الإمام الطحاوي و منهجه في كتابه مشكل الآثار

Qur’an and prophetic traditions (Hadith) are the fundamental sources of Islam. Muslims believe that Qur’an is the word of God (Allah). Hadith (Prophet’s Sayings, actions and silent approvals and disapprovals for something) likewise is based on divine revelation. Qur’an affirms also this view: (God says) Your Companion (Muhammad) has neither gone astray nor has erred. Nor does He speak of (his own) desire. It is only a Revelation revealed. Al-Qur’an (53: 2-4). Allah Almighty Himself took the responsibility to guard His word (the Qur’an): (He says: ) verily, We, it is We Who have sent down the Dhikr (i.e. The Qur’an) and surely, We will got it (from corruption). (Al-Qur’an: 15: 9) on the contrary the responsibility to guard the prophetic traditions (Hadith) was put on the shoulders on the Muslim Ūmmah. The scholars of Islam (ʽulāmʼs) try their utmost to collect and save the Prophetic traditions and guard it from any alteration. To achieve this purpose, they introduced different hadith sciences to distinguished between the true and the fabricated hadith. The authentic Sunnah is contained within the vast body of Hadith literature. Different scholars have compiled the books which contain a large numbers of Ahadith, one of them is ʼimam Taḥāwi. In this article we will discuss the ʼimam Taḥāwi approach towards “Ahadith” in his book Mushkil ul Āathʼar.

Comparativestudy of Input- Output Analysis of Public and Privatesecondary Schools in Tehsil Kamoke

This study compared the inputs and outputs in public and private secondary schools in Tehsil Kamoke. The private schools were selected from the schools meant for middle and lower middle income classes. The input factors included teacher?s academic and professional qualification, student teacher ratio, teacher training, and assessment of students, physical facilities, and administrative competency of HTs, teachers? competencies, co-curricular activities and per student cost. The output for the study was defined as the scores of students obtained in the matriculation examination of the BISE Gujranwala. Study population comprises 47 government high schools and 55 private secondary ( private schools meant for low and middle income groups) affiliated with Board of intermediate and Secondary education Gujranwala in Tehsil Kamoke. Fifteen schools were sampled from each sector for data collection. The number of sampled HTs was 30 (15 from each sector) and number of sampled teachers were 150 (75 from each sector).The data was collected from the Head teachers and five teachers of each sampled school by using separate questionnaires for the HTs and teachers. Other sources of data collection were Budget 2018-19 report (Khunshan, 2018), fee structure of private schools and result gazette BISE Gujranwala 2018. Descriptive research method was adopted and t. test was applied for data analysis. Study was concluded that private schools lead the public schools in academic achievements of students, teacher training, appropriate student teacher ratio, teaching competencies of teachers, assessment of students, administrative competencies of head teachers, co-curricular activities and cost per student. Public schools lead the private schools in having highly qualified teachers and head teachers in academic and professional qualification. Public schools also lead the private schools in some physical facilities like play grounds, science labs, computer labs and class room ventilation. It was also found that private schools have higher efficiency as compared to public schools.