Analysis of the Fulfillment of the Eight National Standards for

Early Childhood Education: A Study on Efforts to Develop Centers of

Excellence for Early Childhood Education Institutions in

Malaka

Regency

Theodorina Novyani Seran

, Angelikus Nama Koten

, Credo Gregory Betty

Kamelia Olga Litna

, Kristin Margiani

, Sartika Kale

and Vanida Mundiarti

Faculty of Teacher Training and Education, Nusa Cendana University, Kupang, Indonesia

Keywords: Early Childhood Education, Provision of Early Childhood Education, National Education Standards,

8 National Standards of Early Childhood Education, Superior Early Childhood Education.

Abstract: Reputable educational institutions are expected to comply with established national standards of education.

This study aimed to analyze the fulfillment of the eight National Standards for Early Childhood Education in

Malaka Regency and to identify the supporting and inhibiting factors influencing their implementation. A

qualitative method of study was conducted to collect the data using observations, interviews, and

documentation studies focusing on twelve educational institutions in Malaka Regency. The research findings

indicate that there is only one institution met seven standards of education, one met six standards, one met

two standards, one met one standard, and the remaining institutions did not meet most of those standards. The

standard which was mostly fulfilled is the Standard Five, related to facilities and infrastructures, where all

schools had supporting, albeit limited, facilities and infrastructures for learning. The lowest rate of the fulfilled

standards was standard Six (Management), Standard Seven (Financing), and Standard Eight (Assessment).

The study recommends that to improve compliance with these standards, interventions such as professional

training, capacity building, and adjustments to institutional systems and policies are necessary. These efforts

are crucial to support the development of high-quality ECE institutions in Malaka Regency that fully adhere

to all eight national standards.

1 INTRODUCTION

Early Childhood Education (ECE) is a crucial

component in the foundation of a child’s

development, as children are in a period of rapid

cognitive, social, emotional, linguistic, moral,

religious, artistic, and physical development. As the

initial formal educational setting for young learners,

ECE institutions are tasked with delivering

appropriate stimulation to support optimal child

development. It safeguards a child’s right to attain

their intellectual, emotional, social, and physical

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https://orcid.org/0009-0003-2065-858X

potential (Kusmawati, 2023). The value of education

as a strategic tool for shaping a high-quality future

generation, particularly among children aged 0 – 6

years (Rahayu, 2021).

Recognizing the pivotal role of ECE institutions

within the broader education system, the Indonesian

government established eight national standards

through the Minister of Education and Culture

Regulation No. 137 of 2014 concerning the National

Standards for Early Childhood Education. These

standards encompass: 1) Early Learning and

Development Achievement Levels (STPPA), 2)

curriculum content, 3) learning process, 4) educators

Seran, T. N., Koten, A. N., Betty, C. G., Litna, K. O., Margiani, K., Kale, S. and Mundiarti, V.

Analysis of the Fulﬁllment of the Eight National Standards for Early Childhood Education: A Study on Efforts to Develop Centers of Excellence for Early Childhood Education Institutions in

Malaka Regency.

DOI: 10.5220/0014068000004935

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 57-64

ISBN: 978-989-758-788-7; ISSN: 3051-7702

and education personnel, 5) facilities and

infrastructure, 6) institutional management, 7)

financing, and 8) assessment (Mutoharoh, 2025). The

governance of ECE institutions across Indonesia is

guided by these eight interdependent and inseparable

standards. They are designed in order to ensure

uniform quality across all ECE providers. Progress in

one standard often catalyzes improvement in others.

To elevate the quality of ECE, the

implementation of these eight national education

standards has been one of the government’s primary

efforts (Septarina, 2019). Schools’ quality is framed

by the degree to which these eight standards are

integrated into educational management processes,

including planning, organizing, implementation,

monitoring, and evaluation (Mahmudin, 2023). The

fulfillment of these standards becomes the key

indicator that signifies the quality of ECE institutions.

Furthermore, adherence to the standards reflects

institutional professionalism and commitment to

support educational equity and build a high-quality of

young generation through a structured environment

facilitating holistic child growth and development.

The fulfillment of these standards is a benchmark for

the quality of ECE services that supports optimal

child development.

Despite these efforts, many ECE institutions

struggle to meet the national standards in practice.

This is in line with the study conducted in an Early

Childhood Education School which shows how that

institution face challenges in all standard areas

(Busron and Rachmi, 2020). Inadequate human

resources, insufficient infrastructure, weak

institutional management, and limited funding are

some of the key barriers that cause these challenges.

Regular accreditation in ECE, conducted at least

every five years, provides an important reference

point for evaluating institutional compliance with the

standards.

In Malaka Regency, these challenges remain

prevalent. It is proved by the poor result of

accreditation of ECE institutions there. According to

the local Department of Education, out of 226 ECE

institutions (kindergartens, playgroups, and other

early learning centers), only 2 (0.88%) have achieved

an A-level accreditation, 70 (30.97%) were

accredited at level B, 92 (40.71%) at level C, and 62

institutions (27.43%) remain unaccredited. These

data clearly illustrate the limited compliance with

eight national ECE Standards in the region,

warranting further analysis to assess the extent to

which these standards are fulfilled, with the aim of

developing a quality profile of ECE institutions in

Malaka Regency.

To support sustainable quality improvement,

Accreditation of ECE Institutions functions as an

evaluative mechanism to assess institutional viability

based on the eight national standards (Purba, 2022).

Institutions must demonstrate compliance with all

eight standards to receive accreditation (Fitriani,

2022). The National Accreditation Board for Early

Childhood Education and Non-Formal Education has

developed specific indicators to assess each standard,

forming a comprehensive framework for institutional

evaluation and quality assurance [9]. High

accreditation results reflect strong compliance, while

low scores indicate significant gaps in standard

fulfillment.

An analysis of the fulfillment of these eight (8)

national standards turns to be a critical step in

evaluating the quality of Early Childhood Education,

as it provides a concrete depiction of the institution’s

current condition. This analysis is conducted

systematically to ascertain the extent to which the

standards have been achieved. Through such an

assessment, it becomes possible to identify

components that already meet the established

benchmarks, those requiring further improvement, as

well as the supporting and inhibiting factors. The

findings of this study can be utilized to enhance the

quality of ECE services, support government policy

formulation in the ECE sector, and improve the

accreditation status of ECE institutions in Malaka

Regency. By assessing compliance with national

standards, schools can identify areas of weakness and

use the results as a basis for subsequent accreditation

improvements. Institutions may also use the findings

to implement ECE programs aligned with core

educational principles. Furthermore, insights into the

supporting and inhibiting factors related to standard

fulfillment may serve as a foundation for institutional

improvement and development across ECE centers in

Malaka Regency. In the long term, the urgency of this

research lies in its potential contribution to the

formation of a high-quality young generation—an

essential asset for the future advancement of society

and the nation.

2 METHOD

The research population comprised Early Childhood

Education (ECE) institutions and playgroups

(Kelompok Bermain/KB) located in Malaka Regency,

Nusa Tenggara Timur Province, Indonesia. The

research sample consisted of twelve ECE/Playgroup

institutions from Central Malaka District, Malaka

Regency, selected through purposive sampling

ICECE 2025 - The International Conference on Early Childhood Education

technique. These twelve institutions were chosen

based on their accreditation status—levels A, B, and

C. To gather information about the achievement of

ECE accreditation standards, principals and teachers

at these schools were interviewed. At each school,

interviews lasted between thirty minutes and one

hour. The interview questions regarding the

fulfillment of the eight national ECE standards

included: (1) the standard for Child Development

Achievement Level (STPPA), with two indicators;

(2) the content standard, with three indicators; (3) the

process standard, with three indicators; (4) the

standard for educators and education personnel, with

two indicators; (5) the facilities and infrastructure

standard, with five indicators; (6) the management

standard, with three indicators; (7) the financing

standard, with two indicators; and (8) the assessment

standard, with two indicators. The interviews were

conducted by the primary author with assistance from

other student researchers. Added to interviews, data

were also gathered through direct observation of the

physical conditions of educational facilities and

examination of supporting documents relevant to

each standard.

The collected data were then transcribed and

analyzed using a thematic analysis approach. Each

author independently coded the transcripts, which

were then reviewed and discussed collaboratively.

The codes were further refined and organized into

sub-themes through an interactive process among the

authors. Following this analysis, three overarching

themes emerged as the main findings of the study.

3 RESULT AND DISSCUSION

Thematic analysis of the data obtained from

observations, interviews, and documentation related

to the fulfillment of the eight National Standards for

Early Childhood Education resulted in the

identification of three key themes: 1) the extent of

fulfillment of the eight national standards for Early

Childhood Education, 2) supporting factors that

contribute to the fulfillment of the eight standards,

and 3) inhibiting factors that hinder the fulfillment of

the eight national standards for Early Childhood

Education.

3.1 National Standards Fulfillment

Profiles of Each ECE Institution

Twelve early childhood education institutions in

Malaka Regency participated in this study, which

generated several findings categorized into three

levels of standard fulfillment: 1) High Standard

Fulfillment – Institutions that met all indicators for

each standard, supported by verifiable physical

documents. 2) Moderate Standard Fulfillment –

Institutions that met approximately half of the

indicators per standard, without supporting physical

documentation. 3) Low Standard Fulfillment –

Institutions that failed to meet most or all indicators

and lacked supporting documentation.

Based on Table 1, the fulfillment of the eight

National Standards for Early Childhood Education

(PAUD) is presented for each institution. Santa

Miriam Playgroup fulfilled seven out of eight

standards. Seven standards were classified as High

Standard Fulfillment, and one was in the Moderate

category. Namon Playgroup met six standards, all

classified as High, with the remaining two in the

Moderate category. St. Albertus Agung PAUD met

only two standards (High Fulfillment), five standards

fell under Moderate, and one was categorized as Low

Fulfillment. Berlian PAUD met one standard (High),

five standards were Moderate, and two were Low.

Tunas Harapan PAUD did not fulfill any standards

completely. Five standards were in the Moderate

category, and three were classified as Low. Laran

PAUD, Pelita Jaya PAUD, Ratu Rosari PAUD, and

Melati PAUD similarly did not fully meet any of the

eight standards, with four standards each falling into

the Moderate and Low categories. Maria Helena

PAUD and Neon Ida PAUD demonstrated the lowest

level of compliance, with only two standards

categorized as Moderate Fulfillment, and the

remaining six in the Low category.

Among the eight standards, the most frequently

fulfilled was Standard 5: Infrastructure and Facilities.

All twelve institutions possessed adequate

infrastructure for learning, including indoor and

outdoor educational play equipment (APE), access to

electricity and clean water, as well as land and school

buildings with appropriate ownership status. While

some institutions had limited educational play

materials, overall learning processes were not

hindered due to mutual support among the available

facilities. Another frequently fulfilled standard was

Standard 1: Child Development Achievement Level

(STPPA), which includes growth and development

detection documents. According to Table 1, nine

institutions partially fulfilled this standard. Two of

them were in the High Fulfillment category due to

their regular monthly implementation of growth and

development monitoring, either independently or in

collaboration with local health centers, and properly

documented the outcomes in child development

records. The other seven were classified as Moderate,

Analysis of the Fulﬁllment of the Eight National Standards for Early Childhood Education: A Study on Efforts to Develop Centers of

Excellence for Early Childhood Education Institutions in Malaka Regency

as they had conducted growth monitoring without

proper documentation and had never performed

developmental assessments.

In contrast, the least fulfilled standards were, 1)

Standard 6: Management; 2) Standard 7: Financing,

and; 3) Standard 8: Assessment. Ten institutions did

not have adequate management documentation,

including strategic planning documents (vision,

mission, educational objectives, academic calendar,

and annual plans), Organizational documents

(organizational structure, job descriptions, and codes

of conduct for staff), and Standard Operating

Procedures (SOPs) covering student admissions,

teaching processes, professional development for

staff, financial management, and parental

involvement. Similarly, ten institutions lacked proper

financial documentation, such as current-year

budgets (covering investment, operational, and

personal costs) and financial records (income/

expenditure logs and monthly or annual financial

reports). Furthermore, ten institutions were also

found to have inadequate assessment practices, with

no available documentation on child development

assessments or regular reports on children’s progress

shared with parents at least every semester.

Table 1: Fulfillment of the Eight National Standards for

Early Childhood Education (12 School).

Institution

Name

High

Fulfillment

Standards

Medium

Fulfillment

Standards

Low

Fulfillment

Standards

KB Santa

Miria

Standard 1,

2, 3, 5, 6, 7,8

Standard 4 -

KB Namon

Standard 1,

3, 5, 6, 7, 8

Standard 2, 4 -

PAUD Santo

lbertus

gung

Standard 5,8 Standard 1,

2, 3, 4

Standard 6,7

PAUD

Berlian

Standard 2 Standard 1,

3, 4, 5, 6

Standard 7, 8

PAUD Tunas

arapan

- Standard 1,

2, 3, 4, 5

Standard 6,

7, 8

PAUD

Ratu Rosari

- Standard 1,

3, 4, 5

Standard 2,

6, 7, 8

PAUD

Pelita Jaya

- Standard 1,

2, 4, 5

Standard 3,

6, 7, 8

PAUD

Melati

- Standard 1,

3, 4, 5

Standard 2,

6, 7, 8

PAUD

Laran

- Standard 1,

4, 5

Standard 2,

3, 6, 7, 8

PAUD

Bogenvile

- Standard 3,

4, 5

Standard 1,

2, 6, 7, 8

PAUD

Neon Ida

- Standard 4,5 Standard 1,

2, 3, 6, 7, 8

PAUD

Maria

Helena

- Standard 4, 5 Standard 1, 2,

3, 6, 7, 8

3.2 Supporting Factors for the

Fulfillment of National Standards

for Early Childhood Education

The thematic analysis identified four key supporting

factors contributing to the fulfillment of the eight

National Standards for Early Childhood Education

(ECE):

3.2.1 School Leadership

Effective leadership, as demonstrated in institutions

such as Santa Miriam Playgroup and Namon

Playgroup, is crucial. School principals who serve as

institutional leaders must possess clear managerial

strategies, strong problem-solving abilities, and a

deep understanding of the necessary components to

enhance institutional quality. Furthermore, principals

are expected to collaborate actively with all

institutional stakeholders to implement a

comprehensive understanding of early childhood

education principles.

3.2.2 Inter-Institutional Collaboration

Collaboration between early childhood education

institutions and other relevant agencies plays a critical

role in delivering integrated and holistic services that

foster optimal child development. For instance,

several schools in the study established partnerships

with local health centers to regularly monitor

children’s growth and development. The results of

these evaluations are documented in child

development logs and retained as evidence of

implementation.

3.2.3 Governance by Established

Foundations

Early childhood education institutions managed by

credible foundations typically demonstrate higher

administrative discipline, are equipped with better

infrastructure and facilities, and are capable of

providing more sustainable welfare for teachers.

These elements collectively contribute to the delivery

of higher-quality educational services.

3.2.4 Educational Qualifications of

Principals and Teachers

Institutions led by principals and staffed by teachers

with academic backgrounds in Early Childhood

Teacher Education (PG-PAUD) are generally more

capable of adhering to educational procedures. This

includes aligning curriculum implementation with

ICECE 2025 - The International Conference on Early Childhood Education

policy guidelines, designing instructional plans,

conducting teaching activities, and performing

comprehensive learning evaluations.

3.3 Inhibiting Factors for the Fulfillment

of National Standards for Early

Childhood Education

Conversely, the analysis identified seven primary

barriers that hinder the fulfillment of national

standards among the surveyed PAUD institutions:

3.3.1 Low Teacher Professionalism

All the schools in the study had principals and

teachers who had not yet obtained teaching

certification, despite being registered in the national

teacher database (Data Pokok Pendidik). Enhancing

teacher professionalism is essential for producing

competent educators who can adapt to advances in

knowledge and develop innovative and effective

learning practices.

3.3.2 Absence of Supporting Documentation

Many institutions failed to provide physical

documents to verify the implementation of required

standards. For example, several schools lacked an

officially approved institutional curriculum. The

main reasons cited include limited institutional

understanding of documentation procedures,

insufficient storage facilities, and budget constraints

for document production.

3.3.3 Inadequate Infrastructure and

Learning Materials

Infrastructure deficiencies remain prevalent, with

some institutions sharing buildings with Posyandu

(integrated health service posts) or primary schools.

This arrangement often results in a lack of appropriate

Educational Play Equipment (APE), thereby failing

to support the core principles of early childhood

learning, namely learning through play and playing

while learning.

3.3.4 Limited Understanding of Budget

Planning and Financial

Administration

Nine out of twelve institutions lacked proper budget

planning documents. Most of them reported that they

are not directly responsible for managing funds and

therefore simply await funding allocations without

engaging in financial planning. Similarly, these

institutions had no structured financial records

documenting budget usage.

3.3.5 Inadequate Understanding of the

Importance of Assessment

The study revealed that most early childhood

institutions lacked a structured approach to planning,

implementing, and managing learning assessments.

The absence of formal assessment tools and processes

indicates a limited appreciation for the role of

evaluation in improving educational quality and

tracking child development outcomes.

3.3.6 Insufficient Periodic Training for

Educators

This constitutes one of the inhibiting factors

contributing to the low compliance with national

standards. In many cases, the principals and educators

in the twelve surveyed schools hold undergraduate

degrees in fields other than Early Childhood

Education or Senior High School. As the

consequence, there is a highly pressing need for

regular training, facilitated by credible institutions, to

enhance their knowledge, skills, and competencies in

Early Childhood Education, ensuring alignment with

prescribed pedagogical practices.

3.3.7 Inadequate Oversight from the Local

Department of Education

The research findings has indicated that these

educational institutions rarely, even never receive

supervisory visits from supervisors to carry out

quality control activities and evaluate Early

Childhood Education programs.

3.4 Discussion

The findings of this study indicate that the majority of

Early Childhood Education institutions in Malaka

Regency have not yet met all components of the Eight

National Standards for Early Childhood Education

(ECE) in a satisfactory manner. Such conditions, if

prolonged, may gradually affect the actual quality of

these institutions as the foundational stage of

education for young children. Failure to maintain

high standards in ECE institutions can lead to a shift

in public perception regarding the relevance and

importance of early childhood education, including

kindergarten and playgroup programs.

Analysis of the Fulﬁllment of the Eight National Standards for Early Childhood Education: A Study on Efforts to Develop Centers of

Excellence for Early Childhood Education Institutions in Malaka Regency

The fulfillment of these national standards is

indicative of institutional quality: the more

comprehensively the standards are met, the higher the

institutional quality. The National Education

Standards are considered a concrete strategy for

improving educational quality, enabling schools to

act as providers of high-quality education services

(Maranting, 2020). The CIPP evaluation model

(Context, Input, Process, Product), one of the most

widely applied models in educational settings,

emphasizes that the quality of an educational

institution is largely dependent on adequate inputs,

such as qualified teaching and administrative staff,

sufficient budget allocations, infrastructure, and

planning documentation (Rama, 2023). These inputs

represent essential components entering the

educational system, which are processed to achieve

educational goals. An institution capable of achieving

these goals is one that successfully optimizes

children's development.

Effective management of early childhood

education requires continuous enhancement of

human resource quality to achieve optimal

educational outcomes and generate positive impacts

on students, educators, administrators, and

surrounding communities (Munib, 2020). Human

resource development involves encouraging all

organizational components to engage in ongoing

learning and knowledge enhancement, thereby

fostering a productive work environment and

optimizing existing skills and competencies

(Damayanthi, 2022). Inadequate management aligned

with the standards and the absence of consistent

training and mentorship pose significant barriers to

achieving the National Standards for ECE. This

situation is also evident in Malaka, where the

fulfillment of standards is uneven: although some

institutions have adequate physical facilities,

essential elements such as curriculum documents,

child development assessments, and institutional

operational systems are often incomplete or entirely

absent.

Furthermore, the accreditation process is essential

as a form of external evaluation to ensure that each

institution appropriately applies the national

standards (Busron & Rachmi, 2020). However, in

practice, many institutions only prepare

documentation in a rushed manner ahead of the

accreditation process, rather than integrating it into a

continuous quality management cycle. This issue is

prevalent across most ECE institutions in Malaka,

where curriculum documents and learning

instruments, including assessment tools, are

frequently outdated, unrevised, or missing due to

unsystematic management. This finding was also

evident in this study, with many institutions failing to

update or properly archive documents such as

curricula, learning tools, and assessment instruments.

One of the keys enabling factors for meeting the

National Standards for ECE is the presence of active

and collaborative institutional leadership.

Transformational leadership, in particular, allows

school principals to provide meaningful training for

teachers, deliver constructive feedback, and promote

innovation in teaching and learning processes

(Aminah, 2025). Transformational leadership

mobilizes all institutional components toward shared

goals, including service quality improvement. An

example of this is Santa Miriam Playgroup, where the

school leader, qualified in the relevant field,

demonstrates a proactive and collaborative leadership

style. The principal regularly conducts internal

training, updates institutional documentation, and

maintains strong partnerships with local health

centers and parents.

On the other hand, a major obstacle is the low

professional capacity of both teachers and principals.

Teachers holding degrees in Early Childhood Teacher

Education typically possess an adequate

understanding of child development, which positively

influences their ability to select age-appropriate

materials and teaching methods (Yuslam, 2017).

These teachers are better equipped to design varied

and engaging learning plans and implement more

effective teaching strategies. Conversely, teachers

without a background in early childhood education

often lack a clear understanding of developmental

stages, leading to misaligned methods, learning plans,

and assessments. In Malaka, most ECE teachers hold

degrees unrelated to early childhood education, and

none of the teachers in the twelve sampled institutions

are certified or have received formal tiered training in

ECE. This lack of qualification affects teachers'

ability to plan, implement, and evaluate learning

effectively. Consequently, learning components, such

as curricula, teaching materials, media, and

instructional phases (opening, core, and closing), are

not optimally executed. Moreover, routine

instructional supervision by principals is often absent,

and parent participation in school activities is

undocumented and poorly managed.

Regarding facilities and infrastructure, although

many institutions have their own buildings, some still

operate within primary schools or dual-use facilities,

e.g., sharing space with health posts, with limited or

nonexistent educational play equipment both inside

and outside classrooms. Proper classroom facilities,

including child-friendly toilets, are often lacking.

ICECE 2025 - The International Conference on Early Childhood Education

According to Article 7 of the Indonesian Minister of

National Education Regulation No. 58/2009,

infrastructure, management, and funding standards

are inseparable components in supporting PAUD

services (Depdiknas, 2019). Discrepancies in these

areas hinder the creation of a conducive, comfortable,

and stimulating learning environment for children

(Nurhasanah, 2018).

Another pressing issue is poor financial

management and the lack of organized

documentation. Many institutions fail to maintain

structured records of their use of government funding

(Bantuan Operasional Pendidikan) and cannot

regularly produce financial reports. This situation

undermines transparency and accountability, making

it difficult for institutions to justify expenditures and

increasing the risk of poor evaluations during

accreditation. Effective financial management,

including budgeting, documentation, reporting, and

auditing, ensures that funds are used efficiently and

transparently (Fransiska, 2025). Such practices help

institutions avoid budget deficits and operational

disruptions.

This discussion affirms that fulfilling the National

Standards for Early Childhood Education cannot be

achieved through isolated efforts but requires an

integrated and holistic approach. This includes

strengthening human resource capacity, ensuring

proper infrastructure, developing institutional

management, and implementing systematic and

sustainable documentation practices. Local

governments must design evidence-based

interventions, expand training and mentorship

programs, and establish a robust system for

continuous monitoring and evaluation.

4 CONCLUSIONS

Overall, the fulfillment of the National Standards for

Early Childhood Education in the twelve institutions

surveyed in Malaka Regency remains low. The

requirements for the fulfillment of this standard in

these institutions are positively associated with

effective school leadership, cross-sector

collaboration, foundation support, and relevant

educational qualifications. Conversely, several

hindering factors were identified: low

professionalism among teachers and principals, the

absence of supporting physical documentation,

limited infrastructure, inadequate understanding of

school financing, and a poor grasp of assessment

practices in early childhood education settings.

To enable local governments, education

supervisors, and ECE institutions to develop more

targeted and effective quality improvement plans, an

analysis of the fulfillment of the eight national

standards is essential for gathering empirical data.

This study emphasizes the importance of evidence-

based decision making by mapping the extent to

which ECE institutions comply with national

standards. The lack of technical assistance and

professional training, particularly in Malaka

Regency, highlights the need for sustained

stakeholder engagement.

ACKNOWLEDGEMENTS

The authors express their sincere gratitude to the

Government of Malaka Regency and the Institute for

Research and Community Service (LPPM) of Nusa

Cendana University for the opportunity and funding

support that enabled the completion of this research.

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