فیض احمد فیض
فیض احمد فیض(۱۹۱۱ئ۔۱۹۸۴ئ) کا اصل نام فیض احمد خان تھا۔ اور فیضؔتخلص تھا۔ آپ سیالکوٹ میں پیدا ہوئے۔ آپ کے والد خان بہادر سلطان خان ایک کامیاب بیرسٹر تھے۔ فیض نے ابتدائی تعلیم مولوی میر حسن اور مولوی ابراہیم میر سیالکوٹی سے حاصل کی۔۱۹۲۹ء میں فیض نے مرے کالج سیالکوٹ سے ایف ۔اے کا امتحان پاس کیا۔ ۱۹۳۶ء میں آپ نے انجمن ترقی پسند مصنفین کے قیام میں بھر پور حصہ لیا اور پنجاب شاخ کے صدر مقرر ہوئے۔۱۹۴۶ء میں برٹش کونسل نے انھیں ایم بی ای کا خطاب دیا۔ ۱۹۶۲ء میں ان کو دنیا کا اعلیٰ ترین اعزاز لینن ایوارڈ دیا گیا۔ (۵۴۹) فیض نے لاہور ،کراچی اور مختلف شہروں میں قیام کیا۔ لیکن انھیں اپنے آبائی گائوں کالا قادر سے بے حد محبت تھی۔ جب نارووال سے کالا قادر تک پختہ سڑک بنی تو انھوں نے ۱۹۸۰ء میں بیروت سے ’’گائوں کی سڑک‘‘ کے عنوان سے نظم لکھی۔ جب تک وہ زندہ رہے اپنے گائوں میں اپنے عزیز و اقارب سے ملنے آتے رہے۔ اپنی وفات سے تین دن پہلے ۱۷ نومبر ۱۹۸۴ء میں فیض نے اپنی زندگی کا آخری مشاعرہ نارووال (سیالکوٹ) کے شعرا کے درمیان پڑھا۔اسی دن فیض نے نارووال میں ’’فیض اکیڈمی‘‘ کی بنیاد بھی رکھی۔ فیض کے انتقال کے بعد ان کے آبائی گائوں کالا قادر کانام تبدیل کر کے فیض نگر رکھ دیا گیا۔ اس گائوں میں اب ہر سال فیض میلہ بھی منعقد ہوتا ہے۔(۵۵۰)
۱۹۴۱ء میں فیض کا پہلا شعری مجموعہ’’نقش فریادی‘‘ شائع ہوا۔ جس نے اُس زمانے کی ادبی فضا میں ہلچل مچا دی۔ یہ مجموعہ جدید شاعری میں ایک منفرد آواز ہے۔ اس میں فیض کی پہلے دور کی غزلیں اور نظمیں شامل ہیں۔ ان نظموں اور غزلیات میں ایک مسحور کن اور رومانی کیفیت پائی جاتی ہے۔
دوسرا مجموعہ کلام ’’دست صبا‘‘...
"An analysis of the allegations of extremism and terrorism against religious institutions (Madrasas)". The priceless services done by the religious scholars for the preservation and uplift of religious and Islamic values in the subcontinent are indelible and unforgettable chapter of history. They geared up progress of religious institutions and the tilt of people towards them of the increasingly charming trend. The Heathen world is afraid of the emerging strongholds of Islam. The repercussions of this trend on society are becoming more and more prominent with the march of time. They are striving for the preservation and identity of the Islamic characteristics. After 9/11 incidents, the west is unable to understand how to detach the religious institutions from the embedded Islamic social integrity. The western media and foreign funded rulers have been endeavoring hard to defame religious institutions through there venomous propaganda against them. All this is visible to everyone. There is no parallel of the religious institutions educational boards (Wafaqs) in and outside the country even no such example is present in the whole Islamic world as well as in the subcontinent. Besides other baseless allegations, religious institutions are branded as terrorists and extremists. The west and America are much worried about the Islamic educational institutions and the Holy war (Jihad). The article encompasses the opinions of the regious as well as secular apostles. In a nutshell, all the allegations of extremism and terrorism are not only baseless but just a propaganda.
Instructional supervision is one of the important tasks for the principal of a school. The role of principal in the school is complex in nature; a role that involves many duties and responsibilities. One of the roles is being an instructional leader to help the teachers to improve their teaching. Improved teaching will automatically result in higher student achievement. The research aimed to compare instructional supervision in Army Public Schools & Colleges and Federal Government Educational Institutions in Pakistan. The significance of the topic lies in the worsening instructional quality in the schools which can significantly be improved by regulating the supervision process through principals who possess experience in both educational and administrative fields. The principal, an instructional leader, is the key figure in creating a school environment in which instructional leadership can thrive. The objectives of the study were; (a) to explore the instructional supervisory practices used in APS & Cs and FGEIs; (b) to find out the difference between perceived supervisory practices of instructional programs adopted by the heads of APS & Cs and FGEIs; (c) To evaluate the supervisory practices in APS & Cs and FGEIs in the light of existing supervisory practices; (d) to propose a model of supervisory practices for APS & Cs and FGEIs. The population of the study consisted of all the principals and secondary school teachers of APS & Cs and FGEIs in Pakistan. Mixed method research design was used; quantitative questionnaire and qualitative interviews were used to gather the data. For quantitative data 80 Heads of APS & Cs and 130 Heads of FGEI, 400 teachers from APS & Cs and 390 teachers from FGEIs were part of the sample through random sampling technique. Meanwhile, for qualitative data collection; 20 heads of the institutions from FGEIs and 10 heads of the institutions from APS & Cs, 20 teachers from FGEIs and 30 teachers from APS & Cs were selected for interviews through Purposive Sampling. Mean, standard deviation, and ttest were used as statistical tools for analysing data, whereas thematic analysis was used for qualitative data analysis. Acquired results from data were discussed while linking them with previous studies and theory. It was found that instructional supervision, its regularity, maintenance of record of supervision and its utility in the form of teachers’ punctuality, performance and improved instructional methodology based on feedback to the teachers is more frequent in APS & Cs than in FGEIs. The process needs to be further improved in FGEIs through effective measures taken at departmental level.