قرآن کریم اور علم الضبط

The correct recitation of the Quran depends upon correct spellings is based on "Ilm al-Rasm" and accurate reading depends upon "Ilm al-Dabt". "Ilm al-Dabt" is divided into “Nuqat al-A’rab” and “Nuqat al- A’jam”. “Nuqat al-A’rab” mean the signs which throw light on ‘al-Harakah’, ‘Sukun’, ‘Tashdid’ and ‘Madd’ etc. “Nuqat al-A’jamm” implies the signs which remove the confusion found between letters and cause the phonetic and facial recognition different letters. So dotted letters are titled “Mu’jam” and dotless letters are named as “Muhmal”. This paper deals with “Nuqat al-A’rab”. Initially, the Quran was without these signs. This science was developed first time in the period of Amir Muawiah by Abu al-Aswad al-Duali in the shap of rounded dots. Later on these dots were replaced with appropriate signs by Khalil bin Ahmad al-Farahidi. These signs were given different names. Ilm al-Dbt gained a little controversy but the majority of scholars appreciated it.

Exploring the Contribution of the Head Teacher in School Improvement in a Learning Resource School of Gilgit-Baltistan A Case Study

The study 'Exploring the Contribution of the Head teacher in School Improvement in a Learning Resource School' was conducted in a Learning Resource School (LRS) of Gilgit-Baltistan, with the aim of exploring the strategies school principal uses to involve teachers, parents, students, and community in school improvement. The study was conducted in qualitative paradigm by employing case study method. The participants were selected using purposive sampling. The participants of the study were the head teacher of the school, four teachers (two male and two female), four students (two male and two female), the convener of Village Education Committee (VEC), and the Head of Regional School Development Unit (RSDU). Data were collected using semi-structured interviews, focused group interviews, observation and document analysis. The findings of the study revealed that the school leadership uses various strategies: capacity building of the teaching staff, empowering teachers, and students by assigning them leadership roles, and involving the entire community in school activities for school improvement. Furthermore, the findings also illustrate that mentoring, in-house professional development sessions, reflective practices, lesson observation followed by feedback and making professional development groups (PDGs) of the teachers are being carried out for the teachers' professional development. Furthermore, the findings of the study also revealed that the VEC as a representative body of the community acts as a bridge between the community and the school. Additionally, The VEC also plays a significant role in community mobilization towards school improvement, with an ultimate aim of improvement in students' learning. The study suggests that by the continuous involvement of teachers in professional development activities, involving teachers and students in leadership roles, mobilizing the community through VEC, and networking with other institutions is helpful in school improvement.