علاقة التربية بالتعليم والأسوة الحسنة

The bond of education and character education is like that of body and soul. In the comprehensive process of Islamic character building, education is an integral part. Character is the provision for life journey where as education is the light on the path. The recognition of distinct objectives of education and trenchant targets of character education is necessary to solve the crisis of character faced by contemporary world. Education is a lightening experience to develop the skills and awareness whereas character education helps the individual to be sincere with himself, obedient to his Lord, and compliant with the moral values which is the outcome of character education. The curricula of education, no matter how powerful and evolved may it be, need to be translated into behavior. Therefore, a role model is needed to achieve educational goals. The work of the prophet was characterized with deep insight, strong determination, firmness, honesty. These virtuous qualities caused to enlighten hearts with the right faith. Character cannot be built thorough ease and quiet, it is a process built upon a philosophy and laws, which springs from the moral values followed by the society. Islamic character education evolved from the infallible sources of Islamic Sharia: The Qur’an and Sunnah of the beloved Prophet Muhammad (S. A. W) who formed the characters of his noble companions (R. A) in best manner and equipped their generation with everything they needed to lead a successful life in this world and in hereafter. This paper elucidates the connection between education and character education, and sheds light upon the importance of role model in bringing the change as well as covers the major restraints that shackle the process of education and character education.

Impact of Usaid Tearcher Education Project on the Development of Teacher Education at Elementary Level

The study aims to see the perceptions of stakeholders (HODs, teachers & students) about USAID Teacher Education Project on the upgrading of elementary education in Southern districts of Khyber Pakhtunkhwa. All HODs, teachers and students of twenty RITE and nine Institutes of Teacher Education constituted the population of the study. The sample was selected through stratified random sampling technique. Two questionnaires were developed which were made valid and reliable through proper process. One questionnaire was meant for HODs and teachers and the other questionnaire was intended for students. Both the tools were consisted of two parts, the 1st part included demographic information and the 2nd part research variables. Hypotheses were developed in line with these objectives. The responses were collected, tabulated and analyzed through SPSS, one sample t test; independent sample t test and ANOVA were used as statistical analysis. The three respondents HODs, teachers and students showed significant views about physical facilities, curriculum, teaching methods, assessment techniques, practicum activities and refresher courses. Demographic variable wise, there was no significant difference of opinion i.e. gender, age and professional qualification. There was no significant difference between the views of HODs of both the institute.Teacher of RITE and IER showed no significant difference in their views about all the variables. Students showed difference of opinions regarding physical facilities. Similarly significant difference was found in student‘s views regarding B.Ed (Hons) and ADE curriculum, Method of teaching, assessment and practicum. Qualification wise significant difference was found among the student‘s views regarding physical facilities, B.Ed (Hons) and ADE curriculum, Method of teaching and assessment. The study recommends the newly introduced teacher education programs to be adopted in the TTIs for giving the track to teacher education. These programs need to be included in service structure for recruitment of teachers at elementary level.