Around the world, education is recognized the major input to ethical, civilizing and socio-economic growth of any society. Primary Education provides a base for the education system of any country. Almost every government in Pakistan has been consistently advocating and supporting Primary Education which is reflected in all Educational Policies. Since independence, in 1947, numerous researches have been carried on diverse faces of Educational Policies. The aim of the study was: (1) evaluating the current Educational strategies with special reference to Primary Education, (2) to explore the causes of failure of National Education Policies in achieving the targeted goals, (3) to suggest National Cohesion and Resilience with regard to all dogmas and religions, and to identify their educational and racial range, (4)assesing the present status of Primary Education, regarding implementation of national Education Policies, and (5) to suggest some measures regarding the improvement of Primary Education. All the Education Policies of Pakistan 1947 – 2009, with all of their dimensions were considered as domain of the between study. It was concluded that the aim of early Education, in Education Policies were not completely obtained. The method of their execution remained weak. Lacking dimensions of National Education Policies are: lack of economic condition, lack of socio-culture, lack of teacher training and inability of educational supervisors and administrators, lack of accountability, weak and defective mechanism, lack of evaluation and political interference in educational matters, non consciousness on strategy and its significance. At the end, some suggestions have been given for improvement of Primary Education in the future National Educational Policies of Pakistan.
سید غلام محی الدین دوسرا حادثہ جناب سید غلام محی الدین کی وفات کا ہے، جو بڑے خاموش، متین، متواضع اور ذی علم شخص تھے۔ مولانا آزاد میموریل اکیڈمی لکھنؤ کے روح رواں اور اس کے انگریزی جرنل کے ایڈیٹر تھے، وہ مجلس تحقیقات و نشریات اسلام لکھنؤ کے بھی نہایت سرگرم رکن اور انگریزی کے اچھے اہل قلم تھے، مولانا سیدابوالحسن علی ندوی مدظلہ سے بڑا مخلصانہ تعلق رکھتے تھے، ان کے دینی و دعوتی کاموں میں ان کے معادن بھی تھے، ان کی متعدد کتابوں اور مضامین کا انگریزی ترجمہ کیا، مولانا ان کی خاموش خدمت اور علمی صلاحیت کے معترف تھے، عرصہ سے تنفس کا مرض لاحق ہوگیا تھا۔ بالاخر ۹؍ نومبر کو وقت موعود آگیا، اﷲ تعالیٰ ان کے درجات بلند فرمائے، آمین۔ (ضیاء الدین اصلاحی، دسمبر ۱۹۹۶ء)
Background and Aim: To compare the effects of mulligan rotational movement and medial gapping technique on pain, range of motion and disability in knee osteoarthritis patients.
Methodology: This study was a Randomized Clinical Trial. The data was collected using a convenience sampling technique. Data was collected from Jinnah Hospital Lahore, from 15th December – 30th June 2022.36 subjects (males and females) were recruited in two groups. The first group received Mobilization with movement along with a conservative treatment protocol. The second group received the Medial gapping technique along with conservative treatment protocol. Each group was treated for four weeks in which three sessions per week were given. Numeric pain rating scale and the disability index were used as outcome measures. Data was analyzed through statistical package for the social sciences (SPSS) version 25.
Results: Within-group comparison by paired t-test showed the p-value was significant <.05, indicating that both treatment was effective in improving symptoms. Between groups, comparison by independent t-test showed that Mulligan Mobilization Technique is more effective than the medial gapping technique in improving pain disability and quality of life.
Conclusion: The study concluded that Mulligan Mobilization Technique provides more clinical benefits regarding pain, disability and range of motion in osteoarthritis patients than Medial Gapping Technique.
The quality education is an indispensable and inevitable agent for change as education is a process of civilization and development. The issue of deterioration of quality in education in Pakistan, especially decline in quality of secondary education was the slogan of the day. The major purpose of the research was to compare the quality of education in public and private schools of Punjab. All the secondary schools, their heads, secondary school teachers and students of 10th class of public and private sector of the Punjab constituted population of the study. Punjab is generally distributed in three different stratus, which are North Punjab, Central Punjab, and South Punjab.Due to limited time and resources, the study was delimited to the nine districts of Punjab namely Rawalpindi, Chakwal, Attock, Lahore, Gujranwala, Dera Ghazi Khan, Bahawalpur, Mianwali and Sargodha. Two hundred and sixteen secondary schools (twenty-four secondary schools from each sample district) were randomly selected. The proportion of public sector schools and private sector schools, boys and girls schools was equal. All the heads of selected 24 secondary schools of public and private sector from each district (the proportion of public sector schools and private sector schools, boys and girls schools was equal i.e. fifty fifty) were included in sample. One thousand and eighty teachers (one hundred and twenty from each sample district) constituted the sample of the study. The proportion of the public and private, male and female teachers was fifty fifty. Four thousand, three hundred and twenty students studying in 10th class in public and private high schools of already sampled district of Punjab were randomly selected as the sample of the study. The proportion of public and private and male and female students was fifty fifty. Three questionnaires, one each for heads, secondary school teachers and students, prepared and validated through pilot-testing, were used as the research instruments of the study. The researcher visited the target areas personally, distributed the questionnaires himself, and got filled questionnaires back from respondents. The data obtained was tabulated and analyzed by using simple percentage and two way chi square tests. Main conclusions of the study were: that private sector schools had actually less number of students and teachers at secondary level as compared to public sector schools. The results of 10th class students in boards’ examinations of private schools were better than government schools. While with respect to ownership of building, almost 98% public sector schools had their own buildings and majority of private schools was running in rented buildings. In public sector schools student-teacher ratio was higher than private schools. Heads of private sector secondary schools were better than heads of public sector secondary schools regarding involvement of subordinate staff in decision making, keeping themselves as a part of team while leading them and carrying out the well- organized tasks. But the heads of public sector secondary schools were more qualified academically as well as professionally, having more administrative experience as compared to private sector secondary schools’ heads. Teachers of public secondary schools were more qualified academically as well as professionally having command over teaching methodology as compared to the teachers of private secondary schools. In public schools, in service training was provided to teachers and their selection was done on merit. They had also job security and their pay structure was well. In contrast, private sector was lacking these factors. Behaviour of teachers of private schools was motivating and they encouraged questioning and enhanced creativity among students, whereas public schools were lacking these factors. Availability of A.V. aids was excessive in public secondary schools as compared to private secondary schools but their use was more in private public secondary schools. Position of physical facilities was better in public secondary schools than in private secondary schools with respect to buildings, libraries, play grounds, furniture. While position of private sector secondary schools was better in availability of computer labs and gas. Respondents of both the systems were of the view that curriculum of both type of systems was not up-to-date, fulfilling emerging needs of neither society nor it was being revised regularly. The major recommendations are: more schools be established in public sector. School mapping be kept in mind before establishing new schools. The heads and teachers of school should take such necessary actions which may help to raise academic standard of their school. The heads of public schools should take seriously the problem of their low pass percentage. Teachers of public schools may be held accountable on showing poor result in examination. They must be given incentives for showing good results. Teachers of both systems be given opportunities to get training in order to improve their teaching skills. Libraries of public and private schools be kept well-maintained and all necessary treasure of books be present in them and students and teachers should be allowed to get benefit from library. Teachers should make more use of A.V. aids to make teaching process more effective.