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This paper aims to identify the factors affecting the implementation of Public-Private Partnerships (PPPs) in the education sector.

Based on Scopus and adopting the protocol of Staples and Niazi (2007), this systematic literature review examined 21 articles on PPPs in the education sector. Content analysis is adopted to identify research gaps and provide information on critical issues in the cases.

The findings have identified the critical success factors of PPPs in the education sector in 12 countries, revealing varying degrees of success and implementation challenges. They reflect the importance of clear objectives, effective communication, and robust partnerships between the public and private sectors to achieve success. These insights contribute to an in-depth understanding of PPP implementation in education, which can guide future projects.

The critical success factors identified in PPPs implementation in education across various countries may provide a comprehensive worldwide perspective for researchers, practitioners and policymakers.

The purpose of this study is to explore the dynamics behind the violence against the share of women in their inherited land. This study explores the subject matter from the perspective of actual victims and law experts in the domain.

Informed by the interpretivist paradigm, the authors studied the subject matter through qualitative inquiry. Through semistructured interviews, data were collected from 16 women who have been deprived of their share in inherited land and 11 law experts who have been dealing with property-related court cases.

Thematic analyses through NVivo-11 evinced five themes related to the possible causes of women depriving of their property rights. From the victims’ perspective, the major causes of violence against women’s share in their inherited property rights are fear of income disaggregation, male dominance, forceful gifting, relational bond and fear of physical violence. Law experts’ views on the subject matter were somehow in convergence with the views of the actual victims. They reported a lack of social support, court delays and lack of knowledge about the law as the major causes of violence against women’s inherited property rights.

A reasonable volume of research is available on the subject of women’s empowerment. However, little attention is paid to investigating the causes of violence against women sharing in their inherited property rights – and suggesting some suitable ways to resolve the problem. Against this backdrop, this study is intended to explore the dynamics behind the violence against the share of women in their inherited land from the perspective of actual victims and law experts in the domain.

This study aims to examine the perceptions and opinions of relevant stakeholders regarding entrepreneurship opportunities and growth in the Gilgit-Baltistan (GB) province of Pakistan. Specifically, it focuses on the role of special economic zones (SEZs), such as Maqpondass SEZ and the China–Pakistan Economic Corridor (CPEC), in fostering nascent entrepreneurship (NE) and promoting regional development.

The study employs ordered logistic regression to estimate the relationship between various independent variables and nascent entrepreneurship (NE). The independent variables include awareness of CPEC (AAC), awareness of Maqpondass SEZ (AAMEZ), SEZ incentives (SEZInc), regional market competitiveness (RMC), loan availability (LA) and education and experience (EE).

The findings indicate a robust positive relationship between SEZ-based industries and the growth of local small businesses and enterprises in Gilgit-Baltistan. Furthermore, the study suggests that government incentives, access to finance, skill development, relevant knowledge, and connections with local businesses facilitate the establishment of new ventures.

The study underscores the importance of focusing on human capital development, providing financial assistance, and creating incentives for adopting advanced technology to foster the growth of local businesses in Gilgit-Baltistan through SEZs. It emphasizes the need for policymakers and stakeholders to prioritize initiatives that support entrepreneurship and innovation in the region.

This study contributes to the existing literature by providing novel insights into the perceptions of entrepreneurship development in Gilgit-Baltistan, particularly concerning the influence of natural resources and SEZs. It fills a gap in the research by offering valuable implications for policymakers, researchers, and practitioners seeking to promote sustainable economic development in the region.

Children in majority world countries (MWC) have high rates of unmet mental health needs, with limited access to specialist resources. Integration of child mental health in existing psychosocial care can improve provision. Through a Train-the-Trainer (ToT) cascade approach, this study aimed to provide a framework for such integration in resource-constrained communities in Karachi, Pakistan and to establish hindering and enabling factors.

Eight practitioners attended a child mental health ToT program, including training on a five-domain service transformation framework. Trainers co-designed and implemented interventions that integrated child mental health knowledge and skills on each domain. These were attended by 136 end-users (youth, parents, teachers, managers), of whom a sub-sample of 47 stakeholders, as well as the trainers, attended focus groups on their experiences. Data were analysed through a thematic codebook.

Established themes reflected common ingredients across all domains/interventions that were deemed important for child mental health care integration. These included child-centric approaches, positive parenting, community mobilization and systemic changes.

Integrated child mental health care informed by the Train-of-Trainer approach can be a useful model for resource-constrained MWC contexts. Integrated interventions should be co-produced with communities.

The main objective of this article is to explore the discourses on social inequality in the annual reports of Bangladeshi NGOs.

To fulfil this objective, a discourse analysis was conducted on the latest annual reports of ten renowned NGOs in Bangladesh. The findings were interpreted from the impression management perspective.

It was found that the NGOs of Bangladesh are highlighting several social inequality issues such as poverty, gender inequality, inequality related to getting healthcare, legal and education facilities, etc. in their annual reports. Several impression management tactics were applied in the narratives of the annual reports. The NGOs portrayed themselves as “problem solvers” who are the saviors of distressed people.

This study will facilitate improving the understanding of NGO communication. Policymakers will be able to understand the disclosures of NGOs and consider the necessity to provide guidance that may lead to better information dissemination through reports.

This study will contribute to the limited literature on NGO disclosures from the context of developing economies. In the context of NGO, this research is methodologically novel as it applies discourse analysis and interprets the findings through the lens of impression management.

Pomegranate (Punica granatum), which contains tannins as the main colouring component in the rind that imparts a yellowish brown colour on cotton fabric, has been selected and extracted through the use of water, methanol and ethanol. For the extraction of dye, irradiated and non-irradiated rind powders are used. The dyeing parameters, such as temperature, pH, time and material to liquid ratio (M:L) has been studied by the CIE Lab system for the optimization of dyeing conditions. Dyeing, irradiated and non-irradiated cotton fabrics have been used in order to see the effect of UV radiation on the colour strength of dye. Fastness properties, such as colour fastness to light, washing and rubbing (dry and wet), have been studied in accordance to ISO standard methods. It is found that irradiated cotton fabric not only improves the colour strength of dye, but also the colour fastness properties of irradiated cotton fabric.

An inherent challenge within the United Arab Emirates (UAE) higher education sector is the absence of both comprehensive system of data collection and consistency in the use of indictors among a variety of collection projects. At the root of this distributed system is a federal arrangement with two levels of government potentially involved in licensing and supervision combined with a series of academic “free zones” that can have unique or limited regulatory controls. As a result, there is a very limited systematic collection of institutional data in the country’s dynamic higher education sector, which hampers the alignment of planning activities and reduces the ability of institutions to benchmark performance with peers. To address this issue, an ambitious attempt to consolidate higher education data collection in the UAE is being developed by the Ministry of Higher Education and Scientific Research through the creation of Centre for Higher Education Data and Statistics (CHEDS). Combining the best international practices and an inclusive stakeholder-focused approach, CHEDS designed a system to collect raw data from institutions and then convert this data into a set of indicators with the potential for distribution to the public. The critical element for developing a truly comprehensive system is the degree to which international branch campuses of foreign institutions voluntarily participate, for these institutions tend to be located in the free zones and are therefore outside the jurisdiction of the central government ministry overseeing the CHEDS. If successful in recruiting these institutions, CHEDS has the potential to create a truly cooperative system of data collection that should be regionally replicated or even expanded to encompass other countries within the Gulf Cooperation Council.

Before the British colonial regime, Muslims in South Asia recognized a transnational notion of education that stretched on all sides, including the Middle East, Africa, Europe, and Central and South-East Asia, with a great social awakening and consciousness about the importance of inclusive education. Academia included theological and secular subjects and focused on producing thoughtful, sophisticated, and confident individuals ready to defend their beliefs with sound knowledge and reasoning. However, the British Raj in the 19th and 20th centuries had a lasting and indelible impression on the Muslims and the Islamic education system. British colonial regime challenged the theological discourse and education and compelled a Western style of education. These transformations in the education system raised several dilemmas and impasses for the Muslims of South Asia. Pakistan has remained a silent recipient of this tension underpinned in its educational systems even before its inception. This chapter traces the roots of education systems operating in Pakistan starting from the ninth century with the victory of Mohammad Bin Qasim through the 19th-century colonial rule of Great Britain until today, when the country offers a blend of diverse education systems. The study explores values embedded in different education systems operating in Pakistan. It is essential to understand the values inherent in these systems to see the harmony or conflict prevailing as a consequence which might have repercussions for the different societal segments and communities. Renewed focus toward value realization will facilitate refining educational frameworks and a promise for the acceptance of global and international advancements.

The purpose of this paper is to study the effectiveness of Project Based Learning (PBL) in comparison to the prevailing English language pedagogy.

The pre-test/post-test experimental design with one control and one treatment group was used to complete the study that was carried out for 12 weeks. In all, 140 female students enrolled in Grade-XI at a public college in Karachi, Pakistan, were randomly divided into the two groups to compare the traditional pedagogy with the proposed PBL method. The participants in the experiment and control groups were taught the same prescribed curriculum using the PBL and traditional pedagogy, respectively.

The study shows PBL to be a better instructional method as compared to the existing traditional pedagogy for teaching compulsory English at public colleges. The participants in the experiment group who were taught through PBL performed better on different curriculum areas as established through the pre- and post-test scores; and they were also found better motivated towards the English course. The data analyses and interpretation suggests that PBL can easily replace the conventional pedagogy and can improve compulsory English teaching – learning practices and outcomes at public colleges in Pakistan.

One major limitation was that the PBL methodology was to focus around the curriculum content; and, finally, assess students on the lines as they need preparation for the state-held end of year examinations which serve as the qualification for admission to undergraduate study at universities. The present study was carried out at just one institution comprising female only population; hence the results need validation at other institutions having male or mixed populations. The study cultivated a culture among language teachers for experimenting with different pedagogies, consequently, alongside PBL other language pedagogies may be tried to improve teaching- and learning of compulsory English. The study demonstrated that there is an interest in teachers and learners both for improving current practices and culture. Also, the required resources and that enable this desired change are available within the existing academic set up.

This study attempts to solve a serious problem faced by teachers and learners pursuing English course at colleges. It tests out a pedagogy that teachers may adopt within the existing setups.

The students graduating from tertiary education institutes in Pakistan desperately need good language and communication skills for further education and career. Due to ineffective language teaching, these students are unable to develop the needed language skills, and consequently miss out on different opportunities.

This paper is among the foremost experimental study undertaken to reform language teaching at public colleges in Pakistan. It proposes a practical solution to replace the traditional pedagogy and enables teachers and students to engage in teaching learning of English more meaningfully.