Introduction and Objective: Understanding and knowledge of tourism and also its Development and sustainability is hide not only in the spread of tourism knowledge for understanding its needs, but also in the education of successful field about tourism trading and also the needs of every society to tourism which is needed a human attitude and approach. In other word, formation, sustainability and Development of tourism in every society needs and education. This paper examines and analysis the role of education and human resources for tourism Development.Methods: this paper uses analytical -descriptive method and describe the challenges of tourism education system in Iran about human resource education, focus on Corrective strategies to improve the country's education system. Results: The result shows that Tourism education and training units, training facilities and more importantly, regulatory criteria and how to apply them to quickly be transformed and make these changes is necessary to provide facility and exemption for educational institutions, promote international exchange in education and teacher education requirements.Conclusion: Provide effective training in a modern organization requires new thinking, new models, new approaches and new tools and mechanisms. Since education is as a fundamental part of human resource management and quality management in the tourism industry, For structural reform of the country's tourism industry, it could be began from to reform education system to reform.

Background: In-service training is one of the requirements for developing health Workforce skills and providing quality services to patients. Objectives: This study aimed to determine the policy formulation of in-service training for the health Workforce in Iran. Methods: In this qualitative policy analysis study, semi-structured interviews with key informant persons and document analysis were used to gather data. Interviews were conducted with 12 informed people about health system policies, experts, andmanagersof in-service training centers of medical universities and the Ministry of Health and Medical Education (MOHME) selected purposively. Targeted and snowball sampling was used to identify the participants. Data analysis was performed using the MAXQDA10 software, and framework analysis was run using the Kingdon model. Results: Centralized planning, lack of access in rural and remote areas, and the inability to use the potential of universities in staff training were the most frequent problems in in-service training of the health Workforce. Establishing the Board of Trustees for universities affected the opening of the opportunity window to policy-making, and political entrepreneurs in MOHME took advantage of it and developed policies for in-service training. Conclusions: The Development of policies has created a suitable platform for medical universities to increase the number of training hours and develop the skills of the health Workforce. It also seems that policymakers’,attention can lead to improving processes and using new approaches in the continuous Development of health professions.

Purpose: The purpose of this applied research is to study the effectiveness of gamification on corporate training.  Methodology: A gamified course was designed and implemented to train the location of Fire Hosing Cabinet for 24 employees of a firefighting maintenance company in Iran Mall shopping Center in Tehran. Using a quantitative quasi-experimental research plan (post-test only control group design) the participants of the study were randomly assigned to treatment (12) and control (12) groups and trained for a week.  Conclusion: The descriptive and interpretive result of the posttest analyses indicated the effectiveness of gamification of the training performed for the employees of the firefighting maintenance company in Iran Mall shopping Center in Tehran. Moreover, the descriptive result of Gamification Acceptance Questionnaire answered by the members of the experimental group after gamified training indicated that all the participants in the experimental group were satisfied with the gamified training course.