The decentralization of the NHIS’s implementation to states intended to hasten progress towards universal health coverage, has not effectively addressed healthcare disparities, particularly in Lagos State. The implementation of the Lagos State Health Insurance Scheme appears to perpetuate structural violence, evident in increased out-of-pocket expenses, discrimination based on insurance type, and substandard healthcare delivery. The study therefore examined how structural violence has affected the policy outcomes of the Lagos State Health Insurance Scheme, with a specific emphasis on junior officers in grade level 01–07 in five selected ministries situated within Lagos State. Both primary and secondary data were collected using questionnaire, interview and literature search. Data gathered were analysed statistically and thematically. The findings of the study indicate that the policy outcome of the scheme has been adversely affected by structural violence, resulting in dissatisfaction, compensation claims for unresolved health issues and a shift in health insurance providers among enrolled junior officers.

This study explores the impact of technology effectiveness, social development, and opportunities on higher education accessibility in Myanmar, focusing on private higher education institutions. Utilizing a sample of 199 respondents, with an average age of X (SD = Y), the research employs standardized questionnaires and descriptive statistics, correlation analysis, and multiple regression analysis to examine the relationships between these variables. The findings indicate that technology effectiveness significantly enhances higher education accessibility, with strong positive correlations (r = 0.752, p < 0.001) and substantial impacts on educational outcomes (β = 0.334, p = 0.001). Social development also plays a crucial role, demonstrating that supportive social norms and community engagement significantly improve accessibility (β = 0.405, p < 0.001). Opportunities provided by technological advancements further contribute to enhanced accessibility (β = 0.356, p < 0.001), although socio-political and economic challenges pose significant barriers. The study highlights the interconnectedness of these factors and their collective influence on educational accessibility. Practical implications include the need for strategic investments in technological infrastructure, promotion of supportive social environments, and innovative solutions to leverage opportunities. Future research directions suggest longitudinal studies, broader demographic scopes, and in-depth analyses of specific technological and infrastructural challenges. By addressing these areas, stakeholders can develop effective strategies to improve higher education accessibility, ultimately contributing to the socio-economic development of Myanmar.

This study aims to explore the urban resilience strategies and public service innovations approaches adopted by the Shanghai Government in response to COVID-19 pandemic. The study utilized a combination of primary and secondary data sources, such as government reports, policy documents, and interviews with important individuals involved in the matter. The current research focused on qualitative data and examined the different aspects resilience, including infrastructure, economy, society, ecology, and organizations. The findings indicate that infrastructure resilience plays a crucial role in maintaining the stability and dependability of essential public facilities, achieved through online education and intelligent transportation systems. Implementing rigorous waste management and pollution control measures with a focus on ecological resilience has significantly promoted environmentally sustainable development. Shanghai city has achieved economic resilience by stabilizing its finances and providing support to businesses through investments in research, technology and education. Shanghai city has enhanced its organizational resilience by fostering collaboration across several sectors, bolstering emergency management tactics and enhancing policy execution.

This study applies the multiple streams theory. It will further analyze the internal factors of the confluence of multiple sources, in order to explain why the “Joint Recruitment of Four Universities in Macao” policy has become the agenda of the Macao government. The entrance examination requirements from Macau universities are various. They increase local students’ pressure and consume their energy, thus serving as the source of the Problem Stream. The Policy Stream is represented by the Macau government’s intention to reduce students’ educational burden through establishing a unified assessment system. The Political Stream includes the Macau government’s commitment to improving the Macau education system, such as strengthening the multi-assessment system and the “The Fundamental Law of Non-tertiary Education System”. The convergence of these three sources has opened a policy window for the “Joint Recruitment of Four Universities in Macao” system, leading to a new student evaluation system. This policy not only addresses Macau’s social challenges and improves education governance while also highlighting the city’s educational diversity endeavors. Additionally, the strategies for implementing the “Four-University Joint Examination” policy include reducing the number of exams for students, implementing multi-education and multi-enrollment in higher education institutions, analyzing and improving the examination system based on educational big data, and understanding the basic elements and integration paths of big data in higher education. The Macau government can adjust major settings and enrollment quota allocation in the future, draw in more students from the Community of Portuguese-Speaking Countries and the “Belt and Road” regions, and integrate the joint admission method into the Greater Bay Area education cooperation in order to meet the needs of the growing Macao education industry.

This paper, with its focus on national legislative regulations that have come into force and governments developed policies designed to clear away numerous problems regarding women’s employment has a threefold contribution to the existing literature. First, it summarizes the salient features of the new legislation and administrative measures adopted by the government of Turkyie, with special reference to Bursa Yıldırım Municipality. Second, we draw attention to the increasing recognition of the valuable potential of females in the workplace. Over recent decades and the implications for the central administration but also the private sector, local administration and voluntary agencies. Third, policy syndromes about livelihoods, and hardship alleviation policies, are examined and policy implications are discussed. This paper does not aim to provide definitive answers, yet intends to scrutinize the data and re-examine the trends in the light of key drivers such as economics, demographics, and urbanization. This was done mainly by reviewing the literature government reports and statistical data but was augmented by our fieldwork. There is an attempt to reach a conclusion about recent developments and make suggestions about countermeasures that could be implemented.

The article addresses the issue of educational development policy in Ukraine: the main trends and ways, means, technologies of their implementation. It has been observed that educational policy is developing and changing under the influence of such factors as Russia’s military actions against our country, European integration and globalisation. It has been taken into account that globalisation trends in the world integration, according to which globalisation processes should be reflected not only in the foreign economic, political or technological spheres, but also, as a consequence, in the development of technologies for training future teachers. Integration of digital technologies in the educational process is one of the key tendencies in the modern educational policy in Ukraine. The characteristics of the most used technologies of augmented reality in the modern school of Ukraine have been outlined. The algorithm for displaying generalized information about a particular application was proposed, namely: payment, accessibility, language, system requirements; learning opportunities; practical value; website; video about the application. The model of the formation of future teachers’ skills to use augmented reality technologies in the process of natural sciences studying has been proposed. We consider it as a component of a holistic system of future teachers’ professional training. The conceptual basis for the development of the model is a multi-subject educational paradigm, which is considered to be open, self-developing and self-organizing, causing a fundamental change in the behavior and relationships of the educational process participants. The proposed model is implemented in the authors’ methodological system, which ensures the interconnected activities of all participants in the educational process. Its systemic factor is the goal of improving the quality of the future natural sciences teachers’ professional training by developing their skills in using AR technology. The end result is an increase in the level of future natural sciences teachers’ readiness to use AR technology in their professional activities.