پرنس کائتانی ؍ پروفیسر گویدی ؍ پروفیسر اسنوک ہرخردنئے
امسال مرحوم مارما ڈیوک پکتھال کے علاوہ ن کو ہم سب جانتے تھے، کئی نامور مستشرقین نے وفات پائی، اٹلی کے پرنس کائتانی اور پروفیسر گویدی اور لائڈن کے پروفیسر اسنوک ہر خردنئے نے امسال ہماری دنیا کو الوداع کیا، پرنس کائتانی تاریخ اسلام کے عالم اور گویدی عربوں کے ریاضیات اور جغرافیہ کے ماہر اور اسنوک ہر خردنئے ’محمڈنزم‘ نامی کتاب کے مصنف ہیں جس کو انھوں نے خطبہ کی صورت میں امریکہ کی ’’مجلسِ تاریخِ مذاہب‘‘ میں پیش کیا تھا اور بھی دوسری کتابیں اور مضامین ان کے قلم سے نکلے تھے۔ (سید سلیمان ندوی، اکتوبر ۱۹۳۶ء)
The success of federalism in multiethnic societies greatly depends on fiscal decentralization. It empowers the provincial governments along with the local bodies at the grass root level. In this perspective fiscal decentralization needs structural arrangements in order to ensure revenue generation and appropriate expenditures. It helps to strengthen the national grid to avoid inter-provincial or intra-provincial discrepancies. This study illustrates the relationship between fiscal devolution and symmetrical horizontal economic development. It envisages the devolution plan (2001) introduced by former General Pervez Mushraff in Pakistan under which the Provincial Finance Commissions were established. This research would focus on Punjab as a case study to analyze the working of Provincial Finance Commission. This research tends to address the questions like what have been the patterns of fiscal decentralization in Pakistan? Did National Finance Commission and Provincial Finance Commission promote the principles of equitable devolution of resources in the divisible pool on the basis of need assessment? Could PFC be able to mitigate the intra-provincial disparities in Punjab? Did PFC take efficiency advantage in Punjab through the empowerment of local governments? This study would encompass the analysis of the resource allocation formula opted by the successive governments in the past till present and the counter arguments by the academia and the local body members. Qualitative and quantitative both methods would be used while incorporating primary as well secondary sources. This research concludes with the proposition that empowered local bodies and effective finance commission are the sine qua non of fiscal decentralization in democratic state like Pakistan.
This study was designed to find out the possible ways to promote Activity-Based Learning (ABL) in Lower Secondary Science Classes (LSSC) in Government schools and was conducted in one of IED's cooperating Government Schools in Karachi with two science teachers in classes six and eight. Data were collected through a series of tests and reflections with students and teachers, personal reflections of the researcher, and discussions with all those directly involved in the study. Teachers also responded to relevant questions at the end of the study. The study was completed in three stages: Pre-intervention, Intervention and Post intervention. During the pre-intervention stage, I interviewed teachers, and observed their classes to assess the current practice of science teaching through Activity Based Learning and the difference between teachers' beliefs and practice. Another purpose was to attempt to assess the effect of current teaching practice on students' learning. The Transmission Mode of Teaching (TMT) was found to be the dominant style at this stage to promote learning. During the intervention stage, I facilitated the teachers in their efforts to apply ABL in their classrooms. It was discovered that ABL played an important role in promoting students' better conceptual understanding of the concepts covered. In addition, there were indications that the teachers' content and pedagogical knowledge improved. Though there were several major constraints faced by the teachers, it was felt that these factors could be partly circumvented with sound management. During evaluation of the teacher at the post-intervention stage, data concerning the amount of learning, the process followed, and the constraints faced during teaching and implementation were collected. Practical (ABL) work was seen to have had considerable impact on students' understanding of the concepts. Through this study I have come to know that though there are major constraints in applying ABL at the LSSC level, with proper classroom management and planning effective implementation of ABL is possible. The support given to the teacher by the administration is also an important factor.