The study was conducted to find out the practices and problems of supervisors working at primary school level in Pakistan. The teachers, Headmasters, Area Education Officers, District Education Officers, Deputy District Education officers working in primary schools of Rawalpindi District were the population of the study. The questionnaire was developed, validated by the experts and pilot tested. Stratified Random sampling technique was used to collect the data of the study. The conclusions of the study reveal that the supervisors don’t visit schools to facilitate teachers in solving classroom problems. They behave with them in an autocratic and authoritarian way, and the teachers are not able to share theirs problems with them. They do not believe in the concept of supervision as a process of sharing, helping, guiding, counseling and motivating teachers to solve problems which they face while teaching in classroom. Questioning and creative ideas are taken as breach of discipline. It is also revealed that the majority of the Head of institutions are not competent enough to guide their staff to perform the educational activities in the classroom. They neither delegate the responsibilities to the staff nor involve them in decision making process. As a result, the team members will not put their all out efforts in the activity and take it as burden. It is recommended that a training programme for the supervisors working at Primary level may be designed and lunched to improve their knowledge, skills and attitude to perform their duties as a facilitator, guide, motivator, helper and the leader of the team. The procedure of departmental promotion may be revised and over all competency and skills required for the performance of task as a supervisor/Headmaster/Principal should be given due importance.

The study was conducted to compare the teaching methods and evaluation practices in English subject at secondary school certificate (SSC) and general certificate of education GCE-O -level in Pakistan. The population of the study was students, teachers and experts at SSC and 0-level in the Punjab province. Purposive and random sampling techniques were applied to select the schools and teachers. It was a descriptive study in which the questionnaires were developed to collect the data, and it was analyzed applying t test and chi square. It revealed that GCE-O level results are better due to the availability of competent teachers, educational equipments, management and incentives given to teachers. The examination system also promotes understanding conceptual clarity instead of cramming. It also revealed that the teacher practise Direct, Audio Lingual and activity based methods in GCE -O level system whereas at SSC level system Grammar Translation and Lecture methods were frequently used by the teachers. It was recommended that the steps may be taken from the concerned institutions to design and implement teacher training programme, equip the schools with the modern instructional technology and provision of language based textbooks.

This study explains the concept of learning in the light of the opinions of behaviourists, connectivists and
humanists. The researcher focused on key points of difference among the behaviourists themselves and other
schools of thought on the topic. For this purpose, the qualitative paradigm of research was used and method of
content analyses was applied. According to the behaviourists learning is not an active but passive process of
memorizing information that requires external reward. Understanding is merely seeing relationship or patterns
and applications requires not more than transfer of training. According to the humanists learning is a personal act
of individual to fully utilize his potential. It is essential that instructional activities should be based on the
learners’ basic needs for the success of the learning process. It is an unending curiosity that includes identifying,
discovering, drawing in from the outside world and making that which is drawn in a real part of Me. Learning
situation must allow the learner to move at a pace that best suited to him. It should provide opportunities for
continuous assessment and utilization of the feedback as a part of learning. Connectivists believe that learning is
a way of being. It is an ongoing pattern of attitudes and actions by individuals and groups which they employ to
deal with the surprising, new/novel, messy, obtrusive events and situations. It occurs in different of ways from
the practicing communities, personal networks, and through completion of work-related tasks. It is a continuous
process for a lifetime without separation from work related activities. They present a model of learning which
recognizes that learning is no longer an internal, individualistic activity. It provides an insight and skills to the
learners how to flourish and progress in a digital era of technology

The study was conducted to assess the moral reasoning of adolescent boys and girls in the light of Gilligan theory. The main objectives of the study were to investigate the moral reasoning of adolescent boys and girls with reference to responsibility orientation versus justice orientation and to compare the frequency of adolescent boys and girls with right orientation and responsibility orientation. The population of study consisted of all adolescent boys and girls studying in SSC and F.A/FSc of Fazaia Inter College Chaklala Rawalpindi. They all were sixteen to twenty years of age. The sample of study consisted of 40 boys and 40 girls studying in Matric and F.A/FSc of Fazaia Inter College Chaklala Rawalpindi, were taken applying random sampling technique. The scale developed by Baker and Role (2002), an objective measure of the two orientations was translated into Urdu language for the collection of the data of the study. The main conclusions of the study were that adolescent girls found to be more care oriented than boys, however, they were found to be equal on justice oriented. It was also inferred that religion is the most important factor which influence the moral judgment and justice oriented approach of boys and girls. The present study partially supports Gilligan's theory and it was also concluded that cultural norms do play an important role to make the boys more assertive to boys as compared to girls. It is expected from girls that they should be submissive, introvert and caring as compared to boys.

The objectives of this study were to assess the impacts of Inclusive Education (IE) Project implemented in government schools of Islamabad and anticipate its practicability for public schools. Quantitative and qualitative methods were applied for data collection. Study instruments were structured interviews, unstructured focus group discussions, and questionnaire. The study revealed that Students with Disabilities (SWDs) carrypositive attitudes about their mainstreaming and promote friendships among them. The accessibility of school infrastructure normally addresses the needs of all students, but curriculum, equipment, teaching, learning aids, and assessment methods need to be adjusted. Principals in the schools have a positive attitude towards IE and suggested the government take more concrete measures toward mobilizing financial and technical resources for the training of teachers and providing them with technological support. Teachers involved in IE practices have a positive attitude for inclusion of SWDs and they proposed that it can be replicated in all public schools.