Understanding the Context of Education in an Urban Slum: A Case of Babu Sabu, Lahore

Article 25 A of the Constitution of Pakistan stipulates that free and compulsory education must be given to all children between the ages of 5 and 16. However, there are gaps in its implementation leaving out pockets such as children in slums. Non-government organizations (NGOs) play an essential part in bridging the said gaps. This study explored the context of education in a slum area located at Babu Sabu Interchange, Lahore where an NGO PAHCHAAN (Protection and Help of Children against Abuse and Neglect)is providing non-formal education to children via community engagement. The current study explored the context of education in a slum where intervention is already implemented through/using the case study method. A survey from all the households in this area (N=26) and a focus group discussion from six mothers were conducted. The results showed a positive attitude of the mothers towards the education of their children, as 65.4% of the participants strongly agreed that it is essential to get children enrolled in schools. The findings from the focus group discussion highlighted several challenges such as the lack of financial resources, distance of school from the slum area, lack of acceptance of over-aged children and a difficult admission procedure. Bullying and cursing were, however, the leading cause of dropping out of regular schools. This preliminary study highlights the importance of taking a strategic approach towards “education for all,” looking at deep-rooted issues so that no child is left behind.

Academic Planning Functions as Predictors of Goals Achievement in Colleges of Education, Kwara State, Nigeria

Academic planning is an essential function of Higher Education Institutes (HEIs). The extent towhich academic planning functions are performed determines to a large degree the attainment of the goals of HEIs in Nigeria. This research was conducted toexamine if academic planning functions as a predictor of goal achievement in the Colleges of Education in Kwara State, Nigeria. Survey research method was used to establish the relationship between academicplanning functions and goal achievement in/for the above mentioned colleges. A sample size of 421 out of 1,668 staff was determined using research advisors. The sample size of 421 participants comprised 147 academic staff and 274 non-teaching staff selected using a stratified and proportionate samplingtechnique. Two instruments were designed and used to collect the relevant data for this study. These instruments were Academic Planning Functions Questionnaire (APFQ) and Goals AchievementQuestionnaire (GAQ). The data collected were analyzed using Smart PLS 3.1.4. The findings showed that program accreditation, information processing, and monitoring functionspredicted goal achievement in the said colleges, while program initiation, internal quality assurance, resourceprojection, and financial planning functions did not predict goal achievement. Based on the findings, recommendations weremade to improve the academic planning unit for increased efficiency, effectiveness, and productivity in these colleges.

Using Technology to Enhance the Performance of Intellectually Disabled Students: Mobile Game-based Urdu Learning

The notion of using technology for learning is not new. However, the high level of digital exclusion of individuals with intellectual disabilities is well-documented. The purpose of this paper was to investigate the effect of two different pedagogies for students with intellectual disability (ID). The main objective was the comparison of assistive technology and the traditional teaching method for improving Urdu vocabulary. Using a quasi-experimental design, 8 ID students of 10 to 15 yearsof age were selected and divided into control and experimental groups. Their performance was measured before and after a six-week intervention program. The results showed that mobile-based technology improved the experimental group’s performance as compared to the control group. The technology had a positive impact on the learning of Urdu vocabulary by students with ID. The findings suggest that learning the Urdu language through game-based software/programs/utilities can improve students’ learning in the classroom. Teachers can use mobile phone as a learning tool to enhance their learning goals.

Inclusive Education for Students with Hearing Impairmentin Pakistan: Communication & Socialization Challenges at Higher Education

Inclusive higher education is a way to protect the academic rights of young students with hearing impairment. Multiple challenges faced by students with hearing impairment (SWHI) at the higher education institutes (HEIs) affect the inclusive higher education in Pakistan. This study used a questionnaire to explore the challenges faced during communication and socialization by SWHI in the HEIs.Inclusion in Pakistan's HEIs is a recent phenomenon for all persons with hearing impairment (HI); however, HEIs are not wholly prepared to meet this challenge. Studies reported that SWHI face multiple problems in HEIs worldwide during admission, learning, social adjustment, and assessment. There are a few HEIs in Punjab, Pakistan offering admission to SWHI. So, it is highly desirable to highlight the opinion of teachers and students about the communication and socializationproblems of SWHIin these HEIs. Descriptive research method was used to collect data from 48 teachers and 246 SWHI studying in the HEIs ofPunjab, Pakistan. Census sampling technique was used to gather the data; moreover, the differences in the opinions of teachers and students were measured using the t-test. The findings of the study highlighted that SWHI enrolled in various programs facecommunication and socialization problems, such as the non-availability of sign interpreters and note-takers and the lack of direct communication with teachers.

Inclusive Education for Students with Hearing Impairmentin Pakistan: Communication & Socialization Challenges at Higher Education

Inclusive higher education is a way to protect the academic rights of young students with hearing impairment. Multiple challenges faced by students with hearing impairment (SWHI) at the higher education institutes (HEIs) affect the inclusive higher education in Pakistan. This study used a questionnaire to explore the challenges faced during communication and socialization by SWHI in the HEIs.Inclusion in Pakistan's HEIs is a recent phenomenon for all persons with hearing impairment (HI); however, HEIs are not wholly prepared to meet this challenge. Studies reported that SWHI face multiple problems in HEIs worldwide during admission, learning, social adjustment, and assessment. There are a few HEIs in Punjab, Pakistan offering admission to SWHI. So, it is highly desirable to highlight the opinion of teachers and students about the communication and socializationproblems of SWHIin these HEIs. Descriptive research method was used to collect data from 48 teachers and 246 SWHI studying in the HEIs ofPunjab, Pakistan. Census sampling technique was used to gather the data; moreover, the differences in the opinions of teachers and students were measured using the t-test. The findings of the study highlighted that SWHI enrolled in various programs facecommunication and socialization problems, such as the non-availability of sign interpreters and note-takers and the lack of direct communication with teachers.

Analyzing Teacher Competency: Knowledge, Skills, and Aptitude of Secondary School Teachers of Islamabad, Pakistan

Teacher competency is the key to effective and quality teaching. According to the Oxford English Dictionary, competency denotes the ability, skill, and strength of an individual used to perform a given task. In order to ascertain the efficacy of the learning outcomes of any education system, teacher competency is measured using knowledge, skills, and attitude (KSA) model. The current study used the same model to assess teacher competency of the secondary school teachers of Islamabad. Stratified random sampling technique was used to choose the desired sample comprising 100 male and 100 female secondary school teachers teaching in Islamabad. Data were collected through personal visits of the selected schools. A self-developed questionnaire consisting of 20 items was used to collect the data. Data were analyzed using various statistical techniques such as ANOVA and the mean, standard deviation, and Pearson correlation coefficient were also calculated. The findings revealed that there is a strong and positive association among all the determinants of teacher competency, that is, knowledge, skills and attitude. The study also found that female teachers have better teaching competency as compared to male teachers. Moreover, private school teachers showed better teaching competency than public school teachers. The study also revealed that teachers with less than 5 years of experience performed better than their seniors.

Academic Planning Functions as Predictors of Goals Achievement in Colleges of Education, Kwara State, Nigeria

Academic planning is an essential function of Higher Education Institutes (HEIs). The extent towhich academic planning functions are performed determines to a large degree the attainment of the goals of HEIs in Nigeria. This research was conducted toexamine if academic planning functions as a predictor of goal achievement in the Colleges of Education in Kwara State, Nigeria. Survey research method was used to establish the relationship between academicplanning functions and goal achievement in/for the above mentioned colleges. A sample size of 421 out of 1,668 staff was determined using research advisors. The sample size of 421 participants comprised 147 academic staff and 274 non-teaching staff selected using a stratified and proportionate samplingtechnique. Two instruments were designed and used to collect the relevant data for this study. These instruments were Academic Planning Functions Questionnaire (APFQ) and Goals AchievementQuestionnaire (GAQ). The data collected were analyzed using Smart PLS 3.1.4. The findings showed that program accreditation, information processing, and monitoring functionspredicted goal achievement in the said colleges, while program initiation, internal quality assurance, resourceprojection, and financial planning functions did not predict goal achievement. Based on the findings, recommendations weremade to improve the academic planning unit for increased efficiency, effectiveness, and productivity in these colleges.

Using Technology to Enhance the Performance of Intellectually Disabled Students: Mobile Game-based Urdu Learning

The notion of using technology for learning is not new. However, the high level of digital exclusion of individuals with intellectual disabilities is well-documented. The purpose of this paper was to investigate the effect of two different pedagogies for students with intellectual disability (ID). The main objective was the comparison of assistive technology and the traditional teaching method for improving Urdu vocabulary. Using a quasi-experimental design, 8 ID students of 10 to 15 yearsof age were selected and divided into control and experimental groups. Their performance was measured before and after a six-week intervention program. The results showed that mobile-based technology improved the experimental group’s performance as compared to the control group. The technology had a positive impact on the learning of Urdu vocabulary by students with ID. The findings suggest that learning the Urdu language through game-based software/programs/utilities can improve students’ learning in the classroom. Teachers can use mobile phone as a learning tool to enhance their learning goals.

Understanding the Context of Education in an Urban Slum: A Case of Babu Sabu, Lahore

Article 25 A of the Constitution of Pakistan stipulates that free and compulsory education must be given to all children between the ages of 5 and 16. However, there are gaps in its implementation leaving out pockets such as children in slums. Non-government organizations (NGOs) play an essential part in bridging the said gaps. This study explored the context of education in a slum area located at Babu Sabu Interchange, Lahore where an NGO PAHCHAAN (Protection and Help of Children against Abuse and Neglect)is providing non-formal education to children via community engagement. The current study explored the context of education in a slum where intervention is already implemented through/using the case study method. A survey from all the households in this area (N=26) and a focus group discussion from six mothers were conducted. The results showed a positive attitude of the mothers towards the education of their children, as 65.4% of the participants strongly agreed that it is essential to get children enrolled in schools. The findings from the focus group discussion highlighted several challenges such as the lack of financial resources, distance of school from the slum area, lack of acceptance of over-aged children and a difficult admission procedure. Bullying and cursing were, however, the leading cause of dropping out of regular schools. This preliminary study highlights the importance of taking a strategic approach towards “education for all,” looking at deep-rooted issues so that no child is left behind.

Analyzing Teacher Competency: Knowledge, Skills, and Aptitude of Secondary School Teachers of Islamabad, Pakistan

Teacher competency is the key to effective and quality teaching. According to the Oxford English Dictionary, competency denotes the ability, skill, and strength of an individual used to perform a given task. In order to ascertain the efficacy of the learning outcomes of any education system, teacher competency is measured using knowledge, skills, and attitude (KSA) model. The current study used the same model to assess teacher competency of the secondary school teachers of Islamabad. Stratified random sampling technique was used to choose the desired sample comprising 100 male and 100 female secondary school teachers teaching in Islamabad. Data were collected through personal visits of the selected schools. A self-developed questionnaire consisting of 20 items was used to collect the data. Data were analyzed using various statistical techniques such as ANOVA and the mean, standard deviation, and Pearson correlation coefficient were also calculated. The findings revealed that there is a strong and positive association among all the determinants of teacher competency, that is, knowledge, skills and attitude. The study also found that female teachers have better teaching competency as compared to male teachers. Moreover, private school teachers showed better teaching competency than public school teachers. The study also revealed that teachers with less than 5 years of experience performed better than their seniors.