برصغیر میں غیر مسلم اہل قلم کے بزبان اردو تراجم و تفاسیر قرآنی

Islamic literary legacy is diverse and multidimensional in Sub-continent despite its being prone to religious b and the issue of migration integral part of Islamic literary legacy is the Quranic translations & interpretations. The main aspect of these translations & interpretations are the endeavors put forward by Muslim as well as non-Muslim scholars. Keeping in view the endeavors translations & interpretations of Quran, the non-Muslims minorities of sub-continent can be divided into two groups. The first group of part is based on the followers of Judaism, Parsee, Buddhist, Sikhism, Jainism and idols of Kalash whose translations and interpretations is not well known. Whereas, the second group endure Christians, Hindus and Qadyanis. Christians and Hidus consider Quran as non-revealed. Since the style of their interpretations is based on criticism and rejection in aggressive manner. Whereas the interpretations by Qadyanis are focused on religious polarized beliefs and ideologies taking into considerations Quran as revealed. That’s why Qadyanis interpretations are not accepted in Muslim community. The criticism by non-Muslims writers has resulted in rational approach for study of Quran instead of tendency based on esteem among Muslim. This paper represents aforementioned non-Muslims services regarding Quranic Interpretations and Translations which are distinguished in Muslims Interpreters.

The Current Practices of School Development Planning in a Private School in Karachi

The purpose of the study was to explore the current practices of School Development Plan (SDP) in a private co-education English medium secondary school in Karachi, because I belong to a private school system myself, and this study will help me to see the common practices and enable me to apply the learning of this study in my own context. To achieve its purpose, the study investigated perceptions of different stakeholders, the process of planning, its implementations, challenges and the facilitating factors of planning and implementation. A qualitative research method was used for the in-depth study. The data were collected through semi-structured interviews, document analysis, informal talks and observations of classroom, meetings, staff-room, observations and informal gatherings and events that took place during the research period. The study found out that different stakeholders have different perceptions of planning. These perceptions depend on their position in hierarchy. People at higher level have a broader view of planning, whereas at a lower level, it becomes narrower. Also, the school is practicing three types of planning: verbal, single and retroactive planning. Retroactive planning is done at the top administration level and single planning is done at the principal's level; however, the teachers' and the coordinators' involvement in planning is seen in the planning of their assigned tasks. The process of planning is non-participatory. It is prepared by minimal involvement of other stakeholders. No explicit vision was seen but the implicit vision, which focuses on spiritual development of students. Two leadership styles were observed in the planning process the single plan at the principal level autocratic, because the plan is made by the principal and distributive' because the teachers and coordinators are involved in planning at the classroom level. Further, the lack of personal expertise for planning and implementation, lack of resources, hierarchal structure of school and workload are seen as hindrance for planning in school. School development planning plays an important role in the school improvement. SDP is a blueprint which is used as a roadmap for planning in the schools to organize and control the activities and resources and to ensure the effectiveness of its function.