Gender and development approach gained attention during the 1990s, since then government and nongovernmental organizations adopted these approaches for gender and political empowerment in Pakistan. This paper analyzes the contribution of NGO towards gender and political empowerment in Peshawar, Khyber Pakhtunkhwa. This study explored how NGOs interventions created opportunities for gender and political empowerment. This study presents an analysis of NGO policies and practices for gender and political empowerment in the research area. Qualitative research methods including semi-structured interviews and participant observations were used to conduct this study. The study revealed that NGOs created spaces for political awareness and participation of men and women community members, councilors and policymakers. This study argues that NGOs interventions can create opportunities and effectively contribute to gender and political empowerment goals if contextually planned and implemented in the research area.

This research explores the perceptions’ of mathematics teachers who are teaching in Pakistani schools at secondary level. The study aimed to explore the elementary school teachers’ perceptions about student-centred approaches, and their difficulties facing in using these approaches. The study uses a methodology of questionnaire and interview to gather data from mathematics teachers at secondary level. The results of this study indicate that the most mathematics teachers were positive about the role and importance of student-centred approaches in their mathematics. The majority of teachers appreciated their role as a facilitator of the learning process using student-centred approaches Moreover, the majority of teachers reported that continued practice in teaching mathematics courses and/or teaching method courses had contributed to their developing a fair understanding of teaching mathematics. The teachers responded positively regarding the role of student-centred approaches to enhance the procedural understanding of students in mathematics. Most of the findings supported student-centred approaches positively. Finally, the recommendations concerning the importance of student-centred approaches in mathematics, the arrangement of resources, and teachers’ professional development are presented for the attention of teachers, administration and curriculum developers.

The study analyzes curriculum document (teacher course guides) of ADE and B.Ed. (Hons) programs in terms of Assessment Tasks, Teaching Learning Approaches, Course Outcomes and Course Description. Study also focuses on prospective teachers and teacher educator’s perceptions about these teacher course guides and their execution in class room at selected Teachers’ Training Institutes. The sample comprises three universities and four Regional Institutions of Teacher Education offering B.Ed. (Hons) and ADE programs. Researcher congregated data from 21 teacher educators teaching to prospective teachers enrolled in ADE and B.Ed. (Hons) in the chosen institutions. Mixed methods (approach) were used to collect quantitative as well as qualitative data for extensive analysis of the research problem. The qualitative data was collected through a check list and quantitative data was collected through questionnaire. The manuscripts (Draft guide for teaching instructor) for B.Ed. (Hons). Experts developed curriculum meets the requirement of the society of Pakistan with the purpose to create more competent, proficient and well-informed teaching instructors. Effective implementation of teacher guides need improvement in terms of availability of resources like well-equipped class rooms, computer lab, library, learning materials and Information and Communication Technology.

Every discipline has its own specific perspective. The very difference of varying perspectives draws a line primarily between scientific and nonscientific knowledge. Then, amongst sciences it differentiates the rational from the empirical sciences. Apart from the natural sciences social sciences also utilize both rational and empirical approaches to science. Even, with in both of these perspectives there are also some other perspectives of social sciences. The present paper attempts to explore these perspectives as per the varying approaches of the respective writers contributing to the domain of the politics of Pakistan. A number of scholars have explored the politics of Pakistan. A brief review of them shows that they have studied the phenomenon of politics in Pakistan as per their respective approaches. The varying perspectives of these researchers can broadly be categorised into four main approaches i.e. 'Elitist Approach', 'Marxian Approach', 'Ideological Approach', and 'Praetorian Approach'. Every researcher of social science should necessarily understand the difference of these perspectives before initiating his investigation in to the politics of Pakistan. This paper aims to engulf the writings of all the potential writers in this field.

This study examines the impact of teaching strategies on prejudice and intergroup relations among secondary students in public high schools in Pakistan’s Lodhran district. Using a descriptive cross-sectional design, researchers administered a self-developed questionnaire on prejudiced attitudes and intergroup contact to 215 students from Kehroor Pakka, Lodhran, and Dunya Pur, achieving a Cronbach’s alpha of 0.834 for reliability. Findings from 213 valid responses reveal that while students are generally tolerant, biases persist regarding gender, caste, and religion. Cooperative learning and culturally responsive teaching (CRT) improved intergroup relations, especially when teachers demonstrated fairness and respect. However, challenges such as teacher bias, favoritism, and limited intergroup interaction were reported. SPSS analysis showed that group learning effectively reduced conflicts, and students favored cross-caste friendships and discussions of relevant issues. The study recommends professional development and curriculum adjustments for preservice teachers to foster inclusive, no prejudicial classroom environments.