The main aim of the current study is to theorize an inclusive assessment of the factors of non-performing loans from banking sector in the setting of Pakistan. In this connection, adequate criticism of contemporary literature is being provided in context of relevant macroeconomic indicators which might aggravate the level of Non-Performing Loans (NPLs) in the conventional commercial banks of Pakistan as well as other regions. As per the study of literature, it has been found that corruption, political stability, accountability, investment profile, credit bank to private area and energy crisis affects the NPLs of conventional banks. In addition, factors like lending interest rate, unemployment, GDP and inflation do explain the variation in NPLs of the banking sector. Political stability, lack of capital capability, lack of efficiency, nominal emphasis on NPLs and lack of efficiency are the present issues being faced by the country. On the other hand, an increase in NPLs affects the internal factors including efficiency, profitability, bank size and capital. It has also been found that NPLs surge through inaccurate decisions by the organizations and political intervention in the banking sector. As per the outcomes of the studies, it has been observed that operational productivity and effectiveness have an adverse and significant relationship with NPLs. The lawmakers should accomplish a vigorous financial state of banks through manufacturing extra revenues. In this way banks will be in a better position to explore the credit worthiness of the creditors which will be ultimately helpful for better loan management. Once the key factors for increase in NPLs are determined, the banks will establish stable and efficient policies for loan management. The purpose behind determining these internal as well as external factors is not mere to highlight their significance but to chalk out measures and directions to control the stability of banking sector and the financial structure.
The inclusion of Special Education Needs (SEN) students in mainstream schooling is well anticipated in developed countries. Segregated forms of education for SEN incur huge financial costs and give also room for social segregation for SEN. The Least Restrictive Environment (LRE) is a pre-condition for the inclusion of SEN. The LRE is an ideal environment that copes with the needs of SEN in mainstream schooling. Through this exploratory qualitative study, we explored the Pakistan context while examining documents describing policies related to the inclusion of SEN addressing LRE. The study conducted 10 interviews with teachers & heads of mainstream schools, teachers & heads of Special Education Schools, and parents of both Normal and Special Students as well. The sample was selected purposely from the Sargodha division. Qualitative data reflected about ongoing practices of proponents’ stakeholders. For all this, the study also examined the allocation of funds to ensure LRE in Punjab Public Schools. The qualitative data reflected core themes: possibility, accessibility, opportunities & survival, accommodation, infrastructure, policy provisions, and resources. We proposed that policy and practice gaps must be addressed. To make schools of mainstream education accessible, there is a need to furnish a friendly school structure. In Pakistan as compared to other countries, the idea of inclusion could not gain reasonable attention because of various factors. The behavior of stakeholders has not been so good for this idea. Therefore, there is a need to conduct seminars, conferences, and public campaigns
School improvement is a critical aspect of any educational system, and administrators play a significant role in achieving this goal. The purpose of this qualitative research study was to explore the role of administrators in school improvement at the secondary level. The study used semi-structured interviews and document analysis to gather data from a sample of secondary school administrators. The study's findings indicated that administrators played a critical role in school improvement through their leadership, communication, and decision-making. They also faced several challenges, including limited resources, resistance to change, and lack of support from stakeholders. The study concluded by recommending strategies that administrators can adopt to overcome these challenges and enhance their effectiveness in school improvement.
The role of Information and, Communication Technology (ICT) in developing teacher competencies through promotion-linked training is a growing field of interest. This qualitative with case study research explores the impact of ICT on teacher training programs aimed at promoting competencies and improving teacher performance. By analyzing the use of technology in teacher training, this study seeks to understand how ICT can enhance teacher competencies and improve the overall quality of Education. Ten participants in the study were selected through a purposive sampling technique. For the data collection, face-to-face self-developed semi-structured interviews were conducted. Data were analyzed through thematic analysis. It was found that ICT has a great impact and role in developing teachers’ competencies through promotion-linked training of BS-17 to BS-18 during PLT at the Punjab level. The participants described the importance of ICT regarding their professional development. This training was described to be useful through different platforms. Resource persons used different engaging techniques like blended learning, flipped classrooms, project-based learning, and personalized learning. Microsoft applications helped them for smooth, efficient, and effective working. The results of this research provide valuable insights for policymakers, educators, and technology experts as they work to integrate ICT into teacher training programs and improve the effectiveness of teacher development initiatives.
Analyzing spelling errors committed by English as a second language (ESL) learners at secondary school level was the major purpose of the present research. Deliberating which types of spelling errors do the English learners committed and what are the causes behind the committing spelling errors was the main purpose of the current research. It was case study research design based on cross-sectional survey design in nature by applying qualitative research approach. Population for the present study was comprised all students of 10th class of the Govt. High school Kangan Pur which was situated in district Kasur. Data was collect from 45 students of the 10th class which were selected by applying purposive sampling technique via structured group interview protocol. Interview protocol was pilot tested by different English teaching experts. On the bases of their instruction, interview protocol was modified for final application. Thematic analysis was done of the gathered information. It was covered that majority of the pupils committed omission, substitution, insertion, transition spelling errors. The most committed type of spelling error is ‘omission error’. They felt difficulty in writing correct spelling due to lack of vocabulary, reading habits, development of self-concept, motivation, spelling system. Moreover, mother tongue, education system, untrained English teacher, poor reading and listening skill of students, and proofreading are the causes of committing spelling errors. The major cause of committing spelling error by English as a second language (ESL) learners at secondary school level is native language.
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