Technical Vocational Education and Training Program, also known as TVET, is broadly recognized as one of the most prominent disciplines in the education system. Technical education, as included in Pakistan's national education policy, is concerned with the quality technological human capital leading to a national pool of skilled and self-reliant artisans, technicians and technologists in the fields of vocational and technical education. The descriptive research design was used, and a total of 625 students and 137 TVET institutes of Balochistan participated in the study. The instrument for data collection was an adopted, and amended questionnaire based on study constructs, and data were collected by the researchers. Opportunities lie in the emerging demand for skills in CPEC projects, global markets of Europe, the Middle East and neighboring Gulf states for conventional work and profits, national skills requirements, human capital optimization through workforce skills development, provincial incorporation of skills in major projects.

Political participation and unity of nation on political affairs in the country to increase the participation of youth in political affairs their political development is a basic requirement. Pakistan studies support creating political awareness among the youth of the nation. This research study investigated that how the 10th grade 'Pakistan to study textbook' creates a political sense among the youths. This study was conducted through content analysis of 10th-grade textbooks, and the students' political development level was also measured through a survey questionnaire focused on the questions related to political development elements. The sample for content analysis was 10th grade Pakistan studies textbook, and for the survey was 120 students of 10th grades enrolled in secondary schools of Quetta city. Major findings high lights that political development was not supported by the Pakistan studies textbook.

The aim of this research is to analyze the historical process of continuity and change that led to the socio-economic transformation associated with irrigation sector development in nineteenth-century Multan, thus supplying a missing piece in South Asian Regional economic history and it became unplanned revolution and modernization as happened with colonial Multan. The introduction of the perennial canal system and the commercialization of agricultural crops provided a real opportunity for the economic development of this region. What were the socio-cultural impacts of regional economic policies, and how it penetrates as processes of continuity and change? This research derives its frame of reference by mixing historical, qualitative and quantitative methods of research. The selected data is analyzed from a dialectical rationale approach to critical discourse. This research is based on original, unpublished official reports from British Indian Library London, Punjab Civil Secretariat Lahore.

The present study investigates women’s contribution to the socio-economic development of a country via their shares in the family’s total income. District Peshawar was selected as a research area A well-defined questionnaire was randomly distributed among women respondents both working women and housewives (sample size 450 = 300 urban and 150 rural). Two models, working women share in the income of household and wife’s share in household income were estimated. Based on the findings of research it is deducted that Model 2 for working women’s share in family’s total is preferred to second Model 2 for housewives shares in family’s total income although both models showed a positive and significant effect in most of the urban and rural areas of the Peshawar. It is suggested that the rate of economic participation of these women can be substantially raised through the introduction of appropriate measures if these are carried out with true letter and spirit.

Green Pakistan is a very famous slogan nowadays and one of the core objectives of the present government. This research focuses on the qualitative perspective on the need and significance of Environmental Education in Teachers Training programs to provide awareness to forthcoming teachers. Environmental Education is included in Millennium Development Goals by the United Nations. Recently the Sustainable Development Goals (SDGs) have been launched by the United Nations and subsequently, Pakistan has signed a treaty to fight against Climate Change and Global Warming. The researcher examined the modules which are to be incorporated in the syllabus of teacher education. The inclusion of modules apropos of Environmental Awareness in Teachers’ Training programs was recorded highly beneficial in numerous experimental studies all over the world and particularly in Pakistan in one of the doctoral-level research. The correlation among Millennium Development Goals, Sustainable Development Goals, and due to continuous learning process improvement in the Environment at local settings was established based on a qualitative study.

Disasters have the capacity to increase the weaknesses and vulnerabilities of marginalized groups of society. It is the need of the hour to include these segments to make the process of disaster risk reduction successful. This research article presents comprehensive information regarding global agenda and efforts made by developing countries for the empowerment & resilience of weak people during natural and man-made disasters. This article provides information on vulnerable groups are exploited for reaping benefits of DRR policies. Case studies are studied from developing world like, Indonesia, Cambodia, Philippines, Nepal, India & Myanmar to highlight the initiative taken to empower these segments. This evidence has been used in recommending more productive actions for inclusion of vulnerable people in DRR mechanisms in developing countries.

The study analyzed practitioners' perceptions about professional learning practices at higher secondary level in public and private sector. The components of professional learning practices were teaching learning process, students' development, teachers' professional relationship and service, institutional development and personal and professional growth. The objectives of this paper focused on checking practitioners' insights regarding above given components. The sample of the study were 633 practitioners. Major findings were that there was no major difference in perceptions of both sector teachers about teaching learning and students' development. The practitioners of private schools showed more interest in professional relationship, institutional development, personal and professional growth. It is recommended that institutional administration may make it mandatory for practitioners to prepare professional teaching portfolio and may design professional development courses about building their competency in classroom management. The administration of public schools may plan professional learning communities and knowledge sharing societies through launching collaborative campaigns.

Construction of perception and commodification of foresight is a political tool to hold control over the means of production and enhance a hegemonic control over the public sphere, imagination, and even mass perceptions. Foresight is a process to (re)produce commodities, but the process is itself a commodity. Foresight has become a commodity; now, it is a market product for sale and purchase. Politics of prospects related to CPEC and the construction of perceptions and meanings attached to the development process is a significant component of foresight.This paper is primarily an explanation of hermeneutical study CPEC by analyzing the existing perceptions and perceived prospects. The perceptions and perceived prospects provide an institutional base of forecasting and foresight. CPEC is operating in a larger capitalist system whose sole purpose is (re)production of capital in which superficial fascination of foresight and development are merely commodities for buying and selling. A qualitative approach has been used for analyzing the perceived prospects over CPEC. Pakistan perceives CPEC as the development of industry, infrastructure, and agriculture and a catalyst for economic growth development.

The paper highlights the significance of in-service training and establishes that its role cannot be denied in a teacher’s professional and social development. It plays significant role in enhancing teacher’s competencies and improves teacher’s teaching skills. Its role is of vital importance in achieving teaching and learning outcomes. In-service teacher training enables teacher to have awareness about the advanced instructional technologies used in the teaching-learning process. This equips teacher with modern teaching tools, enhancing a teacher’s efficiency and effectiveness. The in-service teacher training program is a systematic attempt to change teacher’s attitudes and beliefs and also bring changes in classroom practices. A teacher undergoes different experiences and practices after joining teaching profession. In-service teacher training improves these experiences and practices. Its role is also of vital importance in developing quality education.

The main objectives of this study were: (1) To determine the accomplishment of conservation ability among the primary school children (2) To compete for the conservation ability of the rural and urban school children and male and female school children. The population was all the primary schools in Kohat District. Four urban as well as two rural schools were taken as a sample of the study. In the abovementioned sample, 160 students were randomly selected 80 from rural and 80 from urban. And from rural 40 male and 40 females as well as from urban 40 male and 40 females were selected for the study. Researchers have personally visited and administered the conservative capacity (CAT) tasks of students. For data analysis percentage was used. The children of rural school perform better than urban school students because late school enrolment and the performance of females are slightly better than that of male school children.