Pakistan is one of the progressing countries in the world. Its education system is yet in the stage of development. Students from towns and far flung areas come to advanced cities for higher education. This has made the university classrooms a mix of students having a diversity of age, gender, exposure, language, and family backgrounds. To facilitate all these students with personal differences under the same roof, a teacher has to adapt curriculum and lesson plans while bringing innovations in his teaching methods. This study aims to find out the use of innovative strategies by the teachers to respond to students' diversity at higher education level in public and private sector of Pakistan. The research is based on the assumption that innovative teaching has a positive impact on the performance of students' diversity. A survey of higher education teachers was conducted for the research. Statistics were applied for the analysis. The results are found to be significant in favor of innovative teaching. The analysis shows that the use of innovative teaching is more in private sector and also has different impact on different disciplines.
Purpose -The purpose of this paper is to provide a descriptive analysis of socio-demographic bases of gender gap in Pakistan. Design/methodology/approach -The paper analyzes various aspects of gender gap (gender inequalities) in Pakistan. The analysis is based on the secondary data drawn from reports published by several governmental, international development agencies, and local non-governmental organizations. The analysis is descriptive in nature and interprets certain social and demographic data to ascertain the states of affairs about the prevailing social conditions relating to gender inequalities in Pakistan. Besides review of literature, the paper focuses on sectoral discussion of gender gap in population, health, education, political, and economic empowerment. In light of the secondary data analysis, suggestions to improve the current gender inequalities and possible recommendations to improve the current gender inequalities in Pakistan are also given. Findings -The paper demonstrates that there are significant socio-demographic and cultural factors, due to which gender gap persists in Pakistani society.Research limitations/implications -The current analysis is based on secondary and published data and, therefore lacks empirical reliability. However, published quantitative data reveal certain social characteristics of gender gap. Originality/value -The paper provides a descriptive cultural analysis of gender inequalities.
Purpose – The purpose of this paper is to explore the critical interrelationships between poverty, culture and knowledge-based community development. Design/methodology/approach – The traditional approaches to the management of poverty such as infrastructure, literacy and economic aid have failed to deliver and ameliorate the lot of common people. The current paper engages in critical constructivist discourse on poverty as unfolding in the era of knowledge economy and seeks to propose a community focussed knowledge-based development model of human economic and social uplift. This model has three dimensions: community knowledge focus, interactions of local, regional and global knowledge shaping and influencing poverty management and finally collective responsibility (collective commitment) of groups to rid them of poverty trap. Findings – First, this paper looks at the social interconnections of poverty, culture and knowledge-based development in a critical discourse context. Second, it discusses the alternative worldviews of economic development. Third, it questions current epistemological and sociological assumptions of development paradigm. Originality/value – The paper looks at the issues of poverty, culture and economic development from a critical pluralistic epistemological standpoint. It also questions some of the prescriptive methods of development by poverty experts. It also proposes to effectively explore and integrate different cognitive styles in development discourse and their usefulness and relevance to global development discourse.
Purpose -The purpose of this paper is to examine the concept of "knowledge democracy," deploying a pluralistic, and cross disciplinary and humanistic critique. Design/methodology/approach -This is a culturally pluralistic and humanistic interpretation of globally emergent form of learning pedagogy, particularly manifested in e-learning. Findings -This paper explores the concept of knowledge democracy in the context of knowledge and information revolution. It has been argued that knowledge democratization implies freedom and equality to access information and knowledge across cultures and societies, particularly in the context of globalization. It is asserted that a democratization of the notion of knowledge would cause a paradigm shift; the way instruction and education are socially structured in different social systems. The knowledge society provides a new spirit of global sharing of values, acceptance of others and learning to live with divergent worldviews. It is contended that e-learning in particular sets a new global social opportunity to transcend regional, racial and national prejudices. Originality/value -The paper underscores the significance of pluralistic and humanistic perspective on knowledge and e-learning.
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