Introduction of Anjuman Khuddām Al-Qur’ān
Anjuman Khuddām al-Qur’ān was established by Dr. Isrār Aḥmad in March 1972A. D. It was registered in November 1972A. D and Dr. Isrār Aḥmad was declared as lifetime president.[1]
The Memorandum of the Anjuman has the following contents:
Naḥmaduhū wa Nuṣallī ‘alā Rasūlehil karīm
Bismillāh al- Raḥmān al-Raḥīm
It is strongly felt that the dream of the renaissance of Islām and the second tenure for supremacy of righteous Dīn cannot be fulfilled without initiating a general movement to invoke faith in Muslim Ummah. To achieve this, it is mandatory that the source of faith and belief, i. e, the doctrine of intellect and wisdom by the Qur’ān should be publicized on a wide scale. Since we are in harmony with the thoughts of Dr. Isrār Aḥmad by overviewing his matchless task performed by him for the last four and half years, we, the few servants of The Divine Book hereby decide to set up “Central Anjuman Khuddām al-Qur’ān” which under the guidance of Dr. Isrār Aḥmad will keep striving the following objectives:
1. Learning and customization of the Arabic Language.
2. General persuasion and an invitation to study the Qur’ān.
3. Transmitting and publishing the Qur’ānic disciplines.
4. Adequate grooming and training of the youth who can make teaching and learning of the Qur’ān the life-mission, and
5. Setting up of aQur’ān Academy which may present across philosophy and wisdom of the Qur’ān at the highest academic level.
May Allāh enable us to achieve these objectives by putting in maximum effort and sacrifice! (Āmīn)
We are:...
Allah Almighty is the creator of the whole universe. He bestowed wisdom and intellect to humanbeings. He sent his prophets for their guidance. Prophets taught how to worship Almighty Allah by heart and serve humanity. After Prophets, it is the responsibility of religious scholars to guide people to the right way. Islam also explicitly encourages inward reform. Sub continent Indo-Pak has the privilege of being the gateway of Islam, as well as the benefit of great Islamists and brave people. The great scholars of Islam, Ulama, Hufaaz, Writers, Researchers, Intellectuals, Scientists and saints got birth on this pure land. These great personalities served their religion Islam with their self-determinations and eliminated the darkness of ignorance and eliminated the darkness of misguidance. Such great human lives and their educational, religious and literary activities have been documented, as the next generation could be aware of their great hostilities, writings and made their lives and their experiences as a model for themselves. Maulānā Ḥamadullah Ḥālajwī is one of them. He was a prominent pious Islamic scholar, researcher and a saint. He spent his whole life to follow the commands of Almighty Allah and the teachings of Holy Prophet (PBUH). He adapted his life according to the Sunnah. He used to do everything according to the Sunnah. He was a master of good personality and good character. His words were full of wisdom. During his meeting or statement, it seemed as if there was a sea of knowledge, whose ripples were visible in his sermons. He used to make great arrangements for payment of religious duties. He was very pious and devout. His life is an ideal life and his religious and academic services are unpredictable. Practicing the Sunnah had become his mark and identity. He urged others to follow the commands of Allah and His Messenger (PBUH). Sitting in the company of such pious saints is also considered in worship. The bigger his personality, the more humble and controversial he was. This is actually the identity of a mediator and scholar. He was oceans of knowledge and action. The vacuum created by his death takes a long time to fill. Such individuals survive for centuries.
Students' leadership is one of the fundamental outcomes of schooling, which should be given importance to prepare them for the demanding and challenging futures they face. In the school, the principal plays a significant role in supporting and developing students' leadership skills. It thus becomes the principal's prime responsibility to structure and maintain a positive and enabling environment for the students, where they can recognize their own values, beliefs and strengths and try to define and solve their own problems. Thus, this study focuses on the role of the principal of a private secondary school in Karachi, Pakistan, in facilitating students' leadership skills. Since, this study seeks to explore one principal's role in a particular context, therefore a qualitative approach has been chosen, employing the case study method. The case was the principal, whereas the secondary participants were teachers, students and different teaching and learning programmes in which students were practically engaged to develop their leadership skills.The findings of the study reveal that the principal perceives his school as much more than just a building where students are taught from the textbooks and are only prepared for academic achievement. He rather puts in system and practice an approach that ensures the students' holistic development. He facilitates students' leadership skills by engaging them in purposeful activities through co curricular programmes and through encouraging teachers' professional development. The principal's role in generating resources and looking out for a variety of opportunities and strategies to develop students' leadership skills was also found to be an important area of his role. In addition, it is also observed that to develop students' leadership skills is a collective contribution of principal, vice principal and teachers. The principal does not directly influence students' leadership' skills, but sets the policies and practices that ensure student leadership.This means that no matter what approach a school takes, the willingness, motivation, dedication and commitment of the principal is fundamental to bring forth all the potentials of the stakeholders to create a collaborative learning environment in the school. Thus, the role of the principal is central and evident, for effectively leading a community of teachers, learners and other school community members, in order to students' leadership skills raise student self esteem and to help them succeed as leaders. One very illuminating finding is the selective nature of developing the leadership skills of a few. Other studies to find out how and why