Education has been of central significance to the development of human society. The international community's commitment to universal education was first set down in the 1984 Universal Declaration of Human rights. In Pakistan, particularly in rural and sub-urban areas, women are situated largely at the bottom end of the educational system in comparison to their male counterparts. Traditionally, it is assumed that women are limited to their homes and men are the breadwinners of the family. In this situation, education can play a vital role in enhancing the status of women and placing them on an equal footing with their male counterparts and it also increases women's ability to secure employment in the formal sector. The purpose of this study was to understand the importance of education for women in Pakistani society and examine the barriers and obstacles to higher education for women in Pakistan. The sample comprised of ten women from local female university; a vice chancellor, four deans, one head of department each randomly selected from faculties of Natural Sciences, Engineering and Technology, Humanities, Islamic and Oriental Learning and two from Social Sciences (as this faculty comprised 17 departments, much larger than the other three). A case study approach was used and data were collected through semi-structured interview schedule. Participants accepted that there is no doubt that in country like Pakistan women's have to face socio-cultural hurdles to acquire education. It is war against these hidden fences but Pakistani women's are struggling hard to get their rights. Participants identified poverty, dowry, social norms and early marriages as barriers. For most of the participants, societal attitudes towards female higher education are mixed; some people are in favour of female education which is depicted in a participant's personal experience. This study also revealed that education can bring phenomenal change in women's life by enhancing their confidence, raising their status in the family and society.
This research article intended to investigate the moderating effect of structured task on the relationship of leadership behavior of degree college principals and their subordinates' job satisfaction, job expectancies and acceptance of leader. Data was collected from 640 college faculty members and 170 principals of degree colleges situated in 34 districts of the Punjab, Pakistan. The questionnaire for this study consisted of a combination of instruments. It comprised; a) four leader behaviors b) Task Structure c) acceptance of leader, d) Job Expectancies and e) the Job Descriptive Index. The questionnaire, which was administered to the principals, was Role Ambiguity Scale and Anxiety and Stress Scale. Data was analyzed using ANCOVA through SPSS. Results were twofold as findings of five hypotheses were according to the predictions of theory while the four hypotheses could not be verified and were found contradictory. Further tests are clearly needed for having sound evidence to evaluate the merits of the path-goal theory of leadership.
Social studies promote civic competence in the students and disciplinary knowledge of social studies is drawn primarily from the social science disciplines i.e., anthropology, economics, geography, history, political science, psychology etc. Effectiveness of teaching depends on teachers’ knowledge, attitudes, beliefs and skills to develop close contact with students. Present study was undertaken to find out the current situation of teaching and learning of social studies at the secondary school level. Data was solicited from thirty teachers and hundred students of secondary school level (grade 9-10) through structured interviews. The information collected through interviews was organized under different themes. Response averages were calculated to support the narrative data. Narrative data was further reported as it was described by the interviewees. Teachers’ and students’ views were found contradictory on some points that raised some serious questions about important areas of concern in teaching and learning of social studies at secondary schools in Lahore, Pakistan. School administrators should take certain measures to facilitate and guide teachers to overcome their deficiencies with good supervision, provision of facilities, encouragement, timely feedback to teachers and direct and regular interaction with students on reported areas of concern.
The purpose of this paper is to identify the qualities employers look for in a teacher candidate. The objectives of the study were to compare the employers perception of personal qualities, personal habits, personal skills/abilities and teaching skills of teachers, desired by the market and the actual attributes of teachers trained by training institutions. All private schools of the Province Punjab were the population of the study. Three districts of the Punjab province were selected as target population to collect data. Thirty schools from each district were selected as a sample. It was concluded that the difference between desired and possessed qualities is quite significant. It was felt that a strong coordination between training institutions and schools is badly needed to transform training programs to make them compatible with the market demands.
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