This study of the role and perception of mothers in developing gender discrimination is focused on analyzing mother's role, as their role in developing child personality and social behavior is proved by the researches. Present research is a mixed method research, mothers were the population , a total 183 mothers were selected, data was collected through questionnaire and 16 mothers were selected for personal interview through purposive and random sampling .Validity was ascertained through expert opinion and reliability through Cronbach alpha .Results indicated that mothers from rural and urban areas of Sindh Pakistan have almost similar and very obvious discriminative behavior for daughters and sons mother do not realized implications of their behavior and they presents many arguments to justify their gender discriminative behavior. We concluded that awareness of the consequences of their behavior and education should be emphasized to change discriminative behavior for minimizing gender gap.

Inclusive Education is defined as a learning environment that promotes the full personal, academic and professional development of all learners irrespective of race class, sexual preference, learning styles and language (NCSNET, 1997). Inclusive Education is a system, an approach, and a way of providing support to special need persons in achieving their life goals with their abilities and potentials. For some it is an ideal state, so implementation of these practices varies at all levels. Development and progress of inclusive education depend on answering many questions: what is the perception people have about it? Why do we need inclusive education? Who needs it? Whose responsibility is this and what to do to achieve the goals of Inclusive Education? Answering these questions needs research. Pasha (2012); Dua and Dua (2017) emphasized the role of stakeholders in promoting Inclusive Education. This study investigated only a fraction of it related to the question of who are the stakeholders in the process of Inclusive Education. They are special-need persons, their parents, general students and their parents, teachers, policy makers and the whole education system. Whether teachers are properly trained to have the right attitude is the key factor in this process (Engage, 2010;UNICEF, 2003). This research has been designed to investigate perception about Inclusive Education and development of Inclusive Education approaches among teachers, parents and administrators of schools through action research. Research was descriptive in nature. Sample of forty-five was purposely selected from teachers, parents and administrators of schools. Data was collected in two stages: initial and final (Pre Test and Post Test) through a structured questionnaire validated through expert opinion to analyze the change in awareness level, skills, and motivation of the sample after conducting a ten-day workshop. The material was selected and workshop was conducted by the field related experts. The findings of this research show a positive and significant change in observation, understanding, identification skills and approach towards special needs, inclusive education and inclusive environment.

The goal of Higher Education Commission is to develop and implement quality across all university activities and making it compatible with international practices. The faculty is required to have ability in designing, maintaining and updating curricula, when measuring the quality of an institute or of teaching; designing syllabus is the basic required skill. This study aims to analyze perception, syllabus designing skills and practices of faculty members in universities. This research is quantitative, structured questionnaire and document analyses were used for data collection. Results showed faculty have no related training; rules for designing syllabus are not followed. It is recommended that training sessions should be organized to developing syllabus designing skills of university faculty. Standard guidelines should be developed by quality assurance bodies.

To determine reasons and the influence of escaping and noncompliance of laws; data were collected through a mix method approach. Questionnaires and focus group discussion from special needs persons (physically challenged, visually impaired), their parents in case of hearing-impaired and intellectually challenged persons, professional law practitioners and employers of the business organization were taken. The result indicates that most special persons and their parents are unaware of the opportunities and laws related to their special needs. But on the part of employers' willful neglect and avoidance of laws is present because of loopholes available for not complying with these laws. Another reason is non-availability of any motivation for obeying laws, whether obedience of individuals or groups. It was also indicated that employers are not very clear about their roles related to the employment of special need persons.

The purpose of the current study was to explore the classroom management problems faced by teachers of ICT. The study revealed the underlying problems and highlighted the reasons behind the issues. Moreover, the study suggested a possible solution for effective classroom management. A questionnaire comprising 10 open-ended questions was prepared to collect data from 3 teachers who were teaching at universities to undergraduate students. Interviews were conducted with the participants to know their responses. The responses were analyzed using thematic analysis/content analysis. The study concluded that students' disruptive behavior is a common classroom issue that teachers face in their instruction process. Teachers can deal with classroom management issues by developing a positive relationship, student-centred approaches and supportive attitude for learning. The study recommends that the administration must ensure the availability of all the essential ICT resources to assist teachers in effective classroom management.