منشی محمد اویس صاحب وارثی
ناظرین معارف کو نہایت رنج و انددہ کے ساتھ یہ اطلاع دی جاتی ہے کہ ہمارے ایک دیرینہ رفیق کار اور دارا لمصنفین کے پرانے اور اہم کارکن منشی محمد اویس صاحب وارثی بتیس سال کی رفاقت کے بعد ہم سے جدا ہوگئے، مرحوم نے ۱۸؍ ذی الحجہ کو ایک مختصر علالت کے بعد انتقال کیا، وہ دارالمصنفین کے قیام کے آغاز سے اس سے وابستہ تھے، اور آخر دم تک بڑی جانفشانی، اخلاص، خیرخواہی اور دیانتداری کے ساتھ اپنے فرائض انجام دیتے رہے، اور ہمیشہ اس کو اپنا ذاتی کام سمجھ کر انجام دیا، مکتبہ دارالمصنفین کی ترقی میں ان کی محنت کو بڑا دخل تھا، اس کے تجارتی کاروبار میں ان کی ذات بڑا سہارا تھی، اور دفتری کاموں کا دارومدار انہی پر تھا، اب ان کا جانشین ملنا مشکل ہے، ان خوبیوں کے ساتھ مرحوم شرافت اور وضعداری کا نمونہ تھے، نہایت خوش خلق، شریف الطبع، حق گو، حق پرست، مرنجاں مرنج، اعزہ کے مددگار، احباب کے ہمدرد و غم گسار، ان کا برتاؤ ایسا تھا، کہ ہر شخص ان کو اپنا سمجھتا تھا، سب کے دل میں ان کی یکساں عزت و وقعت تھی، بتیس سالہ زندگی میں کسی کو ان سے کوئی شکایت پیدا نہیں ہوئی، وہ دنیاوی معیار سے کوئی اونچی شخصیت کے مالک نہ تھے، نہ صاحب جاہ و ثروت تھے، نہ کوئی علمی حیثیت رکھتے تھے، لیکن اگر بڑائی نام ہے اخلاق و شرافت اور سیرت و کردار کی بلندی کا تو مرحوم بہت بڑے آدمی تھے، اللھم اغفرہ مغفرۃ واسعۃ ۔ناظرین معارف سے بھی مرحوم کے لیے دعائے مغفرت کی درخواست ہے۔
(شاہ معین الدین ندوی، دسمبر ۱۹۴۶ء)
Since the Arab spring, youth have been politically active in Asia through various modes. Regime revolution or failed takeover on 15 July 2016, in Turkey is its vibrant example. However, it’s unfortunate that the political perception, intention or attitude of youth towards democracy have not been included in the process of policy making. As a result, youth activism in politics remained unrecognized. Therefore, present work is an effort to explore democratic attitude of youth in Pakistan. The state of Pakistan has been selected because 64 % of her population comprises youth. Current study examines democratic attitude through four major independent variables: economic growth, democratic values, public participation and political stability. Data was collected from the respondents who were in between 18-35 years of age by distributing a survey questionnaire which was adopted from the literature. Data was analyzed through SPSS version 24.0. Result of the study suggests that all the developed hypotheses were accepted. Additionally, study finds that despite massive corruption, social injustice, favoritism, nepotism, political instability, economic crisis and many other problems, Pakistani youth overwhelmingly considers democracy, as the potential form of government and dislike any alternative of it. Current study may be the first stone in the stagnant water not only in measuring democratic attitude of young generation but it will also help them to understand what sort of democracy is needed in Pakistan.
There is a growing intensity of educational inequality, as the credentials one holds plays an increasingly powerful role in determining one's life chances. While the socioeconomic backgrounds of students are considered crucial, very often schools are complicit in advantaging the already advantaged ones. The present study explores the nature and extent of educational inequalities existent in elite and non-elite schools in the context of Gilgit-Baltistan through critical ethnography and exploring the teachers', students' and parents' perceptions about the life chances of their students. Two research sites, an elite one referred as Research Site A (RSA) and a non-elite one referred as Research Site B (RSB) schools, were selected through purposive sampling, were studied for a period of 10 months. Carspecken's (1996) five non-linear stages of critical ethnography, incorporating periods of prolonged non-participant and participant observations, semi-structured individual and group interviews, and document review guided the data collection process. The theoretical framework of the study was developed drawing on the works of Pierre Bourdieu and Basil Bernstein and it guided the data analysis process. The study revealed some major inequalities between RSA and RSB in three different but interlinked and interdependent domains: context, processes and life chances. The study found inequalities in the endowment and possession of different forms of capitals, which are then lived in the day to day school practices and their production, and reproduction are facilitated by the schooling processes. The curriculum exposes students to a body and level of knowledge which appropriates their specific class positions in the society. The pedagogical processes promote, reward and reinforce the disposition of the upper middle class and distance the dispositions of the students coming from poorer families. The assessment system serves the purpose of continual learning in the case of RSB and the purpose of selection and exclusion in the case of RSA. The unequal socio-economic conditions and schooling processes are perceived to contribute to the unequal educational, occupational, civic and social life chances. The students of RSB are perceived to be more likely to complete their schooling, enter prestigious colleges/universities and choose professional fields for their further education, whereas the chances of school completion, getting into decent colleges and entering into professional fields for the students of RSA are seen as comparatively low. The students of RSB are believed to have a comparatively secure future in terms of their jobs and employability, whereas the students of RSA are believed