OPEN ACCESS EDUCATION AND LEADERSHIP REVIEW

Editorial Note from Editor-in-Chief

2024-09-12T07:12:39+00:00

In an era marked by rapid globalization, technological advancement, and shifting socio-political landscapes, the role of education in nation building has never been more critical. As we navigate the complexities of the 21st century, the intersections of education research and modern nation building present vital opportunities for scholars, policymakers, and educators alike to engage in meaningful dialogue and action. This editorial note aims to underscore the importance of education as a foundational pillar for sustainable development and social cohesion within nations. Education has recognized as a powerful tool for individual empowerment and societal transformation. It fosters critical thinking, nurtures civic engagement, and promotes social equity. As nations grapple with challenges such as inequality, political instability, and cultural fragmentation, the need for a robust educational framework becomes paramount. Education research serves as a compass, guiding policymakers in the development of curricula, teaching methodologies, and assessment strategies that align with the goals of nation building. The nexus of education research and modern nation building presents a unique opportunity for transformative change. As we continue to explore this dynamic relationship, it is essential for researchers to engage with practitioners and policymakers to ensure that findings are translated into actionable strategies. By fostering collaboration across disciplines and sectors, we can create educational systems that not only equip individuals with knowledge and skills but also contribute to the broader goals of national development and social cohesion. We invite our readers to reflect on these themes as they engage with the research presented in this journal. Together, let us strive to advance the discourse on education as a cornerstone of modern nation building, paving the way for a more equitable, peaceful, and prosperous future for all.

IMPACT OF SOCIAL SKILLS ON HIGH SCHOOL STUDENTS’ ACADEMIC PERFORMANCE

2024-05-09T06:22:44+00:00

This research explores the relationship between social skills and academic performance among students of high school s in District Jhang. Social skills, encompassing communication, empathy, interpersonal abilities, and problem-solving, play a crucial role in an individual's success in various life aspects. The study aims to assess the correlation of social skills and academic achievement , and propose measures for enhancing social skills and academic performance .The research employs a descriptive survey design, involving a sample of 300 students of high school from both public and private schools. A self-constructed questionnaire with 34 items is used to collect data on social skills and academic performance. The questionnaire is validated through expert opinions, demonstrating a satisfactory level of reliability. Findings indicate that students generally perceive themselves as having strong social skills, with significant agreement on aspects such as communication, problem-solving, and emotional regulation. The study establishes a positive correlation between collaboration and self-regulation with academic achievement. However, no significant relationships are found for engagement with others, open-mindedness, compound skills, task performance, emotional regulation, ambiguity tolerance, and hierarchical relationship management. The study concludes that social skills are positively correlated with academic achievement, emphasizing the importance of fostering these skills in educational settings. Recommendations include integrating social skills instruction into the curriculum, providing teacher training, and implementing prevention and intervention programs to enhance social skills and academic progress. In summary, this research contributes valuable insights into the intricate interplay between social skills and academic achievement, providing a foundation for educational stakeholders to create effective strategies that promote holistic student development. Further studies and interventions are suggested to validate and extend these findings.

Analytical study for the assessment by Independent Monitoring Unit (IMU) for monitoring teaching effectiveness and physical facilities in Secondary Schools of Khyber Pakhtunkhwa

2024-05-27T07:38:28+00:00

This study endeavors to find quality assurance in schools monitoring measured by the Independent Monitoring Unit (IMU) which covered critical areas of interventions and requires independent monitoring on monthly basis to track progress. This plan also sets out a series of interventions and reforms that will support the attainment of the objectives like teacher’s attendance and enhancing teaching skills. The main objectives of the study were; 1) To find out the quality assurance of school monitoring by this Independent Monitoring Programme. 2) To assess the teaching effectiveness and effective use of ICT. 4) To assess the physical facilities of schools. 5) To assess the Support establishment of performance monitoring mechanisms. 6) To assess the increase retention and reduction of dropout with improved teaching, learning and with less teacher absenteeism. Null Hypothesis entail that there is no significant effect of IMU Programme in promoting effective teaching by teachers whereas Alternate Hypothesis reflects that there is a significant effect of IMU in promoting effective teaching by teachers. The study was perception based work whereas three stakeholders i.e. Head Masters, Teachers and Students were selected for this research study. The population of the study was all Government High schools Boys and Girls of the Khyber Pakhtunkhwa. Total six girls and boys schools were selected, out of these, sample of 50 (40 from Students, 08 from teachers & 02 from Head Masters) taken from each school. Thus total numbers of sample was 300. Name of selected schools were:- 1) GHS Boys Kirri Khesure lie at most northern part of D.I.Khan. 2) GHS Boys Parova lie at the most southern part of D.I.Khan. 3) GHS Boys Kachi Paind Khan situated in D.I.Khan city. Whereas three selected GGHS were:-1) GGCMHS No.1 lie in the heart of City. 2) GGHS Wanda Madad 35 Kilometer away from D.I.Khan City at North side. 3) GGHS Behari Colony, Zafarabad, D.I.Khan. It is concluded that IMU is a systematic and planned monitoring programme. Main focus was given to teacher’s absenteeism. This programme may also extend to measure other dimensions like school physical facilities, teacher’s competencies, students drop out and their retention etc.

The Role of Punjab Public School Support Program in Enhancement of Enrollment

2024-05-26T05:20:39+00:00

The enhancement of enrollment in PEIMA-financially supported PSSP schools in the Mianwali area was the main focus of the current study. Survey constructed as intended and quantitative methodology used. The study's goals were to investigate any shortcomings in PSSP schools receiving assistance from PEIMA and to monitor the improvement of enrollment in these schools. The study's population consisted of all the male and female primary schools in the district of Mianwali that were founded in the public sector and funded by the Punjab Education Initiative Management Authority under the PSSP mode. Seven hypotheses and five research questions were developed. 110 instructors and 33 principals made up the study's sample. The tool was a 5-point Likert scale questionnaire created by the researcher. Test of Validity & Reliability and Pilot testing were done before administering the instrument. This study can help the concerned authorities and implementing partners to consider study findings for recruitment & selection, training & development, performance appraisal, succession planning & infrastructure facilities, and academic achievement of the student and teacher's competencies.

Examining the Nexus between Tertiary Education Enrollment Trends and Employment Opportunities in Pakistan: A Quantitative Analysis

2024-05-09T06:53:48+00:00

This research aims to explore the trend of registration in tertiary education and their corresponding employment chances in Pakistan. The research was quantitative and based on admission data (2012-17) from 27 universities, and employment advertisement data (2012-17) from four newspapers. The multistage, stratified, purposive, and random sampling techniques were used to collect the data from different sections of the population. Descriptive as well as inferential statistics were used for the analysis of the data. The results showed that the higher education trend of registration was in the subjects of Basic Sciences. Moreover, maximum employment was presented for the field of Basic Sciences and less employment was published for the subjects of Social Sciences.

EXAMINING THE CRITICAL THINKING SKILLS OF PUBLIC SECONDARY SCHOOL STUDENTS

2024-05-09T06:45:21+00:00

The article focuses on the importance of Teaching and Learning process. The findings encourages the study of Berger, Woodfin & Vilen (2016), Brookfield (2017), Kohnke (2023), and Krein (2023) likely focus on instructional methods, student engagement, and effective classroom practices. Moreover Critical Thinking, Scheuer (2023) likely delves into the importance of critical thinking skills in a liberal arts education and its connection to responsible citizenship. Social Justice, Gott (2020), Silberstein (2022), and Tan (2021) might explore issues of racism, whiteness in education, and using problem-based learning to address 21st-century challenges. Research: Manutscheri (2020) potentially discusses the structure and format of a diploma thesis .Educational Technology: Kohnke (2023) might delve into how technology can be used for effective microlearning activities in language learning.Student Experiences: Vuojärvi et al. (2019) might explore student experiences with cross-boundary collaboration and problem-solving in relation to developing 21st-century skills.Teacher Practices: Yi et al. (2023) might focus on how middle school teachers utilize questioning methods to promote dialogue-based learning,

Effect of Security Measures on Self Confidence of Teachers and Students at University Level

2024-05-09T06:58:35+00:00

In the current context where security threats have increased, there is a growing need for proactive approaches to ensure safety and cultivate a confidence-inspiring, threat-free learning environment. Educational institutions, in particular, are required to improve and equip themselves to effectively monitor security threats. The objective of this study was to investigate the impact of security measures on the self-confidence of teachers and students at the university level. The implementation of security measures has profound effects on self-confidence and learning outcomes within a safe and secure atmosphere. The independent variable in this study was the security measures, while the dependent variable was the self-confidence of teachers and students. The sample consisted of 48 teachers and 192 students, selected equally from three districts. The reliability coefficient for the teachers' questionnaire was 0.953, and for the students' questionnaire, it was 0.949. The study employed a simple random sampling procedure. The effect of security measures was measured using ten factors, including security standard operating procedures (SOPs), security accessories, skills, management, training, responses, evaluation, motivation, outcomes, and implementation. Comparative analysis revealed that security measures had an equal impact on the confidence of respondents, regardless of their geographical areas. This research also found a positive effect of security measures on teachers' motivation and performance, which in turn had a direct impact on student learning. As a recommendation, universities should make efforts to implement security measures to enhance the motivation, performance, and confidence of both teachers and students.

TEACHERS PERCEPTION REGARDING INCLUSION OF AGRICULTURAL EDUCATION AT SECONDARY LEVEL IN KHYBER PAKHTUHKHWA

2024-05-09T06:24:56+00:00

The current study was aimed to investigate the views of teachers regarding the inclusion of agricultural education at secondary school level in Khyber Pakhtunkhwa. Therefore, descriptive research method was used. The study was conducted in two universities District Dera Ismail Khan (D.IKhan) including University of Agriculture (UOA) and Gomal University (GU). A sample 125 (50%) teachers sample was chosen out of 250 teachers using proportionate stratified sampling method. A self- developed questionnaire was used for data collection. Content Validity Index (CVI) was used for the content validation purpose while Cronbach’s Alpha was used to measure the internal consistency of the instrument. Independent sample t-test and Analysis of Variance (ANOVA) was used to assess the response of agriculture teachers regarding the inclusion of agricultural education at secondary level. The result indicates that all teachers agreed upon agriculture curriculum included at secondary school level. So, agriculture curriculum may be design under the experts for secondary school level.

The Role of Punjab Public School Support Program in Enhancement of Infrastructure Facilities

2024-05-26T05:18:31+00:00

The current study focused on the Infrastructure facilities in PEIMA financially assisted PSSP schools of district Mianwali. Quantitative method and survey designed as applied. The objectives of the study were to observe the Infrastructure facilities in PEIMA-assisted PSSP Schools and to explore weaknesses regarding in these Schools. All the male and female primary schools established in public sector and supported by Punjab Education Initiative Management Authority under PSSP mode in district Mianwali constituted the population of the study. Five research questions and seven hypotheses were formulated. The sample size of the study was 33 principals and 110 teachers. The instrument used was a researcher-designed 5-point Likert scale questionnaire. Test of Validity & Reliability and Pilot testing were done before administering the instrument. This study can help the concerned authorities and implementing partners to consider study findings for recruitment & selection, training & development, performance appraisal, succession planning & infrastructure facilities, and academic achievement of the student and teacher's competencies.