حضرت امام ابو حنیفہ کے علمی اسفار

Born to a Muslim family in Kufa, Abu Hanifah (RH) is known to have travelled to the Hejaz region of Arabia in his youth, where he studied under the most renowned teachers of Makkah and Medina. Due to his wisdom and knowledge, he is also considered a renowned Islamic scholar. A question arises that why he has a distinguished name in Islamic history. Firstly, he travelled a lot for the sake of knowledge. He started to travel since 94 A.H but from 104 A.H, he had a consistent travelling to quench his thirst for knowledge. Secondly, he did hi level best to spread this knowledge to others. Even he had devoted his complete life for the sake of it. Amongst Imam Abu Hanifah's teachers was Hammad ibn Sulayman, he joined his circle at the age of 22, having already become a well-known debater and studied with this great teacher until the latter's death, where upon he took over his ‘’majlis’’ (circle) at the age of forty. Many well-known scholars admire and praise Imam Abu Hanifah’s services like Imam as-Shafi (RH) is recorded to have stated: "All men of fiqh are Abu Hanifah's children, " ".I would not have acquired anything of knowledge had it not been for my teacher”.

Planned and Practiced Curriculum Implementation in Two Government Primary Schools in a Rural Province of Afghanistan

A Multiple case study strategy, with different data sources and data collection methods, explored and elaborated the implementation of reformed primary curriculum in two government primary schools in Afghanistan. School authorities didn't prioritise this reform as a contemporary reform need of educational system in Afghanistan, though the reformed curriculum and its implementation plan have been directed from central educational office for implementation to schools as a homogenised and standardised curriculum implementation paradigm. This fidelity change curriculum reached schools without orientation, which had negatively affected the efforts of school authorities to function objectively at school. The re-culturing efforts of MoE had positively affected the curriculum implementation at classroom level. The community and also the higher authorities of the system were supporting school authorities in the effective implementation of curriculum, though the principals were not qualified and professional in managing and leading the curriculum implementation at school effectively, and teachers were not regularly and fully using curriculum implementation strategy in the classroom. In consideration of the above mentioned challenges, the school authorities adapted the change and these changes were mutually implementing in a post-positivism paradigm of implementation. The implementation of this change eventually paved way towards achieving the stated goal of this change, along with encountering the abovementioned hindering factors.