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Viral hepatitis is a global public health problem, and China still faces great challenges to achieve the WHO goal of eliminating hepatitis. This study focused on hepatitis B and C, aiming to explore the long-term spatiotemporal heterogeneity of hepatitis B and C incidence in China from 2010 to 2018 and quantify the impact of socioeconomic factors on their risk through Bayesian spatiotemporal hierarchical model. The results showed that the risk of hepatitis B and C had significant spatial and temporal heterogeneity. The risk of hepatitis B showed a slow downward trend, and the high-risk provinces were mainly distributed in the southeast and northwest regions, while the risk of hepatitis C had a clear growth trend, and the high-risk provinces were mainly distributed in the northern region. In addition, for hepatitis B, illiteracy and hepatitis C prevalence were the main contributing factors, while GDP per capita, illiteracy rate and hepatitis B prevalence were the main contributing factors to hepatitis C. This study analyzed the spatial and temporal heterogeneity of hepatitis B and C and their contributing factors, which can serve as a basis for monitoring efforts. Meanwhile, the data provided by this study will contribute to the effective allocation of resources to eliminate viral hepatitis and the design of interventions at the provincial level.

Education development is a critical component for a modern economy as the illiteracy rate can hinder economic growth. The illiteracy rate in China has decreased rapidly since 1980s, but there still exists an imbalance in distribution of educational resources among different regions. In order to explore the impacts of education quality on regional economic growth, we employ a quadratic directional distance function to derive the shadow prices of illiteracy for 31 provinces in China. In this case, shadow price is interpreted as the opportunity cost of reducing the illiteracy rate. The results show that the highest shadow price of illiteracy is observed in the middle region. Looking at individual provinces, Zhejiang shows the lowest shadow price of illiteracy, whereas Shanxi features the highest one. The shadow price of illiteracy showed a downward trend in the eastern region, while increasing trends were observed for the middle and the western regions during 2005–2011. Moreover, the gap between the eastern region on the one side and the middle and the western regions on the other side has been increasing.

The conference brought together 44 African ministers of finance and of education from 28 African countries for a structured dialogue on sustaining Africa's economic and educational progress in the current context of a global economic slowdown. African countries have achieved laudable progress during the last decade towards the Education for All (EFA) goals for 2015 that were agreed in Dakar in 2000, particularly with regard to Universal Primary Education (UPE). This progress reflects the combined impact of several factors, notably courageous education reforms, substantially increased public financing of education made possible largely by sustained economic growth and increased political priority for education-and greater inflows of external aid for education. The momentum may be jeopardized, however, by the current worldwide economic downturn. Tightening domestic budgets and external aid could increase the difficulty of sustaining policy reform and strategic investments, thereby putting at risk the hard won gains of the last ten years. They could also undermine Africa's efforts to develop post basic education and training and delay achievement of key goals of the African Union's Second Decade for Education in Africa. The result would be to frustrate the aspirations of the increasing numbers of African youth who seek to go beyond primary education and to deny their prospective employers the skilled workforce that could help boost business competitiveness and economic growth. The emerging global economic circumstances provided a key rationale for the Conference. Its purpose was to stimulate dialogue among senior policy makers on policy options to achieve a mutually reinforcing relation between education and the economy.

The authors examine the challenges facing Africa's youth in their transition from school to working life, and propose a strategy for meeting these challenges. Topics covered include the effect of education on employment and income, broadening employment opportunities, and enhancing youth capabilities. Labor is the most abundant asset of poor households in Africa. Developing this asset is therefore essential to helping households move out of poverty. Strengthening the work force can also improve the investment climate, increase economic growth, and prevent instability and violence, particularly in postconflict situations, where large numbers of unemployed youth threaten security.

To reach Millennium Development Goals (MDGs) countries (or states or provinces within countries) have two options: increasing these inputs used to \"produce\" the outcomes measured by the MDGs, or increasing the efficiency with which inputs are used. This study looks at whether improvements in efficiency could bring gains in outcomes. Two chapters use world panel data to analyze country level efficiency in improving education, health and GDP (and thereby poverty) indicators. Two other chapters use province and state level data to analyze within-country efficiency in Argentina and Mexico for improving education and health outcomes. Together, the four chapters suggest that apart from increasing inputs, it is necessary to improve efficiency in order to reach the MDGs. While this conclusion is hardly surprising, the analysis helps to quantify how much progress could be achieved through better efficiency, and to some extent, how efficiency itself could be improved.

In Colombia, the beginning of a new century has brought with it a palpable feeling of optimism. Colombians will need new and better skills to apply to new challenges and prospects. The past underperformance of Colombia's education system is both a cause and an effect of a system unable to provide high quality education to all. An \"education revolution\" has begun and progress is being made. Basic and secondary enrolment, quality and learning outcomes are trending upward. The government's main policy goals at the tertiary level focus on the key challenges: expanding enrolment and improving equity, increasing quality and relevance, and making governance and finance more responsive. To achieve these goals, policy makers and stakeholders must find ways to reach consensus, work together and overcome inertia. Colombia has drifted away from focusing exclusively on the needs of students, the graduates they become, and the society in which they live and work. Restoring the focus on how tertiary education can serve these needs is a good organizing principle for reform. The government developed a proposed reform of Law 30 - the main statute governing tertiary education - and vigorous national debate accompanied its dissemination. Opposition to for-profit education dominated the headlines, but, in the review team's view, other aspects of the proposed reform were and are more important. The dramatic increase in tertiary enrolment witnessed during the last decade has also resulted in a more equitable distribution of access to tertiary education. The goal of enrolling 50% of the age cohort is appropriate and achievable, but it implies new challenges for access and student finance policies. The tertiary system covers the full range of the Colombian economy's needs for skilled manpower, if not necessarily to an equal extent. The government has clear and well-founded plans and aspirations for future tertiary growth and development. The Colombian government and people are well aware that they need not only more, but also better and fairer, tertiary provision - growth in coverage must be accompanied by quality, relevance and equitable access. The Colombian system of propaedeutic cycles is a good step towards allowing students to progress up through the tertiary levels. Colombian tertiary institutions have considerable autonomy, which is valuable in many ways though limiting in others.

This working paper discusses equity and efficiency issues in secondary education transitions in Sub-Saharan Africa. Its main purpose is to identify and analyze national, regional, and local measures that may lead to the development of more efficient and seamless transitions between post-primary education pathways.

In the summer of 1859, while hotheads in the Carolinas are debating whether to secede from the United States, a young planter’s son from Tyrell County is tramping through the hills of Spain, gathering material for a book. He is James Johnston Pettigrew, known by family and friends as “Johnston”: thirty-one years old, independently wealthy, a slave owner, a graduate of the University of North Carolina, former assistant at the U.S. Naval Observatory in Washington, D.C., a licensed attorney in Charleston, South Carolina, and a former state legislator. Pettigrew is a champion fencer, a mathematical wizard, and fluent in five