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Social science disciplines have consistently been viewed for granted when contrasted with the physical sciences in the academia of Pakistan. The key objective of this research was to analyze the progress in the Social Science Education in terms of curriculum development, faculty increment and HEC policy Priority through content analysis. The Academic Dependency Theory was used for theoretical underpinnings. The qualitative research paradigm was used for this study. The relevant secondary data was gathered from books, articles, diaries, Bureau of statistics surveys, and other chronicled records of HEC and broken down appropriately. Applicable published and non-published information from 2003 to 2019 was chosen arbitrarily, of which approx. One hundred fifty articles were taken as sample. According to research findings, higher Education in Pakistan was designed without a solid policy and methodology. As a result, social science disciplines faced numerous challenges, including the defenseless instructional program development, a scarcity of skilled labor, dubious research frameworks, and inappropriate research projects. [ABSTRACT FROM AUTHOR]

Social science disciplines have consistently been viewed for granted when contrasted with the physical sciences in the academia of Pakistan. The key objective of this research was to analyze the progress in the Social Science Education in terms of curriculum development, faculty increment and HEC policy Priority through content analysis. The Academic Dependency Theory was used for theoretical underpinnings. The qualitative research paradigm was used for this study. The relevant secondary data was gathered from books, articles, diaries, Bureau of statistics surveys, and other chronicled records of HEC and broken down appropriately. Applicable published and non-published information from 2003 to 2019 was chosen arbitrarily, of which approx. One hundred fifty articles were taken as sample. According to research findings, higher Education in Pakistan was designed without a solid policy and methodology. As a result, social science disciplines faced numerous challenges, including the defenseless instructional program development, a scarcity of skilled labor, dubious research frameworks, and inappropriate research projects. [ABSTRACT FROM AUTHOR]

Objective:To understand the significance and importance of the students' feedback in the development and incorporation of the students' point of view and reservations as a stakeholder in order to build a more effective and unbiased dental curriculum. Methods: A qualitative explorative study was conducted in Foundation University College of Dentistry for a duration of 6 months starting from 6th Feb and ending on 18th Aug 2017.Inclusion criteria included a two sessional focus group discussion (FGD) conducted with likewise graded students as per their exam scores which include high achieving (75-85%) and low achieving groups (55-66%) in the subject of Oral Biology. Those students who were willing to participate in this study.Exclusion criteria included students who scored less than 55% in low achievers and those who scored less than 75% in high achievers in the subject of Oral Biology. Also those who were not willing to participate in this study.Sample size was of 14 students took part in the FGD sessions. Results: Manual Thematic analysis was done to drive codes out of it. Open and Selective codes and themes were derived. Member checking and triangulation was done to validate my findings. Six common themes were adopted and students were asked to record their views and reservations on these themes. The themes included.Teaching approach, Issues regarding 1st year BDS education,Teachers/Students collaboration, Faculty qualification/experience status, Impact of student's input in curriculum development, Absence of collaborative sessions. All these points included were added based upon the students' feedbacks and reservations about the curriculum, teachers, assessment modes and were considered critical for better learning. Conclusion: As per our study findings, integrating multiple teaching approaches and emphasizing on students' feedback is significant for dental curriculum development. [ABSTRACT FROM AUTHOR]

This article is an effort to highlight the studies (late 20[sup th] and beginning of 21[sup st] century) reported about Grammar Translation method (GT), Communicative Approach (CA) and the way both these approaches can be integrated to teach English as a second language more effectively. The article discusses strengths and weaknesses of both methods separately and then builds the road for combination of GT and CA for second language learners. The findings from literature review vary from the use of traditional and modern methods to amalgamation of both. On one side a group of Linguists advocates use of translation method while on the other side second group criticises use of GT method that creates hindrance in achieving communicative competence. The synthesis of theory and research in this study provides a set of guidelines for linguists, curriculum planners, and policy makers to develop a curriculum that is characterized by the integration of traditional Grammar Translation method with Communicative Approach. [ABSTRACT FROM AUTHOR]