جج پر ضمان: فقہی قواعد اور پاکستانی قانون میں تطبیق

A judge should be honest,  transparent, free and fair. He should always respect law. The question arises that if a judge who disrespects law and makes unbalanced decisions: as a result of which people get affected then will he or she be penalized? The Ḥanafi Scholars opine that if a judge passes a wrong decision intentionally, he should be penalized from his own property. Because in Islamic jurisprudence, judiciary owns a supremacy over the masses and everyone irrespective of the position is equal and has to obey law. Whether he is a judge or a commoner, he has to follow the rules and regulations as prescribed by law. In practice, Pakistani judges are not held responsible for making a wrong verdict. Our judges make judgments on the basis of already manipulated evidence. A judge bars himself from the responsibility of collecting evidence. Similarly, if a judge has developed personal grudges with the criminal then the criminal reserves right of appealing the higher court where the decision is reviewed and rectified. In such situation, there is a compulsion between the legal maxim "وَالْأَصْلُ عَدَمُ الضَّمَان" and the Pakistani laws. However, Ḥanafi jurisprudence and Pakistani Laws are not in accordance with each other. This study concentrates upon the nature of punishment and tort to be applied on judges in case of making a decision based on falsehood. It is suggested that Pakistan’s Judiciary should be reread as that the already in-practice system does not comply with the standards of Islamic teachings.

A Study of a Schools Professional Development Activities With Particular Reference to the Role of the Principal in Ensuring Effective Professional Development

This dissertation is based on the exploration of the professional development practices of a school and of the role of the principal in ensuring the effective professional development of teachers. The study was carried in a higher secondary school in Karachi, Pakistan. The school might be considered as effective in terms of students' achievements at the Board Examinations. However, it would seem simplistic to attribute the school's success solely to the professional development of teachers. There is a combination of other factors, which were identified as contributing to school effectiveness. The study showed that there are many and varied professional development activities carried out in the school. But professional development is not only carried our through professional development courses or workshops. There are other areas, which can contribute to professional development such as appraisal (identification of teachers' professional development needs), reflective practice and Follow-up. The findings suggest that appraisal is used for two purposes in the school--for identification of teachers' professional development needs, and for evaluation of the teachers' performance. Reflective practice and Follow-up have not received essential attention in the school, and they are practiced on the irregular basis. The principal does a great deal to attempt to ensure effective professional development for his teachers. He encourages and supports professional development of teachers in a variety ways, but the absence of a planned and structured approach to professional development means that, professional development is not so effective as it might be. The study offers some recommendations to school and its principal, which may be useful for ensuring effective professional development. Among these are suggestions to prepare a structured plan of professional development of teachers in the school and to separate two kinds of appraisal. This report also includes the lessons I learned from the study. The findings of the study will be useful for me as a future teacher educator in my native context of Kyrgyzstan, as I found many similarities in organization of the professional development in both systems. I also learned some skills necessary for conducting qualitative research.