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محمد مجید زبیری

محمد مجید زبیری
افسوس ۲۳؍ مئی کو شبلی کالج کے سابق استاد جناب محمد مجید زبیری کا علی گڑھ میں انتقال ہوگیا، ریٹائر ہونے کے بعد وہ جناب سید صباح الدین عبدالرحمن مرحوم کے اصرار پر دارالمصنفین کے شعبۂ انصرام سے وابستہ ہوئے، اپنی نیکی، بھلمنساہت، صلح پسند طبیعت اور ایمانداری و دینداری کی وجہ سے ہر طبقہ میں مقبول و محترم تھے، صحافی و شاعر بھی تھے تقریباً دو سال قبل سخت بیمار ہوئے، علاج کے لیے اپنی صاحبزادی کے پاس علی گڑھ چلے گئے اور وہیں سے سفر آخرت اختیار کیا، اﷲ تعالیٰ بال بال مغفرت فرمائے اور پس ماندگان کو صبر و رضا کی توفیق دے، آمین۔ (ضیاء الدین اصلاحی، جون ۱۹۹۲ء)

Human Capital and Foreign Direct Investment: Lessons for Pakistan

Foreign direct investment plays a key role in economic development of all countries. Because of its enormous importance, a large number of empirical studies has focused on finding out the factors determining foreign direct investment. Level of human capital development is one of the major factors influencing foreign inflows. However, earlier studies examining impact of human capital on foreign investment inflows has majorly used literacy rate, school enrolment and government spending on education as its proxies. This paper also examines the impact of human capital as determinant of foreign direct investment. Contrary to earlier empirical studies, it uses cognitive skills as proxy for human capital. Cognitive skills measure the quality of education instead of literacy rate or government spending on education as proxy for human capital. Results indicate that human capital has significant positive effect on foreign direct investment for sample countries. This result is robust to disaggregated data for developed and developing countries. Other factors that determine foreign direct investment inflows are inflation, capital account openness, trade account openness and real income. Based on empirical results, it is recommended that the relevant authorities must make human capital as part and parcel of strategies aimed at augmenting economic growth in the country. There is also a lesson for a developing country like Pakistan to focus more on quality of education instead of school enrolment or education spending for attracting foreign direct investment to boost economic activity (J.E.L Classification Codes: O4, O15, P22).

Facilitating Social Studies Teachers to Use Issue Based Enquiry in a Government School

This action research project aims to facilitate social studies teachers in government school to develop their pedagogical skill, especially the use of issue-based inquiry as an instructional strategy in teaching and learning of Social Studies. This study was conducted in Class 7th of one of the government school of Karachi, Pakistan. In doing so, the action research also aimed to improve the knowledge and skills as a teacher educator facilitating teachers of Social Studies. This action research involved the process of formulating a general idea, conducting reconnaissance, making a general plan of action, implementing, and evaluating it, using the cyclical process of action research. The data were collected through use of: semi-structured interviews, classroom observation, document analysis, field-notes, and feedback of my research participants. The data were qualitatively analyzed on an ongoing basis to inform each subsequent step of action and reflection. The findings of the study suggest that teachers can learn the instructional strategy of issued based inquiry, by going through different phases, such as: reading the relevant literature and engaging in discussion about enquiry with teacher and teacher educator, self-experiencing the process through conducting small-scale inquiry, demonstration of lesson by a mentor, putting their learning's into practice, receiving peer-feedback and constant follow-up by the teacher educator. The study also shows that a teacher educator can be an effective facilitator (in this regard) by: becoming self-reflective, balancing his/her role as a teacher educator and action researcher within the time frame of the study and seeking feedback from research participants. In the process, a teacher educator can face challenges such as: his own time-constraint for keeping balance in his role of action and research, as a teacher educator and action researcher.
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