Role of Academic Leadership in Change Management for Quality in Higher Education in Pakistan

Currently, higher education is performing multi tasks for the development of a nation. It prepares and trains the work force for the 21st century. Higher education has broaden the fields of knowledge due to which different changes are occurring in every field of life as well as in the field of higher education and invites the academic leaders to integrate these changes and innovations for effective working in the global age. These changes have created many challenges to academic leaders, now academic leaders are responsible to trace these changes and add them for excellence in higher education. In some situations, academic leaders feel pressure as change management is necessary for advancement, while on the other hand local and cultural norms create some hurdles for them. It is up to academic leaders to motivate faculty members to accept these changes for the improvement of the standards of higher education and also prepare the faculty members to integrate these changes for fitness in the globalization. The objectives of the present study were to know the opinion of the faculty members about the change management and role of academic leaders to accept this change and implement for the betterment of higher education. The sample for the study was the faculty members of higher education institutions taken from Islamabad and Lahore. It is found that Integration of change is necessary for improvement in quality of higher education and it is the responsibility of the academic leaders to play their role for working in change management

Evaluation of Adult Literacy Programmes in Psychological Perspectives

Adults are unique group of people to teach and if proper attention is paid they can boost up economical development of the country. Targets of adult literacy programs can be best achieved keeping in mind the psychology of adults. The present study was conducted to investigate the role of adult literacy teachers, content of adult literacy programs and method of teaching in psychological perspectives. The study was qualitative in nature and interviews along with focus group discussions were applied. The sample of the study consisted of 420 respondents including 360 adult female neo-literates, 48 literacy teachers and 12 supervisors randomly selected from six districts out of three geographical regions of the Punjab (Province). The data was analyzed by sorting, coding and categorizing the responses. The main findings of the study were; the adult literacy teachers treated the adult learners harshly in the centers, teachers did not motivate the learners towards study, teachers did not encourage the learners in their progress, teaching method confused most of the learners, the content of adult literacy program was not according to the needs and aspirations of the target group. Key words: Adult learners; teachers; content; method; psychology Résumé: L'enseignement vise uniquement sur le groupe d'adultes et si l'attention appropriée est accordée, ils peuvent stimuler le développement économique du pays. Les objectifs des programmes d'alphabétisation des adultes peuvent être mieux réalisés en tenant compte de la psychologie des adultes. La présente étude a été menée pour étudier le rôle des enseignants de l'alphabétisation des adultes, le contenu des programmes d'alphabétisation des adultes et la méthode de l'enseignement dans des perspectives psychologiques. L'étude a été de nature qualitative et des interviews avec des groupes de discussion ont été appliquées. L'échantillon de l'étude consistait en 420 répondants dont 360 adultes féminines néo-alphabètes, 48 enseignants d'alphabétisation et 12 superviseurs choisis au hasard dans six districts des trois régions géographiques du Punjab (Province). Les données ont été analysées par le tri, le codage et la catégorisation des réponses. Les résultats principaux de cette étude sont: dans les centres, les enseignants d'alphabétisation des adultes les ont traités de façon dure; les enseignants n'ont pas motivé les apprenants vers l'étude; les enseignants n'ont pas encouragé les apprenants dans leurs progrès; la méthode d'enseignement a confondu la plupart des apprenants; le contenu du programme d'alphabétisation des adultes ne correspondait pas aux besoins et aux aspirations du groupe ciblé.Mots-clés: apprenants adultes; enseignants; contenu; method; psychologi