جھکے گا غیر کے در پر تو مار ڈالے گا
مجھے پھر ایسے مرا سر تو مار ڈالے گا
میں ہوں فقیر میں رکھتا ہوں خیر ساتھ اپنے
رہے گا ساتھ مرے شر تو مار ڈالے گا
زلیخا یوسفِ کنعان سے یہ کہنے لگی
تمھارا حسنِ ستم گر تو مار ڈالے گا
مجھے وہ کافی ہے جو کہ مرا مقدر ہے
کسی کا چھینا مقدر تو مار ڈالے گا
ڈرایئے نہ ہمیں حشر کے عذابوں سے
کہ جیتے جی یہ ہمیں ڈر تو مار ڈالے گا
نہیں میں طالبِ دنیا ہوں طالبِ مولا
قسم خدا کی مجھے زر تو مار ڈالے گا
تمھارے اشک نہ تائبؔ تھمے تو دنیا کو
یہ آنسوئوں کا سمندر تو مار ڈالے گا
Islamic law is basically a part of a holistic system based primarily on the divine message enclosed in the Holy Qur'an and traditions of the Prophet (SAW), which are the main fundamental sources of Islamic law. After the demise of the Prophet (SAW), field of Ijtehād started development, which was already approved by the Prophet (SAW) in his life. The companions of the Prophet (SAW) developed the notion of Ijmā while early Muslim jurists discovered the Qiyās, Maslaha, Istislāh, Istehsān etc. Determining the location of authority and its scope in law-making has remained a complex situation for the western philosophers since long. As far as the case of Muslims is concerned, they are in the position to find solution of this situation as to where the authority dwells; enabling them to resolve many queries which seemed to be unanswered for the long time. It is important for the Muslims to comprehend the concept of Islamic institutions from the perspective of Islamic frame work and legal as well as constitutional history of Islamic history.
Stakeholder participation in school management is a widely accepted phenomenon for shared decision-making required for effective policies. This study attempts to explore the influences of stakeholder participation towards an effective school management. It further seeks to understand the relationship between existing practices, modes and dynamics of stakeholders' participation at school level. The study adopts a qualitative design; case study approach with respondents who include teachers, parents, students, principal, and board of governors. In order to gather relevant information, semi-structured interviews were conducted with a selected group of stakeholders followed by an analysis of relevant school documents along with non-participant observation of the management practices. The case study reveals that three major dynamics at the individual, institutional and group level significantly influence the stakeholders' participation. The study further suggests that these dynamics are complimentary to each other and are required for an effective participation at school level. The study finally concludes by discussing recommendations and implications for effective stakeholders' participation which include: a) creating linkages between the three dynamics; b) wider participation in policy formulation; and c) adopting a participatory management approach for ensuring effective participation. Across all the findings of this study, it appears that effective management and effective participation are interdependent and can be considered as a vehicle' for managing schools effectively.