یہ دل جب جوان ہوا تھا
اس کا ابرو کمان ہوا تھا
ہر نقش اس کا قاتل تھا
نشانے پہ میرا دل تھا
دُور دُور رہا کرتا تھا وہ
کچھ نہ کہا کرتا تھا وہ
ہر روز اسے دیکھتا تھا میں
کہ اس کا فریفتہ تھا میں
دیکھا تھا اسے جب سے
مانگا ہر شب رب سے
اسے پیار ہونا مشکل تھا
میرا اعتبار ہونا مشکل تھا
پر جذبے میں سچائی تھی
وہ آخر پگھل آئی تھی
اُسے اعتبار آ گیا آخر
مجھ پہ پیار آ گیا آخر
یوں شروع پھر فسانہ ہوا
کہ وہ بھی میرا دیوانہ ہوا
پر ایک دن بھید کھل گیا اپنا
سب کو سراغ مل گیا اپنا
آخر عشق و زمانہ لڑ گئے
اور یوں ہوا کہ ہم بچھڑ گئے
اس سانحے پہ بہت روئے ہم
جانے کتنی ہی راتیں نہ سوئے ہم
دل پہ خوشیوں کا ڈیرہ نہیں رہا
یہ سچ ہے کہ وہ میرا نہیں رہا
عمریں بیت گئی پر سوال وہی رہا
کہ اُ س کے جانے کا ملال وہی رہا
یہ سچ ہے بہت ہم اداس رہتے ہیں
یہ بھی سچ ہے نہ اک دوسرے کے پاس رہتے ہیں
یہ بھی مانا کہ ہیں مجبور بہت
پر اس ظالم سماج سے دور بہت
اک عشق کا گاؤں آتا ہے
جہاں نہ کوئی اداس رہتا ہے
وہاں وہ میرے پاس رہتا ہے
Dr. Najeeb Al-Kailani is considered one of the most famous writers who enrithed the library of Islamic Literature. He has written around forty novels, seven collections of short stories, three dramas, and fives Diwans, apart from the many critical studies in the field of Islamic Literature. It is not possible to ignore the status of AI-Kailani and his eminence in the field which he has tackled. The novels which he has produced revolve round several points: >_ In his early novels he presented different aspects of the real life in Egypt. His work also include the novels which picturize the problems of the Muslims outside the Arab World, like Central Asian States, China, Ethiopia, Indonesia, and Nigeria. They also deal with the contemporary issues related to Muslims like the reformation of the society, bringing out the disturbances with all its shapes and its remedy by inviting the people with good means and Islamic values. X. r. i. They deal with Islamic History and Seerah of the Holy Prophet (PBUH) and his guided Caliphs
Teachers' professional development is considered a key to school improvement. Unfortunately the quality of primary schooling in Pakistan, especially in rural areas, has not been good due to the traditional practices of teachers. There have been many failed efforts to bring about sustainable improvement in teaching and learning in primary schools. Hence, sustainability of change has emerged as an issue. The present government encouraged school improvement through capacity-building in selected districts of Sindh and Balochistan under the ESRA project initiatives. One-year cluster-based mentoring programs were offered in these selected districts. Coming from one of the districts, my intention was to research the sustainability of impact of one of these one-year cluster-based mentoring program. Focusing on the one-year cluster-based mentoring program, perspectives of the different stakeholders were studied. The findings show that the cluster-based mentoring program had a positive impact on the practices of teachers. They improved their usage of innovative teaching strategies, created a learning environment in class, and developed confidence and learning attitude. However, after the completion of the program, they eventually left these practice due to many long-existing challenges and hindrances in the context. These hindrances include lack of follow-up, resistance by teachers, management, parents, teachers' low economical status, political interference, and so on. Participants gave many suggestions to address these issues in order to sustain the program, such as continuous professional development mechanism, improvement in management practices, provision of resources, and eradicating political influence in education. Finally, the conclusion has been presented and implications for different stakeholder in teacher education in Pakistan are discussed and suggestions are given for further research.