Equitable Resource Allocation Research Articles

Beyond intentions: Problematising policy-practice challenges for inclusive education and social justice in South Africa

This analysis critically examines inclusive education (IE) policies in South Africa within global frameworks. Drawing on Nancy Fraser's (2008) theory of social justice, which includes recognition, redistribution, and representation, the study explores the thinking and assumptions behind policymaking and how these affect the complexities of implementing IE-particularly regarding diverse student needs and identities. Furthermore, it analyses how the policies aspired to equitable resource allocation and democratic participation (representation) within schools. The study employs Bacchi's (2009) "What's the problem represented to be?" (WPR) approach to trace the evolution of policies for IE from Education White Paper 6 (Department of Education, 2001) to a recent assessment, the Department of Basic Education's progress report on inclusive education (Parliamentary Monitoring Group, 2023). By analysing underlying assumptions in these policies, the WPR approach helps expose the intended goals and their practical implications for schools. This work enriches the discourse on educational equity and social justice by illuminating the challenges of operationalising IE in diverse contexts. It further examines how policy assumptions, as framed by the WPR approach, can hinder or facilitate achieving genuine inclusion. By exploring these complexities, the study offers valuable insights for fostering inclusive educational environments that align with global aspirations while acknowledging unique South Africa realities.

Improving equitable healthcare resource use: developing a neighbourhood district nurse needs index for staffing allocation

BackgroundAllocating healthcare resources to local areas in proportion to need is an important element of many universal health care systems, aiming to provide equal access for equal need. The UK National Health Service allocates resources to relatively large areas in proportion to need, using needs-weighted capitation formulae. However, within those planning areas, local providers and commissioners also require robust methods for allocating resources to neighbourhoods in proportion to need to ensure equitable access. We therefore developed a local resource allocation formula for NHS district nursing services for a City in the North West of England, demonstrating a novel application of the national formulae principles for equitable resource allocation to small areas.MethodsUsing linked data from community health services, primary care, secondary care and social care, we used a zero-inflated Poisson regression to model the number of district nursing services contacts for each individual based on predictors of need, while including the supply of district nurses per head to account for historical supply induced patterns. Individual need was estimated based on the predictions from this model, keeping supply fixed at the average. We then compared the distribution of district nurses between neighbourhoods, based on our formula, to the current service staffing distribution.ResultsKey predictors of need for district nursing services were age, deprivation, chronic diseases such as, cardiovascular disease, chronic liver disease, neurological disease, mental ill health, learning disability living in a nursing home, living alone, and receiving palliative care. Need for district nursing services was highly weighted towards older and more deprived populations. The current distribution of staff was, however, more correlated with age than deprivation. Moving to a needs-based staffing distribution would shift staff from less deprived areas to more deprived areas potentially reducing inequalities.ConclusionA neighbourhood-level model for needs for district nursing is a useful tool that can potentially improve the allocation of resources, addressing unmet need and inequalities.

EFFECT OF LEARNING ENVIRONMENT ON STUDENTS ACADEMIC PERFORMANCE IN GEOGRAPHY IN PUBLIC DAY ADVANCED SECONDARY SCHOOLS IN RWANDAA CASE OF NYARUGURU DISTRICT

The study aims to explore the effect of learning environment on students academic performance in geography in public day A Level secondary schools in Rwanda, specifically the case of Nyaruguru district. The study has three specific objectives which are the following: To identify factors of the learning environment that influence students academic performance in geography in public day advanced level secondary schools in Nyaruguru district, Rwanda, to determine the influence Classroom seating arrangement on students academic performance in geography in public day advanced level secondary schools in Nyaruguru district, Rwanda, to determine the relationship between the school teaching environment and students academic performance in geography in public day advanced secondary schools in Nyaruguru district, Rwanda.This research was grounded on environmental psychology theory.The researcher employed a descriptive survey design for this study to collect numerical and correlational research design for evaluating the relationship between variables.The respondents of this study were consisted of 401 participants including 375 students, 10 headteachers, and 15 teachers selected from various day public advanced secondary schools in Nyaruguru district.Data was collected through questionnaires and structured interview guide. Questionnaires were used to collect date from students and teachers, while interview protocols were used to get qualitative information from school Headteachers.The findings reveal mixed perceptions regarding factors affecting students academic performance in geography. While 41.7% of students find the classroom environment conducive, 48.1% disagree. Resource availability is a concern, with 52.4% reporting inadequacy in geography materials like textbooks and maps, and 59.9% strongly disagreeing about practical learning opportunities like field trips. However, seating arrangements are viewed positively, with 66.3% strongly agreeing they enhance visibility and 48.7% supporting peer collaboration. Strong teacher support is evident of teaching environment and performance, but concerns about infrastructure and discipline remain, with 57.8% finding infrastructure inadequate. Finaly, the study recommended that educational planners should enhance school infrastructure and integrate technology, especially in rural areas. Policymakers should ensure equitable resource allocation and support teacher development. School leaders, teachers, and stakeholders must collaborate to create engaging, student-centered learning environments.

Bridging the Disparity: An Optimization Model for Equitable Allocation of Urban and Rural Educational Resources in Western China

The persistent disparity in educational resources between urban and rural areas in western China remains a critical barrier to achieving educational equity. This study addresses the critical issue by developing an innovative optimization model. The model aims to allocate financial, human, and physical resources effectively to minimize the educational quality gap between these regions. Using information from the China Education Panel Survey (CEPS) and concentrating on Xinjiang as a representative instance, our design integrates budget constraints, minimum resource requirements, and a unique regional prioritization factor. The goal of the objective function is to reduce the squared disparity in educational quality between city and rural regions. It thinks about variables such as Teacher-Student Ratio (TSR), Per Capita Investment (PCI), and Teaching Equipment Perfection (TEP). Our searchings for show that strategic resource distribution can considerably lessen educational inequalities in between metropolitan and country setups, especially by focusing on underdeveloped rural regions. Sensitivity analysis shows that customizing the local prioritization specification makes it possible for versatile policy strategies, ranging from equitable distribution to plainly sustaining rural regions. This study presents a pragmatic structure for boosting resource allotment in education. It supplies vital understandings for policymakers aiming to promote an extra equitable educational environment in Western China.

Factors Affecting Household Health Expenditures: Evidence from Iran

Abstract Background Productivity plays a crucial role in driving economic growth, and its primary determinant is human capital. Human capital, in turn, is influenced by health and education investments, leading both households and governments to allocate substantial resources toward these sectors. Understanding the factors influencing health expenses is vital for designing effective policies. Methods This study investigates the factors affecting health costs by analyzing data from various provinces in the Islamic Republic of Iran, spanning from 2006 to 2019. The data, sourced from the Statistics Center of Iran, was analyzed using the panel data approach to uncover the relationships between health expenditure and several key variables. Results The analysis revealed significant disparities in health expenditure among provinces. Sistan & Baluchestan had the lowest health expenditure per household, while Tehran reported the highest. Inflation emerged as a significant factor, having a negative impact on health expenses due to its influence on purchasing power. Conversely, the education and salary of household heads had a positive impact on health expenditure. Notably, economic growth did not exhibit a significant relationship with health expenses. Conclusions The study highlights the importance of education and income levels in shaping health expenditures, while inflation can curtail spending on health due to reduced purchasing power. Policymakers should consider these factors to ensure equitable and effective allocation of health resources. Key messages • Improving health and well-being, essential for comprehensive progress and human development, relies significantly on household health expenditure. • The efforts to enhance human capital should focus on reducing inflation.

Global cancer statistics for adolescents and young adults: population based study.

Accurate and up-to-date estimates of the global cancer burden in adolescents and young adults (AYA) are scarce. This study aims to assess the global burden and trends of AYA cancer, with a focus on socioeconomic disparities, to inform global cancer control strategies. AYA cancer, defined as cancer occurring in individuals aged 15-39, was analyzed using data from the Global Burden of Disease (GBD) 2021 study and the Global Cancer Observatory (GLOBOCAN) 2022 project. We examined the global burden by age, sex, geographic location, and Human Development Index (HDI), as well as its temporal trends. Primary outcomes included age-standardized incidence and mortality rates (ASIR, ASMR) and the average annual percent change (AAPC). In 2022, an estimated 1,300,196 incidental cases and 377,621 cancer-related deaths occurred among AYAs worldwide, with an ASIR of 40.3 per 100,000 and an ASMR of 11.8 per 100,000. The most common cancers were breast, thyroid, and cervical, while the leading causes of death were breast, cervical, and leukemia. The incidence and mortality were disproportionately higher among females (ASIR: 52.9 for females vs. 28.3 for males; ASMR: 13.1 for females vs. 10.6 for males). Countries with higher HDI experienced a higher incidence of AYA cancers (ASIR: 32.0 [low HDI] vs. 54.8 [very high HDI]), while countries with lower HDI faced a disproportionately higher mortality burden (ASMR: 17.2 [low HDI] vs. 8.4 [very high HDI]) despite their relatively low incidence. Disproportionality and regression measures highlighted significant HDI-related inequalities. AYA cancer incidence was stable from 2000 to 2011 (AAPC: - 0.04) but increased from 2012 to 2021 (AAPC: 0.53), driven by growing gonadal and colorectal cancers. Mortality decreased substantially from 2000 to 2011 (AAPC: - 1.64), but the decline slowed from 2012 (AAPC: - 0.32) probably due to increased deaths from gonadal cancers. These trends varied by sex, cancer type, geography, and HDI. AYA cancers present a significant and growing global burden, with marked disparities across sex, geographic locations, and HDI levels. Policymakers should prioritize equitable resource allocation and implement targeted interventions to reduce these inequalities, particularly in low-HDI regions and with regard to gonadal cancers.

The cost of COVID-19 vaccine delivery in Bangladesh

ABSTRACT COVID-19 vaccination has been instrumental in fighting the pandemic, but evidence on the actual costs associated with delivering these vaccines in resource-constrained settings has been limited. We estimated the cost of delivering COVID-19 vaccines in Bangladesh through five delivery strategies in 2021 and 2022, including Ministry of Health (MOH) hospitals, non-MOH government hospitals, outreach at Expanded Program on Immunization (EPI) centers, mass campaigns, and schools. This was a bottom-up costing study, estimating costs from a payer and beneficiary perspective. We also mapped the funding flows for COVID-19 vaccination activities and analyzed programmatic and financial challenges. The economic cost incurred by the health system to deliver COVID-19 vaccines was $1.05 per dose, excluding vaccine costs. This was made up of a financial cost of $0.29 per dose and an opportunity cost of $0.75 per dose. School-based delivery incurred the lowest financial cost of $0.27, while outreach at EPI centers incurred the highest at $0.44 per dose. The low financial cost per dose is attributed to the high daily volumes delivered at sampled sites, minimal additional resources provided to sites to implement the COVID-19 vaccination program, and a reliance on the existing workforce. Beneficiaries spent an average of $1.63 to receive a single dose of COVID-19 vaccination at fixed sites, with transport representing the largest cost driver ($0.75 per dose). The economic cost to receive one dose of the COVID-19 vaccine was $4.78. Findings can support the Government of Bangladesh to make efficient and equitable resource allocation decisions for vaccination programs.

Indonesian mosaic: the essential need for multicultural education

Purpose This desk research critically reviews the existing literature to be dialogued with interviews with several experts on multicultural education in Indonesia to provide input for policymaking and practical strategies. Through a systematic review of academic literature, policy documents and reports, this study aims to provide insights into the challenges and opportunities associated with multicultural education and propose action-based and actionable solutions to promote tolerance, understanding and unity among diverse cultural groups. Design/methodology/approach Using a systematic review methodology, this study analyzed existing literature and involved semi-structured interviews with several experts on multicultural education in Indonesia. By searching academic databases and online repositories, relevant literature was synthesized to generate insights into the current state of multicultural education, key challenges and potential solutions. Thematic analysis identified recurring themes and patterns across the literature, allowing for a nuanced understanding of the complexities surrounding multicultural education in Indonesia. Findings This research highlights the importance of promoting tolerance and unity among diverse cultural groups in Indonesian education, highlighting curriculum reform, teacher training and community engagement, despite institutional barriers and sociocultural prejudices. Practical implications The findings of this study suggest that to maximize the impact of multicultural education in Indonesia, there is a need for comprehensive teacher training programs, equitable resource allocation and localized curricula that reflect Indonesia’s cultural diversity. Policymakers should focus on developing strategies that address the unique challenges of implementing multicultural education in diverse regions, ensuring that all students have access to culturally relevant and inclusive education. Social implications The successful implementation of multicultural education has the potential to promote social harmony and inclusivity in Indonesia by fostering a deeper understanding and appreciation of cultural diversity. Addressing the identified challenges and gaps could lead to more cohesive and tolerant communities, reducing social tensions and conflicts rooted in cultural misunderstandings. This research calls for sustained efforts to ensure that multicultural education becomes a cornerstone of Indonesia’s educational system, contributing to the country’s broader goals of unity in diversity. Originality/value This research contributes to existing literature on multicultural education by synthesizing insights from diverse academic sources. By systematically reviewing literature, this study offers a comprehensive understanding of challenges and opportunities in Indonesia and provides evidence-based recommendations for policymakers, educators and stakeholders. Emphasizing the importance of promoting tolerance and unity, this study offers practical strategies for realizing these goals in Indonesian society.

Adolescent mental health services in West Africa: a comparative analysis of Burkina Faso, Ghana, and Niger

BackgroundAdolescent mental health (AMH) is a critical issue worldwide, particularly in West Africa, where it is intensified by socio-economic, cultural, and security challenges. Insecurity and the presence of mining sites expose adolescents to hazardous environments, substance abuse, and adulterated alcohol, further aggravating their mental health. Despite these severe issues, research on AMH in this region remains limited. This study aims to analyze the provision of AMH services in Burkina Faso, Ghana, and Niger, highlighting the unique challenges these countries face within the broader West African healthcare context.MethodsThe study adopted a multi-stage, stratified sampling design to collect data from primary healthcare centers (PHCs) in the three countries. Using STATA.17, Descriptive analysis was conducted on the data related to availability of AMH services, types of mental health disorders treated, resources available, and OPD attendance rates. The analysis also incorporated factors such as the rural-urban divide and the presence of national guidelines for AMH services.ResultsThe findings reveal a significant shortfall in the provision of AMH services across the region, with less than 30% of PHCs across all the countries offering these services. The study also highlights a pronounced rural-urban disparity in AMH service availability, a general absence of national guidelines for AMH care, and low OPD attendance rates.ConclusionThe study highlights the urgent need for comprehensive policy reform and targeted interventions to enhance AMH services in West Africa. Key policy reforms should include the development and implementation of national guidelines for AMH care and integration of AMH services into primary healthcare. Additionally, efforts should focus on capacity building through the training of mental health professionals, increasing public awareness to reduce stigma, and ensuring equitable resource allocation across rural and urban areas. Improving AMH care is essential not only for the well-being of adolescents but also for driving broader socio-economic development in the region.

Austerity Measures and the Resilience of Zimbabwe's Healthcare System: Challenges and Solutions.

Austerity measures have become a contentious topic, shaping the landscape of health care systems around the world. As governments grapple with economic challenges, the impact of austerity on health care has emerged as a critical concern. This study focuses on the consequences of austerity actions adopted by the Zimbabwean government under the Transitional Stabilization Program (TSP) from August 2018 to December 2025. This research examines the impact of austerity measures on Zimbabwe's health care sector, exploring its connections with health infrastructure and resources, accessibility and affordability of health care, health funding, health care inequalities, and the health care workforce. Using a quantitative approach and data from 970 participants, including the general populace, health care providers, and government officials, significant positive correlations between austerity measures and these health care variables were identified. The findings indicated a noteworthy positive correlation between the independent variable "austerity measures" and five dependent variables: health care accessibility and affordability, health care inequalities, infrastructure and resources, health care funding, and health care workforce. The t-statistics values exceeded the threshold of 1.96, with values of 5.085, 3.120, 6.459, 8.517, and 3.830, respectively. These findings highlight the importance of considering the effects of austerity on health care access, health funding, health care inequalities, health workforce, health infrastructure and resources development. Policymakers should prioritize equitable resource allocation and targeted investments to strengthen the resilience of the health care system during economic challenges. Understanding these associations is crucial for evidence-based policy decisions and fostering a more equitable and resilient health care system in Zimbabwe.

ESTUDOS SOBRE DESIGUALDADES EDUCACIONAIS NO BRASIL: UMA ANÁLISE SOBRE ALGUNS ESTUDOS DE DESIGUALDADES NA EDUCAÇÃO BÁSICA NO BRASIL

This article presents an analysis of selected studies on educational inequalities in Basic Education in Brazil, addressing the main dimensions of these inequalities, such as socioeconomic, regional, racial, gender factors, and access for people with disabilities. Through a literature review of renowned authors, this work discusses the causes and consequences of educational inequalities and suggests possible solutions to promote more equitable and inclusive education. Socioeconomic inequality is identified as a significant factor, affecting school performance and dropout rates among low-income students. Regional inequalities are also highlighted, emphasizing the disparities between the North and Northeast regions and the more developed Southeast and South regions. Racial analysis reveals ongoing discrimination that hinders black and indigenous students, while gender inequalities, though less pronounced in terms of access, still affect girls' educational and professional choices. Additionally, the inclusion of students with disabilities remains a challenge due to the lack of adequate infrastructure and specific teacher training. The exacerbated impact of the COVID-19 pandemic is addressed, highlighting the digital divide and the need for effective public policies. Programs such as Bolsa Família and the National School Feeding Program (PNAE) are cited as positive measures, although insufficient without equitable resource allocation. The analysis concludes that a multifaceted and inclusive approach is essential to address the various forms of inequality in Basic Education in Brazil, aiming to ensure that all students have access to quality education, regardless of their socioeconomic, regional, racial, gender, or disability status.

Effect of Inclusive Education Policies on Students’ Achievement in Inclusive Model Schools: A Case of Nyagatare District

The researcher investigated the effect of inclusive education policies on students’ achievement in inclusive model schools in Nyagatare district, Rwanda. Specifically, this study intended to examine the effectiveness of school training, resources and accessible environment in executing inclusive education policies in inclusive model schools in Nyagatare district, Rwanda, To assess the level of students ‘social integration and students’ achievement in inclusive model schools in Nyagatare district, Rwanda and To determine the influence of inclusive education policies on academic performance among students in inclusive model schools in Nyagatare district, Rwanda. The total population was 979 individuals, with a total sample of 284 respondents from Nyagatare Districts schools. The researcher selected headteachers using purposive sampling approaches while selecting teachers and students using simple random methods while the findings were analyzed through SPSS version 21, and interpretations were made based on results given by respondents. To the first objective, results indicate that 61.4% strongly agreed and 25.6% agreed that adaptive teaching and learning resources indicate inclusive education policies, 81.8% strongly agreed and 18.2% agreed that appropriate teaching and learning environments indicate inclusive education policies, 68.2% strongly agreed, and 20.5% agreed that an inclusive education action plan indicates inclusive education policies. Finally, 63.6% strongly agreed and 22.7% agreed that inclusive education monitoring and evaluation indicate inclusive education policies. To the second objective, the study indicates that 56.8% strongly agreed and 25.0% agreed that Enhancing social skills by my students indicates their level of students’ achievement in inclusive model schools , 79.5% strongly agreed and 18.2 % agreed that Improved academic performance of my students indicates their level of students’ achievement in inclusive model schools, 70.5 % strongly agreed and 18.2 % agreed that Reduced stigma and discrimination among my students indicate their level of’ achievement in inclusive model schools, and finally, 61.4 % strongly agreed and 25.0 % agreed that High tests, classwork, and exams the results for my students indicate their level of students’ achievement in inclusive model schools. For the third objective, the correlation matrix between independent variables (adapted teaching and learning resources, appropriate teaching and learning environment, inclusive education action plan, and inclusive education monitoring and evaluation) and dependent variables (Enhanced social skills, improved academic performance, high tests, classwork and exam results, and improved class participation) can show academic performance among students in inclusive model schools. Finally, they indicate positive significance since the p-value is smaller than 0.05. The study recommends that Schools should promote inclusive education by developing individualized support systems, investing in teacher training, and creating inclusive curriculums. Fair assessment methods, parental and community involvement, equitable resource allocation, policy implementation, student empowerment, and research promotion are essential for creating effective learning environments.

Abstract A074: Racial-Ethnic Disparities in Cancer Survival and Stages: A Focus on South Asian Americans

Abstract Introduction: Studying racial-ethnic disparities in cancer risk helps to understand the causes and develop targeted screening and education strategies. South Asian Americans (SAA) are a fast- growing ethnic group in the US,but there is limited research on their cancer risks and outcomes.This study examines overall survival and cancer stage distribution patterns among SAA in comparison to other ethnic groups to highlight disparities in cancer risk and outcomes.Method: We analyzed cancer incidence in 34,552 South Asian patients diagnosed with 23 cancer types between 2000 and 2018 using 18 SEER registries. Using the R package MatchIt, 34,552 White patients were matched based on age, sex,income,rural/urban code,marital status,diagnosis year,and cancer type from 5,106,999 White patients. Overall survival was estimated using the Kaplan-Meier method, and log-rank p-values were reported. Statistical summaries included mean, standard deviation, and percentage. T-tests or Chi-Square tests were used where applicable. A p-value < 0.05 was considered significant. All analyses were performed in R version 4.2.2 using survival, survminer, and tableone packages. Results: SAA population exhibited a median survival of 195 months (95% CI: -188 to 201). Asian-Pacific Islanders (API) had a median survival of 184 months (95% CI: -179 to 191, p < 0.0001).Whites median survival was 152 months (95% CI: -147 to 158, p < 0.0001). Hispanics showed a median survival of 153 months (95% CI: -147 to 159, p < 0.0001). Black population had the lowest median survival of 116 months (95% CI: -112 to 120, p < 0.0001). Regarding disease stages, the SAA population had 21.8% distant stage,1.3% in in-situ stage,38.0% localized stage,21.1% regional stage,17.8% unknown stage.In contrast,API had 20.8% distant stage,3.2% in situ stage,37.6% localized stage, 20.9% regional stage,17.6% in unknown stage. White population showed 19.5% in distant stage,7.4% in in situ stage,35.2% in localized stage,20.1% in regional stage,17.8% in unknown stage. Hispanics had 20.9% distant stage,3.4% in situ stage,36.1% localized stage, 20.8% regional stage, 18.8% unknown stage. Black population presented with 22.2% distant stage,2.1% in situ stage,37.9% localized stage,19.4% regional stage,18.4% unknown stage. Discussion: Our study reveals significant disparities in overall survival and disease stage distribution among different ethnic groups. SAA exhibit the highest median survival but also a high proportion of advanced-stage diagnoses, highlighting the need for improved early detection and screening tailored to this population. The Black population, with the lowest median survival, underscores critical gaps in healthcare access that require urgent attention. Variations in disease stage at diagnosis among White, Hispanic, API, and SAA populations emphasize the importance of culturally sensitive healthcare interventions and equitable resource allocation. These findings advocate for targeted strategies to address the needs of each ethnic group, aiming to reduce disparities and improve cancer prognosis for all. Citation Format: Jasmin Hundal, Sudhipto Mukherjee, Abhay Singh, Yanwen Chen. Racial-Ethnic Disparities in Cancer Survival and Stages: A Focus on South Asian Americans [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr A074.

Evaluating the K-13 Versus Merdeka Curriculum : Impacts on Primary, Junior, and Senior High School Education in Indonesia

This study aims to evaluate the impacts of the 2013 Curriculum and the Merdeka Curriculum on primary, junior, and senior high school education in Indonesia. The 2013 Curriculum was introduced to enhance critical thinking, creativity, and character education, while the Merdeka Curriculum emphasizes greater flexibility, independence, and student-centered learning approaches. This study used a mixed-methods with a comparative analysis to assess educational outcomes, teacher and student adaptability, and overall satisfaction within these distinct curricular contexts. Data was collected via surveys, interviews, and academic performance metrics from a representative sample of schools across different regions of Indonesia. Quantitative data from surveys were analyzed using descriptive statistics and inferential statistics, including t-tests and ANOVA, to compare student engagement levels and academic performance under both curricula. Qualitative data from interviews and observations were coded and analyzed thematically to capture the nuanced experiences and perceptions of teachers and students. Research findings show that the 2013 Curriculum and the Merdeka Curriculum have their strengths and weaknesses, the latter is generally viewed more favorably by teachers and students for its emphasis on flexibility, learner autonomy, and holistic development. The Merdeka Curriculum has shown promise in fostering student engagement, critical thinking skills, and creativity, yet challenges persist in terms of implementation, teacher training, and resource allocation. A novel finding of this research is the significant improvement in holistic assessment practices under the Merdeka Curriculum, which better captures student competencies beyond standardized testing. Additionally, the study highlights the critical role of equitable resource allocation and continuous professional development for teachers in the successful implementation of curriculum reforms.

Fostering Inclusive and Effective Education: Insights from Bangladesh

The inaugural issue of the 50th volume of Teacher's World: Journal of Education and Research features a collection of eight scholarly articles that explore the challenges and opportunities within Bangladesh's education sector. These articles address various facets of education, such as the struggles of marginalized communities, digital learning, and pedagogical advancements. The thematic synthesis of these articles offers significant insights into the diverse dimensions of education, encompassing issues from the obstacles faced by marginalized groups to the impacts of digital learning and innovative teaching methods. Bangladesh confronts numerous challenges in promoting inclusive and practical education due to its diverse socio-economic landscape. Economic inequalities, gender disparities, infrastructure deficiencies, and technological gaps impede students' access to quality education. The analysis of the selected articles highlights that government initiatives aimed at equitable resource allocation and inclusive education can bridge existing gaps. Strengthening community engagement can address local educational needs, ensuring accessibility and tailored support. Additionally, innovative teaching methods, such as the flipped classroom model and experiential learning, can enhance student engagement and learning outcomes. The role of public-private partnerships in mobilizing resources, expertise, and technology is crucial for improving educational infrastructure and quality. Collaborations between the government, private sector, and NGOs can create comprehensive solutions to educational challenges. Addressing these challenges and leveraging opportunities requires a multifaceted approach involving policy reform, community engagement, innovative teaching methods, and strategic partnerships. By fostering inclusive and practical education, Bangladesh can pave the way for a brighter and more equitable future for its students. Furthermore, participation in global educational initiatives and networks can introduce new perspectives, resources, and best practices, enriching the local education system and fostering continuous improvement. Teacher’s World: Journal of Education and Res arch, 50(1): 1-5

Racial and Ethnic Differences in the Prevalence of Severe Aortic Stenosis by Echocardiography.

Understanding the burden of aortic stenosis (AS) across diverse racial and ethnic populations is important to ensure equitable resource allocation. This study explored whether severe AS rate varies by race and ethnicity. The rates of severe AS, stratified by race and ethnicity, were calculated among 615,038 adults with a transthoracic echocardiogram. Logistic regression analysis was performed to identify factors associated with severe AS. Severe AS rates ranged from 0.08% in adults < 50 years old to 3.8% in those ≥ 90 years old. Compared to non-Hispanic White and Asian American [adjusted odds ratio (aOR) = 0.47, 95% confidence interval (CI): 0.42-0.53] and non-Hispanic Black (aOR = 0.44, 95% CI: 0.39-0.50) patients were less likely to have severe AS, whereas Hispanic patients (aOR = 0.91, 95% CI: 0.87-0.98) had near similar likelihood. Age was the strongest risk factor for severe AS (compared to age < 50 years, aOR = 21.8, 95% CI: 17.8-26.6 for age 80-89 years, and aOR = 43.8, 95% 35.5-54.0 for age ≥ 90 years). Additional factors associated with severe AS included male sex (aOR = 1.38, 95% CI: 1.30-1.46) and diabetes (aOR = 1.23, 95% CI: 1.15-1.31). Asian American and non-Hispanic Black adults had lower rates of severe AS compared to White and Hispanic patients. The rate of severe AS progressively increases with age in all racial and ethnic groups, with higher rates in men compared with women. With a demographic shift toward an aging and more diverse population, the burden of AS is anticipated to rise. Ensuring adequate allocation of resources to meet the evolving needs of a diverse population remains a shared health care imperative.

Descriptive analysis of intergovernmental agreements in the brazilian ministry of agriculture and livestock: exploring data clustering of agreements and grantees

The agricultural and livestock industry is a cornerstone of Brazil’s economy, wielding substantial influence over the nation’s GDP and food security. Within this framework, the Ministry of Agriculture and Livestock (MAPA) plays an essential role in shaping and implementing policies geared towards fostering the sustainable growth of these critical sectors through public agreements. In this context, the equitable and efficient allocation of resources requires a thorough understanding of these agreements’ geographical distribution and temporal dynamics. This study meticulously scrutinizes the geographic spread, temporal progression, and inherent characteristics of the agreements signed by MAPA from 2019 to 2023. It examines the agreements using data mining techniques, encompassing clustering and statistical analyses. The research unveiled a pronounced regional distribution in the agreements, with Brazil’s Southern region emerging as the primary destination of grants, closely shadowed by the Southeast. Consequently, the study offers a holistic comprehension of the geographical dispersion, temporal evolution, and intrinsic traits of the agreements brokered by MAPA. Such insights serve as invaluable assets, empowering policymakers to formulate more efficient and targeted strategies for nurturing Brazil’s agricultural and livestock industry concerning the allocation of resources and the elaboration of agreements.

Self-interest overrides rank-reversal aversion in resource distribution

The equitable allocation of resources has long been a central concern for humanity, prompting extensive research into various motivations that drive the pursuit of distributive justice. In contrast to one of the most fundamental motives, inequality aversion, a conflicting motive has been proposed: rank-reversal aversion. However, it remains unclear whether this rank-reversal aversion persists in the presence of self-rank. Here we provide evidence of rank-reversal aversion in the first-party context and explore diverse moral strategies for distribution. In a modified version of the redistribution game involving 55 online-recruited participants, we observed rank-reversal aversion only when one’s rank was maintained. When participants’ self-rank was altered, they tended to base their behavior on their new ranks. This behavioral tendency varied among individuals, revealing three distinct moral strategies, all incorporating considerations of rank-reversal. Our findings suggest that rank-reversal aversion can indeed influence one’s distribution behavior, although the extent of its impact may vary among individuals, especially when self-rank is a factor. These insights can be extended to political and economic domains, contributing to a deeper understanding of the underlying mechanisms of distributive justice.

Enhancing Concurrent Emergency Response: Joint Scheduling of Emergency Vehicles on Freeways with Tailored Heuristic

Scheduling decisions for concurrent emergency response (CER) across multiple disaster sites presents numerous difficulties. The main challenge is to minimize human casualties while taking into account the rationality of resource allocation across different disaster sites. This paper establishes a joint scheduling model for emergency vehicles on freeways in the context of CER. The model aims to minimize the transportation time, dispatch cost, and casualty risk, by using the resource site scheduling scheme as the decision variable, addressing multiple disaster and resource sites. Specifically, a casualty risk function based on the rescue waiting time was designed to balance the competing needs among various disaster sites, enhance equitable resource allocation, and reduce the probability of casualties. To achieve global convergence in a high-dimensional solution space, a tailored heuristic algorithm called adaptive dual evolutionary particle swarm optimization (ADEPSO) is proposed. The numerical results show that the scheduling scheme proposed by the ADEPSO algorithm satisfies all constraints and demonstrates significant advantages in large-sized instances. Compared to the two basic algorithms, ADEPSO provides a more cost-effective scheme and reduces the average rescue waiting time. Moreover, integrating the casualty risk function significantly decreases the average rescue waiting time at both high- and low-priority disaster sites, thereby directly lowering the casualty risk.

Geo-demographic trends in nontraumatic subarachnoid hemorrhage-related mortality among older adults in the United States, 1999-2020.

Nontraumatic subarachnoid hemorrhage (ntSAH) often results from a ruptured aneurysm and correlates with significant morbidity and mortality, particularly among the older population. Despite its impact, limited comprehensive studies evaluate the longitudinal trends in ntSAH-related mortality in older adults in the United States (US). The authors conducted a retrospective analysis using the CDC WONDER database from 1999 to 2020, analyzing Multiple Cause-of-Death Public Use death certificates to identify ntSAH as a contributing factor in the death of adults aged 65 years and older. We calculated age-adjusted mortality rates (AAMR) and annual percent change (APC) to examine trends across demographic variables such as sex, race/ethnicity, urbanization, and states/census region. A total of 78,260 ntSAH-related deaths (AAMR 8.50 per 100,000 individuals) occurred among older adults in the US from 1999 to 2020. The overall AAMR for ntSAH decreased from 9.98 in 1999 to 8.67 in 2020 with an APC of -0.7% [95% CI (-1.0, -0.3)]. However, the authors observed a noticeable rise from 2013 to 2020 with an APC of 1.7% [95% CI (0.8, 2.6)]. Sex, racial, and regional disparities were evident with higher mortality rates for ages 85 or greater (crude mortality rate 16.6), women (AAMR 9.55), non-Hispanic Asian or Pacific Islander (AAMR 12.5), and micropolitan areas (AAMR 8.99), and Western US (AAMR 8.65). Mortality from ntSAH increases with age, affects women disproportionately, and occurs more often in an inpatient setting. These findings necessitate targeted, multi-dimensional health policies and clinical interventions. Specialties beyond neurosurgery can utilize this data for improved risk stratification and early treatment. Policymakers should focus on equitable resource allocation and community-level interventions to mitigate these trends effectively.