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Classroom management is a vital aspect of teaching that greatly affects students’ learning experiences, particularly in secondary schools. This review paper examines the various strategies teachers use to maintain order and promote effective learning. In Pakistan, where classrooms often face challenges like large sizes and diverse student needs, teachers employ a range of techniques to keep students focused and engaged. These include establishing explicit guidelines, utilizing interactive teaching techniques, and fostering a positive environment. The article helps to find out the answers of these research questions: (1) how do different classroom management strategies impact student engagement and academic performance in secondary education? (2) To what extent do teacher preparation programs contribute to the development of effective classroom management skills for teachers working in diverse classrooms? The assessment also highlights the importance of teacher preparation programs and policies that support effective classroom management. It means that by understanding and implementing tried-and-true management techniques, educators can create a learning environment where every student has the opportunity to succeed. Since effective classroom management changes over time, it calls for ongoing effort. Enhancing the learning environment can be achieved through incorporating evidence-based practices, theoretical insights, and a thorough understanding of each student's needs. It encourages students' empowerment, academic advancement, and the growth of their interest in learning. [ABSTRACT FROM AUTHOR]

Coordination among stakeholders has been considered as a significant influential factor in providing teachers with quality Professional Development (PD) opportunities. The importance of coordination intensifies when a variety of PD providers work on the capacity building of teachers in the same region such as in some rural areas of Pakistan. The current research explored the nature of coordination among various stakeholders while designing and implementing PD programs for teachers in rural Pakistan. To achieve this aim, qualitative case study approach was used and data were generated through focused group interviews from PD providers, education managers, school leaders, and teachers. The results indicated a limited coordination among the stakeholders leading to a variety of issues such as overlapping programs, conflicting expectations from teachers, and selection of irrelevant teachers for PD. Drawing on the experience of the stakeholders who participated in this research, the paper suggests a model of coordination which the educational reformers, especially the PD providers and education managers, should consider while designing and implementing the capacity building programs for teachers.

Purpose: This paper aims to report insights from the planning and execution phase of an interactive radio instruction (IRI) intervention envisioned as a medium-term response plan to address school closures amidst the global Coronavirus pandemic. The project has been envisioned by a local development agency in the province of Balochistan for adolescent out-of-school (OOS) girls. Design/methodology/approach: This study reports respondents' academic achievement through the one-group pretest-posttest design method across numeracy, literacy, civic education and indigenous crafts. Participating adolescent girl respondents were randomly selected from six districts of Balochistan and the results assert a positive impact of IRI intervention. Thus, showcasing IRI as a promising approach to address protracted challenges of educational accessibility in remote areas of Pakistan. Findings: The mean score comparison of pre-test-post-test across four curriculum subjects indicates the greatest gains in numeracy and civic education. Results also highlight the significance of the pedagogical capacity of IRI developers and the quality of supplementary educational kits paired with IRI during this intervention. Research limitations/implications: The findings of this study focus on design and implementation phases eliminating the analysis of learners' behaviour, environmental factors and family support. Further research is suggested to identify gaps in related dimensions for the success of IRI in Pakistan. Originality/value: This study contributes data-driven findings from a pioneer on-going IRI project in Balochistan, a hard-to-reach province where the ratio of OOS adolescent girls exceeds 78%. This study also proposes vital steps for the longevity of IRI to solve protracted educational crises in Pakistan.

Quality academic achievement is based on the development of good reading skills. Generally, reading is important for students to cope up with the evolving world of knowledge. Information and Communication Technologies (ICTs) have vastly influenced the reading practices of students. The younger generation of the information age spends most of their time in front of screens. Due to these drastic changes in the fabric of reading, generation Z is more likely to adopt e-reading. Therefore, an empirical investigation was carried out to explore the reading habits of generation Z students. For the study, a survey-based quantitative research design was applied. Data was collected through a structured questionnaire. The population included the students of two schools - one semi-government and one private higher secondary school of the Lahore district. The sample was selected purposively. Findings revealed that generation Z students prefer to read in paper form and in the English language. On average they read for up to four hours daily, preferably at home and mostly for academic purposes. They prefer print format, however, the advantages associated with e-reading motivate them to use electronic contents. One of the noteworthy findings is that libraries (academic/public) were their least preferred place for reading and obtaining reading material. The findings of the study would help parents, educators, and publishers to take necessary measures for promoting reading habits among students. The research findings would serve as a guideline for educationists to plan education policies according to the need and preferences of the future generation and for libraries to develop user-centered library services. [ABSTRACT FROM AUTHOR]

Through a comparative analysis of policy texts from UN organisations and scholarly work since the 1990s this paper examines how mothers are portrayed in simplistic terms, as educated thus beneficial for their daughters' schooling, or deprived of education causing detriment to their daughters' future prospects. Drawing on semi-structured interviews with mothers from rural Pakistan, these global comparisons are brought into conversation with local narratives showing how mothers' aspirations facilitate daughters' educational opportunities. It is argued that mothers' subjectivities have a potential to inform global policy discourses for investigating the aspirational and transformational potential of mothers in contexts of material and social constraint. The paper proposes an informed approach to educational research and policy making which seeks to understand the processes surrounding mothers' support for their daughters' education. [ABSTRACT FROM AUTHOR]

We believe that skills based education could provide a wayforward to sustainable development for the country. It is a hopeful scenario that more than 60% of the population of Pakistan is less than 30 years of age and almost half of them is under 15 years of age. It is important for the policy makers and planners to learn from the societies where human resource development is integrated in educational planning at secondary and higher secondary schools level. The paper at hand presents the policy analysis part of a bigger study which was conducted for proposing changes in the current policies and practices of technical and vocational education in Pakistan. To fulfill this purpose three of best models of technical and vocational education were reviewed and a comparative analysis was conducted to identify the adaptable policy measures in Pakistan. The three models reviewed and compared were of Germany, Switzerland and South Korea. This paper presents analysis of policies in the three aforementioned countries including the implementation strategy proposed; as well as lessons learned for improving the policy of technical and vocational education in Pakistan. This article is based on one part of a larger study. [ABSTRACT FROM AUTHOR]

Architectural and planning education and practice have undergone significant changes since the 1960s and 70s, particularly in Developing Countries. This includes the adoption of an anti-poor vocabulary and the marginalisation of the state's role in providing low-cost housing for low-income groups and ultimately resulted in a change in the goals of planning. However, placing the blame solely on the growth/adoption of neoliberalism would be reductionist since architects like Le Corbusier were promoting their ideas of modernist communities well before the former emerged onto the scene. The paper outlines the ways in which this change has impacted society and suggests that the values of equity and justice be promoted through architectural and planning education and practice so as to create a more sensitive and pro-poor society. [ABSTRACT FROM AUTHOR]

This study analyses discourses of Pakistan's national curriculum textbooks for grades 9–12 in the context of developing students' national belonging vis-à-vis inclusive education and global interdependence. Drawing on teachers' interviews and students' focus groups and participatory tools, it also problematises teachers' classroom practices and resulting students' responses in this backdrop. Theorising national belonging as a discursive social practice, the study benefits from Foucault's approach to discourse analysis. The findings highlight a complex interplay of several education system actors for constructing students' national belonging, emphasising an essential relationship between Pakistan and a particular version of Islam. Discursively positioned, the students perceive the world as Muslim versus Non-Muslim and display self-righteousness, evincing strong ethnocentricity towards fellow non-Muslims. The study underlines the implications for not employing education for fostering inclusivity and international collaboration and its consequences for long-term global sustainable development goals (SDGs), 2030. [ABSTRACT FROM AUTHOR]

The educational strategies have changed in Pakistan due to COVID-19. This epidemic covers almost 204 countries and territories all over the world and on 11th March 2020, WHO declared this outbreak as a pandemic. Pakistan has become one of the two hundred and four countries over the world has stopped their educational activities and closed their institutions for unspecified d uration. As we know that spring semester was started in the month of January in Pakistani universities, and had covered almost half path of its journey. In this situation, HEC (Higher Education Commission) announced that universities must convert educational activities in hybrid teaching mode and start online teaching. We made a case study on the Learning Management System (LMS), Campus management System, and WhatsApp etc. Apply these tools on private sector engineering university where two hundred and fifty students enrolled in different mathematics courses. The outcome of this study shows that quick switching to the online education system was little bit difficult but successful. Though in the beginning, there were some problems for teachers and students both but overall the experience was good. Government of Pakistan will reopen the education institute in the month of September and in these days we are quite close to resume educational activities as per the regular practice. The aim of this study is to support to continue the hybrid teaching mode at tertiary level in the regular teaching practice specifically of Mathematics courses. In hybrid teaching mode, the ratio of face to face teaching is seventy percent and online tools and teaching strategies used thirty percent. This method of teaching and learning keep students connected with their teachers. Lastly, we suggest that there is still a room for betterment in LMS. The result of this study shows that students' performance in mathematics class and exam has been improved by using different application, software and gadgets. E-learning teaching and learning method will be beneficial strategy. [ABSTRACT FROM AUTHOR]

An argument for adopting a Living Educational Theory Research approach to the process of continuing educational, professional development is presented. A living-educational-theory (a term coined by Whitehead by 1989) is the valid, values-laden and evidence-based explanation of the practitioner for their educational influence in their own learning, in the learning of others and in the learning of social formations. An educational-practitioner develops their living-educational-theory research methodology as they research into their practice to understand and improve it and to generate valid accounts of their living-educational-theory. A Living Educational Theory Research approach to professional development has been used to enhance professionalism in diverse fields of practice and cultural contexts over many years. Examples are given of the difference adopting a Living Educational Theory Research approach has made to improve educational and professional practice. The difference is focused on realising professional educational responsibilities to contribute to the knowledgebase of education and a global educational knowledgebase for the flourishing of Humanity. The difference is also grounded in practitioners accepting their educational responsibilities for living their values as fully as possible and for sharing the knowledge they are creating. Examples drawn from India, England, South Africa, Pakistan and Bangladesh serve to emphasise the global influence of a Living Educational Theory Research approach to continuing, educational professional development. [ABSTRACT FROM AUTHOR]