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کیویں لائیے جھوٹا لارا

کیویں لائیے جھوٹا لارا
ایہہ بھار ساڈے توں بھارا

توں جے ملنا نہیں سی سجناں
کیوں کیتا ایڈ پسارا

کدی تے سانوں سد مدینے
اے عرب دیا سردارا

دتی جان خدا دے راہ تے
تیرا شاہ حسینؑ پیارا

نہ دے سائل نوں توں دھکے
اپنا رکھ سوہنا ور تارا

The Impact of SMEs on the Economic Development of Pakistan

Pakistan is a country where the expansion of the industrial sector is necessary, and in this process, the relative significance of the Small and Medium Enterprises (SMEs) sector cannot be overstated. SMEs comprise approximately 90% of total businesses in Pakistan; nearly 80% of the workforce other than the agriculture sector is employed by the SMEs; and approximately 40% of GDP is contributed by the SMEs.1 Though, the growth of SMEs is constrained by financial and other resources that is not faced by Large Scale Manufacturing (LSM) sector. From the facts and figures presented in this paper, it can be concluded that SMEs perform a dynamic role in the growth of all the related sectors of the economy. This study empirically analyzes the effect of innovation and activities of SMEs on economic growth of Pakistan over the span of 19732017. The study concludes that the activities of SMEs do influence the economic development of Pakistan.

Education for All Through Inclusive Education: the Role of the Principal in Transforming the School to Reach out to All Learners Through Inclusive Education: A Case Study of a Private School

The philosophy of inclusive education has developed from the long history of global educational reforms since 1948 that, seek to reinforce the principles of Education as a Human Right. These legislations over the years culminated into the Salamanca Statement (1994) of inclusion, which was signed by 92 nations of the world, with the number having increased over the last 11 years to 164 nations currently (UNESCO, 2005). The target is that by 2015, these nations should have realized basic Education for All (EFA) through their national goals and work plans for Universal Primary Education (UPE). This is a major challenge, especially for developing countries, where progress has been relatively slow (Eleweke&Rodda, 2000). UNESCO (1998) points out that majority of students with special needs, specifically those with disabilities, remain excluded from schools; therefore, a major challenge for these nations to realize the UPE goals by 2015. The World Bank report (2003) on EFA estimates that 40 million children out of the 115 million children, who are out of schools, are children with special needs. Inclusive Education (IE) is seen as the vehicle, through which the goals of EFA can be achieved. Inclusive Education means accommodating all children in mainstream schools regardless of their physical or individual differences. It is within this context of events that I conducted a case study research of a private inclusive school, focusing on the role of the principal in transforming a school to reach out to all learners through Inclusive Education. It is apparent that schools need to change their perspectives so as to recognize, value, and provide for diversity in curriculum. My study revealed that a principal can transform the school to reach out to all learners by restructuring the school philosophy to reflect positive behaviors and support for diversity; change school policies on admission, assessment and curriculum implementation in order to retain learners with special needs; show support for teachers through relevant professional development programs, provision of adequate time and resources; strong partnership and involvement of parents and community; and modeling and reinforcing inclusive education behaviors through hands-on site-management. The background of the study was based on my life story, that is being a parent of a child with special needs, as evidence of an insider's voice on the challenges of educating children with special needs.
Asian Research Index Whatsapp Chanel
Asian Research Index Whatsapp Chanel

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