The study aims to explore Organizational attributes and their relation to career development. The career development of females was necessary for the country's economic progress. The data was collected through questionnaires from universities and two college female academic staff. The sample size was determined through a multi-stage sampling technique. The total sample size of the study was 301. The data were analyzed by applying simple linear regression. The findings of the study show that there are many issues related to the career development of females in organizational, but some have great influence such as Organizational/institutional behavior towards female employment, recognition of their work, standers of success, workplace harassment, biased attitude, glass ceiling, and transportation problems. Further researches must explore this problem at a broad level and include other sector female employees to identify their problems in career development. The government must formulate female-friendly policies to make it easier for females to work outside the home

This study is to find out an attempt to verify the mentoring role of trust between mentoring function received and work attitude. For this purpose, national and international level NGOs working in multisectorial of Khyber Pakhtunkhwa have been selected through stratified sampling techniques. 273 questionnaires were distributed among various employees in selected Districts. Out of which, 246 questionnaires were included for research analysis purposes. The responses of the respondents were measured through a structured questionnaire having a five-point Likert scale. Mentoring function has been found as a dependent variable, while work attitude has been termed as the independent variable. Mentoring function has been further categorized into two subclasses, i.e. career development and psychological support and work attitude have further elaborated into job satisfaction. It can be included that career support and psychological support are significant with job satisfaction, and there is a positive relationship between dependent and independent variables.

The principles of accountability and transparency are fundamental and central to the bulk of United Nations (UN)Conventions and other international legal instruments. However,accountability within an institution requires in-depth impartiality, equality,and neutrality. The role of the UN and other organizations is significant,particularly for the achievement of sustainable development goal (SDG) goal16. In this context, this paper focuses on the obligations of institutions for achieving sustainable development goals 16. It aims to discuss the role of human rights-based institutions, including mechanisms, standards, and institutional arrangements, and explores their obligations. It also identifies the obligations of non state actors and argues that such actors can be managed/well-ordered with the accountability tools and guidance provided by SDG 16 for achieving accountability, peace, justice, and good governance at all levels. Finally, it discusses challenges for overall sustainable development.

Higher education plays a vital role in developing the knowledge economy and producing skilled workers to empower human resources for the country. Like many other developing countries, Pakistan is struggling hard to improve the quality of higher education for sustainable development and participation in global progress. Since the last decade, Higher Education Commission Pakistan is committed to upgrading the quality of education, and for this purpose, HEC has designed Minimum Quality Standards (MQS) to assure quality for affiliated institutions. The main objective of the study was to evaluate R&D practices in affiliated institutions of Pakistan. The study was descriptive in nature, and a questionnaire based on Minimum Quality Standards was used to collect data from faculty members (n-168) of 28 affiliated institutions by using multistage sampling. The results indicated that affiliated colleges of two provinces, Punjab and Khyber Pohutukawa, were better in research and development practices than the institutions of Sindh and Baluchistan.

Affordable and sustainable access to water, sanitation and hygiene (WASH) is a key public health issue and focus of Sustainable Development Goals. Literature showed that households having prior knowledge and an acceptable attitude towards WASH practices have less number of diseases. The main objective of the study was to explore the level of respondents' knowledge, attitude and practices towards safe Water, Sanitation and Hygiene Conditions in South Punjab, Pakistan. The study was mixed-method research. SPSS also applied, and results demonstrate that there was very lack of knowledge about safe WASH practices; the majority of respondents have a traditional attitude. Whereas only 27.3% of respondents have always access to safe drinking water, 96% of respondents were not using any domestic water treatment method, 22.9% were defecating in the open, and the percentage of always handwashing with soap was found to only 29.6%. Social Mobilization programs along with government action to ensure safe WASH conditions are recommended.

The study was performed to see the effect of Teachers' Professional Development on the Teacher's Instructional Practices in Special Education. The aims of this research include exploring the use of special education teacher instructional practices in schools and studying the influence of professional development on instructional practices of teachers. The study was quantitative in nature and used a self-developed survey for the collection of data from respondents. Descriptive and inferential statistics were used to analyze data. The result indicates that instructional practices differ on the basis of gender; however, qualification has no influence on instructional practices. Moreover, the distance (division)of respondents, duration of training did not affect the professional development of respondents. Moreover, professional development had a direct relationship with the instructional practices in special education.

There are multiple challenges to CPEC,and one amongst many is developmental-ism. In developmental-ism, the idea of development is imposed on the masses without their consent.This paper is an attempt to analyze selected challenges to CPEC along with developmental-ism. The socialization o fdevelopment plans and infrastructure with a social cause tocreates multiple challenges and opportunities. The questions whether a CPEC being a development plan can meet emerging challenges in politics and development? How does CPEC address these challenges? The present study explains the various challenges related to CPEC as a game-changer developmental project. The major challenges are strategic impacts of CPEC on Pakistan, profit rate charged by China on loans regarding CPEC, its effects on Pakistan's balance of payment, environmental issues, security costs, regional and international impacts, etc. The internal and external challenges are also shaping potential threats to mount pressure on the development projects of CPEC, which cause undermine the economic interests of different actors in the region

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 aim of the current study was to identify different competencies developed through Continuous Professional Development (CPD) and to evaluate the effectiveness of mentoring in developing different competencies among primary teachers. It was a descriptive and quantitative study in nature. Primary school teachers (PSTs)from the district of Lahore were the population of the study. The sample was selected randomly from 10Percent of the total population (N = 786). For the data collection, a 5-point Likert-type questionnaire was developed by the searcher. To answer the research questions, data were analyzed using SPSS version 21 with mean SD, t-test, and ANOVA. The identified professional competencies through the CPD program were classroom management, micro-teaching, reinforcement, planning and strategies, learning environment,human growth and development, assessment, communication skills, asking questions, and lesson planning. Mentoring is recommended to be done at the elementary and secondary levels to develop competencies