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The pace of progress of HPV vaccine introduction in Sub-Saharan francophone African countries has been limited, particularly in conflict-affected countries. To better understand the barriers affecting the introduction and sustainability of the HPV vaccine, we conducted a qualitative study from January – April 2024 informed by insights from a multi-country HPV symposium. Our study explored perspectives from stakeholders across six countries through key-informant interviews: four in the pre-introduction phase (Chad, Central African Republic, Gabon, Republic of Congo) and two seeking to sustain HPV vaccination program (Senegal and Côte d'Ivoire), alongside regional and global partners. We identified shared and context-specific barriers using semi-structured interviews and abductive thematic analysis, which included weak health system capacity, competing vaccine priorities, human resource constraints, political and conflict instability, and logistical challenges that limited countries' ability to introduce the HPV vaccine. For countries with existing programs, challenges included coordination between Ministries of Health and Education, insufficient funding for communication, misinformation, and gaps in teacher engagement. Despite policy commitment, financial sustainability, including co-financing and transition from Gavi support, remains a core concern. The study findings emphasize the importance of strengthening health systems, promoting cross-sectoral coordination, allocating finance for communication plan, and planning for sustainable financing to support both the introduction and long-term sustainability of HPV programs in low-resource settings.

Many countries are using digital transformation to increase their productivity and organizational performance. In Saudi Arabia, digital transformation is a crucial part of their Saudi Vision 2030 plan, but it is still in its early stages. To understand the factors that affect the adoption of digital transformation. The study used a qualitative interview to identify the critical success factors and challenges in adopting digital transformation at the Ministry of Education of Saudi Arabia. The main results of the study show, first, the seven main success factors include technology, employee engagement, vendor partnerships, budget, top management support, culture, and strategy. Second, the main seven challenges include organizational and strategic stakes, resistance to change, governance, data, cost, and IT infrastructure. The study developed a framework that shows the main success factors and challenges that affect adopting digital transformation in the Ministry of Education. These findings can benefit many individuals and groups, such as academics, business people, and the public, and can apply this research in other contexts. This research aimed to determine the primary factors contributing to the success of digital transformation in the Ministry of Education and the challenges that arise when implementing it, specifically within the Saudi Arabian Ministry of Education.

The primary goal of the present study was to design doxorubicin (DOX)-loaded superparamagnetic iron oxide (SPIO) nanoparticles (NPs) coated with mesenchymal stem cell (MSC) membranes and explore their effect on colon cancer in vitro and in vivo. DOX-SPIO NPs were coated with MSC membranes using an extruder, and the morphological characteristics of MSC membrane-camouflaged nanodrug (DOX-SPIO@MSCs) evaluated by transmission electron microscopy (TEM) and NP-tracking analysis. Drug loading and pH response were assessed by UV spectrophotometry. Intracellular colocalization was analyzed using NP-treated MC38 cells stained with 3,3'-dioctadecyloxacarbocyanine perchlorate and Hoechst 33342. Cellular uptake was analyzed using an inverted fluorescence microscope and flow cytometry and cytotoxicity evaluated by cell counting kit-8 assay. Biological compatibility was assessed by hemolysis analysis, immunoactivation test and leukocyte uptake experiments. Furthermore, intravenous injection of chemotherapy drugs into MC38 tumor-bearing C57BL/6 mice was used to study anti-tumor effects. Typical core-shell NP structures were observed by TEM. Particle size remained stable in fetal bovine serum and phosphate-buffered saline (PBS). Compared with DOX-SPIO, DOX-SPIO@MSCs improved cellular uptake efficiency, enhanced anti-tumor effects, and reduced the immune system response. Animal experiments demonstrated that DOX-SPIO@MSCs enhanced tumor treatment efficacy while reducing systemic side effects. Our experimental results demonstrate that DOX-SPIO@MSCs are a promising targeted nanocarrier for application in treatment of colon cancer.

A national call to promote the capability of the educational system to meet the development and job market demands initiated the development of the Special Education Higher Diploma Program (SEHDP) to create robust special education (SE) school programs. A concurrent explanatory mixed-method approach was employed. A web-based survey based on the Council of Exceptional Children (CEC)’s advanced preparation standards (2015) was sent to 561 Special Education Teachers (SETs) who were registered in the SEHDP. One hundred-and-fifty-six SETs responded to the survey (27%). Differences among participants’ responses based on gender, geographical region, educational qualifications, disability programs, and years of experience were examined. Furthermore, 10 interviews were held with SETs to explore their perspectives regarding the SEHDP strengths and challenges they encountered. Data were analyzed using descriptive and thematic analyses. The study found a consistently high rating of the seven CEC standards with an overall mean of 4.190. Statistically significant differences in terms of gender, educational qualifications, and years of experience were identified. SETs’ overall perspectives about the program were positive, indicating the program’s impact on the knowledge and skills they gained, which aligned with other studies, along with the program’s challenges and suggestions. Study limitations and implications for practice were included.

The paper examines the guidelines dedicated to Italian teaching and, above all, to the ideal thematic, language and stylistic features of school reading books in the programmes for primary school and in the related instructions for teachers issued by the Ministry of Education from 1860 to 1905: a decisive period for the arrangement of the Italian school system, the literacy processes and the spread of the national language. It can be seen how these official documents significantly shaped the writing of school books. The paper also explores the complex relationship between the institutional attempts to regulate textbook production, as evidenced by relevant ministerial documentation parallel to the programmes, and the rich publishing activity in this field. To complete the overview of the dialectic between school-educational publishing and the regulatory will of the Ministry and of the boards connected to it, responsible for the evaluation of textbooks, the witnesses of two prominent school female authors of the 2nd half of the 19th century are commented on: Ida Baccini and Felicita Morandi.

It starts with a demand-side analysis in chapter two, examining historical trends in demand for skills, revealing the types of skills in demand, and projecting future demand for skills driven by economic growth and policy development. Chapter two also highlights the emerging skills shortages and mismatches in Yunnan. The rest of the report focuses on the access, quality, and relevance of Yunnan's education and training system and how effective it is in supplying the skills in demand. An overview of Yunnan's formal and non-formal education and training system is presented in chapter three. Chapter four focuses on the formal Technical and Vocational Education and Training (TVET) system, examining its governance, industry participation, curriculum reforms, quality assurance, and finances. Analysis of the formal education and training system focuses mainly on secondary and tertiary TVET. Chapters five and six address two major training programs outside the formal education system: non-formal training for rural workers and work-based training for urban workers, both of strategic importance. Finally, chapter seven draws on lessons from the Shanghai Program for International Student Assessment, or PISA to demonstrate the role of schools in developing the cognitive skills of 15-year-olds. The report concludes with a summary of findings and a set of policy recommendations for meeting the skills challenges and improving the education and training system.

Achieving sustainability is a major objective of Saudi Arabia’s Vision 2030. This study investigates one Ministry of Education initiative to achieve sustainability through the establishment of its Optimum Utilisation of Teaching Staff Programme (OUTSP). The study focuses in particular on the OUTSP’s two-term English Language Programme (ELP). First, it details the ELP’s modules; then, it analyses the overall results for 170 of the 431 candidates who joined the programme, before going on to examine the results of a sample group of 56 of those 170 candidates in more detail. Microsoft Excel data analysis tools were used to analyse the data. The results show that the candidates generally scored high marks in both terms. The analysis of the sampled group suggests that the noticeably higher marks gained in the second term could be explained by the fact that the candidates were all experienced teachers. The study concludes that the ELP section of the OUTSP is an effective way to achieve sustainability in education through upskilling teachers. It further concludes that the ELP benefits teachers who are willing to move away from their specialist areas or who simply wish to advance their knowledge. Finally, the study recommends that future iterations of the ELP should be spread over three terms rather than two. We also recommend providing more incentives to encourage more candidates to join the ELP.

The present study aims to identify the role of a Ministry of Education in meeting the challenges faced due to distance education as emergency education. The study participants were nine officials working at the Palestinian Ministry of Education and Higher Education. We used interviews to collect data and inductive content analysis to analyze these data. The study result indicates that the ministry carried out action related to the different educational aspects to meet distance education challenges. It is recommended that ministries of education strengthen their collaboration with the local community. The aim of this collaboration is two-fold: encouraging parents’ support of technology integration in education and encouraging their role in positively influencing their students’ perceptions of the use of ICT in learning. Teachers also need to engage in the change of students’ perception towards a more positive one regarding the influence of ICT on learning.

Enhancing the role of private sector partners in education can lead to significant improvements in education service delivery. However, the realization of such benefits depends in great part on the design of the partnership between the public and private sectors, on the overall regulatory framework of the country, and on the governmental capacity to oversee and enforce its contracts with the private sector. Under the right terms, private sector participation in education can increase efficiency, choice, and access to education services, particularly for students who tend to fail in traditional education settings. Private-for-profit schools across the world are already serving a vast range of usersâ€\"from elite families to children in poor communities. Through balanced public-private partnerships (PPPs) in education, governments can leverage the specialized skills offered by private organizations as well as overcome operating restrictions such as salary scales and work rules that limit public sector responses. 'The Role and Impact of Public-Private Partnerships in Education' presents a conceptualization of the issues related to PPPs in education, a detailed review of rigorous evaluations, and guidleines on how to create successful PPPs. The book shows how this approach can facilitate service delivery, lead to additional financing, expand equitable access, and improve learning outcomes. The book also discusses the best way to set up these arrangements in practice. This information will be of particular interest to policymakers, teachers, researchers, and development practitioners.

In recent years, there have been solid global trends and severe attempts by ministries of education in the world to improve the reality of educational institutions and schools through the design and construction of schools and educational systems that meet the requirements of the age by applying the concepts of sustainable and effective systems to the new generation. They called for a promising future and hence the need to activate the applications of the biophilic schools. The theme of the biophilic schools is closely related to the concept of sustainable environmental structures that deal with the surrounding natural environment with intimacy, which is one of the most important new methods of design and construction at present, where ecological challenges are powerfully evoked in the making of their design decisions. Biophilic schools are an essential part of a new concept that wants to design revolutionary educational systems with new economic outputs that are valuable but do not depart from the idea of sustainable schools in general. It represents an expression given to schools designed to be environmentally sensitive and healthy for their occupants and educational systems based on experience, humanity, and attraction. Indeed, many architects have begun to explore and develop new architectural designs linked with the concepts of biophilic schools. Through the researchers’ awareness of the negative circumstance experienced by school buildings in Iraq and by investing in the recommendations of an applied field research, it was reached to crystallize the research problem represented in the obstacles that schools suffer from, which calls for the search for developmental solutions for an efficient educational environment, and in order to reach this goal, by informing researchers about new global experiences in this field, the research presented its hypothesis in choosing the model of biophilic schools that exist in many countries in the world, because of what it can provide from successful and fruitful educational and urban components. The researchers reached many conclusions and recommendations aimed at applying the research hypothesis and achieving its goals.