Self-assessment of intelligence is a personal belief of ability, which is counted for an important portion of success in life. With 905 students of secondary schools of seven districts of Khyber Pakhtunkhwa, a survey study was conducted in order to find out students’ self-estimates and the differences of self-estimates on multiple intelligences. Data were collected from the subjects through a valid and reliable inventory. For a selection of the sample, a stratified, random, and proportion allocation technique was used; tests of between-subject effects, analysis of variance, and post hoc were applied as an inferential statistical test. The result of the study revealed that students of Lakki Marwat estimated their logical/mathematical, intrapersonal, verbal/linguistic, and visual/spatial intelligence to be higher than those of the students in the other districts. Students of Bannu rated their musical intelligences higher than that of the students of other districts. Students of Hango estimated their bodily/kinesthetic intelligence higher than that of the students of other districts. Students of Kohat estimated their existential intelligence higher than that of the students of other districts. Researchers suggested that schools should give such an environment of learning to the students where all the intelligences can be focused and promoted.

Secondary school teachers have repeatedly ranked disruptive behaviour as one of the most serious hurdle in effective teaching learning process in the classroom. It has also been reported that the students in public schools feel insecure due to lack of effective disciplinary measures and probable for aggression and unpleasant situation. Teachers are often not well prepared to manage classrooms' discipline. The present study aimed to investigate the types and causes of disruptive behaviour in classroom at secondary level. Teachers who were teaching in the secondary schools of Khyber Pakhtunkhwa constituted the population of the study. Five hundred (500) teachers were taken as sample, using multi-stage random sampling method. A questionnaire was developed on five point Likert Scale and was distributed among the sampled teachers and collected their responses regarding the types and causes of students' disruptive behaviour in classroom. Some of the types of disruptive behaviour were reported unanimously reported by most of the teacher however a significant deviation has been reported. It is recommended that the disruptive behaviour of students of secondary schools in Pakistan needs an extensive attention of educators, policy makers and the government to address this area for quality education in the country. For this purpose proper trainings may be arranged for administrators and teachers to equip them regarding disruptive behavior and classroom management.

It is beyond any doubt that education has been the dire need of any society. Education is a lifelong process. It continues from the cradle to the grave. It equips people with knowledge and skills to enable them to live a prosperous and happy life. Education serves as supra structure of a country. The development of country depends upon the standard and quality of education in the country. Education is a mean through which a man knows himself and his position and duties in this world. It helps individual in self-realization and is a process of exploring of individual's potentiality and tries to enable the individual using his power in positive manner (Khalid, 1998). The arrival of Syed Ahmad Khan on the India educational scene is perhaps the most outstanding event in the 19 th century in the history of Muslim education. This paper will analyze the views, educational philosophy and contribution of Sir Syed in the field of education and the out put of Aligarh Movement initiated by Sir Syed Ahmad Khan.

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This study was conducted with the objectives of identifying the content that promotes religious tolerance, intolerance and strength/weakness of concept of religious tolerance in Social Studies and Pakistan Studies textbooks. This study was delimited to the content analysis on religious tolerance and intolerance of Social Studies textbook of 8 the Class and Pak Studies textbooks of 10 the class published by the NWFP textbook board Peshawar, Pakistan. In the light of the curriculum draft, the content of both subjects of both classes was analyzed in the light of using qualitative methods. In the curriculum draft, three objectives on religious tolerance for Social Studies (Enhance Sympathy for other people, Love for humanity, and Service for mankind) and two objectives (Lay emphasis on the right and obligation of the citizen of an independent and sovereign state, and Inculcate awareness about the multicultural heritage of Pakistan so as to enable the students to better appreciate the social cultural diversity of Pakistani society and used to with the idea of unity of diversity in our national context) for Pakistan Studies were found. The Social Studies objectives were translated only in one lesson and the two objectives of the Pakistan Studies were translated only in three lessons in the text books. There were some supportive material on tolerance and intolerance. It is recommended that the intolerance and hate supportive material should be excluded and more tolerance supportive material should be included. The religious tolerance material should be propagated through educational institutions and media. Further research is also recommended for the content analysis of other textbooks at every level of education in Pakistan.