ریاست کے اداراتی مقاصد کے تناظر میں نظریہ انفرادیت اور اجتماعیت پسندی

Individualism and Collectivism are two main theories discussed in contemporary Islam implies to create such social environment where both Individual and community could get strength from each other. Islam demands self surrender to Almighty Allah Ta'ala and orders to lead peaceful life, doing all good and avoiding bad deeds. So virtues get stronger and corruption is rooted out in all forms from the Community's social life. Any concept like class struggle or materialistic interpretation of history does not exist in Islam. Rather it provides such guidelines in the economic sphere which promote a healthy circulation of wealth. Islam introduced the concept of ‘Halal & Haram’and appreciated to observe ethical values in economic activities. Islam made man realize being answerable for all earnings and expenditures whether done rightly in accordance with the Orders of Allah Ta’ala or in wrong way defying Allah’s Orders. This outlook not only creates incentives for the individual but also safeguards the Community at the same time.

An Evaluation of Teaching of Chemistry at Public Secondary Schools in Pakistan

This mixed study evaluated the professional teaching of chemistry through learners’ perspective against the criteria of B.Ed at public secondary schools in Pakistan regarding eight aspects: general professional teaching skills, lesson planning, teaching methods, audio-visual aids, students’ classroom activities and formative assessment, and course coverage of theory and practical. I collected quantitative data through self-developed questionnaire of 70 items using stratified sampling of 350 students from boys-only, girls only, boys in co-education, and girls in co-education across rural and urban schools; however, qualitative data involved 20 students’ semi-structured interviews. A panel of experts and pilot testing refined the tools. The overall Coronbach’s alpha stood at 0.9 and 0.8 for professional teaching and test-items respectively. Descriptive statistics, multiple regression, correlation, independent samples t-test, and ANOVA analyses revealed the failure of existing professional teaching of chemistry. The qualitative thematic analyses and triangulation confirmed it: Dictation of questions and answers as dominant teaching method, and constantly locked science laboratories and equipments emerged as the major themes. Laboratory experimentation, audio-visual aids, chemistry theory, and teaching methods strongly predicted students’ test-scores with 41.7% surety. However, demographic variables: Students’ favorite subject, home study, parents’ income, and students’ gender weakly predicted learners’ test-scores. Independent samples t-test and ANOVA analyses revealed that EVALUATION OF TEACHING OF CHEMISTRY 2 students devoting more time to home-study and tuition, especially in natural sciences, and students’ from separate schools for gender, and parents with higher earning and rank got significantly different test-scores; however, gender and parents’ education had no significant differences. I presented feasible and realistic recommendations to the concerned stakeholders. Key words: evaluation, chemistry, professional training, teaching, secondary schools