Before the 2010 Kampala Conference, this research study investigates the notion of individual criminal accountability for crimes of aggression. The article examines the qualifications for leadership underneath the ICC leadership clause and dives into the legal concepts of actus reus as well as mens rea as they apply to the act of aggression. The article argues that the ICC's inclusion of the leadership clause is crucial for delegitimizing the act of aggression  and holding individuals accountable for their roles in committing it. Through a comprehensive review of legal cases and scholarly literature, this article concludes that the leadership clause serves as a necessary tool for enforcing international criminal law and deterring future acts of aggression. The qualitative research methodology has been applied on following article.

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 review-based study puts light on globalization in an educational culture like the effect of contemporary global educational culture, the technical effect, and the effect of the corrosion of values in Punjab Public Secondary Schools. This paper also analyzed the support and development of globalization to provide public secondary school education. In addition, the research discussed the opportunities and challenges of globalization in educational culture. The results of the study showed that Pakistanis educational culture at the secondary schools level has become hybrid due to dominant countries' styles adopted by our educational system while taking benefits from the western school system within the dimension of its ideology, moreover, cultural factors are affecting the values and norms as well as the education. The research will be helpful for policymakers, parents and other stakeholders, and heads of public secondary school education.

The main focus of the study was to analyse knowledge-related Attained learning outcomes gaps detection and resolution of the BS graduate programme. The research design of the study was confirmatory mixed methods. During phase 1, data were collected through Google forms from seven hundred and twenty-two graduates studying in four public sector universities of Punjab. While, in phase II, ninety-six faculty members were selected for the interview schedule to confirm the results of phase-I. The claim of BS graduates was that they attained the maximum level of knowledge-related learning outcomes. While faculty members marked that BS graduates attained medium level. One sample t-test was used and found a significant gap between Anticipated and Attained levels of knowledge. The study suggested to the HEC of Pakistan, concerning the provision of the NQF document should officially include in the course outlines of the graduate programme.