This study pursues the perceived training effectiveness by applying the theory of planned behavior (TPB) and Technological acceptance model (TAM)and intend to examine the effects of individual differences on perceived training effectiveness and performance of individuals. The main focus is to evaluate the perceived training effectiveness, and role of individual differences in terms of learning. The significant application of this study isto explain the role of individual differences, measured in terms of creative self-efficacy, intrinsic motivation, creativity and emotional intelligence. Implications for theory, task and contextual performance are discussed. Despite the relatively a big portion of literature concerning training and development effectiveness, most of the studies focusing the evaluation of effectiveness of training and development practices in terms of environment and delivery and in few studies generalized individual differences were focused. This study is based on the Theory of planned behavior (TPB) and Technology acceptance model (TAM)and intend to examine the effects of individual differences on perceived training effectiveness and performance of individuals. The main focus is to evaluate the perceived training effectiveness, and role of individual differences in terms of learning. Implications for theory, task and contextual performance are discussed. This study draws on cross sectional type of data of trainees: academia and bureaucracy. The sample data of 204 trainees were analyzed using Structural Equation Modeling (SEM). Validity and reliability of scales were checked prior to use SEM. The results of this study supported all the hypothesis that participants with higher level of creative self-efficacy, intrinsic motivation, creativity and emotional intelligence (EI) will have greater inclinations to learn. Results showed that perceive training effectiveness is positively related to training transfer and training transfer increase the performance of individuals. In general, results significantly agree with the Theory of planned behavior (TPB) which was applied to measure the perceived training effectiveness and suggest trainee’s perception of usefulness, ease and benefits enhance learning dimensions of participants that make any program effective. The study has highlighted a number of issues that influence the perceived training effectiveness. As this is included as a first endeavor to situate training effectiveness within the TPB, and individual differences (creative self-efficacy, intrinsic motivation, creativity and EI) with Pakistani focus because most of the studies covers the western culture. This study thus contributes to frame a pragmatic approach in developing the new concepts of effectiveness of training and development practices for future research.
اختلاف نسخ: تدوین متن میں میں مختلف نسخوں کے اختلافات نسخہ: کسی قلمی یا مطبوعہ کتاب کی ایک جلد اساسی نسخہ/بنیادی نسخہ: وہ نسخہ جسے تدوین میں اہم ترین مان کر متن دیا جائے۔ خطی نسخہ/قلمی نسخہ: ہاتھ سے لکھا ہوا نسخہ دستخطی نسخہ: مصنف کے ہاتھ کا لکھا یا ٹائپ کیا ہوا نسخہ وحید نسخہ: اگر کسی متن کا دنیا میں ایک ہی نسخہ ملتا ہو اور کوئی نقل نہ ہو تو اسے وحید نسخہ کہتے ہیں۔ آمیختہ نسخہ: وہ نسخہ جس کا متن پہلے کے دو نسخوں سے ملا کر تیار کیا گیا ہو۔ ماخذی نسخہ: جس نسخے سے کسی دوسرے نسخے کی نقل کی جائے ماخذ: کتابیات کا پہلا مفہوم مسودہ/کاپی ٹیکسٹ: جو صاف نسخہ تیارکرکے طباعت کے لیے دیا جاتا ہے کلیات: کسی شاعر کا مجموعہ کلام (نثر /نظم) جو شاعر نے خود یا پھر کسی دوسرے شخص نے مرتب کیا ہو۔ اشاریہ: کتاب کے آخر میں متن میں مذکورہ اشخاص، مقامات، کتب، اداروں وغیرہ کی ہجائی ترتیب مع صفحہ نمبر اوقاف: جملے، فقرے اور لفظ میں توقف اور تخصیص وغیرہ کے نشانات رموزاوقاف: اوقاف کی علامتیں بیاض: کسی کی ذاتی کاپی جس میں وہ اپنے یا دوسروں کے اشعار ، نظمیں یا غزلیں لکھ لیتا ہے۔ تحریف: کسی شعر یا نثری جملیکے اصل متن میں تبدیلی کردینا تخریج: کسی ادیب یا شاعر کے کلام میں دوسرے کلام کی نشاندہی کرنا تحشیہ: کسی متن پر حاشیے لکھنا ترقیمہ: مخطوطے کے آخر میں کاتب کی اختتامیہ عبارت جس میں کاتب کا نام، مالک کتاب یا فرمائش کنندہ کا نام، زمان و مکان کتابت، اختتامی شعر وغیرہ میں سے کچھ یا سب دیے ہوں تسوید: کسی مضمو ن یا کتاب کا پہلا مسودہ لکھنا تصحیح: متن میں اگر کچھ صریحا غلط ہے تو اس کو درست کرنا حاشیہ:...
Islamic history reveals that Muslim rulers had taken keen interest to establish educational institutions during their rule. To keep going on this legacy of the Muslim rulers, various governments in Pakistan, since its creation, has announced a number of educational policies. Besides suggestions for Islamic education, a concept of Model Madaris at federal level was introduced for the first time during Musharraf’s regime [1999-2008]. Ministry of Religious Affairs (MORA) was made responsible to develop the curriculum for these Madaris from middle to master levels; however, as per constitution the Education Act 1976, it is the responsibility of Curriculum Wing, Ministry of Education to develop the curriculum up to higher secondary level with pre-framed objectives. While at graduate and post graduate level, it is the responsibility of the universities to develop curriculum through their statutory bodies i.e. Board of Studies, Board of Faculty and Academic Council as per guide lines set by the Higher Education Commission of Pakistan. This study is an effort to explore the main objectives of Model Madaris curriculum. Moreover, it will be cross checked with course contents from middle to bachelor levels and policy suggestions will be directed that how these objectives and course contents can be amalgamated in one line.
The discussion on gender equality in education is generally centered on girls' lack of access to quality education. Studies such as the ASER 2013 and 2014 report that boys performed slightly better than girls. However, a closer look at boys' performance in the public examinations suggests their underperformance in the examinations held by both public and private sector examination boards. Ashraf (2009), Myhill and Jones (2006) and Hussain, Khattack Khan, Bangash and Nazir (2010) have also found that boys' participation in the teaching learning process has serious challenges in Pakistan. The present research was indeed an attempt to develop insights into the other side of gender equality. In particular, the focus of the study was to explore boys' advantages and disadvantages around their participation in education, both inside and outside the classroom. Importantly, boys' views and their experiences of school and classroom routine practices were examined to determine their advantages and disadvantages. With a qualitative case study method, the study was conducted in a government primary school in Sindh, Pakistan. The primary participants of the study were a group of male students from class four (n=6) and class five (n=6) each. The secondary participants for the study were a group of girls of class four ( n=6) and class five (n=6) each, their two class teachers, the school head teacher, and five parents (mothers and fathers) of the boys and girls who participated in the study.The analysis of the data reveals boys' advantageous position as they had complete access to the spaces and resources inside and outside their school. However, their gender identity also contributed to their disadvantage, as they constantly faced gendered treatment by the teachers. They were punished physically because their teacher believed that they were strong enough to bear this beating. They were also assigned tasks such as gate keeping during the break and quick shopping for teachers from the local market. Importantly, these boys served as teachers' aide-de-camp, with responsibility of their personal chores which proved to be a constant distraction from studies. The study revealed that teachers held negative perceptions of boys because of their poor academic performance. Parents however, expected that boys' education would enable them to become family bread earner in the future. The study recommends that discussion and deliberations on gender equality in education need to problematize teaching learning and school management practices which hinder boys' opportunities for quality educational experience in