Abstract
Social science disciplines have consistently been viewed for granted when contrasted with the physical sciences in the academia of Pakistan. The key objective of this research was to analyze the progress in the Social Science Education in terms of curriculum development, faculty increment and HEC policy Priority through content analysis. The Academic Dependency Theory was used for theoretical underpinnings. The qualitative research paradigm was used for this study. The relevant secondary data was gathered from books, articles, diaries, Bureau of statistics surveys, and other chronicled records of HEC and broken down appropriately. Applicable published and non-published information from 2003 to 2019 was chosen arbitrarily, of which approx. One hundred fifty articles were taken as sample. According to research findings, higher Education in Pakistan was designed without a solid policy and methodology. As a result, social science disciplines faced numerous challenges, including the defenseless instructional program development, a scarcity of skilled labor, dubious research frameworks, and inappropriate research projects.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
