Through in-service teachers' training program administration competencies among educational managers, increased efficacy in the study delves into the realm of educational management.The aim of this study was to deal with administration, decision-making, resource allocation, team management, and conflict resolution. This case study is a qualitative and exploratory analysis of the experiences and transformations undergone by educational managers in the QAED Teachers-Training Program approach to explore this program's effectiveness and outcomes in enhancing educational managers' administrative skills. The study's methodology involves in-depth interviews of fifteen participants with a select group of educational managers who have participated in the QAED, promotion-linked training program. Themes are extracted using thematic analysis to discern patterns in their responses. By fostering administration competencies, the QAED Teachers-Training Program can contribute to the enhancement of educational management practices in Punjab. In conclusion, this exploratory study offers valuable insights into the development of administration competencies through this program.

The transition from active to passive voice structure is an integral syntactic behaviour in organic languages. The present study explores the syntactic structure of active/passive sentences in English and Urdu, addressing argument structure, case assignment, and the execution of functional projections like VoiceP using Chomsky's Minimalist program(1995) as the theoretical framework. The findings suggest that English passives display the explicit promotion of the internal argument, which is the object-to-subject slot, suppression of the external argument, and the agent(subject) to an adjunct place, generated under the Voice head Phrase. In comparison, Urdu passives contain no overt subject demotion, rather maintaining the designated accusative objects in positions identical to the ones in active sentences. The absence of a by-phrase and the lack of an inert pro subject show that Urdu passives do not represent true passives; rather, they are classified as "active impersonals"(Blevins, 2003), which highlights the implications of their split-ergative orientation.