
s
u
ch
as
p
r
o
b
lem
s
o
lv
i
n
g
[
4
0
]
an
d
c
r
itical
th
in
k
in
g
[
4
1
]
,
an
d
ac
tiv
ities
th
at
f
o
cu
s
o
n
ac
tiv
ities
th
at
im
p
r
o
v
e
s
tu
d
en
ts
'
co
g
n
itiv
e,
af
f
ec
tiv
e
an
d
p
s
y
ch
o
m
o
t
o
r
s
tr
u
ctu
r
es will p
o
s
itiv
ely
af
f
ec
t th
e
PISA
r
esu
l
ts
o
f
s
tu
d
en
ts
in
Kaz
ak
h
s
tan
.
3
.
2
.
2
.
So
cio
ec
o
no
m
ic
s
t
a
t
us
o
f
s
cho
o
ls
T
h
e
s
o
cio
ec
o
n
o
m
ic
s
itu
atio
n
o
f
s
ch
o
o
ls
is
an
o
th
er
s
ig
n
if
ican
t
f
ac
to
r
t
h
at
th
is
s
tu
d
y
e
m
p
h
asizes
in
f
lu
en
ce
s
s
cien
tific
liter
ac
y
.
T
h
is
elem
en
t
af
f
ec
ts
s
tu
d
en
t
r
esu
lts
at
th
e
s
ch
o
o
l
lev
el
a
n
d
h
as
a
b
i
g
im
p
ac
t
[
2
9
]
,
[
4
2
]
.
Sch
o
o
ls
in
af
f
lu
en
t
n
eig
h
b
o
r
h
o
o
d
s
ty
p
ically
h
av
e
m
o
r
e
r
eso
u
r
ce
s
,
b
etter
in
f
r
astru
ctu
r
e,
a
n
d
ac
ce
s
s
to
q
u
alif
ied
teac
h
e
r
s
,
wh
ich
c
an
r
esu
lt
in
h
ig
h
e
r
ed
u
ca
tio
n
a
l
o
u
tco
m
es.
T
h
e
r
esu
lts
o
f
th
e
s
tu
d
y
h
ig
h
lig
h
t
th
e
n
ec
ess
ity
o
f
im
p
lem
en
tin
g
e
d
u
ca
tio
n
al
p
o
licies
an
d
in
itiativ
es
th
at
ad
d
r
ess
in
eq
u
alities
in
s
ch
o
o
l
f
u
n
d
in
g
a
n
d
r
eso
u
r
ce
s
in
o
r
d
er
to
g
i
v
e
ev
er
y
s
tu
d
en
t
th
e
s
am
e
ch
an
ce
to
s
u
cc
ee
d
in
s
cien
ce
[
4
3
]
,
[
4
4
]
.
Aliv
er
n
in
i
an
d
Ma
n
g
an
elli
ex
am
i
n
ed
t
h
e
s
o
c
io
ec
o
n
o
m
ic
d
im
en
s
io
n
s
o
f
s
ci
en
ce
liter
ac
y
i
n
2
5
co
u
n
tr
ies
an
d
co
n
clu
d
e
d
th
at
teac
h
er
s
'
s
alar
ies,
p
ar
en
tal
p
r
ess
u
r
e
o
n
s
ch
o
o
ls
,
th
e
p
h
y
s
ical
s
tr
u
ctu
r
e
o
f
th
e
s
ch
o
o
l,
en
v
ir
o
n
m
e
n
tal
f
ac
to
r
s
,
an
d
s
o
cio
ec
o
n
o
m
ic
s
tatu
s
af
f
e
ct
th
e
s
co
r
es
o
b
tain
ed
i
n
PISA
s
tu
d
ies
[
4
5
]
.
Similar
ly
,
Kalk
a
n
et
a
l
.
[
3
1
]
a
r
g
u
e
d
th
at
ec
o
n
o
m
ic,
s
o
cial
an
d
cu
ltu
r
al
s
tatu
s
ar
e
im
p
o
r
tan
t
f
a
cto
r
s
af
f
ec
tin
g
s
cien
tific
liter
ac
y
.
I
n
th
e
ca
s
e
o
f
Kaz
ak
h
s
tan
,
th
e
n
u
m
b
e
r
o
f
m
ig
r
an
ts
in
2
0
1
8
was
8
%,
wh
ile
in
2
0
1
2
it
was
ar
o
u
n
d
1
2
%.
On
e
th
ir
d
o
f
th
ese
m
ig
r
an
t
s
tu
d
e
n
ts
wer
e
s
o
cio
ec
o
n
o
m
ically
d
is
ad
v
an
tag
e
d
.
Alth
o
u
g
h
th
e
r
e
was
a
d
if
f
er
en
ce
in
r
ea
d
i
n
g
p
er
f
o
r
m
an
ce
b
etwe
en
im
m
ig
r
an
ts
an
d
n
o
n
-
im
m
ig
r
an
ts
,
th
is
was
n
o
t
th
e
ca
s
e
in
s
cien
tif
ic
liter
ac
y
.
I
n
f
ac
t,
2
0
%
o
f
m
ig
r
an
ts
p
er
f
o
r
m
ed
a
b
o
v
e
th
e
OE
C
D
av
er
a
g
e.
I
n
t
h
is
ca
s
e,
it
ca
n
b
e
co
n
s
id
er
ed
th
at
th
e
ad
ap
tatio
n
o
f
im
m
ig
r
an
ts
to
th
e
e
d
u
ca
tio
n
s
y
s
tem
in
Kaz
a
k
h
s
tan
o
v
er
th
e
y
ea
r
s
h
as
b
ee
n
ac
h
iev
e
d
in
th
e
f
ield
s
o
f
m
ath
em
atics
an
d
s
cien
ce
liter
ac
y
.
Ho
wev
e
r
,
it
is
t
h
o
u
g
h
t
t
h
at
th
e
d
if
f
er
e
n
ce
b
etwe
en
i
m
m
ig
r
an
ts
an
d
n
o
n
-
im
m
ig
r
an
ts
in
la
n
g
u
a
g
e
teac
h
in
g
will
p
o
s
itiv
ely
af
f
ec
t
th
e
p
er
f
o
r
m
an
ce
in
o
th
er
f
ield
s
o
f
s
cien
ce
[
4
6
]
.
T
h
er
ef
o
r
e,
it is
r
ec
o
m
m
e
n
d
ed
to
co
n
d
u
ct
s
tu
d
ies in
th
is
f
ield
.
3
.
2
.
3
.
I
m
pli
ca
t
io
ns
f
o
r
peda
g
o
g
y
T
h
e
s
tu
d
y
'
s
co
m
p
ar
ativ
e
r
esear
ch
o
f
ed
u
ca
tio
n
al
p
r
ac
tices
in
h
ig
h
-
p
er
f
o
r
m
in
g
n
atio
n
s
h
as
p
r
o
d
u
ce
d
in
s
ig
h
tf
u
l
f
in
d
i
n
g
s
ab
o
u
t
th
e
m
eth
o
d
s
th
at
s
u
p
p
o
r
t
im
p
r
o
v
ed
s
cien
ce
liter
ac
y
.
T
h
e
d
is
co
v
er
y
o
f
th
ese
p
r
in
cip
les
o
f
f
er
s
a
b
asis
f
o
r
th
e
d
ev
el
o
p
m
en
t
o
f
s
u
cc
ess
f
u
l
p
ed
a
g
o
g
ical
ap
p
r
o
ac
h
es
to
s
cien
ce
ed
u
ca
tio
n
.
T
h
ese
co
n
ce
p
ts
m
ig
h
t
s
u
p
p
o
r
t
in
q
u
ir
y
-
b
ased
,
ex
p
e
r
ien
tial
l
ea
r
n
in
g
,
th
e
u
tili
za
tio
n
o
f
r
ea
l
-
wo
r
ld
ex
a
m
p
les,
an
d
th
e
d
ev
elo
p
m
en
t
o
f
cr
itical
th
in
k
in
g
an
d
p
r
o
b
lem
-
s
o
l
v
in
g
ab
ilit
ies
[
4
7
]
,
[
4
8
]
.
I
n
a
n
o
th
er
p
e
r
s
p
ec
tiv
e,
E
lv
is
to
an
d
Sis
k
o
ar
g
u
ed
t
h
at
E
s
to
n
ia'
s
s
u
cc
es
s
in
PISA
is
n
o
t
o
n
l
y
a
p
r
o
d
u
ct
o
f
its
e
d
u
ca
ti
o
n
s
y
s
tem
,
b
u
t
also
r
ef
lects
b
r
o
ad
er
s
o
cieta
l
v
alu
e
s
an
d
h
o
lis
tic
s
u
p
p
o
r
t
o
f
teac
h
in
g
s
y
s
tem
s
,
teac
h
er
s
an
d
s
o
ciety
th
at
f
o
s
ter
an
en
ab
lin
g
en
v
ir
o
n
m
e
n
t
f
o
r
s
cien
ce
liter
ac
y
;
h
o
wev
er
,
h
o
m
o
g
en
izatio
n
o
f
ed
u
ca
tio
n
al
s
tan
d
ar
d
s
an
d
attitu
d
es
th
r
o
u
g
h
f
u
r
t
h
er
in
teg
r
atio
n
with
E
u
r
o
p
e
p
o
s
es
p
o
ten
tial
ch
allen
g
es
f
o
r
th
e
d
iv
er
s
e
ed
u
c
atio
n
al
cu
ltu
r
e
th
at
co
n
tr
ib
u
ted
to
E
s
to
n
ia'
s
ex
ce
p
tio
n
al
p
er
f
o
r
m
an
ce
[
3
6
]
.
Ad
d
itio
n
ally
,
r
esear
ch
in
d
icate
s
th
at
teac
h
er
q
u
ality
h
as
an
im
p
ac
t
o
n
s
tu
d
en
ts
'
PISA
r
esu
lts
.
Hig
h
s
tan
d
ar
d
s
f
o
r
h
ir
in
g
teac
h
er
s
,
s
u
cc
ess
f
u
l
p
r
o
g
r
am
s
f
o
r
p
r
ep
ar
in
g
th
em
,
a
n
d
c
h
an
ce
s
f
o
r
p
r
o
f
ess
io
n
al
g
r
o
wth
all
c
o
n
tr
ib
u
te
to
th
is
[
4
9
]
.
E
f
f
ec
tiv
e
p
r
e
-
s
er
v
ice
teac
h
er
ed
u
ca
tio
n
a
n
d
o
n
g
o
i
n
g
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
en
t a
r
e
th
o
u
g
h
t
to
im
p
r
o
v
e
teac
h
er
q
u
ality
.
Ad
d
itio
n
ally
,
h
ig
h
-
p
er
f
o
r
m
i
n
g
s
y
s
tem
s
ar
e
d
ed
icate
d
to
en
h
an
cin
g
th
e
ca
lib
er
o
f
th
eir
in
-
s
er
v
ice
ed
u
ca
to
r
s
b
y
o
f
f
e
r
in
g
th
em
a
wea
lth
o
f
m
ater
ials
an
d
o
p
p
o
r
tu
n
ity
f
o
r
o
n
g
o
in
g
p
r
o
f
ess
io
n
a
l
d
ev
elo
p
m
en
t
[
5
0
]
,
[
5
1
]
.
Sin
g
ap
o
r
e
,
o
n
e
o
f
th
e
s
u
cc
ess
f
u
l
co
u
n
tr
ies,
h
as
b
ec
o
m
e
an
o
b
ject
o
f
e
m
u
latio
n
f
o
r
m
an
y
c
o
u
n
tr
ies
[
5
2
]
–
[
5
4
]
.
W
h
en
th
e
r
ea
s
o
n
s
u
n
d
e
r
ly
in
g
th
is
s
itu
atio
n
ar
e
e
x
am
i
n
ed
,
it
is
t
h
o
u
g
h
t
th
at
am
o
n
g
th
e
m
ain
f
ac
to
r
s
in
th
e
s
u
cc
ess
in
s
cien
ce
is
th
at
s
tu
d
en
ts
ca
r
r
y
o
u
t
th
e
ac
tiv
ities
b
y
d
o
in
g
an
d
ex
p
e
r
ien
ci
n
g
an
d
an
aly
ze
th
e
f
in
d
in
g
s
o
b
tain
ed
[
5
5
]
–
[
5
7
]
.
T
h
is
s
itu
atio
n
en
ab
les
s
tu
d
en
ts
to
lear
n
o
n
th
eir
o
wn
an
d
m
ak
es
lear
n
i
n
g
p
er
m
an
en
t
[
5
8
]
–
[
6
0
]
.
T
h
u
s
,
PISA
r
esu
lts
p
lay
a
cr
itical
r
o
l
e
in
ev
alu
atin
g
th
e
ef
f
ec
tiv
e
n
ess
o
f
p
ed
ag
o
g
ical
ap
p
r
o
ac
h
es a
n
d
p
r
o
v
i
d
e
a
g
u
id
in
g
s
o
u
r
ce
f
o
r
th
e
d
ev
el
o
p
m
en
t o
f
ed
u
ca
tio
n
al
p
o
licies.
T
h
e
d
if
f
er
en
ce
s
b
etwe
en
Kaz
a
k
h
s
tan
’
s
ed
u
ca
tio
n
s
y
s
tem
a
n
d
th
e
ed
u
ca
tio
n
s
y
s
tem
s
o
f
th
e
co
u
n
tr
ies
th
at
ca
m
e
f
ir
s
t
in
th
e
PISA
r
esu
lts
ar
e
q
u
ite
s
tr
ik
in
g
.
Alth
o
u
g
h
Kaz
ak
h
s
tan
h
as
s
ig
n
if
ic
an
tly
im
p
r
o
v
ed
its
ed
u
ca
tio
n
al
r
ef
o
r
m
s
in
r
ec
en
t
y
ea
r
s
,
it is
th
o
u
g
h
t th
at
it will
tak
e
tim
e
f
o
r
th
is
s
itu
atio
n
to
b
ec
o
m
e
wid
esp
r
ea
d
.
I
n
th
is
co
n
tex
t,
it
is
th
o
u
g
h
t
th
at
teac
h
er
s
ar
e
m
o
r
e
lik
ely
to
ad
o
p
t
tr
ad
itio
n
al
teac
h
in
g
m
eth
o
d
s
.
Ho
wev
er
,
co
u
n
tr
ies
th
at
h
av
e
ac
h
iev
e
d
s
u
cc
ess
h
av
e
ad
o
p
ted
s
tu
d
en
t
-
ce
n
ter
ed
,
ex
p
er
im
e
n
t
-
b
ased
le
ar
n
in
g
ap
p
r
o
ac
h
es.
I
n
p
ar
ticu
lar
,
co
u
n
tr
ies
s
u
ch
as
C
h
in
a,
Sin
g
ap
o
r
e,
E
s
to
n
ia
a
n
d
Ho
n
g
Ko
n
g
f
o
llo
w
a
s
y
s
tem
th
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en
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u
r
ag
es
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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&
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N:
2252
-
8
8
2
2
Dete
r
min
a
tio
n
o
f p
ed
a
g
o
g
ica
l p
r
in
cip
les fo
r
b
u
ild
in
g
fu
n
ctio
n
a
l
…
(
Ma
ima
ta
ye
v
a
A
s
s
iya
Dw
ysen
g
a
lievn
a
)
655
s
tu
d
en
ts
’
p
ar
ticip
atio
n
in
th
ei
r
o
wn
lear
n
i
n
g
p
r
o
ce
s
s
es
an
d
m
ak
es
c
u
r
r
icu
la
f
lex
ib
le
ac
c
o
r
d
in
g
to
s
tu
d
en
ts
’
in
ter
ests
an
d
n
ee
d
s
.
I
n
a
d
d
itio
n
,
in
th
ese
co
u
n
tr
ies,
t
h
e
co
n
tin
u
o
u
s
i
n
v
estme
n
t
i
n
th
e
p
r
o
f
ess
io
n
al
d
ev
elo
p
m
e
n
t
o
f
teac
h
e
r
s
an
d
t
h
e
co
n
s
tan
t
r
ev
iew
o
f
ed
u
ca
ti
o
n
al
p
o
licies
s
tan
d
o
u
t
as
a
n
i
m
p
o
r
tan
t
d
if
f
e
r
en
ce
.
T
h
e
ed
u
ca
tio
n
s
y
s
tem
in
th
ese
co
u
n
tr
ies
p
lay
s
an
ac
tiv
e
r
o
le
in
p
r
ep
ar
in
g
s
tu
d
e
n
ts
f
o
r
to
d
a
y
’
s
co
m
p
lex
wo
r
ld
b
y
f
o
cu
s
in
g
o
n
d
ev
elo
p
i
n
g
s
k
ills
s
u
ch
as
cr
itical
th
in
k
in
g
,
p
r
o
b
lem
s
o
lv
in
g
an
d
co
llab
o
r
at
io
n
.
T
h
er
ef
o
r
e,
th
e
n
ee
d
f
o
r
ch
a
n
g
e
an
d
tr
an
s
f
o
r
m
atio
n
in
th
e
e
d
u
ca
tio
n
s
y
s
tem
s
o
f
co
u
n
tr
ies lik
e
Kaz
ak
h
s
tan
co
m
es to
th
e
f
o
r
e.
4.
CO
NCLU
SI
O
N
T
h
e
p
u
r
s
u
it
o
f
s
cien
tific
liter
a
cy
am
o
n
g
s
ch
o
o
l
-
a
g
e
c
h
ild
r
en
is
n
o
lo
n
g
er
an
e
d
u
ca
tio
n
al
g
o
al,
b
u
t
an
ess
en
tial l
if
e
s
k
ill.
Scien
tific
li
ter
ac
y
is
a
g
atew
ay
to
u
n
d
er
s
tan
d
in
g
an
d
en
g
ag
in
g
with
th
e
co
m
p
lex
ities
o
f
o
u
r
m
o
d
er
n
wo
r
ld
.
I
t
em
p
o
wer
s
p
eo
p
le
to
m
ak
e
k
n
o
wled
g
ea
b
le
d
ec
is
io
n
s
r
eg
ar
d
in
g
a
wid
e
r
an
g
e
o
f
g
l
o
b
al
ch
allen
g
es,
in
clu
d
in
g
tech
n
o
lo
g
y
,
th
e
e
n
v
ir
o
n
m
en
t,
an
d
h
e
alth
.
T
h
e
f
o
u
n
d
atio
n
f
o
r
well
-
in
f
o
r
m
e
d
,
p
r
ac
tical,
an
d
cr
ea
tiv
e
s
o
lu
tio
n
s
is
s
cien
tific
liter
ac
y
,
wh
ic
h
is
ess
en
tial
wh
en
it
co
m
es
t
o
m
an
a
g
i
n
g
p
a
n
d
em
ics
an
d
tack
lin
g
clim
ate
ch
a
n
g
e.
T
h
er
e
h
as
n
ev
e
r
b
ee
n
a
b
etter
tim
e
to
p
r
o
m
o
te
s
cien
tific
liter
ac
y
,
an
d
th
is
s
tu
d
y
h
as
s
h
o
wn
Kaz
ak
h
s
tan
th
e
wa
y
f
o
r
war
d
.
Un
c
o
v
er
in
g
th
e
f
ac
to
r
s
u
n
d
er
ly
in
g
h
ig
h
-
p
er
f
o
r
m
in
g
n
atio
n
s
’
ac
h
iev
em
en
t
was
m
a
d
e
p
o
s
s
ib
le
b
y
th
e
s
tu
d
y
’
s
n
o
v
el
m
eth
o
d
o
f
c
o
m
p
ar
i
n
g
e
d
u
ca
tio
n
al
p
r
o
ce
d
u
r
es
in
th
ese
n
atio
n
s
.
T
h
r
o
u
g
h
t
h
e
an
aly
s
is
o
f
n
atio
n
s
th
at
co
n
tin
u
o
u
s
ly
d
em
o
n
s
tr
ate
ex
ce
p
tio
n
al
s
cien
ce
liter
ac
y
,
th
e
r
esear
ch
u
n
ea
r
th
ed
a
wea
lth
o
f
p
ed
ag
o
g
ical
in
s
ig
h
ts
th
at
s
u
p
p
o
r
t
s
u
cc
ess
f
u
l
s
cien
ce
in
s
tr
u
ctio
n
.
I
t
is
im
p
o
s
s
ib
le
to
o
v
e
r
esti
m
ate
th
e
s
ig
n
if
ican
ce
o
f
th
is
co
m
p
ar
a
tiv
e
an
aly
s
is
b
ec
au
s
e
it
h
as
s
h
ed
lig
h
t
o
n
asp
ec
ts
o
f
s
cien
ce
ed
u
ca
tio
n
th
at
m
er
it
m
o
r
e
co
n
s
id
er
atio
n
.
T
h
e
r
esear
ch
h
as
y
ield
e
d
ed
u
ca
tio
n
al
co
n
ce
p
ts
th
at
p
r
o
v
id
e
a
r
o
b
u
s
t
b
asis
f
o
r
th
e
cr
ea
tio
n
o
f
t
r
an
s
f
o
r
m
atio
n
a
l
in
s
tr
u
ctio
n
al
ap
p
r
o
ac
h
es.
T
h
e
af
o
r
em
e
n
tio
n
ed
ap
p
r
o
ac
h
es
p
r
io
r
itize
th
e
s
ig
n
i
f
ican
ce
o
f
in
q
u
ir
y
-
b
ased
lear
n
in
g
,
h
an
d
s
-
o
n
ex
p
er
ien
tial
ed
u
ca
tio
n
,
in
teg
r
atio
n
o
f
r
ea
l
-
wo
r
ld
ap
p
licatio
n
s
,
a
n
d
d
e
v
elo
p
m
e
n
t
o
f
c
r
itical
th
in
k
in
g
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
T
h
is
n
ew
p
ar
ad
ig
m
o
f
teac
h
i
n
g
an
d
lear
n
in
g
cr
ea
tes a
v
e
r
y
r
ele
v
an
t,
in
ter
ac
tiv
e,
an
d
e
n
g
ag
i
n
g
lear
n
i
n
g
en
v
i
r
o
n
m
e
n
t.
I
n
th
is
co
n
tex
t,
wh
en
th
e
m
ain
ch
ar
ac
ter
is
tics
o
f
s
u
cc
ess
f
u
l
co
u
n
tr
ies
ar
e
an
aly
ze
d
,
d
eter
m
in
in
g
ef
f
ec
tiv
e
teac
h
in
g
m
et
h
o
d
s
,
d
ev
elo
p
in
g
p
r
o
g
r
a
m
s
f
o
c
u
s
in
g
o
n
s
cien
ce
liter
ac
y
,
co
n
tin
u
i
n
g
teac
h
e
r
tr
ain
i
n
g
an
d
d
e
v
elo
p
m
e
n
t,
en
c
o
u
r
ag
i
n
g
s
tu
d
en
t
-
ce
n
ter
ed
a
p
p
r
o
ac
h
es,
en
s
u
r
in
g
ac
tiv
e
p
ar
ticip
at
io
n
o
f
f
am
ily
a
n
d
co
m
m
u
n
ity
in
e
d
u
ca
tio
n
a
n
d
t
r
ain
in
g
p
r
o
ce
s
s
es,
an
d
im
p
r
o
v
in
g
ass
ess
m
en
t
an
d
f
ee
d
b
ac
k
p
r
o
ce
s
s
es
s
tan
d
o
u
t
as
s
o
m
e
o
f
th
e
m
ain
cr
iter
i
a
f
o
r
s
u
cc
ess
in
PISA.
Pre
f
er
r
in
g
ac
tiv
e
an
d
ac
tiv
e
p
a
r
ticip
ato
r
y
lear
n
in
g
ap
p
r
o
ac
h
es
r
ath
er
th
an
tr
a
d
itio
n
al
s
cien
ce
ed
u
ca
tio
n
,
d
eter
m
in
in
g
s
tu
d
en
t
-
ce
n
ter
ed
ap
p
r
o
ac
h
es
r
ath
er
th
an
teac
h
er
-
ce
n
ter
e
d
ed
u
ca
tio
n
al
ac
tiv
ities
,
p
r
ef
er
r
in
g
ex
am
in
a
tio
n
s
th
at
d
ev
elo
p
s
tu
d
en
ts
’
h
ig
h
-
lev
el
co
g
n
itiv
e
s
k
ills
s
u
ch
as
p
r
o
b
lem
s
o
lv
in
g
an
d
cr
itical
th
in
k
in
g
b
y
in
te
g
r
atin
g
tech
n
o
lo
g
y
r
ath
er
th
a
n
r
o
u
tin
e
ex
am
in
atio
n
s
y
s
tem
s
ar
e
im
p
o
r
tan
t k
ey
s
to
n
es in
ac
h
iev
in
g
s
u
cc
ess
g
o
als.
A
cc
o
r
d
in
g
t
o
th
e
r
esu
lts
o
f
o
u
r
s
tu
d
y
,
we
h
av
e
s
o
m
e
s
u
g
g
esti
o
n
s
f
o
r
s
tu
d
en
ts
,
teac
h
er
s
an
d
p
o
licy
m
ak
er
s
.
Stu
d
en
ts
s
h
o
u
ld
ac
tiv
ely
p
ar
ticip
ate
in
th
e
p
r
o
ce
s
s
f
o
r
s
cien
tific
li
ter
ac
y
,
lear
n
in
g
b
ased
o
n
ex
p
er
im
en
ts
an
d
p
r
ac
tical
a
p
p
licatio
n
s
s
h
o
u
ld
b
e
r
ein
f
o
r
ce
d
.
I
t
s
h
o
u
ld
p
r
o
v
id
e
r
ea
l
life
in
teg
r
atio
n
.
Activ
ely
u
s
e
cr
itical
th
in
k
in
g
an
d
p
r
o
b
lem
-
s
o
lv
in
g
s
k
ills
.
T
ea
ch
er
s
s
h
o
u
ld
co
n
tin
u
o
u
s
ly
d
e
v
e
lo
p
tr
an
s
f
o
r
m
ati
v
e
ed
u
ca
tio
n
m
eth
o
d
s
,
c
r
ea
te
an
en
g
ag
in
g
lear
n
in
g
en
v
ir
o
n
m
en
t,
u
s
e
h
ig
h
lev
el
ass
ess
m
en
t
an
d
ev
al
u
atio
n
to
o
ls
,
an
d
s
u
p
p
o
r
t
t
h
e
ac
tiv
e
p
ar
tici
p
atio
n
o
f
f
am
ily
an
d
co
m
m
u
n
ity
.
Po
licy
m
a
k
er
s
s
h
o
u
ld
in
cr
ea
s
e
s
p
en
d
in
g
o
n
ed
u
ca
tio
n
,
d
ev
elo
p
p
o
licies
f
o
r
s
tu
d
en
t
-
ce
n
ter
ed
a
p
p
r
o
ac
h
es,
ex
am
in
e
ass
ess
m
en
t
an
d
f
ee
d
b
ac
k
p
r
o
ce
s
s
es
an
d
cr
ea
te
o
p
p
o
r
tu
n
ities
f
o
r
ac
tiv
e
lear
n
in
g
ap
p
r
o
ac
h
es.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
e
R
ep
u
b
lic
o
f
Kaz
ak
h
s
tan
’
s
Min
is
tr
y
o
f
Scien
ce
an
d
Hig
h
er
E
d
u
ca
tio
n
p
r
o
v
i
d
ed
f
u
n
d
i
n
g
f
o
r
th
is
wo
r
k
u
n
d
er
g
r
an
t
n
u
m
b
er
AP1
4
8
7
2
0
5
9
.
W
e
ac
k
n
o
wled
g
e
t
h
e
R
ep
u
b
lic
o
f
Kaz
ak
h
s
tan
’
s
Min
is
tr
y
o
f
Scien
ce
an
d
Hig
h
er
E
d
u
ca
tio
n
f
o
r
th
is
.
RE
F
E
R
E
NC
E
S
[
1
]
K
.
V
.
S
mi
t
h
,
J.
Lo
u
g
h
r
a
n
,
A
.
B
e
r
r
y
,
a
n
d
C
.
D
i
mi
t
r
a
k
o
p
o
u
l
o
s,
“
D
e
v
e
l
o
p
i
n
g
S
c
i
e
n
t
i
f
i
c
Li
t
e
r
a
c
y
i
n
a
P
r
i
mar
y
S
c
h
o
o
l
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
rn
a
l
o
f
S
c
i
e
n
c
e
E
d
u
c
a
t
i
o
n
,
v
o
l
.
3
4
,
n
o
.
1
,
p
p
.
1
2
7
–
1
5
2
,
Ja
n
.
2
0
1
2
,
d
o
i
:
1
0
.
1
0
8
0
/
0
9
5
0
0
6
9
3
.
2
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