2023

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https://escholar.umt.edu.pk/handle/123456789/12870

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A comparative analysis of students performance in and perceptions about online and face to face learning
(UMT Lahore, 2023) MUQADDAS BEGUM
The research was conducted to do the Comparative Analysis of Students Performance in and Perceptions about Online and Face to Face Learning. The main objective of this research was discovering the experience of pupils with digital learning during COVID-19 and face-to-face learning after disease outbreakg. Check the experience and perception of the students. The population of study included public and private Higher Education institutes of Gujranwala and Lahore. Data was collected from 201 participants. As the students of university were be taken as sample. Questionnaires were distributed physically and online. Total of 80 responses were collected online with Google form while 121 were collected physically. The study was quantitative in nature and descriptive approach was used. Convenient Sampling was used and Data was collected through questionnaire which was distributed online and physically as well Data was analyzed with the help of SPSS 21 various statistical tests were run such as Descriptive, frequencies, one way ANOVA and independent sample t-test. The main focus was to discover the effectiveness, performance and preference of student’s in-between online learning and Face-to-Face learning after COVID-19. The pupils favor Face-to-Face learning over digital learning but students also highlighted that online Learning provide chances to explore and increase their self-regularity in studying. Recommendations were also provided.
A comparative analysis of students’ achievement in STEM versus NON-STEM schools at secondary level
(UMT Lahore, 2023) Humaira Yousaf
This study initiates by looking at the education system, focusing on two types of school systems i.e., STEM (Science, Technology, Engineering, and Mathematics) schools and non-STEM schools. In this research it was trying to find a comparison among these schools. The quantitative research was done through survey to find out the difference in students’ achievement in both types of school categories. The data was collected from 400 students of secondary grade, 150 students were from STEM schools and 250 non-STEM schools. A questionnaire was constructed on 5 point Likert scale after considering its validity and reliability of the instrument. Mean, Standard deviation and percentage responses was measured through descriptive statistical analysis and for inferential statistical analysis independent sample t-test and one-way ANOVA was considered to measure the mean difference among variables. The results show that only marks achievement of students was significantly difference in both school types, i.e., STEM and non-STEM schools. Another significant mean difference reveals among different categories of marks achievement in their total responses. Other demographic variables like gender, class, and subjects show no any significantly mean difference in the both school categories. Findings reveals that STEM schools are better producing students’ achievement scores as compared to non-stem schools’ system. The results highlighted the need for specific strategies to increase the awareness and practicability of STEM based activities in schools, and related policies for both STEM and non-STEM schools to make sure students get the best education possible.
A meta-analysis of the impact of technology on academic achievement of students in higher education institutions of Pakistan
(UMT Lahore, 2023-09-28) SYED IZATULLAH
In the landscape of Pakistani higher education, the integration of technology into pedagogical practices is gaining prominence. This meta-analysis investigates the relationship between technology integration and academic achievement, addressing the need for evidence-based insights in educational technology research. This study aims to assess technology integration's impact on academic achievement in Pakistani higher education. Specifically, it addresses the research question: What is the overall effect of technology integration on students' academic achievement in Pakistan's higher education institutions? Using professional methods, this meta-analysis systematically synthesized findings from a variety of studies conducted in the Pakistani higher education context. It considered diverse technology types, instructional approaches, and academic disciplines, conducting subgroup assessments and examining moderating factors to comprehensively understand the technology-academic achievement relationship. Employing a meta-analytic approach, this study revealed a positive relationship between technology integration and academic achievement, represented by an overall effect size of 0.326. While not strictly statistically significant, this effect size underscores a noteworthy trend, highlighting the potential advantages of technology-enhanced learning in Pakistani higher education. Additionally, the study unveiled variations in the impact of different technology types, academic disciplines, and moderating factors. This meta-analysis offers valuable insights at the intersection of education and technology in Pakistan. The observed positive trend in the relationship between technology integration and academic achievement suggests the potential for transformative changes in higher education. However, it emphasizes the need for further research to navigate the nuanced dynamics of this relationship, considering contextual factors and the diverse academic landscapes within Pakistan. These findings have significance for educators, policymakers, and researchers, providing a foundation for evidence-based decisions and practices to enhance higher education quality in Pakistan and beyond.
A study of self-reported practices of instructional leaders’, teachers’ perceptions and teachers’ organizational commitment in the private colleges of Lahore
(UMT Lahore, 2023-05-20) Asma khan
Instructional leadership has been connected to teachers’ growth, development, to improve teaching & learning process. Teachers’ job satisfaction in organizational commitment. Study focuses on instructional leadership in the private colleges of Lahore. The study aims to describe the IL practices, to identify the important principals' instructional practices, & to investigate whether there is a relationship between the principals' instructional practices and organizational commitment. This study is quantitative in nature and, cluster sampling is used in sampling technique. Standardized Questionnaires with 5 points Likert scale is used to collect data. A questionnaire with 3 parts 1st PIMRS Scale of Hallinger for principal practices & 2nd same part for teachers’ to know their opinion. 3rd part organizational commitment scale TCM by Allen & Mayer are used to collect data from 400 private colleges of Lahore. Population of the study are 250 principals & 795 teachers from the total 650 private colleges, total strength of population is 1,045. Data analysis is done through T-test by using SPSS Software. Major findings of PIMRS related to framing the college goals, communicate the college goals, evaluate the instruction, coordinate the curriculum, monitor students’ progress, Happy to spend the rest of my career with this college, enjoying discussing my college with outside it, college has great deal of personnel meaning to me. It is recommended that all these comprehensive responsibilities should be add in the curriculum of instructional leadership, to provide professional development training on the base of knowledge, skills & productive attitude.
A study on the level of stress in mothers of female childern with intellectual disability and its implications for academic performance
(UMT Lahore, 2023) IQRA INTIZAR
The main purpose of the study was to investigate the stress level in mothers of female students with intellectual disability and its implications for academic performance. In this quantitative examination, a sample of 100 mothers of students with intellectual disabilities were selected by purposive sampling technique from the district of Lahore. Data was collected using a standardized scale, the Depression, Anxiety, and Stress Scale (DASS). For the purpose of the study researcher was only selected stress items. The reliability coefficients of stress scale were 0.838. The collected quantitative data were analysed using SPSS. The study's findings revealed that 80% of mothers of female children with intellectual disability exhibited a moderate to severe level of stress, while the remaining 20% experienced normal to mild level of stress. Children level of disability effects the stress of mothers. Children with mild level of disability their mothers’ level of stress was 6 %. As compared to others, children with moderate level of disability their mothers’ level of stress were 24% and severe disability their mothers’ level of stress were 4%. Chi-square test for independence revealed that there is a significant association between the stress level of mothers and the academic performance of children. Particularly, mothers with more stress had daughters with worse academic performance. Future study will examine coping techniques and other stresses that cause mother stress to create ways to reduce it.
Academic barriers and enablers to success of students with hearing impairment at undergraduate level
(UMT Lahore, 2023-08) FAISAL AMJAD
Education is one of the aspects on which a decent society is built and students with hearing impairment also a part of society. Such types of academic barriers i.e. communication, socialization, curriculum, instructions, learning and support services are faced by students with hearing impairment to get higher education at undergraduate level in the universities. Similarly, there are some academic enablers such as academic engagement, interpersonal skills, academic motivation and study skills that can enhance the academic success of students with hearing impairment at undergraduate level in the universities. Higher education produces knowledge and skills to participate in national development and decision-making. The basic purpose of this study was to identify or find out the academic barriers and enablers to success of students with hearing impairment at undergraduate level and it was a case study of a private university where these students were enrolled at undergraduate level. Descriptive research design of quantitative research paradigms was used by the researcher to conduct this study. The population of this quantitative study was the students with hearing impairment who were studying at undergraduate level in a private university. Census sampling technique was used to conduct this study and 41 students with hearing impairment were taken as whole sample from a private university. Two instruments were developed by the researcher in the form of questionnaires to conduct this study. The first questionnaire was based on students’ Academic Barriers (6 barriers, 45 statement) and the other one based on students’ Academic Enablers (4 academic enablers, 46 statements). Bothe instruments were validated by field experts and Cronbach’s alpha values were noted as academic barriers (α=.841) and academic enablers (α=.939) respectively. Three point Likert scale was used in both questionnaires to acquire opinions from the respondents for this study. Data was analyzed through SPSS, descriptive and inferential statistics were used to analyze the data and find out the results about academic barriers and enablers. Descriptive statistics and t-test were applied to find out and compare the responses. Findings and conclusions were made on the basis of results which were grounded on the responses of the respondents. Recommendations were made by the researcher based on findings and conclusions to overcome the academic barriers and enhance the academic enablers to success for the students with hearing impairment.
Accessibilities and challenges in curriculum and instructional activities for students with visually impairment in Gilgit Baltistan
(UMT Lahore, 2023) SYED ZAHEER ABBAS
The purpose of this research was to investigate the challenges and accessibility of curriculum and instructional activities for visually impaired students in Gilgit Baltistan. The study used qualitative methodology and included all visually impaired students and their teachers at the Public Special Education Complex in Gilgit Baltistan. The population of this study was comprised of all enrolled visually impaired students and their teachers in public special education complex at Gilgit Baltistan. A purposive sampling method was used to select six teachers and seven students of different classes. To get the data interview protocol was used. Qualitative data was analyzed using thematic analysis. The findings revealed that lack of accessibility to materials, teaching Braille, and accommodating diverse learning abilities were major challenges faced by both teachers and students. Despite these challenges, teachers demonstrated a strong commitment to modifying their teaching strategies to make the curriculum more accessible for visually impaired students. The research suggests the use of multi-sensory approaches such as incorporating auditory, tactile, and kinesthetic elements to enhance learning experiences. This can be achieved through the use of assistive technologies, hands-on activities, and interactive learning materials.
Alignment between chemistry curriculum and textbooks at higher secondary level
(UMT Lahore, 2023-11) TEHREEM NIAZI
The curriculum document provides a framework for teachers to plan and deliver instruction in a coherent and systematic manner. The curriculum document plays a crucial role in ensuring that students receive a high-quality education that prepares them for success in the future. For this purpose, the textbooks are designed to cover the topics and concepts outlined in the curriculum, ensuring that students have access to the necessary information and resources to meet the learning objectives set by the educational standards. The study was aimed to align the textbooks of Chemistry (grade XI-XII) with reference to National Curriculum 2019 for Chemistry grade XI-XII and Bloom’s taxonomy in Punjab. This study was qualitative in nature. National Curriculum 2019 for Chemistry XI-XII and Chemistry XI-XII textbooks developed by Punjab curriculum and Textbook Board (PCTB). The result of the study found that the textbooks of chemistry grade XI-XII was not properly aligned. There were so many gaps found between the students learning outcomes as mentioned in the Curriculum and the content (units of the book). So many SLOs of chemistry curriculum are not mentioned in the textbooks. Most of the topic in the chemistry curriculum are not included in the textbooks. Therefore, this is the main gap of this study and alignment of the textbooks and chemistry curriculum become difficult for the researcher.
Analysis of behaviour management strategies used by the teachers of hearing impaired students
(UMT Lahore, 2023-06-23) NOREEN IJAZ
The purpose of this study was to analyze the usability of behaviour management strategy used by the teachers of hearing impaired students. Quantitative research paradigm was used to get the understanding which type of behaviour management strategies used by the teachers of hearing impaired students. Through in depth literature review and expert’s guidance, research instrument was developed with 5 point Likert scale about behaviour management strategies. Descriptive statistics (frequency) and inferential (ANOVA, t-test) statistics had been employed to address research problems. The findings revealed that non-punitive behaviour management strategies such as praise, guidance/counselling, special privileges, forgiveness, reflection, rules/consequences, warning, reward, and modelling were highly used by the teachers. Withdrawal of special privileges, writing the name on the board, token economy, reporting, and social punishment were moderately used. Emotional/psychological punishment, economic punishment, and physical punishment were rarely used. Female teachers had a more positive attitude towards non-punitive strategies than male teachers, while private school teachers used more non-punitive strategies and punitive strategies than public school teachers. Teachers with B.A/B.Ed (Hons.) degrees used more non-punitive strategies, while teachers with MA/M.Ed special education degrees used more punitive strategies. The study recommended that the government should arrange training programs for teachers. Further studies are suggested to investigate the impact of hearing impairment on behaviour problems and academic achievement and students' perceptions of the effect of behaviour management strategies on them.
Application of pedagogical content knowledge of prospective teachers on their teaching practicum practices
(UMT Lahore, 2023) ANAM KHAN
Pedagogical Content Knowledge (PCK) is an essential component of teacher education, as it significantly impacts their teaching practice. The present study aimed to investigate the application of PCK among prospective teachers during their teaching practicum. The study population comprised all students enrolled in B.Ed Hons. programs at public universities in Lahore, Pakistan. A convenient sampling technique was used to select a sample of 330 prospective teachers for the study. Data were collected in two phases, using a questionnaire with a five-point Likert scale to collect data from B.Ed Hons students in their 3rd to 8th semesters during the first phase. The second phase involved an open-ended observational checklist used to observe the prospective teachers during their teaching practicum. Mean, standard deviation and independent-sample t-tests were utilized to analyze the data. The results of the study revealed that a significant proportion of the prospective teachers applied PCK in their teaching practice, and no significant differences in PCK were observed between male and female teachers. Future research may compare the application of PCK between prospective teachers from public and private universities to identify any potential differences. These findings highlight the importance of incorporating PCK in teacher education programs to enhance the quality of teaching and learning in schools.
Assessing factors and outcomes of transformative learning in graduate learners
(UMT Lahore, 2023-09-06) KINZA ARIF
This research investigates the factors and outcomes of transformative learning in graduate-level learners in Pakistan, using Mezirow's transformative learning theory as a framework. This study involves a dynamic participant population of 82,328 from two public universities and two private universities according to HEDR statistics 2021. Through convenience sampling, the research investigates the transformative learning processes of 431 participants. Data was collected using a survey questionnaire, a revised edition of the Learning Activities Survey (LAS), and the Transformative Outcomes subscale from the Transformative Outcomes and Processes Scale (TROPOS). Instrument reliability was assessed using Cronbach’s Alpha, which yielded a robust value of 0.935, signifying high internal consistency. The study aims to identify factors contributing to transformative learning experiences and examine the transformative outcomes resulting from them. The results of the study suggest that a notable percentage of graduate-level students in Pakistan encounter transformative learning occurrences that question their pre-existing beliefs and result in personal development. Most participants, specifically 38.7% who agreed and 26% who strongly agreed, reported experiencing transformative moments that led them to question their values. Additionally, a significant number of respondents, 37.1% who agreed and 25.5% who strongly agreed, reported a shift in their previously held beliefs. The perception of safety in sharing opinions during class (M = 3.59) and support from teachers (M = 3.55), had a moderate significant positive impact on the occurrence of transformative experiences. Most participants considered class discussions and dialogue (M=3.88, SD=1.10) and personal self-reflection activities (M=3.69, SD=1.224) to promote transformative learning. Personal struggles/failures (M = 3.78) and loss of a loved one (M = 3.29) are weak significant non-educational factors that contribute to the overall academic performance of individuals. Findings suggest a moderate significant positive correlation (r = 0.463**) between transformative experiences and transformative outcomes. This relationship appears to be influenced by various factors, including social support, educational factors, and non-educational factors. The study highlights the importance of creating supportive educational environments that encourage candid communication and active participation. Social support and specific educational methodologies are crucial for transformative learning. Educators should use participatory teaching strategies, such as class discussions, self-reflection activities, and practical applications. These findings have significant implications for academic institutions, instructors, and decision-makers in facilitating transformative learning opportunities and significant development among postgraduate students.
Becoming a reflective practitioner: an analysis of the education students’ reflections on their lived experiences
(UMT Lahore, 2023-01-16) Azka Ashfaq
The purpose of this study was to explore the student’s reflections on “Becoming a reflective practitioner” course. The qualitative study using purposive criterion sampling included 10 students both male and female from the University of Management and Technology (UMT) Lahore. The participants were belonged to the same university. The participants were MPhil students of 3rd semester. All the participants were studying the same course. After the completion of their course all participants were present at the decided location at the same time that was suitable for them. Written reflection format and procedure was explained to every student. The data was collected through open-ended written reflections. These written reflections were reflected upon students’ perception and lived experiences of their course through Gibb’s reflective model. Students gave data and direction on which objectives they should aim for and which of those they have proactively fulfilled. The results of my study showed that this course was beneficial for students in their personal and professional life. To some extent these students’ developed a comprehension of reflection and reflective practice, know about its qualities and utilized various types of reflection to reflect on their practices. The study suggested that having sufficient opportunity to reflect upon and write the reflections, holding responsive mind-set, being persuaded sof the value of reflective teaching and having confidence in change are factors concluded that these students’ commitment with reflection and reflective practice. The findings of this study showed that there was a need to increase the evaluation literacy of educators, arrange workshops and seminars on reflection that would guide teachers to be equipped with the latest assessment strategies and techniques.
Challenges and opportunities for inclusion of persons with visual impairments at higher education
(UMT Lahore, 2023) FAYYAZ HUSSAIN
Inclusive Education has become the hot talk among the Educationists, Researchers, Policy makers and the practitioners of the current world of education. The title of this study was “Challenges and Opportunities for Inclusion of Persons with Visual Impairments at Higher Education”. After reviewing the relevant literature, The study was conducted to address the objectives like: Identify the challenges faced by the institutions while providing the facilities of inclusive education to the visually challenged students at higher education level, identify the challenges faced by the faculty members while accommodating the visually challenged students in their class rooms, identify the challenges faced by the sighted students while accommodating the visually challenged students in their class rooms, identify the challenges faced by the visually challenged students at higher education level in Pakistan, document the opportunities of inclusion for the visually challenged students at higher education level, identify gaps between challenges and opportunities available at higher education and recommend measures to bridge the gaps between challenges and opportunities. To fulfil the above research objectives, the data were collected from administrators, faculty members, sighted students and visually challenged students belonging to ten purposively selected HEC recognized institutions of higher education functioning in the city of Lahore. With the major focus on qualitative, data were gathered and analyzed according to the norms of mixed method. Based on results and their conclusions, the gaps between challenges and opportunities of inclusion of the visually challenged students studying at higher education level were identified like: Gap at policy level, gap at campus accessibility level, gap at communication level, gap at awareness level, gap at training level, gap at Subject accessibility level and gap at resources level. To bridge these gaps, recommended measures have been proposed. The study will be beneficial for the students of inclusive education to understand the status of inclusive education in Pakistani institutions of higher learning. It will also help policy makers to revisit their policies in line with the international norms of policy making and implementation. It will not only help the visually challenged students studying in Pakistani universities and colleges in terms of the improvement in inclusive education but also contribute to the general well-being of the society. Despite the mentioned benefits, the study has the limitations of being conducted in Pakistani settings and the results can not be globally generalized. Further, the researcher was himself a visually challenged person, this fact may have caused delays in collecting data from different universities. Further accessibility issues like security enabled PDF documents on the internet, non-compatibility between secure online databases and screen reading software may have caused delays in the process of whole research.
Challenges faced by international students studying in universities of pakistan and coping strategies
(UMT Lahore, 2023) Anum
This thesis aims to investigate the unique challenges faced by international students in Pakistani higher education institutions and the strategies they employ to cope with these challenges. The study focuses on identifying the types and levels of challenges encountered, the effectiveness of coping mechanisms, and the extent of support provided by educational institutions. It tests the hypothesis that students receiving comprehensive cultural and language support are likely to face fewer adjustment challenges. Adopting a phenomenological approach, the research combines qualitative and quantitative methods for a comprehensive analysis. Data were gathered through structured surveys and in-depth interviews, ensuring a rich qualitative and quantitative exploration of student experiences. The research encompasses a diverse group of international students in Pakistan, representing various countries, academic disciplines, and levels of study. In the quantitative phase, purposive sampling was used to select 150 participants. In the qualitative phase, snowball sampling was used to select 10 participants. The study uncovers significant challenges such as linguistic barriers, cultural adaptation difficulties, and systemic hurdles. Students employed various coping strategies, including improving language skills, seeking tutoring, effective time management, and utilizing faculty and peer support. Resilience and adaptability emerged as key themes, demonstrating students' capability to overcome academic and social hurdles. The thesis suggests the need for more supportive educational environments and policies tailored to the unique needs of international students. Emphasis is placed on fostering personal growth, resilience, and stronger institutional support systems. This study not only contributes to the understanding of the experiences of international students in Pakistan but also offers valuable insights into the development of more inclusive and supportive educational frameworks. It serves as a crucial resource for policymakers, educators, and institutions aiming to enhance the academic journey and welfare of international students.
Challenges faced by students with visual impairment in braille literacy
(UMT Lahore, 2023-03-22) Salma Iqbal
Braille plays a key role in education of students with visual impairment and students face challenges in learning braille. This study was based on the qualitative phenomenological research design, describing the challenges faced by students with visual impairment in braille literacy. Teachers and students were selected by purposive sampling technique. The number of samples for both categories of participants was 12 each. The data were collected by using semi-structured interviews conducted through phone calls and face to face. The responses of the participant‟s interviews were analyzed by using thematic analysis. Themes were derived from these responses which represented the two main components of braille literacy i.e., braille reading and braille writing. The findings of study showed that students face different challenges at emergent, basic and functional level of braille literacy. The recommendations of study will help the students, teachers and parents to overcome the challenges of braille literacy. Moreover, it will help the braille authorities to improve uniformity in braille.
Comparative analysis of self-efficacy of students with congenital and acquired visual impairment
(UMT Lahore, 2023) TAYYABA AZHAR
The research was conducted to examine the comparison between self-efficacy of congenital and acquired visual impairment. The research questions of my study are 1. Was there any difference of self-efficacy levels between 2 groups of the students with congenital and acquired visual impairment? 2. Was there any difference among academic self-efficacy of SVI from grades 6th to 8th on the basis of education sector? 3. Was there any difference among Social self-efficacy of SVI from grades 6th to 8th on the basis of socio-economic status? A sample of 120 visually impaired students (N=120) age 10-19 (75 Males; 62.5%, 45 Females; 37.5%) of different government and private sector institutes of Lahore was taken. A self-administered questionnaire was developed to measure the study variable named self-efficacy. The independent sample t-test and ANOVA showed the significant difference between self-efficacy of congenital and acquired visual impairment. The conclusion of this research was there was a significant difference between the self-efficacy of congenital and acquired visual impairment. This research is beneficial for the discipline of special education, educational authorities, instructors/teachers of special students, researchers and professionals etc.
Comparative effectiveness of disability resource centers (DRCS) in higher education institutions for students with visual impairment
(UMT Lahore, 2023) MUDASSAR SHAHZAD
This research was exploratory qualitative research to compare the effectiveness of Disability Resource Centers in Higher Education institutes for students with visual impairments (SVI). This comparative study focused on the availability and effectiveness of resources in DRCs to meet the standards of the internationally acknowledged concept of inclusion in education. Five famous universities of Pakistan were selected based on the rationale of DRCs and their functioning. The sample size was based on the available SVI (Low Vision & Totally Blind Students) in these institutes. Multifaceted collection tools; Inventory and Semi-structured interview guides for DRCs resource persons and SVI helped to attain the validity of the research. Recorded one-on-one Interview transcription was analyzed closely to find out the emerging themes. Furthermore, a detailed descriptive thematic analysis was carried out to further explore the effectiveness of DRCs. Finally, the institutional comparative analysis has enhanced the impact factor of the study. Moreover, it analyzed DRCs' challenges in meeting these needs and proposed recommendations for further enhancing their effectiveness. Employing a rigorous qualitative approach encompassing multiple interviews, and an inventory of Resource Persons designated in DRCs, this research endeavors to shed light on the critical, yet often understated role of DRCs in fostering inclusivity within educational institutions.
Critical study of inclusivity in secondary schools of the punjab
(UMT Lahore, 2023) UZMA RAFIQUE
This study was conducted to critically examine the inclusivity in various schools of the Punjab. This descriptive study in conjunction with convergent parallel mixed method design explores practices of inclusive education. Through 5 Likert scale instruments, the implementation status of inclusive education within the Index of Inclusion and whole School development is explored in 51 secondary level (1-10) schools via head teachers and teachers. Latterly, the practices are studied through onsite observations and interviews focusing on the inclusive enablers implemented by school administration for increasing attendance and participation of children with disabilities in mainstream schools. The study found that all the practices were mainstream school based. However, the charity-based organizations modulated inclusive education using various enablers, including resource room centered integration, school-based support, and differentiated academic progress of children with disabilities in IEPs. Contrarily, the public schools provided for the direct placement of children with disabilities in mainstream classrooms without providing requisite participating enablers such as student-focused IEPs, accommodations in curriculum, adaptations in teaching methodologies, and evaluation. The study concludes that although plenty has been done for attitudinal enablement of the teachers and head teachers, other key inclusive enablers such as IEPs-based learning, classroom accommodations in curriculum, teaching methodologies, mode of engagement and representation, and evaluation are direly needed for increasing the participation of disabled and other marginalized children in the mainstream education system. Accordingly, a school-enablement plan and school-development focusing inclusive model is proposed.
Education for sustainable development in somalia higher education
(UMT Lahore, 2023-12) Anisa Nur Hassan
This thesis explores the integration of Education for Sustainable Development (ESD) into Somali higher education institutions with a particular focus on Sustainable Development Goal 4. The paper addresses a number of important issues related to ESD implementation in Somalia's post-conflict educational setting. The study uses a qualitative case study approach to provide insight on the dynamics of ESD integration in this specific scenario through the use of policy document analysis and interviews. The study focuses on identifying the policy and practice gaps that limit the integration of ESD into Somalian higher education curricula and institutional structures. It examines the complex interaction between national education policies and the unique requirements of ESD, pointing out any potential loopholes and suggesting areas for further strategic planning. The research methodology involves engaging with various stakeholders and analysing relevant policy documents in order to determine the intricacies of educational policy in the Somali context. By exploring those aspects, the thesis intends to expand understanding of ESD in post-conflict contexts by highlighting the crucial roles that stakeholder involvement and policy alignment play in promoting education for sustainable development. The study provides the foundation for future research and policy initiatives in the subject of sustainable education, particularly in post-conflict situations like Somalia.
Effect of in-service teachers trainings on professional development of teachers in an area with visual impairment
(UMT Lahore, 2023-12-05) Tahira Perveen
In-service teachers‘ training is crucial to a teacher‘s success as well as the overall effectiveness of the institution. This study aimed to ascertain how special education teachers, in the field of visual impairment, perceive the effect of in-service teacher training on professional development. The general consensus is that certain in-service teachers‘ trainings can significantly enhance teachers' performance in terms of their professional expertise, training, and experience. To gather data for the study, the researchers used a self-developed survey questionnaire. The questionnaire was developed after deep literature review on seven components of the professional development framework. These components focus on content, active learning, support for collaboration, models for effective practice, coaching and expert support, feedback and reflection and assessment. A 4 point Likert scale with extent range strongly agree, agree, disagree and strongly disagree was used. Total 155 teachers working in the field of visual impairment and 60 heads working with the teachers of visual impairment field were selected conveniently to contribute in the quantitative research. The researcher employed mean, average mean frequency, and percentages. T-Test and ANOVA was used for the analysis of demographic variables of the questionnaire on respondents' age, qualification, and teaching experience. The proposed analysis of this study exposed that the majority of the special education teachers of students with visual impairment showed a positive attitude towards teachers training for their professional development. Findings of the study revealed the positive effect of in-service teachers training on the professional development of teachers and reveals that the development of specific skills necessary for working with students who have visual impairments should be the focus of targeted training offered by ITTs. This includes enhancing mobility and orientation abilities, as well as fostering literacy, reading, and writing abilities. Braille skills can also be improved through software and hands-on practice. The study also revealed the positive perception of teachers regarding their professional growth.

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