Purpose of the study: The study aimed to identify knowledge economy concepts and roles in perspectives of university teachers of Asian and European States and examine the relationship between knowledge economy concepts and roles of university teachers. Methodology: This study was quantitative correlation and survey type in nature. The study population was public sector universities teachers of three countries (Pakistan, United Kingdom, and India). Six public universities were included in the population. From population one hundred and eighty teachers selected as a sample of study conveniently. Main Findings: Teachers agree unanimously that human beings are knowledge capital because they generate new knowledge with innovative ideas and conducting researches in different fields. Humans are the source of producing and placement of knowledge excellently and professionally. There is a strong path relationship r = .8 between knowledge economy concepts of teachers and their roles regarding this. Findings showed that there was a significant difference in teachers’ conceptions of Pakistan and the United Kingdom. Applications of this study: The teachers may make clear conceptions about the knowledge economy and recognize their roles to produce innovative and skills-oriented human resources and data to strengthen the knowledge-based economy. Novelty/Originality of this study: The knowledge economy is a new concept itself in this context. University teachers’ of three different countries highlighted concepts and roles about the knowledge economy.

Quality education comprises of so many factors, such as teachers' professional and academic qualifications. This study deals with the quantitative part of a larger study that looks at factors that influence the quality of education in private schools as well as in public schools in the Malakand Division. The study's sample consisted of four hundred and eighty teachers from forty-eight randomly selected schools (fifty percent public and fifty percent private sector) in Malakand. A survey questionnaire technique was used for the collection of data, which was then analyzed using inferential statistics and descriptive statistics. Results indicate that teachers at public secondary schools had higher academic qualifications, more teaching experience and were on average older in comparison to private school teachers. In light of the recruitment guidelines of the National Education Policy (2017), the paper recommended that teachers in both public and private schools improve their professional qualifications as well as academic qualifications.

The aim of this quantitative descriptive study was to investigate the relationship of child protection rights observance with the students level of satisfaction at secondary school level in Khyber Pakhtunkhwa. School management and students at the public sector secondary schools of Khyber Pakhtunkhwa were the populations of the study. Stratified random sampling was used to select a sample of 320 principals, 640 teachers and 3200 students from 320 randomly selected secondary schools. Three satisfaction scales of five-point Likert type options were used for data collection. Data were analyzed using percentage, chi-square (?2), and Pearson values. School management showed a significant relationship between child protection rights observance and the level of satisfaction of students. Observance of the fundamentals of child rights played a pivotal role in making sure the child protection rights. Students mutual interaction did not impede the instructional activities of the school management through a significant number of the sample considered teaching as a hectic job.

plan information when numerous segments of a course are taught, because the process of formative assessment show at what level the plan or program have achieved it objectives and also whether all the segments or parts of the program are completed. ABSTRACTThis study was designed to analyze the continuous classroom assessment at primary level in Pakistan. Findings of the study revealed that the students' achievement of single class teacher in the subject of English, General science, Urdu and mathematics were almost on average and rubric observation during continuous classroom assessment ranked single class teacher performance asn fair. Overall, subject teacher students' achievement in English, General science, Urdu and Mathematics was better as compared to single class teacher. In addition to this, rubric observation during continuous classroom assessment ranked as subject teacher performance was reported very good in the area of students' instruction, writing test items on the writing board, time management, class environment, use of instructional recourses and student record keeping during and after assessment. It was recommended that at primary level, there is need of subject wise teacher to teach students more effectively. It is also recommended that primary teachers should be familiar with the new curricular terms such as Student Learning Outcomes (SLOs) used in curriculum 2006 and they can be trained to develop and use the new assessment tools that is, rubric in the classroom.