جنہاں باغاں نوں چھڈ گئے مالی
شاخاں نیں کُرمائیاں ہویاں
قول نبھاون توں نہیں ہٹ دے
قسماں جنھاں چائیاں ہویاں
بندے رناں پچھے لگ گئے
بھائیاں وچ جدائیاں ہویاں
بھکھ تے دکھ نہیں چھپ دے ہر گز
زردیاں منہ تے چھائیاں ہویاں
جتھے حسن تے جوبن ہووے
اوتھے بے وفائیاں ہویاں
مولی دھانے مہنگے ہو گئے
زور دیاں مہنگائیاں ہویاں
حقے وی نیں گھٹ دے جاندے
ایسیاں کج ادائیاں ہویاں
Child labor has been considered the most troubling & one of the greatest problems of great concern in the modern world, since it has not only negative effects on the child himself, but also on his family & society in general. However, it is a reality that can commonly & frequently be observed in the emerging & backward nations now a day where expropriated & evicted people take their young ones to workplaces to compete with their livelihoods. This article seeks to highlight the status of child labor & its solution in the light of Qur᾽an & Sunnah as many experts and platforms have offered their own solution. The study population consisted of scholars &the teachers/A᾽ema Kerām of religious institutions (Madrasah) of the Khyber Pakhtunkhwa Bannu, while its sample included 30 scholars & teachers/A᾽ema of different Madrasah in the Bannu District. The researcher has adopted content & methodologies of the interview from the respondents to explore this issue in detail. This study has the sole objective of: to find out solution of the Child Labour in the light of Holy Qur᾽an & Sunnah. This article summarizes the conclusion that holy religion of Muslims(Islam) strictly prohibit child labour, although allows child labour in some special cases, such as light work & character building activities which is
This study set out to help one secondary school, science teacher on the use of questioning for formative assessment in the class. During the data collection period, I worked very closely with him, working in a community school, to introduce the use of questioning for formative assessment in chemistry in class eight. I collected data for this study over a period of seven weeks. I gathered the data through classroom observation, unstructured interviews and informal discussions. I also kept a journal throughout the period of data collection where I noted important points, my feelings, and new questions that emerged concerning questioning for formative assessment. I reflected deeply on my role as a teacher educator, change agent, and learner. The dissertation contains thick descriptions of planning, teaching and post teaching interactions that highlight the delicate relationship the researcher had with the research participant. Findings of the study show improvement in questioning skills for formative assessment of my research participant. He improved on question distribution, seeking opinions from other students, probing, sharing learning intentions with his students at the beginning of the sessions and providing feedback to the students. Also, the findings show numerous possible challenges that a teacher might face during the use of questioning for formative assessment. The challenges were time, the number of students in the classroom, a noisy class, the problem of students cramming (rote memorization), and practical knowledge of the teacher. Likewise, the researcher faced a number of challenges that ranged from a lack of expertise in co-planning, co-teaching and lack of competence for conducting action research.