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Ph
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u
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Glo
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ca
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GC
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an
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u
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[
1
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,
[
2
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x
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d
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[
3
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I
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Ph
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17
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Dep
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SDGs
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[
4
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[
5
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Desp
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6
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n
s
h
o
u
ld
co
n
n
ec
t
p
eo
p
le
an
d
b
u
ild
a
s
h
ar
ed
r
esp
ec
t
f
o
r
c
u
ltu
r
e
an
d
a
co
m
m
itm
en
t
to
liv
i
n
g
s
u
s
tai
n
ab
ly
as
p
ar
t
o
f
s
o
ciety
[
7
]
,
a
n
d
th
e
estab
lis
h
m
en
t
o
f
th
e
U
n
ited
Natio
n
s
(
UN)
SDGs
esp
ec
ially
SDG
4
:
q
u
ality
e
d
u
ca
tio
n
p
r
o
v
id
es
a
s
t
r
ateg
ic
an
d
in
s
titu
tio
n
al
f
r
am
ewo
r
k
f
o
r
n
atio
n
al
ed
u
ca
tio
n
p
o
licy
th
at
p
r
o
m
o
t
es
g
lo
b
al
citizen
s
h
ip
as
a
f
r
a
m
ewo
r
k
o
u
tco
m
e
o
f
e
d
u
ca
tio
n
[
8
]
.
Ad
d
itio
n
ally
,
th
er
e
is
a
g
r
o
win
g
e
x
p
ec
tatio
n
f
o
r
ed
u
ca
to
r
s
to
co
n
s
id
er
tr
a
n
s
d
is
cip
lin
ar
y
,
ex
p
er
ien
tial,
a
n
d
d
ig
ital
p
ed
a
g
o
g
ies
th
at
n
u
r
tu
r
e
cr
itical
en
g
a
g
em
e
n
t,
cr
ea
tiv
ity
,
a
n
d
civ
ic
p
ar
tici
p
atio
n
[
9
]
,
[
1
0
]
.
Desp
ite
co
n
s
id
er
ab
le
th
e
o
r
etica
l
s
u
p
p
o
r
t
f
o
r
GC
E
an
d
E
SD,
th
e
p
r
ac
tice,
em
p
h
asis
,
o
r
id
en
tity
t
o
war
d
s
g
l
o
b
al
citi
ze
n
s
h
ip
in
v
ar
io
u
s
ed
u
ca
tio
n
al
co
n
tex
ts
is
in
co
n
s
is
ten
t,
u
n
d
er
-
e
x
p
lo
r
e
d
,
an
d
m
o
s
tly
m
is
s
in
g
q
u
alitativ
e
ac
co
u
n
ts
.
Mu
ch
liter
atu
r
e
in
th
is
ar
ea
is
f
o
cu
s
ed
o
n
im
p
l
em
en
tatio
n
,
p
o
licy
in
teg
r
atio
n
,
an
d
an
in
ter
n
atio
n
al
p
e
r
s
p
ec
tiv
e,
b
u
t
lack
s
d
etail
o
n
h
o
w
in
d
iv
i
d
u
al
s
tu
d
en
ts
an
d
teac
h
er
s
co
n
ce
p
tu
alize
o
r
e
x
p
er
ien
ce
g
lo
b
al
citizen
s
h
ip
in
th
eir
o
wn
co
n
tex
t
[
1
1
]
.
T
h
er
e
is
a
g
lar
in
g
o
m
is
s
io
n
in
q
u
alitativ
e
d
escr
ip
tio
n
s
o
f
teac
h
e
r
an
d
s
tu
d
en
t
ex
p
er
i
en
ce
f
o
r
GC
E
an
d
E
SD
in
ter
n
atio
n
al
ed
u
ca
tio
n
a
n
d
r
esear
ch
f
r
am
ew
o
r
k
s
to
m
ak
e
s
en
s
e
o
f
,
an
d
to
co
n
tin
u
e
to
ev
o
lv
e
it.
Ma
n
y
ed
u
ca
to
r
s
a
n
d
lea
r
n
er
s
a
r
e
s
till
u
n
s
u
r
e
wh
at
it
is
,
o
r
ca
n
b
e,
to
b
e
a
g
lo
b
al
citizen
,
o
r
h
o
w
o
n
e
ca
n
h
av
e
m
ea
n
in
g
f
u
l e
n
g
a
g
em
en
t w
ith
g
lo
b
al
is
s
u
es in
an
ed
u
ca
tio
n
al
s
ettin
g
[
1
2
]
.
R
ec
en
t
s
tu
d
ies
d
em
o
n
s
tr
ate
t
h
at
d
ir
ec
t
ex
p
er
ien
ce
s
ca
n
n
o
t
b
e
s
u
b
s
titu
ted
b
y
th
eo
r
etica
l
d
is
cu
s
s
io
n
ar
o
u
n
d
GC
E
;
it
h
as
to
b
e
ex
p
er
ien
ce
d
f
o
r
it
to
b
e
m
ea
n
in
g
f
u
l
f
o
r
lear
n
er
s
.
T
h
e
en
co
u
r
a
g
e
m
en
t
o
f
s
tu
d
en
t
an
d
teac
h
er
em
p
o
wer
m
en
t
is
o
b
s
er
v
ed
to
b
e
ce
n
tr
al
to
GC
E
;
h
o
wev
er
,
em
p
o
wer
m
en
t
as
a
n
elem
en
t
o
f
GC
E
r
em
ain
s
u
n
d
er
-
r
esear
ch
ed
as
a
n
im
p
lem
en
tatio
n
co
n
ce
r
n
wit
h
in
th
e
liter
atu
r
e
[
1
3
]
,
[
1
4
]
.
A
n
o
th
er
is
s
u
e
r
elate
d
to
lack
o
f
atten
tio
n
is
“
wh
at
s
tu
d
en
ts
an
d
ed
u
ca
to
r
s
co
n
s
id
er
as
s
ig
n
if
ican
t
r
o
les
a
n
d
c
o
n
tr
i
b
u
tio
n
s
”
[
1
3
]
.
T
h
e
liter
atu
r
e
en
d
o
r
s
es
th
e
r
o
le
o
f
ed
u
ca
tio
n
in
s
u
s
tain
ab
le
d
e
v
elo
p
m
en
t;
h
o
we
v
er
,
th
er
e
is
a
lack
o
f
liter
atu
r
e
d
o
cu
m
e
n
tin
g
h
o
w
th
ese
r
o
le
s
wer
e
b
ein
g
in
ter
p
r
eted
,
v
al
u
ed
,
o
r
en
ac
ted
b
y
s
ch
o
o
ls
o
r
u
n
i
v
er
s
ities
.
Fo
r
ex
am
p
le,
th
e
im
p
o
r
tan
ce
o
f
co
n
tex
tu
alize
d
u
n
d
er
s
tan
d
in
g
as
a
co
r
e
elem
en
t
o
f
s
u
cc
ess
f
u
lly
im
p
lem
en
tin
g
th
e
SDGs
in
ed
u
ca
tio
n
h
as
b
ee
n
h
ig
h
lig
h
ted
,
s
u
g
g
esti
n
g
th
at
a
d
iv
i
d
e
ex
is
ts
b
etwe
en
e
d
u
ca
tio
n
al
p
o
licy
an
d
class
r
o
o
m
p
r
ac
tice
[
1
5
]
.
Fu
r
th
er
ev
i
d
en
ce
in
d
icate
s
th
at
lead
er
s
h
ip
an
d
e
d
u
ca
tio
n
al
em
p
o
wer
m
en
t
ca
n
s
ig
n
if
ican
tly
in
f
lu
en
c
e
h
o
w
s
u
s
tain
ab
ilit
y
is
en
ac
ted
in
ed
u
ca
tio
n
al
cu
ltu
r
es
[
1
6
]
.
Desp
ite
th
e
p
r
esen
ce
o
f
n
ati
o
n
al
f
r
am
ew
o
r
k
s
m
ir
r
o
r
in
g
g
lo
b
al
o
b
jectiv
es
in
t
h
e
Ph
ilip
p
in
es,
th
e
p
r
ev
ailin
g
liter
atu
r
e
lack
s
d
e
s
cr
ip
tio
n
s
o
f
lo
ca
l
c
o
n
tex
ts
,
p
ar
ticu
lar
ly
am
o
n
g
th
e
ac
to
r
s
in
ed
u
ca
tio
n
,
e.
g
.
ed
u
ca
to
r
s
an
d
s
tu
d
en
ts
[
1
7
]
.
T
h
e
n
u
m
b
er
o
f
d
iv
er
s
e
s
o
cio
cu
ltu
r
al
an
d
ec
o
n
o
m
ic
r
ea
liti
es
in
th
e
Ph
ilip
p
in
es
co
d
ep
en
d
en
tly
h
i
g
h
lig
h
ts
th
e
n
ee
d
to
d
e
v
elo
p
lo
ca
lized
in
te
r
p
r
etatio
n
s
o
f
g
lo
b
al
citizen
s
h
ip
-
f
o
r
e
d
u
ca
tio
n
al
r
ef
o
r
m
s
th
at
ar
e
s
en
s
itized
to
co
n
tex
t
an
d
s
u
s
tain
ab
le.
T
h
is
r
esear
ch
aim
s
to
ad
d
r
ess
th
e
p
r
o
b
lem
s
b
y
p
r
o
v
id
i
n
g
ev
id
en
ce
o
f
h
o
w
e
d
u
ca
to
r
s
an
d
s
tu
d
e
n
ts
co
n
ce
i
v
e
o
f
,
u
n
d
er
s
tan
d
an
d
e
n
ac
t
GC
E
an
d
E
SD
in
th
eir
o
wn
ed
u
ca
tio
n
al
s
p
ac
es.
Mo
r
e
s
p
ec
if
ically
,
th
is
r
esear
c
h
r
esp
o
n
d
s
to
th
e
a
b
s
en
ce
o
f
q
u
alitativ
e
r
esear
ch
ex
p
lo
r
in
g
h
o
w
o
u
r
u
n
d
er
s
tan
d
in
g
s
ar
e
tak
e
n
u
p
an
d
en
ac
ted
in
th
o
s
e
s
p
ac
es
th
r
o
u
g
h
th
ese
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
s
.
T
h
is
s
tu
d
y
aim
s
to
b
r
id
g
e
th
ese
g
ap
s
b
y
p
r
o
v
id
in
g
a
d
ee
p
er
u
n
d
er
s
tan
d
i
n
g
o
f
h
o
w
GC
E
an
d
E
SD
ar
e
in
ter
p
r
eted
a
n
d
p
r
ac
ticed
b
y
ed
u
ca
to
r
s
an
d
s
tu
d
en
ts
with
in
th
eir
s
p
ec
if
ic
ed
u
ca
tio
n
al
en
v
ir
o
n
m
en
ts
.
T
h
e
r
esear
ch
q
u
esti
o
n
s
/o
b
jectiv
es
o
f
th
e
s
tu
d
y
ar
e
:
i)
to
d
eter
m
in
e
th
e
p
er
s
p
ec
tiv
es
o
f
s
tu
d
en
ts
an
d
teac
h
er
s
o
n
GC
E
.
T
h
is
will
ex
p
lo
r
e
h
o
w
s
tu
d
en
ts
an
d
teac
h
e
r
s
co
n
ce
p
tu
alize
g
lo
b
al
citizen
s
h
ip
an
d
it
s
r
elev
an
ce
to
th
ei
r
ed
u
ca
tio
n
al
r
o
les
;
ii)
e
x
p
lo
r
e
h
o
w
s
tu
d
en
ts
an
d
teac
h
er
s
p
e
r
ce
iv
e
th
em
s
elv
es
as
g
lo
b
al
citizen
s
with
in
th
eir
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
h
is
will
u
n
c
o
v
er
th
e
p
er
s
o
n
al
an
d
p
r
o
f
ess
io
n
al
en
g
a
g
em
en
t
o
f
p
a
r
ticip
an
ts
with
GC
E
an
d
E
SD,
h
ig
h
lig
h
tin
g
th
e
n
u
a
n
ce
s
o
f
th
eir
s
elf
-
id
e
n
tific
atio
n
as
g
lo
b
al
citizen
s
;
a
nd
iii)
i
d
en
tify
th
e
r
o
les
th
at
s
tu
d
en
ts
an
d
teac
h
er
s
r
ec
o
g
n
iz
e
as
s
ig
n
if
ican
t
in
co
n
tr
ib
u
tin
g
to
th
e
ac
h
iev
em
en
t
o
f
th
e
SDGs
.
T
h
is
o
b
jectiv
e
aim
s
to
in
v
esti
g
ate
h
o
w
s
tu
d
en
ts
an
d
teac
h
er
s
v
iew
th
eir
r
esp
o
n
s
ib
ilit
ies
in
ad
v
an
ci
n
g
s
u
s
tain
ab
ilit
y
an
d
g
lo
b
al
d
ev
elo
p
m
en
t
th
r
o
u
g
h
e
d
u
ca
tio
n
,
s
p
ec
if
ically
with
in
th
e
2
0
3
0
ag
en
d
a
f
r
am
ewo
r
k
.
B
y
ad
d
r
ess
in
g
th
es
e
o
b
jectiv
es,
th
is
s
tu
d
y
will
p
r
o
v
id
e
v
alu
ab
le
i
n
s
ig
h
ts
th
at
ca
n
in
f
o
r
m
m
o
r
e
e
f
f
ec
tiv
e,
co
n
tex
t
-
s
en
s
itiv
e
ed
u
ca
tio
n
al
r
ef
o
r
m
s
in
th
e
Ph
ilip
p
in
es,
f
o
s
ter
in
g
g
lo
b
al
citizen
s
h
ip
an
d
ad
v
an
ci
n
g
th
e
SDGs
,
p
ar
ticu
lar
ly
with
in
r
eg
io
n
s
th
at
f
ac
e
u
n
iq
u
e
s
o
cio
cu
ltu
r
al
an
d
ec
o
n
o
m
ic
ch
allen
g
es
.
2.
M
E
T
H
O
D
2
.
1
.
Resea
rc
h
d
esig
n
Giv
en
th
e
n
atu
r
e
o
f
th
e
r
esear
ch
in
th
is
s
tu
d
y
,
we
u
s
ed
a
q
u
alitativ
e
ap
p
r
o
ac
h
an
d
aim
e
d
to
f
u
r
th
e
r
u
n
d
er
s
tan
d
th
e
p
er
s
p
ec
tiv
es
o
f
teac
h
er
s
an
d
s
tu
d
en
ts
o
n
GC
E
an
d
th
eir
u
n
d
er
s
tan
d
in
g
o
f
th
eir
r
o
les
in
ad
v
an
cin
g
th
e
UN
2
0
3
0
ag
e
n
d
a
an
d
SDGs
.
A
q
u
alitativ
e
ap
p
r
o
ac
h
g
av
e
t
h
e
ab
ilit
y
t
o
s
ee
k
n
u
a
n
ce
d
a
n
d
co
n
tex
tu
alize
d
k
n
o
wled
g
e
aim
s
ass
o
ciate
d
with
th
e
liv
ed
ex
p
er
ie
n
ce
s
,
u
n
d
e
r
s
tan
d
in
g
s
,
p
er
ce
p
tio
n
s
,
an
d
v
alu
es
th
at
in
ter
s
ec
t
th
eir
u
n
d
er
s
tan
d
in
g
o
f
g
lo
b
al
citizen
s
h
ip
an
d
s
u
s
tain
ab
le
d
ev
elo
p
m
en
t.
T
h
is
ap
p
r
o
ac
h
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
1
6
-
27
18
g
r
an
ts
r
esear
ch
e
r
s
th
e
ca
p
ac
ity
to
cr
itically
ex
am
i
n
e
an
d
i
n
ter
r
o
g
ate
h
o
w
p
ar
ticip
an
ts
d
ef
in
ed
a
n
d
e
n
ac
ted
GC
E
with
in
th
eir
p
ar
ticu
lar
ed
u
ca
tio
n
al
s
ettin
g
s
.
2
.
2
.
P
a
rt
icipa
nts o
f
t
he
s
t
ud
y
T
h
e
p
ar
ticip
an
ts
in
th
is
s
tu
d
y
wer
e
s
elec
ted
f
r
o
m
ju
n
io
r
an
d
s
en
io
r
h
ig
h
s
ch
o
o
l
teac
h
er
s
a
n
d
s
tu
d
en
t
r
ep
r
esen
tativ
es
f
r
o
m
s
ec
o
n
d
a
r
y
p
u
b
lic
s
ch
o
o
ls
u
n
d
er
t
h
e
D
ep
ar
tm
en
t
o
f
E
d
u
ca
tio
n
,
Div
is
io
n
o
f
Su
r
i
g
ao
d
el
Su
r
,
Ph
ilip
p
in
es.
A
p
u
r
p
o
s
iv
e
s
am
p
lin
g
ap
p
r
o
ac
h
was
em
p
lo
y
ed
to
in
ten
tio
n
ally
s
elec
t
in
d
iv
id
u
als
wit
h
m
ea
n
in
g
f
u
l
in
v
o
lv
e
m
en
t
in
s
ch
o
o
l
-
b
ased
p
r
o
g
r
am
s
o
r
cu
r
r
icu
lar
ac
tiv
ities
th
at
r
ef
lect
th
e
p
r
in
cip
les
o
f
GC
E
an
d
E
SD.
T
h
e
s
elec
tio
n
o
f
th
e
p
ar
ticip
atin
g
s
ch
o
o
ls
was
b
ased
o
n
t
h
eir
ac
tiv
e
e
n
g
ag
e
m
en
t
in
ed
u
ca
tio
n
al
p
r
o
g
r
a
m
s
,
s
tu
d
en
t
o
r
g
a
n
izatio
n
s
,
an
d
in
s
titu
tio
n
al
in
itiativ
es
th
at
in
teg
r
ate
g
lo
b
al
citizen
s
h
ip
,
en
v
ir
o
n
m
en
tal
awa
r
en
ess
,
an
d
s
u
s
tain
ab
ilit
y
th
em
es.
T
h
e
d
ec
is
io
n
to
f
o
c
u
s
o
n
th
ese
s
ch
o
o
ls
en
s
u
r
ed
th
at
th
e
s
tu
d
y
was
co
n
d
u
cte
d
in
an
e
n
v
ir
o
n
m
en
t
wh
er
e
ex
p
o
s
u
r
e
t
o
GC
E
an
d
E
SD
co
n
ce
p
ts
was
p
r
esen
t,
p
r
o
v
id
in
g
a
r
elev
an
t
co
n
tex
t f
o
r
ex
p
lo
r
in
g
th
e
p
a
r
ticip
an
ts
’
p
er
s
p
ec
tiv
es a
n
d
e
x
p
e
r
ien
ce
s
.
T
h
e
r
ec
r
u
itm
e
n
t
p
r
o
ce
s
s
in
v
o
lv
ed
clo
s
e
co
o
r
d
in
atio
n
with
s
ch
o
o
l
ad
m
in
is
tr
ato
r
s
,
wh
o
a
s
s
is
ted
in
id
en
tify
in
g
p
o
ten
tial
p
ar
ticip
a
n
ts
b
ased
o
n
estab
lis
h
ed
in
clu
s
io
n
cr
iter
ia.
Fo
r
teac
h
er
s
,
elig
ib
ilit
y
r
eq
u
ir
es
a
m
in
im
u
m
o
f
th
r
ee
y
ea
r
s
o
f
teac
h
in
g
e
x
p
er
ie
n
ce
an
d
a
ctiv
e
p
ar
ticip
atio
n
i
n
im
p
le
m
en
tin
g
cu
r
r
icu
lu
m
co
m
p
o
n
en
ts
o
r
p
r
o
jects
r
elate
d
to
GC
E
o
r
E
SD.
Fo
r
s
tu
d
en
ts
,
elig
ib
ilit
y
in
clu
d
es
en
r
o
llm
en
t
in
gr
ad
es
1
0
to
1
2
an
d
i
n
v
o
lv
e
m
en
t
in
s
ch
o
o
l
ac
tiv
ities
,
lead
er
s
h
ip
r
o
l
es,
o
r
s
u
b
ject
ar
ea
s
th
at
in
teg
r
ate
g
lo
b
al
o
r
s
u
s
tain
ab
ilit
y
th
em
es.
All
id
en
tifie
d
elig
ib
le
p
a
r
ticip
an
ts
wer
e
f
o
r
m
ally
in
v
ited
to
p
a
r
ticip
ate
in
th
e
s
tu
d
y
th
r
o
u
g
h
co
m
m
u
n
icatio
n
f
ac
ili
tated
b
y
th
e
s
ch
o
o
l
ad
m
in
is
tr
atio
n
.
Par
ticip
atio
n
was
v
o
lu
n
tar
y
,
an
d
all
in
v
ited
in
d
iv
id
u
als wh
o
e
x
p
r
ess
ed
willin
g
n
ess
to
b
e
p
ar
t
o
f
th
e
s
tu
d
y
wer
e
in
clu
d
ed
as p
ar
ticip
an
ts
.
2
.
3
.
Da
t
a
co
llect
io
n
pro
ce
du
re
T
o
ex
am
in
e
a
p
ar
ticip
a
n
ts
’
u
n
d
er
s
tan
d
in
g
a
n
d
p
er
s
p
ec
tiv
e
f
o
r
g
lo
b
al
citizen
s
h
ip
,
f
o
r
th
ei
r
u
n
d
er
s
tan
d
i
n
g
o
f
e
d
u
ca
tio
n
’
s
r
o
le
in
th
e
a
d
v
an
ce
m
e
n
t
o
f
th
e
SDGs
,
an
d
o
f
th
eir
ex
p
er
ien
ce
s
ass
o
ciate
d
with
GC
E
p
r
ac
tices,
s
em
i
-
s
tr
u
ctu
r
ed
in
ter
v
iews
wer
e
h
eld
.
T
h
e
q
u
esti
o
n
s
ask
ed
wer
e
co
n
s
tr
u
cted
to
r
ef
lect
th
e
s
tu
d
y
’
s
p
u
r
p
o
s
es
an
d
wer
e
p
ilo
t
-
test
ed
to
en
s
u
r
e
clar
ity
an
d
r
elev
an
ce
.
T
h
e
in
ter
v
iews
to
o
k
p
lace
in
a
f
ac
e
-
to
-
f
ac
e
ca
p
ac
ity
i
n
a
q
u
iet,
s
ch
o
o
l
-
b
ased
s
ettin
g
.
E
ac
h
s
ess
io
n
was
ap
p
r
o
x
im
ately
1
5
to
2
0
m
in
u
tes
an
d
in
f
o
r
m
e
d
co
n
s
en
t
was
attain
ed
p
r
io
r
t
o
th
e
in
ter
v
iews.
All
in
ter
v
iews
wer
e
au
d
io
r
ec
o
r
d
ed
with
p
er
m
is
s
io
n
f
o
r
tr
an
s
cr
ip
tio
n
an
d
to
p
r
o
v
i
d
e
an
ac
cu
r
ate
r
ef
lectio
n
o
f
t
h
e
th
o
u
g
h
ts
s
h
ar
ed
d
u
r
in
g
t
h
e
in
ter
v
iews.
No
n
-
v
er
b
al
cu
es
a
n
d
ac
tiv
e
lis
ten
in
g
tech
n
iq
u
es
wer
e
u
s
ed
i
n
in
ter
v
iews
to
cr
ea
te
u
n
s
o
licited
an
d
u
n
b
iased
d
ialo
g
u
e
ac
c
o
r
d
in
g
to
estab
lis
h
ed
in
ter
v
iew
tech
n
iq
u
es
[
1
8
]
.
2
.
4
.
Da
t
a
a
na
ly
s
is
T
h
e
in
ter
v
iews
wer
e
a
n
aly
ze
d
u
s
in
g
a
t
h
em
atic
an
al
y
s
is
th
at
allo
wed
f
o
r
an
o
r
g
an
ized
id
e
n
tific
atio
n
o
f
th
em
es,
tr
en
d
s
,
an
d
o
th
er
s
ig
n
if
ican
t
f
in
d
in
g
s
.
T
h
e
an
aly
tical
p
r
o
ce
s
s
b
eg
an
b
y
cr
ea
tin
g
a
v
er
b
atim
tr
an
s
cr
ip
tio
n
o
f
th
e
r
ec
o
r
d
e
d
in
ter
v
iews
an
d
th
en
iter
ativ
ely
co
d
in
g
th
e
tr
a
n
s
cr
ip
ts
to
f
o
r
m
m
ea
n
i
n
g
f
u
l
th
em
es.
T
h
e
iter
ativ
e
co
d
in
g
o
f
tr
an
s
cr
ip
ts
was
g
u
id
ed
b
y
in
itially
d
eter
m
in
in
g
co
d
es
b
y
m
ak
in
g
r
ep
ea
te
d
r
ea
d
in
g
s
o
f
th
e
tr
an
s
cr
ip
ts
,
d
eter
m
in
in
g
p
r
elim
in
ar
y
c
o
d
es,
wh
ich
wer
e
th
e
n
r
e
f
in
ed
in
t
o
b
r
o
ad
er
th
em
atic
ca
teg
o
r
ies
r
ef
lectin
g
p
a
r
ticip
an
ts
’
v
iews
r
elate
d
to
GC
E
,
S
DGs
,
an
d
g
lo
b
al
citizen
s
h
ip
i
d
en
tity
.
Ad
d
itio
n
ally
,
NViv
o
s
o
f
twar
e
was
u
tili
ze
d
t
o
ass
is
t
o
r
g
an
izatio
n
an
d
m
a
n
ag
em
en
t
o
f
th
e
d
ata,
in
cr
ea
s
in
g
th
e
ac
cu
r
ac
y
,
an
d
ef
f
icien
cy
o
f
th
e
t
h
em
atic
an
aly
s
is
.
T
h
r
o
u
g
h
o
u
t
th
e
en
tire
co
d
in
g
a
n
d
an
aly
s
is
p
r
o
ce
s
s
,
th
e
t
h
em
es
wer
e
an
aly
ze
d
,
r
ef
lecte
d
u
p
o
n
,
r
ef
i
n
ed
,
an
d
v
etted
a
g
ain
s
t th
e
f
u
ll
b
o
d
y
o
f
d
ata/d
ataset.
T
o
d
e
v
elo
p
tr
u
s
two
r
th
in
ess
,
th
e
r
esear
ch
team
d
is
cu
s
s
ed
an
d
co
n
f
i
r
m
ed
co
d
in
g
d
ec
is
io
n
s
.
T
h
ese
d
is
cu
s
s
io
n
s
p
r
o
v
id
ed
co
n
s
en
s
u
s
o
n
co
d
e
an
d
n
ar
r
ativ
e
in
ter
p
r
etatio
n
s
t
h
at
ass
is
ted
in
r
ed
u
cin
g
b
ias in
th
e
d
ata
in
ter
p
r
etatio
n
.
3.
RE
SU
L
T
S
T
h
e
s
ev
en
in
ter
r
elate
d
th
em
es
em
er
g
ed
f
r
o
m
th
e
d
ata,
r
ef
lec
tin
g
teac
h
er
s
’
an
d
s
tu
d
en
ts
’
p
er
ce
p
tio
n
s
o
f
GC
E
,
th
eir
s
elf
-
u
n
d
er
s
tan
d
in
g
as
g
lo
b
al
citizen
s
,
an
d
th
e
r
o
les
th
ey
ass
u
m
e
in
r
el
atio
n
to
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t.
T
h
ese
th
e
m
es
r
ef
lect
s
h
ar
ed
m
ea
n
i
n
g
s
,
b
u
t
al
s
o
d
is
tin
ct
p
o
s
itio
n
alities
in
f
o
r
m
ed
b
y
th
eir
r
o
les
in
th
e
ed
u
ca
tio
n
al
en
v
i
r
o
n
m
e
n
t.
3
.
1
.
H
o
lis
t
ic
educa
t
io
n:
f
ra
m
ing
g
lo
ba
l c
it
izensh
ip bey
o
nd
a
c
a
dem
ics
T
h
e
p
ar
ticip
a
n
ts
,
p
ar
ticu
lar
l
y
th
e
teac
h
er
s
,
em
p
h
asized
th
at
GC
E
is
n
o
t
ju
s
t
ab
o
u
t
k
n
o
w
led
g
e,
b
u
t
ab
o
u
t
d
e
v
elo
p
m
e
n
t
o
f
in
tellectu
al,
em
o
tio
n
al,
s
o
cial,
a
n
d
et
h
ical.
T
ea
ch
er
s
b
eliev
e
d
th
at
GC
E
will
as
s
is
t
in
h
elp
in
g
s
tu
d
en
ts
b
ec
o
m
e
r
es
p
o
n
s
ib
le,
h
o
lis
tic
g
lo
b
al
citizen
s
,
ask
in
g
th
em
to
m
o
v
e
b
ey
o
n
d
th
ei
r
o
wn
ac
ad
em
ic
ac
h
iev
em
e
n
ts
to
th
i
n
k
ab
o
u
t th
eir
p
o
s
itio
n
in
th
e
wo
r
ld
.
On
e
teac
h
e
r
ex
p
r
ess
ed
:
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
mp
o
w
erin
g
ed
u
ca
t
o
r
s
a
n
d
s
tu
d
en
ts
th
r
o
u
g
h
co
n
text
u
a
liz
ed
g
lo
b
a
l c
itiz
en
s
h
ip
…
(
E
r
w
in
B
.
B
err
y
)
19
“
Th
is
i
s
s
t
ill
a
n
ch
o
r
ed
o
n
th
e
th
r
ee
d
o
ma
in
s
o
f
lea
r
n
in
g
-
co
g
n
itive,
s
o
cia
l
emo
tio
n
a
l
a
n
d
b
eh
a
vio
r
a
l,
th
a
t a
ims
to
emp
o
w
er lea
r
n
er
s
to
d
ev
elo
p
h
o
lis
tica
lly
.
”
(
T
ea
ch
er
1
)
T
h
is
teac
h
er
em
p
h
asizes
th
e
t
r
an
s
f
o
r
m
atio
n
al
asp
ec
t
o
f
GC
E
,
wh
er
e
t
h
e
f
o
c
u
s
is
n
o
l
o
n
g
er
ju
s
t
o
n
th
e
co
g
n
itiv
e,
b
u
t
also
o
n
d
e
v
elo
p
in
g
v
alu
es,
b
eh
av
i
o
r
s
,
a
n
d
cr
itical
th
in
k
in
g
.
Gen
er
all
y
,
teac
h
er
s
v
iewe
d
GC
E
as
a
h
o
lis
tic
p
r
o
ce
s
s
th
at
p
r
ep
ar
es
s
tu
d
e
n
ts
n
o
t
ju
s
t
f
o
r
ex
am
s
b
u
t f
o
r
t
h
e
d
e
m
an
d
s
o
f
r
ea
l
-
life
ch
allen
g
es
in
an
in
ter
co
n
n
ec
ted
w
o
r
ld
.
O
n
e
teac
h
er
s
tated
:
“
Glo
b
a
l
citiz
en
s
h
ip
ed
u
ca
tio
n
h
a
s
b
ee
n
viewed
a
s
a
mea
n
s
fo
r
s
tu
d
en
ts
to
g
a
in
a
d
ee
p
er
u
n
d
ers
ta
n
d
in
g
o
f
citiz
en
s
h
ip
,
p
o
liti
cs,
d
emo
cra
cy
,
a
n
d
th
e
g
lo
b
a
liz
a
tio
n
p
r
o
ce
s
s
,
a
llo
w
in
g
th
em
to
id
en
tify
h
o
w
p
o
liti
ca
l,
ec
o
n
o
mic,
cu
ltu
r
a
l,
s
o
cia
l,
a
n
d
e
n
v
ir
o
n
men
ta
l
co
n
s
tr
u
cts
a
ffect
a
g
lo
b
a
l
s
o
ciety
.
”
(
T
ea
ch
er
2
)
Fro
m
th
e
s
tu
d
e
n
ts
’
p
er
s
p
ec
tiv
e,
GC
E
was
eq
u
ally
s
ee
n
as
a
co
m
p
r
eh
en
s
iv
e
e
d
u
ca
tio
n
al
f
r
am
ewo
r
k
.
Stu
d
en
ts
in
d
icate
d
th
at
GC
E
o
f
f
er
s
th
em
t
h
e
to
o
ls
to
n
av
i
g
ate
g
lo
b
al
c
h
allen
g
es
with
a
b
r
o
ad
e
r
s
en
s
e
o
f
r
esp
o
n
s
ib
ilit
y
.
On
e
s
tu
d
en
t
r
ef
lecte
d
:
“
Glo
b
a
l
citiz
en
s
h
ip
ed
u
c
a
tio
n
is
a
lea
r
n
in
g
s
tr
a
teg
y
th
a
t
a
i
ms
to
r
a
is
e
lea
r
n
ers
’
a
w
a
r
en
ess
a
n
d
a
p
p
r
ec
ia
tio
n
o
f
th
e
c
o
n
ce
p
t
o
f
in
clu
s
io
n
,
n
o
t
o
n
ly
in
th
eir
o
w
n
cu
ltu
r
e
a
n
d
cu
s
to
ms,
b
u
t
a
ls
o
in
th
e
cu
ltu
r
es a
n
d
p
r
a
ctice
s
o
f o
th
er c
o
u
n
tr
ies
.
”
(
Stu
d
en
t 3
)
T
h
e
s
tu
d
en
ts
in
d
icate
d
t
h
at
G
C
E
was
im
p
o
r
tan
t
f
o
r
p
r
e
p
ar
i
n
g
th
e
m
n
o
t
ju
s
t
f
o
r
s
o
cial
r
es
p
o
n
s
ib
ilit
y
,
b
u
t
also
to
th
in
k
cr
itically
ab
o
u
t
g
lo
b
al
is
s
u
es.
T
h
i
s
th
em
e
r
ein
f
o
r
ce
s
th
at
b
o
th
teac
h
er
s
an
d
s
tu
d
en
ts
co
n
s
id
er
ed
GC
E
to
b
e
h
o
lis
tic
ed
u
ca
tio
n
th
at
co
n
tr
ib
u
ted
to
wh
at
we
alr
ea
d
y
k
n
o
w
ab
o
u
t
ed
u
ca
tio
n
,
wh
ich
is
th
at
ed
u
ca
tio
n
is
n
o
t
ju
s
t
ab
o
u
t
k
n
o
wled
g
e,
b
u
t a
b
o
u
t
d
ev
el
o
p
in
g
g
lo
b
al
citizen
s
wh
o
h
av
e
th
e
k
n
o
wled
g
e
f
o
r
s
o
cial
ac
tio
n
an
d
wh
o
ca
n
p
a
r
ticip
ate
as g
lo
b
al
citizen
s
with
k
n
o
wled
g
e
an
d
u
n
d
er
s
tan
d
in
g
in
a
g
lo
b
alize
d
w
o
r
ld
.
3
.
2
.
Cultura
l
s
en
s
it
iv
it
y
a
nd
re
s
p
ec
t
f
o
r
div
er
s
it
y
T
h
e
im
p
o
r
tan
ce
o
f
cu
ltu
r
al
aw
ar
en
ess
an
d
r
esp
ec
t
f
o
r
d
iv
er
s
i
ty
em
er
g
ed
s
tr
o
n
g
l
y
ac
r
o
s
s
b
o
th
teac
h
er
an
d
s
tu
d
e
n
t
r
esp
o
n
s
es.
T
ea
ch
er
s
v
iewe
d
GC
E
as
a
n
ess
en
t
ial
m
ea
n
s
o
f
f
o
s
ter
in
g
in
ter
cu
ltu
r
al
co
m
p
eten
ce
,
h
elp
in
g
s
tu
d
e
n
ts
u
n
d
er
s
tan
d
th
e
v
alu
e
o
f
d
if
f
e
r
en
t c
u
ltu
r
al
p
e
r
s
p
ec
tiv
es.
On
e
teac
h
er
s
h
ar
e
d
:
“
It
’
s
a
b
o
u
t
tea
c
h
in
g
o
u
r
s
tu
d
en
ts
t
o
a
p
p
r
e
c
i
a
t
e
a
n
d
r
es
p
e
c
t
th
e
c
u
l
t
u
r
es
o
f
o
t
h
e
r
s
.
I
f
w
e
w
a
n
t
t
h
e
m
t
o
b
e
g
l
o
b
a
l
c
i
t
i
z
e
n
s
,
t
h
e
y
mu
s
t
u
n
d
ers
ta
n
d
t
h
a
t
th
ere
’
s
n
o
t
ju
s
t
o
n
e
w
a
y
to
view
th
e
w
o
r
ld
.
”
(
T
ea
ch
er
7
)
Fo
r
th
is
teac
h
er
,
GC
E
was
s
e
en
as
a
p
ath
way
to
in
cl
u
s
iv
ity
,
wh
er
e
s
tu
d
en
ts
n
o
t
o
n
ly
lear
n
ab
o
u
t
o
th
er
cu
ltu
r
es
b
u
t
ac
tiv
ely
en
g
ag
e
in
u
n
d
er
s
tan
d
in
g
t
h
em
in
way
s
th
at
b
u
ild
s
o
cial
h
ar
m
o
n
y
.
An
o
th
er
teac
h
er
s
tr
ess
ed
th
e
s
o
cieta
l b
en
ef
its
o
f
s
u
ch
cu
ltu
r
al
a
p
p
r
ec
iatio
n
:
“
B
y
u
n
d
ers
ta
n
d
in
g
o
th
er c
u
ltu
r
es,
u
n
ity
ca
n
b
e
e
a
s
ily
a
ch
iev
ed
.
”
(
T
ea
ch
e
r
6
)
Similar
ly
,
s
tu
d
en
ts
r
ec
o
g
n
ize
d
th
at
lear
n
in
g
t
o
ap
p
r
ec
iate
cu
ltu
r
al
d
if
f
er
en
ce
s
is
a
k
ey
co
m
p
o
n
en
t
o
f
th
eir
d
ev
elo
p
m
e
n
t a
s
g
lo
b
al
citizen
s
.
On
e
s
tu
d
en
t said
:
“
Glo
b
a
l
citiz
en
s
h
ip
ed
u
ca
tio
n
is
a
n
ed
u
ca
tio
n
th
a
t
tea
ch
es
u
s
to
a
p
p
r
ec
ia
te
cu
ltu
r
a
l
d
iffer
en
ce
s
.
”
(
Stu
d
en
t 6
)
I
n
ad
d
itio
n
,
a
n
o
th
er
s
tu
d
e
n
t e
m
p
h
asized
:
“
Glo
b
a
l
citiz
en
s
h
ip
ed
u
c
a
tio
n
is
a
n
a
p
p
r
o
a
c
h
th
a
t
h
elp
s
le
a
r
n
ers
to
b
ec
o
me
mo
r
e
a
w
a
r
e
o
f
th
e
r
elev
a
n
ce
o
f c
o
n
n
ec
tio
n
s
a
n
d
co
mmu
n
ica
tio
n
s
a
r
o
u
n
d
th
e
w
o
r
ld
.
”
(
Stu
d
en
t 7
)
T
h
ese
r
ef
lectio
n
s
s
h
o
w
a
s
h
a
r
ed
b
elief
th
at
cu
ltu
r
al
s
en
s
itiv
ity
is
a
f
u
n
d
am
e
n
tal
asp
ec
t
o
f
GC
E
an
d
a
k
e
y
b
u
ild
in
g
b
lo
ck
o
f
ef
f
e
ctiv
e
g
l
o
b
al
citizen
s
h
ip
.
B
o
th
teac
h
er
s
an
d
s
tu
d
en
ts
r
ec
o
g
n
ized
th
at
u
n
d
er
s
tan
d
i
n
g
an
d
r
esp
ec
tin
g
cu
ltu
r
al
d
if
f
er
e
n
ce
s
is
cr
itical
to
cr
ea
tin
g
s
o
cially
in
clu
s
iv
e
an
d
co
h
esiv
e
s
o
cieties.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
1
6
-
27
20
3
.
3
.
Act
iv
e
eng
a
g
e
m
ent
a
nd
g
lo
b
a
l a
wa
re
nes
s
A
ce
n
tr
al
th
em
e
th
at
em
er
g
ed
was
th
e
id
ea
th
at
g
lo
b
al
citize
n
s
h
ip
is
an
ac
tiv
e
p
u
r
s
u
it,
o
n
e
th
at
g
o
es
b
ey
o
n
d
k
n
o
wled
g
e
to
in
clu
d
e
ac
tiv
e
p
a
r
ticip
atio
n
i
n
s
o
lv
in
g
g
lo
b
al
is
s
u
es.
T
ea
ch
er
s
e
m
p
h
asized
th
at
GC
E
s
h
o
u
ld
en
c
o
u
r
ag
e
s
tu
d
en
ts
to
m
o
v
e
f
r
o
m
th
e
o
r
y
t
o
ac
tio
n
.
A
s
o
n
e
teac
h
er
d
escr
ib
ed
:
“
B
ec
o
min
g
a
g
lo
b
a
l
citiz
en
m
ea
n
s
b
ein
g
a
ctive
.
Yo
u
h
a
ve
th
e
kn
o
w
led
g
e
o
f
th
e
w
o
r
ld
’
s
o
u
ts
id
e
o
r
w
h
a
t
’
s
h
a
p
p
e
n
in
g
.
Yo
u
c
o
me
w
ith
yo
u
r
o
w
n
a
ttit
u
d
e
to
w
h
a
t
’
s
g
o
in
g
o
n
in
th
e
w
o
r
ld
p
erh
a
p
s
yo
u
w
a
n
t
to
lo
o
k
a
t
w
a
ys
to
ch
a
n
g
e
th
o
s
e
a
ttit
u
d
es
a
n
d
b
ec
o
me
a
ctive
in
o
r
d
er
to
d
ev
elo
p
e
mp
a
th
y
a
n
d
r
esp
ec
t in
b
ec
o
min
g
a
ctive
.
”
(
T
ea
ch
er
2
)
T
h
is
teac
h
er
h
ig
h
lig
h
te
d
th
e
i
m
p
o
r
tan
ce
o
f
tak
in
g
r
esp
o
n
s
i
b
le
ac
tio
n
,
en
g
a
g
in
g
s
tu
d
e
n
ts
n
o
t
o
n
ly
i
n
lear
n
in
g
ab
o
u
t g
l
o
b
al
is
s
u
es b
u
t a
ls
o
in
co
n
tr
ib
u
tin
g
to
r
ea
l
-
w
o
r
ld
s
o
lu
tio
n
s
.
An
o
th
er
teac
h
er
elab
o
r
a
ted
:
“
I
t
is
a
ls
o
b
est
to
in
crea
s
e
kn
o
w
led
g
e
a
n
d
lea
r
n
a
b
o
u
t
d
iffe
r
en
t
co
u
n
tr
ies
w
i
th
th
eir
cu
ltu
r
e
s
o
i
t
ca
n
h
elp
to
b
len
d
o
r
a
d
a
p
t in
th
e
co
mmu
n
ity
.
”
(
T
ea
ch
er
1
)
T
h
is
em
p
h
asis
o
n
ac
tiv
e
p
ar
tic
ip
atio
n
was
ec
h
o
ed
b
y
s
tu
d
en
t
s
,
wh
o
s
aw
th
eir
r
o
les
as
g
lo
b
al
citizen
s
in
ter
twin
ed
with
h
an
d
s
-
o
n
e
n
g
ag
em
en
t.
On
e
s
tu
d
e
n
t sh
ar
ed
:
“
A
g
lo
b
a
l
citiz
en
is
s
o
meo
n
e
w
h
o
is
a
w
a
r
e
o
f
th
e
la
r
g
er
w
o
r
ld
a
n
d
u
n
d
ers
ta
n
d
s
th
eir
o
w
n
r
o
le
a
s
a
g
lo
b
a
l c
itiz
en
in
w
h
ich
s
o
meo
n
e
w
h
o
r
esp
ec
ts
a
n
d
v
a
lu
es d
ivers
ity
.
”
(
Stu
d
en
t 3
)
An
o
th
er
s
tu
d
en
t
h
ig
h
lig
h
ted
th
e
im
p
o
r
tan
ce
o
f
lo
ca
l a
ctio
n
as
p
ar
t o
f
th
eir
g
lo
b
al
r
esp
o
n
s
ib
ilit
y
:
“
I
a
tten
d
to
o
r
g
a
n
iz
a
tio
n
a
l g
r
o
u
p
a
ctivities th
a
t tri
es to
h
elp
th
e
yo
u
th
like
me
.
”
(
Stu
d
en
t
8
)
T
h
ese
r
esp
o
n
s
es
p
o
in
t
to
a
s
h
ar
ed
v
iew
t
h
at
en
g
a
g
em
en
t
—
wh
eth
er
en
v
ir
o
n
m
en
tal,
s
o
cial,
o
r
cu
ltu
r
al
is
a
d
ef
in
in
g
f
ea
tu
r
e
o
f
g
lo
b
al
citizen
s
h
ip
.
B
o
th
s
tu
d
en
ts
an
d
t
ea
ch
er
s
em
p
h
asized
th
at
g
lo
b
al
citizen
s
ar
e
n
o
t
p
ass
iv
e
r
ec
ip
ien
ts
o
f
in
f
o
r
m
ati
o
n
b
u
t
ac
tiv
e
co
n
tr
i
b
u
to
r
s
to
a
s
u
s
tain
ab
le
wo
r
ld
.
3
.
4
.
E
du
ca
t
io
n a
s
a
cha
nn
el
f
o
r
s
us
t
a
ina
ble dev
elo
pm
ent
T
ea
ch
er
s
co
n
s
is
ten
tly
lin
k
ed
GC
E
to
th
e
ad
v
a
n
ce
m
en
t
o
f
SDGs
,
f
r
am
in
g
ed
u
ca
tio
n
as
a
to
o
l
f
o
r
d
ev
elo
p
in
g
b
o
th
t
h
e
m
o
r
al
v
alu
es
an
d
p
r
ac
tical
s
k
ills
n
e
ed
ed
to
ad
d
r
ess
g
lo
b
al
c
h
allen
g
es.
On
e
teac
h
er
ex
p
lain
ed
:
“
My
r
o
le
i
s
to
ed
u
ca
te
a
n
d
tea
ch
my
lea
r
n
ers
n
o
t
ju
s
t
th
e
l
ess
o
n
its
el
f
b
u
t
th
e
va
lu
es
th
e
y
g
et
in
th
a
t
less
o
n
.
Tea
ch
in
g
o
t
h
er
s
u
b
jects
w
h
ile
in
teg
r
a
tin
g
va
lu
e
s
o
n
it.
I
n
th
a
t
w
a
y
I
a
m
n
o
t
t
ea
ch
in
g
th
em
co
g
n
itively
b
u
t
a
ls
o
a
f
fective
ly
w
h
ich
I
s
tr
o
n
g
ly
b
eliev
e
th
ey
ca
n
u
s
e
in
t
h
eir
lives.
”
(
T
ea
ch
er
5
)
T
h
is
r
esp
o
n
s
e
u
n
d
er
s
co
r
es
th
at
ed
u
ca
tio
n
is
n
o
t
ju
s
t
ab
o
u
t
im
p
ar
tin
g
k
n
o
wled
g
e
b
u
t
ab
o
u
t
in
s
till
in
g
v
alu
es
th
at
ca
n
d
r
iv
e
g
lo
b
al
c
h
an
g
e.
T
ea
ch
er
s
r
ec
o
g
n
ized
th
at
GC
E
is
a
v
eh
icle
f
o
r
in
s
till
in
g
th
e
co
r
e
p
r
i
n
cip
les
o
f
s
u
s
tain
ab
le
d
ev
elo
p
m
e
n
t,
s
u
c
h
as
r
esp
o
n
s
ib
ilit
y
,
eq
u
ity
,
an
d
en
v
ir
o
n
m
e
n
tal
co
n
s
cio
u
s
n
ess
.
An
o
th
er
teac
h
er
s
h
ar
ed
:
“
A
s
a
tea
ch
er,
p
r
o
vid
in
g
my
lea
r
n
ers
w
i
th
q
u
a
lity
ed
u
ca
tio
n
is
my
n
u
mb
er
o
n
e
r
o
le
in
a
ch
ievin
g
s
u
s
ta
in
a
b
le
d
ev
elo
p
me
n
t g
o
a
ls
.
”
(
T
ea
ch
er
6
)
Fu
r
th
er
m
o
r
e
,
s
tu
d
e
n
ts
also
r
el
ated
GC
E
to
t
h
eir
u
n
d
er
s
tan
d
i
n
g
o
f
t
h
eir
r
o
le
in
g
lo
b
al
s
u
s
tain
ab
ilit
y
.
As s
o
m
e
s
tu
d
en
t
s
r
ef
lecte
d
:
“
P
a
r
ticip
a
tin
g
p
r
o
g
r
a
ms th
a
t
s
u
p
p
o
r
t ta
kin
g
g
o
o
d
ca
r
e
a
n
d
s
a
vin
g
o
u
r
n
a
tu
r
e.
”
(
Stu
d
en
t
4
)
“
To
b
ec
o
me
a
g
lo
b
a
l
citiz
en
,
w
e
h
a
ve
to
b
ec
o
me
o
p
e
n
in
u
n
d
ers
ta
n
d
in
g
a
n
d
a
cc
e
p
tin
g
o
th
er
cu
ltu
r
a
l p
r
a
ctice
s
.
”
(
Stu
d
en
t 6
)
T
h
ese
r
esp
o
n
s
es
h
ig
h
lig
h
t
th
a
t
b
o
th
g
r
o
u
p
s
v
iew
GC
E
as
a
cr
itical
ed
u
ca
tio
n
al
to
o
l
f
o
r
i
n
s
till
in
g
th
e
v
alu
es
an
d
s
k
ills
n
ec
ess
ar
y
to
ac
h
iev
e
th
e
SDGs
,
with
a
f
o
cu
s
o
n
ac
t
io
n
an
d
p
er
s
o
n
al
r
esp
o
n
s
ib
ilit
y
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
mp
o
w
erin
g
ed
u
ca
t
o
r
s
a
n
d
s
tu
d
en
ts
th
r
o
u
g
h
co
n
text
u
a
liz
ed
g
lo
b
a
l c
itiz
en
s
h
ip
…
(
E
r
w
in
B
.
B
err
y
)
21
3
.
5
.
B
ec
o
m
ing
a
g
lo
ba
l c
it
izen
a
s
a
perso
na
l j
o
urney
T
h
e
id
ea
th
at
g
l
o
b
al
citizen
s
h
i
p
is
a
p
er
s
o
n
al
jo
u
r
n
ey
em
er
g
ed
s
tr
o
n
g
ly
i
n
th
e
f
in
d
in
g
s
.
T
e
ac
h
er
s
an
d
s
tu
d
en
ts
alik
e
f
r
am
ed
g
lo
b
al
c
itizen
s
h
ip
as
a
d
y
n
a
m
ic
an
d
e
v
o
lv
in
g
p
r
o
ce
s
s
.
T
ea
ch
er
s
s
tr
ess
ed
th
e
im
p
o
r
tan
ce
o
f
g
u
i
d
in
g
s
tu
d
e
n
ts
th
r
o
u
g
h
th
is
jo
u
r
n
ey
r
at
h
er
th
a
n
p
r
escr
ib
i
n
g
a
f
ix
e
d
p
ath
.
On
e
teac
h
e
r
n
o
ted
:
“
B
ec
o
min
g
a
g
lo
b
a
l
citiz
en
is
a
p
r
o
ce
s
s
th
a
t
ta
ke
s
time.
I
t
’
s
a
b
o
u
t
d
ev
elo
p
in
g
emp
a
t
h
y
a
n
d
u
n
d
ers
ta
n
d
in
g
th
r
o
u
g
h
b
o
th
e
d
u
ca
tio
n
a
n
d
lived
ex
p
erien
ce
s
.
”
(
T
ea
ch
er
2
)
T
h
is
p
er
s
p
ec
tiv
e
s
u
g
g
ests
th
a
t
GC
E
is
a
life
lo
n
g
jo
u
r
n
ey
—
a
co
n
tin
u
o
u
s
p
r
o
ce
s
s
o
f
g
r
o
wth
an
d
r
ef
lectio
n
.
An
o
th
er
teac
h
e
r
s
h
ar
ed
:
“
S
tu
d
en
ts
ca
n
’
t
lea
r
n
ev
eryth
in
g
a
b
o
u
t
g
lo
b
a
l
citiz
en
s
h
ip
i
n
o
n
e
less
o
n
.
I
t
h
a
s
to
b
e
s
o
meth
in
g
th
ey
w
o
r
k
to
w
a
r
d
o
ve
r
time
.
”
(
T
ea
ch
er
1
1
)
I
n
ad
d
itio
n
,
s
tu
d
e
n
ts
also
d
escr
ib
ed
th
eir
jo
u
r
n
e
y
to
war
d
g
lo
b
al
citizen
s
h
ip
as
o
n
e
o
f
p
er
s
o
n
al
g
r
o
wth
.
So
m
e
s
tu
d
en
t
s
ex
p
lai
n
ed
:
“
Glo
b
a
l
citiz
en
s
h
ip
ed
u
c
a
tio
n
is
a
lea
r
n
in
g
s
tr
a
teg
y
th
a
t
a
i
ms
to
r
a
is
e
lea
r
n
ers
’
a
w
a
r
en
ess
a
n
d
a
p
p
r
ec
ia
tio
n
o
f
th
e
c
o
n
ce
p
t
o
f
in
clu
s
io
n
,
n
o
t
o
n
ly
in
th
eir
o
w
n
cu
ltu
r
e
a
n
d
cu
s
to
ms,
b
u
t
a
ls
o
in
th
e
cu
ltu
r
es a
n
d
p
r
a
ctice
s
o
f o
th
er c
o
u
n
tr
ies
.
”
(
Stu
d
en
t 3
)
“
It
’
s
a
b
o
u
t
g
r
o
w
in
g
in
u
n
d
ers
ta
n
d
in
g
a
n
d
ta
kin
g
r
esp
o
n
s
ib
il
ity
a
s
yo
u
b
ec
o
me
mo
r
e
a
w
a
r
e
o
f
th
e
w
o
r
ld
a
r
o
u
n
d
yo
u
.
”
(
Stu
d
e
n
t 6
)
T
h
ese
r
ef
lectio
n
s
s
h
o
w
th
at
g
l
o
b
al
citizen
s
h
ip
is
v
iewe
d
as
a
co
n
tin
u
o
u
s
,
ev
o
lv
i
n
g
p
r
o
ce
s
s
th
at
is
s
h
ap
ed
b
y
ex
p
er
ien
ce
an
d
p
er
s
o
n
al
r
ef
l
ec
tio
n
.
B
o
th
teac
h
er
s
an
d
s
tu
d
en
ts
s
ee
it
a
s
an
o
n
g
o
in
g
j
o
u
r
n
e
y
,
o
n
e
th
at
is
cu
ltiv
ated
th
r
o
u
g
h
e
d
u
ca
tio
n
,
ex
p
er
ien
ce
,
a
n
d
s
elf
-
awa
r
e
n
ess
.
3
.
6
.
T
ec
hn
o
lo
g
y
a
nd
g
lo
ba
l c
o
nn
ec
t
iv
it
y
B
o
th
teac
h
er
s
an
d
s
tu
d
en
ts
r
ec
o
g
n
ized
th
e
r
o
le
o
f
tech
n
o
lo
g
y
in
f
ac
ilit
atin
g
g
lo
b
al
e
n
g
ag
em
en
t.
W
h
ile
s
tu
d
en
ts
wer
e
m
o
r
e
lik
ely
to
lin
k
d
ig
ital
liter
ac
y
to
g
lo
b
al
citizen
s
h
ip
,
teac
h
er
s
ac
k
n
o
wled
g
ed
th
e
in
cr
ea
s
in
g
im
p
o
r
tan
ce
o
f
tech
n
o
lo
g
y
in
b
o
th
ed
u
ca
tio
n
a
n
d
g
lo
b
al
co
llab
o
r
atio
n
.
O
n
e
s
tu
d
en
t n
o
ted
:
“
A
g
lo
b
a
l c
itiz
en
is
s
o
meo
n
e
w
h
o
kn
o
w
s
h
o
w
to
u
s
e
tech
n
o
lo
g
y
to
co
mmu
n
ica
te
g
lo
b
a
lly,
w
h
eth
er
it
’
s
s
h
a
r
in
g
id
ea
s
o
r
co
lla
b
o
r
a
tin
g
w
ith
p
eo
p
le
in
o
th
er c
o
u
n
tr
ies
.
”
(
Stu
d
en
t 1
0
)
Fo
r
s
tu
d
en
ts
,
tech
n
o
lo
g
y
was
n
o
t
o
n
ly
a
to
o
l
f
o
r
in
f
o
r
m
at
io
n
ac
ce
s
s
b
u
t
also
a
m
ea
n
s
o
f
co
n
n
ec
tio
n
an
d
en
g
ag
em
e
n
t
ac
r
o
s
s
cu
ltu
r
al
b
o
u
n
d
a
r
ies.
T
ea
ch
er
s
,
h
o
wev
er
,
f
o
cu
s
ed
m
o
r
e
o
n
t
h
e
r
o
le
o
f
2
1
s
t
-
ce
n
tu
r
y
s
k
ills
an
d
d
ig
ital liter
ac
y
i
n
g
lo
b
al
c
o
m
p
eten
cy
.
On
e
teac
h
er
s
tated
:
“
We
n
ee
d
to
co
lla
b
o
r
a
te,
in
n
o
va
te,
a
n
d
a
d
a
p
t
to
tr
en
d
s
.
Tec
h
n
o
lo
g
y
is
a
b
ig
p
a
r
t
o
f
th
a
t
—
it
’
s
n
o
t
ju
s
t a
b
o
u
t le
a
r
n
in
g
fa
cts b
u
t
a
b
o
u
t c
o
n
n
ec
tin
g
g
lo
b
a
lly
.
”
(
T
e
ac
h
er
6
)
T
h
ese
r
esp
o
n
s
es
s
h
o
w
th
at
b
o
th
g
r
o
u
p
s
ac
k
n
o
wled
g
e
d
ig
ita
l
f
lu
en
cy
as
a
n
ess
en
tial
s
k
ill
f
o
r
g
l
o
b
al
citizen
s
,
p
ar
ticu
lar
ly
in
t
h
e
co
n
te
x
t o
f
i
n
ter
cu
ltu
r
al
ex
c
h
an
g
e
an
d
g
lo
b
al
co
llab
o
r
atio
n
.
3
.
7
.
T
ea
ching
v
a
lues
f
o
r
g
lo
ba
l r
esp
o
ns
i
bil
it
y
Fin
ally
,
teac
h
er
s
em
p
h
asized
th
at
th
e
co
r
e
o
f
GC
E
lies
in
v
alu
es
-
b
ased
ed
u
ca
tio
n
,
with
a
s
tr
o
n
g
f
o
cu
s
o
n
teac
h
in
g
s
tu
d
en
ts
th
e
im
p
o
r
tan
ce
o
f
s
o
cial
r
esp
o
n
s
ib
ilit
y
,
em
p
ath
y
,
a
n
d
eth
ica
l
d
ec
is
io
n
-
m
ak
i
n
g
.
As o
n
e
teac
h
er
p
u
t it:
“
It
’
s
n
o
t
ju
s
t
a
b
o
u
t
tea
ch
i
n
g
s
u
b
jects
—
it
’
s
tea
ch
in
g
va
lu
es
th
a
t
w
ill
s
ta
y
w
ith
s
tu
d
en
ts
f
o
r
life.
Glo
b
a
l
C
itiz
en
s
h
ip
E
d
u
c
a
tio
n
h
a
s
t
o
b
e
a
b
o
u
t
va
lu
es
like
j
u
s
tice,
r
esp
o
n
s
ib
ilit
y,
a
n
d
em
p
a
th
y
.
”
(
T
ea
ch
er
1
2
)
Fu
r
th
er
,
a
n
o
th
er
teac
h
e
r
ad
d
ed
:
“
We
n
ee
d
t
o
en
s
u
r
e
t
h
a
t
o
u
r
s
tu
d
en
ts
n
o
t
o
n
ly
u
n
d
ers
ta
n
d
th
e
g
lo
b
a
l
is
s
u
es
b
u
t
a
ls
o
feel
p
ers
o
n
a
lly
r
esp
o
n
s
ib
le
fo
r
th
em.
Th
a
t
’
s
th
e
r
o
le
o
f G
C
E
.
”
(
T
ea
ch
er
8
)
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
1
6
-
27
22
Stu
d
en
ts
s
im
ilar
ly
r
ec
o
g
n
ized
th
at
v
alu
es a
r
e
at
th
e
h
ea
r
t o
f
g
lo
b
al
citizen
s
h
ip
.
On
e
s
tu
d
en
t sh
ar
ed
:
“
Glo
b
a
l
citiz
en
s
h
ip
is
a
b
o
u
t
h
a
vin
g
th
e
r
ig
h
t
va
lu
es
—
th
in
g
s
like
ju
s
tice,
r
e
s
p
o
n
s
ib
ili
ty,
a
n
d
emp
a
th
y.
Th
ese
va
lu
es sh
a
p
e
w
h
o
w
e
a
r
e
a
s
citiz
en
s
o
f th
e
w
o
r
ld
.
”
(
Stu
d
en
t 1
2
)
T
h
is
em
p
h
asis
o
n
v
alu
es e
d
u
ca
tio
n
h
ig
h
lig
h
ts
th
e
b
r
o
a
d
er
ai
m
o
f
GC
E
n
o
t ju
s
t to
teac
h
f
ac
ts
b
u
t to
in
s
till
co
r
e
p
r
in
cip
les th
at
d
r
iv
e
g
lo
b
al
r
esp
o
n
s
ib
ilit
y
an
d
et
h
ical
b
eh
a
v
io
r
.
4.
DIS
CU
SS
I
O
N
T
h
is
r
esear
ch
e
x
am
in
ed
h
o
w
teac
h
er
s
an
d
s
tu
d
en
ts
p
e
r
ce
iv
e
GC
E
co
n
ce
p
ts
,
i
d
en
tify
th
e
m
s
elv
es
as
g
lo
b
al
citizen
s
,
an
d
r
ec
o
g
n
ize
th
eir
r
esp
o
n
s
ib
ilit
ies
in
r
elatio
n
to
th
e
SDGs
.
T
h
e
f
in
d
in
g
s
id
en
tifie
d
s
im
ilar
ities
o
f
th
in
k
in
g
in
te
r
m
s
o
f
th
e
v
alu
es
an
d
h
o
lis
tic
u
n
d
er
s
tan
d
in
g
o
f
GC
E
,
as
also
ar
ticu
latin
g
d
if
f
er
en
ce
s
i
n
ter
m
s
o
f
r
o
l
e,
ac
ce
s
s
,
an
d
s
o
cio
cu
ltu
r
al
co
n
tex
t.
W
h
ile
th
is
d
is
cu
s
s
io
n
d
r
aws
u
p
o
n
tr
an
s
f
o
r
m
ativ
e
ed
u
ca
tio
n
th
e
o
r
ies,
s
u
ch
as
Fre
ir
e
’
s
cr
itical
p
ed
ag
o
g
y
[
1
9
]
an
d
B
r
o
n
f
e
n
b
r
en
n
er
’
s
e
co
lo
g
ical
s
y
s
tem
s
th
eo
r
y
[
2
0
]
,
it
will
in
ter
p
r
et
em
p
ir
ical
th
em
es
to
h
ig
h
lig
h
t
ex
is
tin
g
liter
a
tu
r
e
an
d
em
er
g
in
g
ch
allen
g
es.
B
o
th
teac
h
er
s
an
d
s
tu
d
en
ts
d
e
s
cr
ib
ed
GC
E
as
a
h
o
lis
tic
an
d
tr
an
s
f
o
r
m
ativ
e
e
d
u
ca
tio
n
al
u
n
d
er
tak
in
g
,
in
co
r
p
o
r
atin
g
co
g
n
itiv
e,
em
o
ti
o
n
al,
an
d
eth
ical
asp
ec
ts
o
f
d
e
v
elo
p
m
en
t.
B
o
th
p
e
r
s
p
ec
tiv
es
ar
e
s
im
ilar
to
th
at
o
f
th
e
liter
atu
r
e
an
d
d
em
o
n
s
t
r
ate
th
at
GC
E
i
s
a
m
u
ltid
im
e
n
s
io
n
al
p
r
o
ce
s
s
th
at
ca
n
f
o
s
ter
a
g
r
ea
ter
cr
itical
co
n
s
cio
u
s
n
ess
an
d
in
ter
cu
ltu
r
al
s
en
s
itiv
ity
[
2
1
]
,
[
2
2
]
.
T
h
e
o
r
g
an
ized
p
er
s
p
ec
tiv
es
b
ia
s
to
war
d
s
s
p
ec
if
ic
d
o
m
ain
s
o
f
s
tr
u
ct
u
r
ed
lear
n
i
n
g
co
m
m
u
n
icate
d
a
n
in
ten
ti
o
n
to
alig
n
th
eir
ex
p
er
ien
ce
s
with
in
s
titu
tio
n
al
ex
p
ec
tatio
n
s
p
lace
d
o
n
s
ch
o
o
l
s
y
s
tem
s
.
Fo
r
s
tu
d
en
ts
,
GC
E
was
d
escr
ib
ed
th
r
o
u
g
h
c
o
n
ce
p
tu
alizin
g
n
ew
co
m
p
eten
cies,
s
k
ills
,
o
r
in
f
o
r
m
atio
n
f
o
r
p
ar
ticip
ato
r
y
g
lo
b
al
citizen
s
h
ip
an
d
th
ei
r
o
w
n
h
u
m
an
d
ev
elo
p
m
en
t.
T
h
ese
v
iews a
lig
n
with
claim
s
th
at
GC
E
en
co
m
p
ass
es c
iv
ic
lear
n
in
g
a
n
d
id
e
n
tity
d
ev
el
o
p
m
en
t
[
2
3
]
.
W
h
ile
b
o
th
teac
h
er
s
an
d
s
tu
d
e
n
ts
r
ec
o
g
n
ized
th
e
im
p
o
r
tan
ce
o
f
cu
ltu
r
al
s
en
s
itiv
ity
,
th
eir
c
o
n
ce
p
tio
n
s
d
id
n
o
t
r
ea
c
h
a
d
ee
p
en
o
u
g
h
lev
el
o
f
g
lo
b
al
s
y
s
tem
s
cr
itiq
u
e
o
f
in
ter
cu
ltu
r
al
en
g
a
g
em
en
t.
W
h
ile
af
f
ir
m
in
g
th
e
n
ec
ess
ity
f
o
r
cu
lt
u
r
al
s
en
s
itiv
ity
,
th
e
s
tu
d
e
n
ts
an
d
teac
h
er
s
wer
e
lar
g
el
y
ex
p
licatin
g
d
i
v
er
s
ity
in
ter
m
s
o
f
am
en
d
ed
to
ler
a
n
ce
an
d
ap
p
r
ec
iatio
n
,
as
o
p
p
o
s
ed
to
en
g
a
g
em
en
t
with
p
o
wer
s
tr
u
ctu
r
es
o
r
s
y
s
tem
ic
in
eq
u
ities
.
T
h
is
alig
n
s
with
ca
u
tio
n
s
r
e
g
ar
d
in
g
GC
E
as
a
lib
er
al
h
u
m
an
is
t
ex
er
cise
to
awa
r
en
ess
with
o
u
t
en
g
a
g
in
g
s
tr
u
ctu
r
al
v
io
len
ce
a
n
d
p
o
s
tco
lo
n
ial
leg
ac
ies
[
2
4
]
,
[
2
5
]
.
I
llu
s
tr
ativ
ely
,
th
e
ab
s
en
ce
o
f
d
ialo
g
u
e
ar
o
u
n
d
d
is
co
n
n
ec
ts
ar
o
u
n
d
ec
o
n
o
m
ic
in
eq
u
ity
,
n
eo
c
o
lo
n
ialis
m
,
o
r
g
lo
b
al
in
ju
s
tice
lead
s
t
o
g
e
n
er
a
tiv
e
co
n
s
id
er
atio
n
s
o
f
th
e
n
ee
d
f
o
r
a
tr
an
s
f
o
r
m
ati
v
e
an
d
r
e
f
lex
iv
ely
co
n
s
cio
u
s
GC
E
th
at
is
g
r
o
u
n
d
e
d
in
cr
itic
al
g
lo
b
al
citizen
s
h
ip
ed
u
ca
tio
n
al
f
r
am
ewo
r
k
s
[
2
6
]
.
T
h
e
r
esu
lts
also
s
u
p
p
o
r
t
th
e
p
er
s
p
ec
tiv
e
th
at
civ
ic
p
ar
ticip
atio
n
an
d
lo
ca
l
en
g
ag
em
e
n
t
ar
e
ess
en
tia
l
elem
en
ts
o
f
a
g
lo
b
al
citizen
.
S
tu
d
en
ts
wer
e
f
o
cu
s
ed
o
n
ac
tio
n
in
th
eir
lo
ca
l
co
m
m
u
n
ities
th
r
o
u
g
h
co
m
m
u
n
ity
p
r
o
jects,
en
v
ir
o
n
m
e
n
tal
wo
r
k
s
,
o
r
v
alu
es
ed
u
ca
tio
n
as
p
ar
t
icip
an
ts
in
g
lo
b
al
citizen
s
h
ip
.
B
o
th
p
e
r
s
p
ec
tiv
es
s
ee
k
to
ce
n
ter
m
e
m
b
er
ac
tio
n
as
p
a
r
t
o
f
th
ei
r
g
l
o
b
al
citi
ze
n
p
a
r
ticip
atio
n
.
T
h
ese
ele
m
en
ts
r
ef
lect
s
o
m
e
ex
p
er
ien
tial
m
o
d
els
o
f
GC
E
[
2
7
]
,
[
2
8
]
.
I
n
s
u
p
p
o
r
t
o
f
Fre
ir
e
’
s
n
o
tio
n
o
f
e
d
u
ca
tio
n
as
th
e
p
r
ac
tice
o
f
f
r
ee
d
o
m
in
wh
ich
p
ar
ticip
a
n
ts
b
ec
o
m
e
em
p
o
wer
ed
t
o
tr
an
s
f
o
r
m
th
eir
s
o
cial
r
ea
liti
es
th
is
f
in
d
in
g
alig
n
s
with
p
r
ev
io
u
s
liter
atu
r
e
[
1
9
]
.
Ho
wev
er
,
w
h
ile
co
m
m
u
n
ity
e
n
g
ag
e
m
en
t
is
p
r
ac
ticed
,
m
an
y
e
x
am
p
les
wer
e
lim
ited
to
ep
is
o
d
ic
ac
ts
,
with
o
u
t
a
s
tr
o
n
g
b
asis
to
s
u
s
tain
o
u
tco
m
es.
T
h
u
s
,
wh
ile
s
in
g
le
ac
ts
o
f
s
er
v
ice
o
r
v
o
lu
n
teer
in
g
ar
e
im
p
o
r
tan
t
with
in
co
m
m
u
n
ities
,
th
ey
r
eq
u
ir
e
th
e
in
s
titu
tio
n
al
s
u
p
p
o
r
ts
wh
ich
s
er
v
e
as
p
r
o
p
er
s
ca
f
f
o
ld
in
g
to
p
r
o
v
id
e
f
o
u
n
d
atio
n
f
o
r
co
n
tin
u
ity
a
n
d
s
tr
u
ctu
r
al
im
p
ac
ts
to
ex
is
t
[
2
9
]
.
W
ith
o
u
t
i
n
s
titu
tio
n
al
s
u
p
p
o
r
ts
o
r
cu
r
r
icu
lar
in
te
g
r
atio
n
,
t
h
e
ab
il
ity
f
o
r
b
o
th
teac
h
er
s
an
d
s
tu
d
e
n
ts
to
tr
an
s
f
o
r
m
ac
ts
o
f
b
eh
av
io
r
s
in
to
ac
tio
n
s
o
f
s
y
s
tem
atic
ch
an
g
e
r
em
ain
s
y
m
b
o
lic
r
ath
er
t
h
an
tr
an
s
f
o
r
m
ativ
e.
C
o
n
n
ec
tio
n
s
b
etwe
en
e
d
u
ca
ti
o
n
an
d
s
u
s
tain
ab
le
d
e
v
elo
p
m
e
n
t
wer
e
co
m
m
o
n
ly
n
o
te
d
b
y
p
ar
ticip
an
ts
an
d
m
o
s
t
esp
ec
ially
b
y
teac
h
er
s
.
T
h
ey
s
aw
th
eir
r
o
le
as
e
d
u
ca
to
r
s
,
n
o
t
s
im
p
ly
i
n
r
elati
o
n
to
ed
u
ca
tin
g
th
e
m
in
d
(
c
o
g
n
itio
n
)
b
u
t
with
in
a
co
d
e
o
f
eth
ics
(
m
o
r
al
d
e
v
elo
p
m
en
t)
an
d
in
r
eg
ar
d
to
ca
r
e
f
o
r
th
e
en
v
ir
o
n
m
en
t
.
T
h
is
is
in
th
e
s
p
ir
it
o
f
,
as
m
e
n
tio
n
ed
i
n
th
e
liter
atu
r
e,
t
h
e
d
u
al
o
b
jectiv
es
o
f
SDG
4
(
in
cl
u
s
iv
e
an
d
eq
u
itab
le
q
u
ality
e
d
u
ca
tio
n
)
an
d
SDG
1
3
(
clim
ate
ac
tio
n
)
.
Stu
d
e
n
ts
v
i
ewe
d
ed
u
ca
tio
n
as
co
n
t
r
ib
u
tin
g
to
th
eir
p
er
s
o
n
al
q
u
ality
o
f
life
(
im
p
r
o
v
i
n
g
th
eir
o
wn
life
o
p
p
o
r
tu
n
ities
)
a
n
d
as
a
m
ea
n
s
to
b
e
a
co
n
tr
ib
u
tin
g
m
em
b
e
r
o
f
s
o
ciety
.
Ho
wev
er
,
if
GC
E
is
d
is
co
n
n
ec
ted
f
r
o
m
its
eth
ical,
e
q
u
itab
le,
an
d
s
u
s
tain
ab
le
co
m
m
itm
en
ts
,
it
ca
n
b
e
ap
p
r
o
p
r
iated
to
b
e
o
n
ly
ab
o
u
t
s
k
ills
ac
q
u
is
itio
n
an
d
em
p
l
o
y
m
en
t
[
1
0
]
,
[
3
0
]
.
I
t
s
ee
m
s
b
o
th
ed
u
ca
to
r
s
an
d
s
tu
d
en
ts
ar
e
ab
le
ar
ticu
late
a
b
alan
ce
d
ap
p
r
o
ac
h
in
r
elatio
n
to
d
ep
a
r
tin
g
f
r
o
m
a
f
u
tu
r
e
o
r
ien
tatio
n
wh
e
r
e
p
er
s
o
n
al
im
p
r
o
v
em
en
t
a
n
d
p
r
o
s
p
ec
ts
f
o
r
em
p
l
o
y
m
en
t
ar
e
p
ar
am
o
u
n
t
wh
ile
f
o
s
ter
in
g
a
s
en
s
e
o
f
g
lo
b
al
citizen
s
h
ip
b
ased
o
n
s
o
lid
a
r
ity
.
Par
ticip
an
ts
v
iewe
d
g
lo
b
al
citizen
s
h
ip
as
a
jo
u
r
n
ey
th
at
in
v
o
lv
ed
co
n
tin
u
o
u
s
r
ef
lectio
n
,
ex
p
o
s
u
r
e,
an
d
ed
u
ca
tio
n
.
T
h
ey
em
p
h
asized
a
lear
n
er
-
ce
n
ter
ed
a
p
p
r
o
ac
h
th
at
f
u
r
th
er
d
ev
el
o
p
ed
s
elf
-
d
is
co
v
er
y
.
B
o
th
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
mp
o
w
erin
g
ed
u
ca
t
o
r
s
a
n
d
s
tu
d
en
ts
th
r
o
u
g
h
co
n
text
u
a
liz
ed
g
lo
b
a
l c
itiz
en
s
h
ip
…
(
E
r
w
in
B
.
B
err
y
)
23
p
er
s
p
ec
tiv
es
alig
n
with
th
e
v
iew
th
at
GC
E
i
s
lear
n
er
-
ce
n
ter
ed
an
d
d
e
v
elo
p
s
s
elf
-
d
is
co
v
er
y
[
1
4
]
,
[
3
1
]
.
T
ea
ch
er
’
s
s
p
o
k
e
o
f
p
u
r
p
o
s
ef
u
l
ed
u
ca
tio
n
a
r
o
u
n
d
GC
E
wh
ile
s
tu
d
en
ts
s
tr
ess
ed
liv
ed
ex
p
e
r
ien
ce
.
B
o
th
p
er
s
p
ec
tiv
es
s
u
p
p
o
r
t
th
e
n
ee
d
f
o
r
GC
E
to
b
e
d
ialo
g
ical,
co
-
co
n
s
tr
u
cted
an
d
h
a
v
e
th
e
im
p
o
r
tan
t
i
n
p
u
t
o
f
p
lan
n
ed
p
ed
ag
o
g
y
an
d
i
n
ten
tio
n
s
ed
u
ca
tio
n
al
p
o
s
itio
n
in
g
with
a
lev
el
o
f
i
d
en
tific
atio
n
o
f
th
e
im
p
o
r
ta
n
ce
o
f
b
ein
g
an
ag
en
t in
o
n
e
’
s
lear
n
in
g
an
d
u
n
d
er
s
tan
d
in
g
.
A
s
tr
o
n
g
er
co
m
m
itm
en
t
to
wa
r
d
s
d
ig
ital
f
lu
en
cy
an
d
co
n
n
ec
ted
n
ess
was
n
o
tab
le
in
s
tu
d
en
ts
wh
o
u
s
ed
d
ig
ital
tech
n
o
l
o
g
y
to
b
r
o
ad
en
t
h
eir
awa
r
e
n
ess
an
d
co
n
n
ec
t
with
o
th
er
s
.
T
ea
ch
er
s
,
wh
ile
ac
k
n
o
wled
g
in
g
th
e
im
p
o
r
ta
n
ce
o
f
d
i
g
ital
en
g
ag
em
en
t
an
d
s
k
ills
f
o
r
th
e
2
1
s
t
ce
n
tu
r
y
,
te
n
d
ed
to
v
iew
it
as
a
less
er
p
r
io
r
ity
.
T
h
is
m
ay
p
o
in
t
to
war
d
s
th
e
g
en
er
atio
n
al
d
if
f
er
en
ce
s
in
h
o
w
d
ig
ital
p
r
o
ce
s
s
es
ar
e
p
er
ce
iv
ed
,
esp
ec
ially
in
a
GC
E
co
n
tex
t;
th
is
h
ig
h
lig
h
ts
th
e
n
ee
d
f
o
r
teac
h
e
r
s
to
p
o
s
s
ess
o
r
d
ev
elo
p
tech
n
o
l
o
g
ical
p
ed
ag
o
g
ical
co
n
ten
t
k
n
o
wled
g
e
(
T
PAC
K)
in
m
ak
i
n
g
d
ec
is
io
n
s
ar
o
u
n
d
GC
E
in
ed
u
ca
tio
n
[
3
2
]
,
[
3
3
]
.
L
astl
y
,
v
alu
es
-
b
ased
ed
u
ca
tio
n
an
d
eth
ical
o
r
ien
tatio
n
was
r
ep
r
esen
ted
in
all
th
em
es.
P
ar
ticip
an
ts
s
p
o
k
e
o
f
em
p
ath
y
,
ju
s
tice,
an
d
en
v
i
r
o
n
m
e
n
tal
r
esp
o
n
s
ib
ilit
y
as
p
ar
t
o
f
th
eir
id
e
n
tity
as
g
lo
b
al
citizen
s
.
T
h
ese
r
ef
lectio
n
s
r
eiter
ate
th
e
im
p
o
r
tan
ce
o
f
in
co
r
p
o
r
atin
g
m
o
r
a
l
an
d
civ
ic
d
ev
el
o
p
m
en
t
as
t
h
e
f
o
c
u
s
o
f
GC
E
,
as n
o
ted
in
th
e
p
r
ev
io
u
s
wo
r
k
[
3
4
]
,
[
3
5
]
.
Ho
wev
e
r
,
v
alu
es c
an
no
t b
e
u
s
ed
alo
n
e
wh
en
in
te
n
d
in
g
to
m
o
v
e
f
r
o
m
asp
ir
atio
n
s
o
f
m
o
r
ality
,
to
war
d
s
s
o
cial
r
esp
o
n
s
ib
ilit
y
,
with
o
u
t a
cr
itical
liter
ac
y
len
s
[
3
6
]
.
T
h
e
f
in
d
i
n
g
s
o
f
th
is
s
tu
d
y
in
d
icate
th
at
b
o
th
ed
u
ca
to
r
s
an
d
s
tu
d
en
ts
v
iew
GC
E
as
a
p
r
o
ce
s
s
th
at
is
tr
an
s
f
o
r
m
ativ
e,
s
itu
ated
lo
ca
lly
,
an
d
eth
ically
en
g
ag
e
d
.
I
t
is
f
r
o
m
th
ese
d
escr
ip
tio
n
s
th
at
we
s
u
g
g
est
s
o
m
e
im
p
licatio
n
s
f
o
r
GC
E
p
r
ac
tic
e
f
r
am
ed
b
y
t
h
e
co
n
tex
tu
aliz
ed
em
p
o
we
r
m
en
t
f
r
am
ewo
r
k
,
th
e
im
p
licatio
n
s
o
f
wh
ich
b
r
in
g
a
s
y
n
th
esis
o
f
t
h
e
k
ey
t
h
em
es
an
d
th
eo
r
etica
l
g
r
o
u
n
d
in
g
o
f
th
e
ed
u
ca
tio
n
a
l
d
ev
elo
p
m
en
ts
,
as
s
h
o
wn
in
F
ig
u
r
e
1
.
T
h
e
d
e
v
elo
p
m
en
t
o
f
th
e
f
r
am
ewo
r
k
is
alig
n
ed
with
Fre
ir
e
’
s
teac
h
in
g
as
cr
itical
p
ed
ag
o
g
y
b
u
t
also
d
r
aws
f
r
o
m
B
r
o
n
f
e
n
b
r
en
n
er
’
s
ec
o
lo
g
ical
s
y
s
tem
s
th
eo
r
y
as
r
ef
er
en
ce
d
b
y
Ö
zd
o
ğ
r
u
[
2
0
]
,
wh
o
s
e
em
p
h
asis
is
o
n
th
e
n
ested
s
o
cial
en
v
ir
o
n
m
en
t
with
w
h
ich
th
e
in
d
iv
id
u
al
is
lin
k
e
d
(
e
.
g
.
,
f
a
m
ily
,
s
ch
o
o
l,
co
m
m
u
n
ity
,
an
d
s
o
ciety
)
,
a
n
d
th
at
all
th
e
lay
er
s
o
f
i
n
f
lu
en
ce
h
av
e
s
o
m
e
im
p
ac
t
o
n
th
e
in
d
i
v
id
u
al
’
s
d
ev
elo
p
m
e
n
t.
T
h
ese
co
n
ce
p
tu
aliza
tio
n
s
co
n
s
o
lid
ate
p
o
s
itio
n
s
o
n
g
lo
b
al
citizen
s
h
ip
n
o
t
o
n
l
y
as
a
co
m
p
ete
n
cy
,
b
u
t a
life
tim
e
ed
u
ca
tio
n
al
jo
u
r
n
ey
s
h
ap
ed
b
y
c
o
n
tex
t.
T
h
e
f
r
am
ewo
r
k
em
b
r
ac
es
an
d
u
tili
ze
s
th
e
p
r
in
ci
p
le
o
f
tr
an
s
f
o
r
m
ativ
e
id
en
tity
d
ev
elo
p
m
en
t,
a
n
d
in
v
ites
b
o
th
ed
u
ca
to
r
s
an
d
le
ar
n
er
s
to
im
ag
i
n
e
th
em
s
elv
es
as
co
n
tin
u
ally
d
ev
elo
p
i
n
g
g
l
o
b
al
citizen
s
an
d
as
b
ein
g
s
wh
o
ar
e
d
e
f
in
ed
b
y
ex
p
er
ien
ce
,
r
ef
lectio
n
,
an
d
i
n
f
o
r
m
ed
an
d
cr
itically
en
g
ag
ed
ca
p
ac
ity
.
T
h
is
id
en
tity
d
ev
elo
p
m
e
n
t
r
elies
o
n
s
ev
er
al
in
ter
co
n
n
ec
ted
f
ac
ets,
b
eg
in
n
in
g
with
in
ter
cu
ltu
r
al
u
n
d
er
s
t
an
d
in
g
an
d
eth
ical
awa
r
en
ess
,
wh
ich
in
v
ites
lear
n
er
s
to
m
o
v
e
b
e
y
o
n
d
‘
to
ler
an
c
e
’
an
d
to
war
d
s
a
m
o
r
e
p
r
o
f
o
u
n
d
ap
p
r
ec
iatio
n
an
d
cr
itiq
u
e
o
f
cu
lt
u
r
al
p
o
wer
r
el
atio
n
s
.
T
h
e
s
ec
o
n
d
d
im
en
s
io
n
,
civ
ic
e
n
g
ag
e
m
en
t
a
n
d
l
o
ca
l
ac
tio
n
,
em
p
h
asizes
th
e
v
alu
e
o
f
c
o
m
m
u
n
ity
in
v
o
l
v
em
en
t
an
d
th
e
n
ee
d
f
o
r
lo
ca
ll
y
b
ased
ac
tio
n
th
at
r
elate
s
to
g
lo
b
al
is
s
u
es
a
s
ty
le
o
f
“
g
lo
b
al
”
citizen
s
h
ip
th
at
co
n
n
ec
ts
in
d
iv
id
u
al
r
esp
o
n
s
ib
ilit
y
with
co
llectiv
e
s
u
s
tain
ab
ilit
y
.
A
th
ir
d
f
o
u
n
d
atio
n
al
lay
e
r
in
th
e
f
r
am
ewo
r
k
is
v
al
u
es
-
d
r
iv
en
ed
u
ca
tio
n
,
wh
ic
h
b
r
in
g
s
f
o
r
eg
r
o
u
n
d
s
em
p
ath
y
,
j
u
s
tice,
an
d
s
o
cial
r
esp
o
n
s
ib
ilit
y
as
b
o
th
ter
m
s
a
n
d
o
u
tc
o
m
es
o
f
h
o
w
we
teac
h
an
d
lear
n
,
u
r
g
in
g
ed
u
ca
to
r
s
to
co
n
s
id
er
h
o
w
eth
ical
r
ef
lectio
n
an
d
s
o
cial
cr
itiq
u
e
ar
e
em
b
ed
d
ed
in
cu
r
r
icu
lar
co
n
te
n
t.
T
h
e
f
o
u
r
th
d
im
e
n
s
io
n
,
d
ig
it
al
liter
ac
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an
d
g
lo
b
al
co
n
n
e
ctiv
ity
,
ex
p
r
ess
es
th
e
tr
an
s
f
o
r
m
ativ
e
p
o
we
r
o
f
tech
n
o
lo
g
y
to
ex
p
a
n
d
lear
n
er
’
s
id
ea
s
an
d
b
r
in
g
a
b
o
u
t
th
e
p
o
ten
tial
f
o
r
g
lo
b
al
d
ialo
g
u
e.
Her
e,
th
e
f
r
am
ewo
r
k
p
o
s
itio
n
s
d
ig
ital
co
m
p
eten
ce
as
n
ee
d
in
g
to
g
o
b
ey
o
n
d
ac
c
ess
an
d
to
o
ls
,
to
war
d
s
eth
ica
l
an
d
co
n
s
tr
u
ctiv
e
en
g
ag
em
e
n
t in
th
e
d
ig
ital sp
ac
es a
s
p
ar
t o
f
a
g
l
o
b
al
citizen
s
h
ip
.
C
o
v
er
in
g
th
ese
d
im
en
s
io
n
s
is
th
e
b
r
o
ad
er
c
o
m
m
itm
en
t
to
t
h
e
UN
SDGs
,
wh
ich
s
er
v
e
as
a
g
lo
b
al
r
ef
er
en
ce
p
o
i
n
t,
g
r
o
u
n
d
in
g
p
er
s
o
n
al
an
d
in
s
titu
tio
n
al
tr
an
s
f
o
r
m
atio
n
s
an
d
lin
k
in
g
th
e
m
b
r
o
ad
er
,
s
h
ar
e
d
in
ter
n
atio
n
al
a
m
b
itio
n
s
.
As
th
e
f
r
am
ewo
r
k
r
ejec
ts
a
p
er
s
p
ec
t
iv
e
o
f
g
l
o
b
al
citizen
s
h
ip
as
a
b
s
tr
ac
t
o
r
s
ep
a
r
ate,
it
ex
p
o
s
es
th
e
n
ee
d
f
o
r
e
d
u
ca
tio
n
to
b
e
a
b
r
id
g
e
awa
y
f
r
o
m
i
n
d
iv
id
u
al
ag
en
c
y
t
o
s
y
s
tem
ic
ch
an
g
e.
I
t
s
u
p
p
o
r
ts
th
e
Un
ited
Natio
n
s
E
d
u
ca
tio
n
al,
Scien
tific
,
an
d
C
u
ltu
r
al
Or
g
an
izatio
n
(
UNE
SC
O
)
v
is
io
n
o
f
g
lo
b
al
citizen
s
h
i
p
as
d
ev
elo
p
in
g
co
g
n
itiv
e,
s
o
cio
-
em
o
tio
n
al,
an
d
b
e
h
av
io
r
al
c
o
m
p
eten
cies
in
a
way
t
h
at
s
im
ilar
lear
n
er
v
alu
es,
p
r
ac
tices,
an
d
b
e
h
av
io
r
s
em
e
r
g
e
in
r
elatio
n
s
h
ip
to
lo
ca
l r
ea
li
ties
.
I
n
co
n
tr
ast
to
p
r
escr
ip
tiv
e
,
‘
o
n
e
-
s
ize
-
f
its
-
all
’
GC
E
o
p
p
o
r
tu
n
ities
,
th
e
co
n
tex
tu
alize
d
em
p
o
wer
m
en
t
f
r
am
ewo
r
k
o
f
f
e
r
s
an
alwa
y
s
a
d
ap
tiv
e,
cu
ltu
r
ally
-
g
r
o
u
n
d
ed
,
an
d
th
eo
r
etica
lly
-
s
u
p
p
o
r
ted
o
p
tio
n
f
o
r
e
d
u
ca
tio
n
al
p
r
ac
tice
in
th
e
Ph
ilip
p
i
n
es.
I
t
h
as
p
o
ten
tial
to
in
f
o
r
m
cu
r
r
icu
lar
d
ev
el
o
p
m
en
t,
teac
h
er
tr
ain
in
g
,
co
m
m
u
n
ity
-
b
ased
lear
n
in
g
in
itiativ
es,
an
d
in
s
titu
tio
n
al
p
o
licy
.
B
y
an
ch
o
r
in
g
g
lo
b
al
citizen
s
h
ip
to
lo
ca
l
n
ar
r
ativ
es,
an
d
co
n
s
id
er
in
g
p
e
r
s
o
n
al
d
ev
elo
p
m
en
t
an
d
in
ter
n
atio
n
al
p
r
io
r
iti
es,
th
e
f
r
am
ewo
r
k
p
o
s
itio
n
s
e
d
u
ca
tio
n
f
o
r
g
lo
b
al
citizen
s
h
ip
as
n
o
t
b
e
y
o
n
d
r
ea
ch
,
b
u
t
r
at
h
er
as
life
-
lo
n
g
lea
r
n
in
g
th
at
b
eg
in
s
i
n
th
e
class
r
o
o
m
,
d
ev
elo
p
s
in
t
o
co
m
m
u
n
ities
,
an
d
e
x
ten
d
s
b
ey
o
n
d
b
o
r
d
e
r
s
.
T
h
ese
in
ter
co
n
n
e
cted
d
im
en
s
io
n
s
ar
e
s
y
n
th
esiz
ed
in
th
e
p
r
o
p
o
s
ed
co
n
tex
tu
alize
d
em
p
o
wer
m
e
n
t
f
r
am
ewo
r
k
,
as
illu
s
tr
ated
in
Fig
u
r
e
1
,
wh
ich
v
is
u
ally
r
ep
r
esen
ts
th
e
d
y
n
am
i
c
r
elatio
n
s
h
ip
s
am
o
n
g
id
en
tity
d
ev
elo
p
m
en
t,
in
te
r
cu
ltu
r
al
awa
r
en
ess
,
civ
ic
ac
tio
n
,
d
ig
ital
f
lu
en
cy
,
an
d
alig
n
m
en
t w
ith
th
e
SDGs
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2252
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
15
,
No
.
1
,
Feb
r
u
a
r
y
20
26
:
1
6
-
27
24
Fig
u
r
e
1
.
C
o
n
tex
t
u
alize
d
em
p
o
wer
m
en
t f
r
a
m
ewo
r
k
5.
CO
NCLU
SI
O
N
T
h
is
s
tu
d
y
p
r
o
v
i
d
ed
v
alu
ab
le
in
s
ig
h
ts
in
to
h
o
w
ed
u
ca
to
r
s
a
n
d
s
tu
d
e
n
ts
p
er
ce
iv
e
an
d
en
a
ct
GC
E
in
r
elatio
n
to
th
e
SDGs
with
in
th
e
s
ec
o
n
d
ar
y
ed
u
ca
tio
n
s
y
s
te
m
in
th
e
Ph
ilip
p
in
es.
T
h
e
f
in
d
in
g
s
r
ev
ea
led
th
at
b
o
th
g
r
o
u
p
s
v
iew
g
lo
b
al
cit
izen
s
h
ip
as
a
co
n
te
x
tu
alize
d
an
d
ev
o
lv
in
g
p
r
o
ce
s
s
th
at
co
n
n
ec
ts
p
e
r
s
o
n
al
d
ev
elo
p
m
e
n
t,
civ
ic
p
ar
ticip
at
io
n
,
in
ter
c
u
ltu
r
al
u
n
d
e
r
s
tan
d
in
g
,
a
n
d
m
o
r
al
r
esp
o
n
s
ib
ilit
y
.
E
d
u
ca
to
r
s
ten
d
to
f
r
am
e
GC
E
th
r
o
u
g
h
in
te
n
tio
n
al,
h
o
lis
tic
ed
u
ca
tio
n
m
o
d
els,
wh
ile
s
tu
d
en
ts
ap
p
r
o
ac
h
it
as
a
p
er
s
o
n
al
jo
u
r
n
e
y
o
f
s
elf
-
awa
r
en
ess
an
d
m
ea
n
in
g
f
u
l
g
lo
b
al
en
g
ag
e
m
en
t.
Desp
ite
th
ese
p
o
s
itiv
e
o
r
ien
tatio
n
s
,
th
e
s
tu
d
y
h
ig
h
lig
h
ted
lim
itatio
n
s
in
cr
i
tical
in
q
u
ir
y
an
d
s
tr
u
ctu
r
al
a
war
en
ess
with
in
p
ar
ticip
an
ts
’
in
ter
p
r
etatio
n
s
o
f
g
lo
b
al
citizen
s
h
ip
,
p
o
in
tin
g
to
a
n
ee
d
f
o
r
s
tr
o
n
g
er
em
p
h
asis
o
n
s
o
cial
ju
s
tice
an
d
tr
an
s
f
o
r
m
ativ
e
p
r
ac
tice
in
GC
E
.
T
h
e
s
tu
d
y
’
s
lim
itatio
n
s
in
clu
d
e
its
m
o
d
est
s
am
p
le
s
ize
an
d
f
o
cu
s
o
n
a
s
in
g
le
s
ch
o
o
l,
wh
ich
r
estricts
th
e
g
en
e
r
aliza
b
ilit
y
o
f
th
e
f
in
d
in
g
s
to
b
r
o
a
d
er
ed
u
ca
tio
n
al
s
ettin
g
s
.
T
o
a
d
d
r
ess
th
ese
g
a
p
s
,
th
e
c
o
n
tex
tu
alize
d
em
p
o
wer
m
en
t
f
r
a
m
ewo
r
k
was
p
r
esen
ted
,
em
p
h
asizin
g
i
n
ten
tio
n
al,
d
ig
ital,
an
d
cu
ltu
r
ally
s
itu
ated
ap
p
r
o
ac
h
es
to
g
lo
b
al
citizen
s
h
ip
.
Mo
v
in
g
f
o
r
war
d
,
d
e
v
elo
p
in
g
g
lo
b
a
l
citizen
s
r
eq
u
ir
es
s
y
s
tem
ic
ch
an
g
es,
in
clu
d
in
g
en
h
an
ce
d
teac
h
e
r
tr
ain
in
g
,
in
s
titu
tio
n
al
cu
ltu
r
e
b
u
ild
in
g
f
o
r
th
e
SDGs
,
an
d
p
o
licy
s
u
p
p
o
r
t.
Fu
tu
r
e
r
esear
c
h
s
h
o
u
ld
e
x
p
lo
r
e
h
o
w
th
ese
f
r
a
m
ewo
r
k
s
p
e
r
f
o
r
m
ac
r
o
s
s
d
if
f
e
r
en
t
r
e
g
io
n
s
,
e
d
u
ca
tio
n
al
lev
e
ls
,
an
d
i
n
s
titu
tio
n
al
co
n
tex
ts
,
an
d
s
h
o
u
ld
co
n
s
id
e
r
lo
n
g
itu
d
in
al,
c
o
m
p
ar
ativ
e
,
an
d
p
a
r
ticip
ato
r
y
ap
p
r
o
ac
h
es
to
s
tr
en
g
th
e
n
th
e
im
p
ac
t o
f
GC
E
in
d
iv
e
r
s
e
s
ettin
g
s
.
ACK
NO
WL
E
DG
M
E
N
T
S
T
h
e
au
th
o
r
s
in
ce
r
ely
ex
ten
d
s
g
r
atitu
d
e
to
Dr
.
Nem
esio
G.
L
o
ay
o
n
,
Un
iv
er
s
ity
Pre
s
id
en
t
o
f
No
r
th
E
aster
n
Min
d
an
ao
State
Un
iv
er
s
ity
,
an
d
Dr
.
R
o
lly
G.
Salv
ale
o
n
,
Vice
Pre
s
id
en
t f
o
r
R
esear
ch
,
I
n
n
o
v
atio
n
,
a
n
d
E
x
ten
s
io
n
,
f
o
r
th
ei
r
in
v
alu
a
b
le
g
u
id
an
ce
an
d
s
u
p
p
o
r
t
th
r
o
u
g
h
o
u
t
th
e
d
e
v
elo
p
m
e
n
t
o
f
th
is
s
tu
d
y
.
Dee
p
ap
p
r
ec
iatio
n
is
also
g
iv
en
to
No
r
th
E
aster
n
Min
d
an
ao
State
Un
iv
er
s
ity
f
o
r
p
r
o
v
id
in
g
th
e
i
n
s
titu
tio
n
al
s
u
p
p
o
r
t
th
at
m
ad
e
th
e
c
o
m
p
letio
n
a
n
d
p
u
b
licatio
n
o
f
th
is
r
esear
ch
p
o
s
s
ib
le.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
th
er
e
is
n
o
f
u
n
d
i
n
g
in
v
o
lv
ed
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t
J
E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
E
mp
o
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g
ed
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ca
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d
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lo
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l c
itiz
en
s
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ip
…
(
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r
w
in
B
.
B
err
y
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25
AUTHO
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d
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Of
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C
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u
a
l
i
z
a
t
i
o
n
M
:
M
e
t
h
o
d
o
l
o
g
y
So
:
So
f
t
w
a
r
e
Va
:
Va
l
i
d
a
t
i
o
n
Fo
:
Fo
r
mal
a
n
a
l
y
s
i
s
I
:
I
n
v
e
s
t
i
g
a
t
i
o
n
R
:
R
e
so
u
r
c
e
s
D
:
D
a
t
a
C
u
r
a
t
i
o
n
O
:
W
r
i
t
i
n
g
-
O
r
i
g
i
n
a
l
D
r
a
f
t
E
:
W
r
i
t
i
n
g
-
R
e
v
i
e
w
&
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d
i
t
i
n
g
Vi
:
Vi
su
a
l
i
z
a
t
i
o
n
Su
:
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p
e
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v
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s
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n
P
:
P
r
o
j
e
c
t
a
d
mi
n
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st
r
a
t
i
o
n
Fu
:
Fu
n
d
i
n
g
a
c
q
u
i
si
t
i
o
n
CO
NF
L
I
C
T
O
F
I
N
T
E
R
E
S
T
ST
A
T
E
M
E
NT
Au
th
o
r
s
s
tate
n
o
co
n
f
lict o
f
in
t
er
est.
I
NF
O
RM
E
D
CO
NS
E
N
T
W
e
h
av
e
o
b
tain
ed
in
f
o
r
m
ed
c
o
n
s
en
t f
r
o
m
all
in
d
iv
id
u
als in
c
lu
d
ed
in
t
h
is
s
tu
d
y
.
E
T
H
I
CAL AP
P
RO
V
AL
T
h
e
r
esear
ch
in
v
o
lv
in
g
h
u
m
a
n
p
ar
ticip
an
ts
was
co
n
d
u
cted
in
co
m
p
lian
ce
with
all
r
elev
a
n
t
n
atio
n
al
r
eg
u
latio
n
s
an
d
in
s
titu
tio
n
al
p
o
licies,
an
d
in
ac
co
r
d
an
c
e
with
th
e
eth
ical
p
r
in
cip
les
o
f
th
e
Helsin
k
i
Dec
lar
atio
n
.
W
h
ile
No
r
th
E
aster
n
Min
d
an
ao
State
Un
iv
er
s
ity
(
NE
MSU)
d
o
es
n
o
t
y
et
h
av
e
a
f
o
r
m
al
in
s
titu
tio
n
al
eth
ics
r
ev
iew
b
o
a
r
d
,
t
h
e
s
tu
d
y
u
n
d
e
r
wen
t
a
n
a
p
p
r
o
v
al
p
r
o
ce
s
s
at
th
e
in
s
titu
tio
n
al
an
d
lo
ca
l
lev
els.
Prio
r
to
d
ata
c
o
llectio
n
,
f
o
r
m
al
ap
p
r
o
v
al
to
c
o
n
d
u
ct
th
e
s
tu
d
y
was
s
ec
u
r
ed
f
r
o
m
th
e
Vice
Pre
s
id
en
t
f
o
r
R
esear
ch
an
d
E
x
ten
s
io
n
an
d
th
e
Pre
s
id
en
t
o
f
NE
MSU.
I
n
a
d
d
itio
n
,
p
e
r
m
is
s
io
n
to
co
n
d
u
c
t
th
e
s
tu
d
y
with
in
p
u
b
lic
s
ec
o
n
d
a
r
y
s
ch
o
o
ls
was
o
b
tain
ed
f
r
o
m
t
h
e
Div
is
io
n
Su
p
er
in
ten
d
e
n
t
o
f
t
h
e
Dep
ar
t
m
en
t
o
f
E
d
u
ca
tio
n
,
Su
r
ig
ao
d
el
Su
r
.
DATA AV
AI
L
AB
I
L
I
T
Y
T
h
e
d
ata
t
h
at
s
u
p
p
o
r
ts
th
e
f
in
d
in
g
s
o
f
th
is
s
tu
d
y
ar
e
a
v
ailab
le
f
r
o
m
th
e
c
o
r
r
esp
o
n
d
i
n
g
au
t
h
o
r
,
[
E
DGP]
,
u
p
o
n
r
ea
s
o
n
a
b
le
r
eq
u
est.
RE
F
E
R
E
NC
E
S
[
1
]
D
.
E.
A
.
A
ssef
a
,
“
F
r
o
m
c
l
a
ssr
o
o
ms
t
o
g
l
o
b
a
l
i
m
p
a
c
t
,
”
T
h
e
J
o
u
rn
a
l
o
f
Q
u
a
l
i
t
y
i
n
Ed
u
c
a
t
i
o
n
,
v
o
l
.
1
4
,
n
o
.
2
4
,
p
p
.
1
–
2
4
,
2
0
2
4
,
d
o
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:
1
0
.
3
7
8
7
0
/
j
o
q
i
e
.
v
1
4
i
2
4
.
4
4
1
.
[
2
]
N
.
S
h
a
r
ma
,
Ed
u
c
a
t
i
o
n
f
o
r
S
u
st
a
i
n
a
b
i
l
i
t
y
a
n
d
G
l
o
b
a
l
C
i
t
i
ze
n
sh
i
p
:
I
n
t
e
rc
u
l
t
u
ra
l
,
Et
h
i
c
a
l
,
a
n
d
J
u
st
i
c
e
-
Ba
s
e
d
Ap
p
r
o
a
c
h
e
s
.
L
o
n
d
o
n
:
B
l
o
o
m
sb
u
r
y
P
u
b
l
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s
h
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g
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l
c
,
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0
2
5
,
d
o
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:
1
0
.
5
0
4
0
/
9
7
8
1
3
5
0
4
1
4
6
3
1
.
[
3
]
B
.
El
l
e
n
,
“
U
n
d
e
r
st
a
n
d
i
n
g
S
u
st
a
i
n
a
b
l
e
D
e
v
e
l
o
p
me
n
t
G
o
a
l
(
S
D
G
)
4
o
n
‘
q
u
a
l
i
t
y
e
d
u
c
a
t
i
o
n
’
f
r
o
m
m
i
c
r
o
,
meso
a
n
d
m
a
c
r
o
p
e
r
s
p
e
c
t
i
v
e
s
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
R
e
v
i
e
w
o
f
Ed
u
c
a
t
i
o
n
,
v
o
l
.
6
5
,
p
p
.
2
7
7
–
2
9
4
,
2
0
1
9
.
[
4
]
S
.
M
.
A
n
g
,
“
S
T.
P
a
u
l
U
n
i
v
e
r
si
t
y
P
h
i
l
i
p
p
i
n
e
s’
Th
r
u
st
To
w
a
r
d
s
Ed
u
c
a
t
i
o
n
f
o
r
S
u
s
t
a
i
n
a
b
l
e
D
e
v
e
l
o
p
me
n
t
,
”
I
n
t
e
rn
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
Ed
u
c
a
t
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o
n
a
n
d
L
i
t
e
r
a
c
y
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t
u
d
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e
s
,
v
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l
.
9
,
n
o
.
4
,
p
.
2
7
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,
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0
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1
,
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o
i
:
1
0
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7
5
7
5
/
a
i
a
c
.
i
j
e
l
s.
v
.
9
n
.
4
p
.
2
7
1
.
[
5
]
M
.
V
.
G
.
V
i
o
l
a
n
d
a
,
A
.
-
M
.
C
l
a
u
r
,
a
n
d
D
.
V
.
M
a
d
r
i
g
a
l
,
“
I
mp
l
e
m
e
n
t
a
t
i
o
n
a
n
d
C
h
a
l
l
e
n
g
e
s o
f
Ed
u
c
a
t
i
o
n
f
o
r
S
u
st
a
i
n
a
b
l
e
D
e
v
e
l
o
p
me
n
t
i
n
P
h
i
l
i
p
p
i
n
e
S
t
a
t
e
U
n
i
v
e
r
s
i
t
y
:
A
n
Ex
p
l
a
n
a
t
o
r
y
S
e
q
u
e
n
t
i
a
l
I
n
q
u
i
r
y
,
”
I
n
t
e
r
n
a
t
i
o
n
a
l
J
o
u
r
n
a
l
o
f
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o
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i
a
l
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e
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e
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n
d
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u
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n
R
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se
a
rc
h
,
v
o
l
.
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6
,
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o
.
0
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,
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2
3
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.
4
7
1
9
1
/
i
j
ssh
r
/
v
6
-
i3
-
5
5
.
[
6
]
J.
J.
D
e
l
a
C
r
u
z
,
L.
J.
F
o
r
o
n
d
a
,
M
.
G
.
Lu
c
a
s,
K
.
M
.
M
a
b
b
o
r
a
n
g
,
A
.
A
.
S
i
s
p
e
r
e
z
,
a
n
d
K
.
J
.
C
a
t
a
c
u
t
a
n
,
“
S
u
st
a
i
n
a
b
i
l
i
t
y
A
w
a
r
e
n
e
s
s
a
n
d
B
e
h
a
v
i
o
r
o
f
M
a
n
a
g
e
me
n
t
A
c
c
o
u
n
t
i
n
g
S
t
u
d
e
n
t
s
:
B
a
si
s
f
o
r
C
o
u
r
se
A
c
t
i
v
i
t
y
D
e
v
e
l
o
p
me
n
t
,
”
J
o
u
r
n
a
l
o
f
G
o
v
e
r
n
a
n
c
e
Ri
s
k
Ma
n
a
g
e
m
e
n
t
C
o
m
p
l
i
a
n
c
e
a
n
d
S
u
s
t
a
i
n
a
b
i
l
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y
,
v
o
l
.
4
,
n
o
.
2
,
p
p
.
7
9
–
9
9
,
2
0
2
4
,
d
o
i
:
1
0
.
3
1
0
9
8
/
j
g
r
c
s
.
v
4
i
2
.
2
5
4
3
.
[
7
]
T.
R
i
b
e
i
r
o
a
n
d
C
.
V
a
sc
o
n
c
e
l
o
s
,
“
Ea
r
t
h
S
y
st
e
m
S
c
i
e
n
c
e
a
n
d
E
d
u
c
a
t
i
o
n
:
F
r
o
m
F
o
u
n
d
a
t
i
o
n
a
l
Th
o
u
g
h
t
s
t
o
G
e
o
e
t
h
i
c
a
l
En
g
a
g
e
me
n
t
i
n
t
h
e
A
n
t
h
r
o
p
o
c
e
n
e
,
”
G
e
o
s
c
i
e
n
c
e
s (
S
w
i
t
zerl
a
n
d
)
,
v
o
l
.
1
5
,
n
o
.
6
,
2
0
2
5
,
d
o
i
:
1
0
.
3
3
9
0
/
g
e
o
s
c
i
e
n
c
e
s
1
5
0
6
0
2
2
4
.
[
8
]
N
.
A
d
a
s
p
a
y
e
v
a
a
n
d
S
.
P
a
r
k
e
s
,
“
G
l
o
b
a
l
C
i
t
i
z
e
n
s
h
i
p
Ed
u
c
a
t
i
o
n
c
o
n
c
e
p
t
u
a
l
i
sa
t
i
o
n
i
n
c
u
r
r
i
c
u
l
u
m
g
u
i
d
e
l
i
n
e
s
o
f
t
h
e
N
e
w
Ze
a
l
a
n
d
C
u
r
r
i
c
u
l
u
m,”
T
h
e
N
e
w
Z
e
a
l
a
n
d
A
n
n
u
a
l
Re
v
i
e
w
o
f
E
d
u
c
a
t
i
o
n
,
v
o
l
.
2
5
,
p
p
.
5
7
–
7
5
,
2
0
2
1
,
d
o
i
:
1
0
.
2
6
6
8
6
/
n
z
a
r
o
e
.
v
2
5
.
6
9
3
5
.
[
9
]
J.
F
o
n
s
e
c
a
a
n
d
T
.
B
o
r
g
e
s
-
T
i
a
g
o
,
“
M
e
t
a
v
e
r
s
e
a
n
d
E
d
u
c
a
t
i
o
n
f
o
r
S
u
st
a
i
n
a
b
l
e
G
l
o
b
a
l
C
i
t
i
z
e
n
s
h
i
p
:
E
t
h
i
c
a
l
P
a
r
a
d
o
x
e
s
,
”
S
p
r
i
n
g
e
r
Pro
c
e
e
d
i
n
g
s
i
n
Bu
si
n
e
ss
a
n
d
E
c
o
n
o
m
i
c
s
,
p
p
.
7
7
7
–
7
8
5
,
2
0
2
4
,
d
o
i
:
1
0
.
1
0
0
7
/
9
7
8
-
3
-
031
-
5
1
0
3
8
-
0
_
8
4
.
[
1
0
]
A
.
M
o
h
a
n
t
y
,
A
.
A
l
a
m,
a
n
d
A
.
M
o
h
a
n
t
y
,
“
Ed
u
c
a
t
i
o
n
f
o
r
S
u
st
a
i
n
a
b
l
e
D
e
v
e
l
o
p
me
n
t
(
ESD
)
a
n
d
G
l
o
b
a
l
C
i
t
i
z
e
n
sh
i
p
f
o
r
I
n
d
i
a
,
”
J
o
u
rn
a
l
o
f
Ed
u
c
a
t
i
o
n
f
o
r
S
u
st
a
i
n
a
b
l
e
D
e
v
e
l
o
p
m
e
n
t
S
t
u
d
i
e
s
,
v
o
l
.
1
,
n
o
.
2
,
p
p
.
1
3
4
–
1
5
9
,
2
0
2
4
,
d
o
i
:
1
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