سر اکبر حیدری
افسوس ہے کہ ۸؍ جنوری ۱۹۴۲ء کی شام کو سابق صدر اعظم ریاست حیدرآباد سراکبر حیدری نے دلّی میں وفات پائی، سراکبر حیدری ہندوستان کی سب سے بڑی اسلامی ریاست کے وزیر مالیات اورپھر صدر اعظم ہونے کے سبب سے تمام اسلامی اداروں سے ایک خاص مربّیانہ تعلق رکھتے تھے، اور اس بنا پر ان کا حادثہ وفات ہم سب کے لیے غم و الم کا باعث ہواہے، ان کی عمر اس وقت ۷۲ برس کی تھی، مگر اس عالم میں بھی جس انہماک، مصروفیت اور بیدار مغزی سے وہ اپنے مفوضہ خدمات کو انجام دیتے تھے اس سے ان کے غیر معمولی دل و دماغ کے آدمی ہونے کا ثبوت ملتا تھا، اﷲ تعالیٰ ان کی مغفرت فرمائے۔ (سید سلیمان ندوی، جنوری ۱۹۴۲ء)
Assessment and the learning process become two intertwined concepts that are impossible to separate. When compared to the other three abilities, reading skills are the most important in English learning. In order to meet the demands of modern teaching development, information and communication technology is required for English language instruction and assessment. The purpose of this study is to examine the requirements of both learners and pursuers in terms of the use of information and communication technology in reading instruction assessment (Reading Assessment). This current study used two data collection technique, namely questionnaires and interviews analyzed quantitatively and qualitatively. Respondents in this study were selected by purposive sampling involving 70 students and 5 teachers in vocational schools. The results of this study found that (1) The students’ goal and necessities differ, (2) The students are at beginner level at reading skill and have reading word and sentences fluently and correctly, (3) They want familiar contents based on their life, environment and major, (4) The need of information and communication technology both for learning and assessing and (5) Through the product, the English learners would be learning, collaborative and independent. The researcher advised for further researcher to conduct the development the information and communication technology for teaching and assessing English learners in vocational schools.
This study was conducted to examine the perceptions and practices about enquiry based teaching held by Social Studies teachers in private English Medium schools in Karachi (Pakistan). 257 teachers participated in the survey. They were asked to share their perceptions and practices about enquiry-based teaching. The results of the study showed that the Social Studies teachers in private English medium schools have a poor understanding about the nature of enquiry-based teaching. They also lack the appropriate pedagogical skills and competencies which are probably due to the low quality of training that they received. However, it is important to note that Pakistani teachers do make efforts to use enquiry in their Social Studies classrooms. While implementing an enquiry approach, the teachers recognize that enquiry has a positive impact on students' learning in terms of knowledge, skills, and attitudes. The teachers identify some challenges of implementing enquiry based teaching as well. As a solution, professional development of the teachers has been proposed as a solution. In addition, calls for enquiry materials and efficient support from all school stakeholders have been raised.