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Background Becoming a first-level discipline in China means access to more educational resources. The development of medical humanities in China has been going on for more than 40 years, and some medical schools have set up master’s and doctoral programs in medical humanities. The demand for medical humanities-related knowledge in China is also growing after COVID-19. However, medical humanities is only a second-level discipline and receives limited resources to meet the needs of society. This study aims to establish a system of indicators that can assess whether the medical humanities has a first-level discipline and provide a basis for its upgrading to a first-level. Methods A Delphi technique was used, with the panel of expert expressing their views in a series of two questionnaires. A coefficient of variation of less than 0.2 indicates expert agreement. Result A total of 25 experts participated in this Delphi study. Consensus was reached on 11 first-grade indices and 48 s-grade indices. The authoritative coefficient(Cr) of the experts was 0.804, which indicates that the experts have a high level of reliability. Conclusion This study provides a reliable foundation for the evaluation of medical humanities maturity.

Since the beginning of the 21st century, deep space exploration has become an important national strategy. Five lunar exploration missions and the first Mars exploration mission have been successful. New strategic plans such as asteroid sample return mission, Mars sample return mission, Jupiter exploration, solar system's frontier crossing and lunar scientific research station show the ambition of the great rejuvenation of the Chinese nation. There is no doubt that China has become a rapidly rising power in deep space exploration. In this context, the lag of planetary science discipline construction has become a significant bottleneck restricting the development of deep space exploration in China. Planetary science has distinct basic research attributes, and it complements deep space exploration. Therefore, the construction of the first- level discipline of planetary science should be the basic research oriented by the national strategic demands, and the goal should be the discipline with \"Chinese characteris

Few people have what it takes to be great investors. Some can be taught, but not everyone … and those who can be taught can’t be taught everything. Valid approaches work some of the time but not all. And investing can’t be reduced to an algorithm and turned over to a computer. Even the best investors don’t get it right every time. The reasons are simple. No rule always works. The environment isn’t controllable, and circumstances rarely repeat exactly. Psychology plays a major role in markets, and because it’s highly variable, cause-and-effect relationships aren’t reliable. An investment approach may work

Education at a Glance: OECD Indicators is the authoritative source for accurate information on the state of education around the world. It provides data on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.The 2015 edition introduces more detailed analysis of participation in early childhood and tertiary levels of education. The report also examines first generation tertiary-educated adults’ educational and social mobility, labour market outcomes for recent graduates, and participation in employer-sponsored formal and/or non-formal education. Readiness to use information and communication technology for problem solving in teaching and learning is also examined. The publication provides indicators on the impact of skills on employment and earnings, gender differences in education and employment, and teacher and school leader appraisal systems. For the first time, this edition includes highlights of each indicator inside the book. The report covers all 34 OECD countries and a number of partner countries (Argentina, Brazil, China, Colombia, India, Indonesia, Latvia, Russian Federation, Saudi Arabia and South Africa, and for the first time, Costa Rica and Lithuania).The Excel™ spreadsheets used to create the tables and charts in Education at a Glance are available via the StatLinks provided throughout the publication.

As in most countries worldwide, Sub-Saharan African countries are striving to build their human capital so they can compete for jobs and investments in an increasingly globalized world. In this region, which includes the largest number of countries that have not yet attained universal primary schooling, the ambitions and aspirations of Sub-Saharan African countries and their youth far exceed this basic goal. Over the past 20 years, educational levels have risen sharply across Sub-Saharan Africa. Already hard at work to provide places in primary schools for all children, most countries of the region are also rapidly expanding access to secondary and tertiary levels of education. Alongside this quantitative push is a growing awareness of the need to make sure that students are learning and acquiring the skills needed for life and work. Achieving education of acceptable quality is perhaps an even greater challenge than providing enough school places for all. Thus, Sub-Saharan African countries are simultaneously confronting many difficult challenges in the education sector, and much is at stake. This book gives those concerned with education in Sub-Saharan Africa an analysis of the sector from a cross-country perspective, aimed at drawing lessons that individual country studies alone cannot provide. A comparative perspective is useful not only to show the range of possibilities in key education policy variables but also to learn from the best performers in the region. (Although the report covers 47 Sub- Saharan African countries whenever possible, some parts of the analysis center on the region's low-income countries, in particular, a sample of 33 low-income countries). Although countries ultimately must make their own policy choices and decide what works best in their particular circumstances, Sub-Saharan African countries can benefit from learning about the experiences of other countries that are faced with, or have gone through, similar development paths. Given the large number of countries included in the analysis, the book finds that Sub-Saharan African countries have more choices and more room for maneuver than will appear if attention were focused on only one or a few country experiences. Countries can make better choices when understanding the breadth of policy choices available to them. They are well advised, however, to evaluate the applicability of policy options to their contexts and to pilot and evaluate the results for performance and subsequent improvement.

The prospects for educational development are excellent in Madagascar, in light of the increasingly favorable, policy environment for the sector. Public spending for education, relative to the gross domestic product declined in the 90s, coinciding with a five-fold rise in the country ' s interest payment for external debt. As the debt service burden began to ease in the late 90s, public spending on education began to recover, and can be expected to grow. A key challenge however, is to transform the sector ' s public spending into educational outcomes that would make significant contributions to poverty reduction. The report identifies challenges at all levels of formal education, where a medium term goal is to achieve universal access to basic education, and of reasonable quality, while closely linking expansion of other levels, and types of education and training, to labor market demand. In primary education, challenges remain to raise educational enrollment rates and reduce grade repetition; including the rationalization of teacher allocation, and provision of learning materials. At the secondary level, policy issues should expand enrollment at a moderate pace, focusing on quality improvements. As for vocational and technical education, the provision of training should be rationalized, to reduce costs, aligning training to labor demand; similarly, for higher education.

This report reviews World Bank support to Egypt from fiscal 1999 through fiscal 2007. It analyzes the objectives and content of the Bank’s assistance program during this period. The Bank’s assistance program largely met its objectives and contributed significantly to policy and institutional changes, especially in the financial sector, privatization, pension system, and private sector development. From FY99 to FY07, the Bank committed just 2.1 billion for 18 investment projects and one policy-based loan. Bank analytical work has helped in the design of recent economic reforms and in monitoring poverty. The Bank’s long-term partnership in irrigation and water management has contributed to recent increases in agriculture productivity and exports. Bank efforts in rural finance have been less successful. The Bank has also contributed to improvements in Egypt’s human development indicators. Future Bank strategy needs to reflect Egypt’s middle-income status by including a flexible lending program and an emphasis on knowledge services, including reimbursable technical assistance. The Bank can further strengthen the partnership by focusing on (i) poverty and inequality; (ii) analytic work on macroeconomic analysis and income disparities and its improved dissemination; (iii) further financial sector reforms and indirectly combating corruption; and (iv) sectoral strategies and policy and institutional reforms in infrastructure and energy.

Tools for Education Policy Analysis is a training tool with several modules which include modeling worksheets. The training modules cover such topics as Assessing Policy Options for Teacher Training and Pay, Comparative Policy Analysis in Education, and Cost Effectiveness Analysis in Education. This hands-on interactive guide to evaluating and revamping education policy is designed to help policymakers in low-income countries identify weaknesses and make the most efficient use of scarce education resources. Education specialists in the developed world will also find the book an invaluable tool for analyzing priorities and arriving at cost-effective solutions given the practical and financial challenges teachers struggle with worldwide. Tools for Education Policy Analysis is both a self-paced learning guide and a practical assessment tool. This book, which also includes a CD-ROM, presents relevant policy problems and engages the user in a search for effective solutions. Moreover, users can plug in their own data and apply the statistical models to the specific challenges of their own educational systems. ... This manual contains a set of tools to assist policymakers in analyzing and revamping educational policy. Its main focus is on some economic and financial aspects of education and selected features in the arrangements for service delivery. Originally offered as a series of training workshops for World Bank staff to work with clients in the education sector in low-income countries, the book is also appropriate for education specialists in developed countries. The modules in the book are a self-contained set, complete with answer sheets to the exercises collected on a CD-ROM. Chapter 1, \"Introduction,\" offers an overview and background. The titles of the remaining chapters reflect the topics of the manual: (2) \"Diagnosing Structural Weaknesses in Education Implications for Project Selection\"; (3) \"Analyzing Costs in Education\"; (4) \"Conducting Cost-Effectiveness Analysis in Education\"; (5) \"Managing Teacher Deployment and Classroom Processes\"; (6) \"Assessing Policy Options for Teacher Training and Pay\"; (7) \"Analyzing Equity in Education\"; (8) \"Addressing Policy Issues in Girls' Schooling\"; (9) \"Performing Economic Analysis of Educational Technology\"; and (10) \"Conducting Comparative Policy Analysis in Education.\" Appended are instructions for performing regression analyses and using Excel. The manual also contains many tables, charts, graphs, and worksheets. (DIPF/Verlag).