نہر کنارہ
نہر کنارے بیٹھا ہوں میں
بہتا پانی دیکھ رہا ہوں
اُجلا پانی ، تیز روانی
سُرسُر ، سُرسُر کرتا جائے
میٹھے میٹھے گیت سنائے
نہر کنارے بوٹے سارے
ناچیں ، گائیں ، جھومیں ، جھولیں
طوطا ، چڑیا ، بلبل ، مینا
رنگ برنگی بولی بولیں
یہ کیسا پیارا منظر ہے
شام اُداسی لے کر آئی
یہ منظر بھی اک منظر ہے
میرا دیکھا بھالا منظر
خوف کا ہے اک کالا منظر
شام کے جاتے ، رات کے ہوتے
سارے بوٹے سو جاتے ہیں
تو پھر چاند نکل آتا ہے
میں اُس سے باتیں کرتا ہوں
میں جتنی باتیں کرتا ہوں
میں تیری باتیں کرتا ہوں
یوں ہی رات گزر جاتی ہے
اور سویرا ہو جاتا ہے
میں شب بھر ہوں نہر کنارے
میں دن بھر ہوں نہر کنارے
نہر کنارہ دنیا میری
This study aims to find out: (1) students’ perceptions toward bilingual education in ICP (International Class Program) toward the use of two languages of instructions (English and Indonesian) by the lecturer in classroom. (2) to investigate its benefit for students in ICP chemistry education. The researcher adopted a descriptive qualitative research with a case study method. To gain the data, the researcher employed questionnaire with the students. The subjects in this study were 24 of students sixth semester belong to the International Class Program (ICP) chemistry education in State University of Makassar. The results of this study showed that there were the bilingual education helps the students to gain control their English skill. It showed that students’ positive perceptions toward the use of bilingual language as language instruction in the classroom by the lecturer. It is concluded that teaching chemistry in English facilitates the learners’ attempt in learning English.
Education For All's (EFA) vision is to enroll and retain all girls and boys in schools. It is also about ensuring that girls and boys of all age develop their full potential through quality education. However, during the last two decades, despite the enormous work done by the government and donor agencies in Pakistan, a large number of students, especially girls, are still out of school. Gender disparities exist in access, enrolment, and completion at all levels of education. There are many socio-economic and cultural factors, along with the micro processes of schools and classrooms, behind this issue. The focus of the study was to explore the instructional practices of teachers in relation to their expectations of girls and boys students. This study was conducted through a qualitative case study, which was explorative in nature. Data was collected through semi-structured interviews, classroom observations, pre- and post-observation discussions and analysis of instructional materials (text, illustrations and displays) using gender analysis framework. Two major conclusions emerged from the study; it was found that both the teachers had different expectations of girls and boys, those expectations were rooted in their own personal experiences. Moreover, official curriculum (text and illustrations) and the hidden curriculum (pedagogies teacher used) didn't favor girls in the classrooms. Adding to these, teachers did not recognize the subtle messages, which students were getting from the textbooks and their deliveries. Teachers' varied expectations from girls and boys and the socialization of different gender roles and the use of a gender-biased hidden curriculum lead to an inequitable education opportunities for boys and girls in both the classrooms. Findings of the study have serious implications for teachers, teacher educators, and policy makers. Unless teachers are made aware of the gender role socialization and the biased messages which they send to students everyday, and until teachers are provided with the methods and resources necessary for eliminating gender-bias in the classrooms, girls will continue receiving an inequitable education. This will have a serious implication for their access and stay at schools