سیالکوٹ کی ادبی فضا کو نکھارنے میں ادبی تحریکات اور تنظیموں نے بڑا اہم کردار ادا کیا ہے۔سکاچ مشن سکول کی لڑیری سو سائٹی کے بعد ’’انجمن پنجاب سیالکوٹ‘‘ نے علمی و ادبی سر گرمیوں کی آبیاری کی ۔انجمن پنجاب لاہور کی طرز پر ۱۸۶۶ء میں سیالکوٹ ،حصارا وردہلی میں انجمنیں قائم ہوئیں۔رشیدنیازؔ کی تحقیق کے مطابق سیالکوٹ کی پہلی ادبی تنظیم ۱۸۹۰ء میں قائم ہوئی۔وہ اس حوالے سے یوں رقم طراز ہیں:
سیالکوٹ کی سر زمین میں سب سے پہلی بزم ’’دائرۃ الا دب‘‘ تھی۔یہ تنظیم ۱۸۹۰ء میں معرض وجود میں آئی۔(۹۹)
تحقیق سے یہ بات ثابت ہے کہ دائرۃ الا دب سے بھی پہلے سیالکوٹ میں ادبی تنظیمیں موجود تھیں ۔جوادب کی ترقی میں کوشاں تھیں۔سطور بالا میں مشن سکول اور کالج کی لڑیری سوسائٹی اور انجمن پنجاب سیالکوٹ کا وجود بزم دائرۃ الادب سے پہلے کا ثابت ہوتا ہے۔
ماضی میں سیالکوٹ میں متعدد ادبی تنظیمیں ادب کی خدمت میں سر گرم رہی ہیں۔ان ادبی تنظیموں کے ذکر کے ساتھ ساتھ گذشتہ بیسویں صدی کی سیالکوٹ کی ادبی تاریخ بھی ہمارے سامنے آتی ہے۔ماضی میں سیالکوٹ میں جوادبی انجمنیں فعال اور متحرک رہی ہیں ان میں بزم اردو جموں و کشمیر،انجمن ترقی پسند مصنفین،انجمن آزاد خیال مصنفین ،رائٹر ز گلڈ،حلقہ ارباب ذوق،بزمِ افکار،بزمِ فروغ اردو،بزمِ فکر وطن اور بزم ِاحباب قابل ذکر ہیں ۔یہ تنظیمیں اپنے اپنے وقت میں سیالکوٹ میں ادبی سر گرمیوں میں مصروف رہی ہیں۔ان تنظیموں میں سے اہم تنظیموں کا مختصر تعارف دلچسپی سے خالی نہیں۔
۱۔بزم اردو جموں و کشمیر:
بزمِ اردو جموں و کشمیر ۱۹۳۲ء میں سری نگر میں قائم ہوئی۔پہلے اس تنظیم کانام ’’بزمِ سخن‘‘ تھا۔۱۹۳۷ء میں مولانا علیم الدین سالک کی تحریک پر اس کانام ’’بزم اردو جموں و کشمیر‘‘ رکھا...
Kashmir became a part of the Muslim World in the 14th century C E. Under the local Sultans (1325-1585) , the Mughals (1586-1752) and the Pathans (1752-1819) , it developed into a state and society with its own peculiar Islamic culture. Kashmir was colonised by the Sikhs (1819-46) from the Punjab and the Hindu Dogra Maharajas (1846-1947) . The Muslim Kashmir stood for Islam through the freedom movement during this period. When the movement under the banner of Islam was at its apex and it seemed that the mahkutn (colonised / enslaved) Kashmir was about to achieve the goal, India ( Bharat) , a newly born nation (Aug 15, 1947) , invaded it on Oct. 27, almost 3 months after her own birth. Since then this newly emerging occupying -power through its policies of political deceit, cultural aggression, economic onslaught and delslamizing educational schemes has given rise to the problem of the IOK (Indian Occupied Kashmir) . The paper narrates the story of the past up to 1988-uprising & throws light on the oppression, persecution and discrimination that the Muslim Kashmir has been witnessing. The form offreedom-movement that followed from 1947 to 1989 is also outlined. In 1989 Jihad Kashmir, a new phase of the movement that invited the attention of the world begins. The paper helps to understand the background ofthe genesis ofthis new phase
It is a fact that the quality of teacher education in Pakistan is deteriorating and efforts are needed to intensify and accord adequate priority to the effectiveness of teacher education programs. Various surveys and studies undertaken in Pakistan reinforce a bleak picture of teacher education and its impact on students learning outcomes (World Bank & NEAS in 2005 & UNESCO/ USAID & ITA in 2008). In order to make a decision on standard of award of degree and quality of delivery of teacher education programs there must be some systems and procedures. It is now a growing trend in Pakistani educational institutions/ organizations to get ISO 9000:2001 certifications on the basis of assumption that ISO 9000 quality system is not in contradiction with any sound education standards or practice. Higher Education Commission (HEC) Pakistan has also developed procedures and guidelines for quality assurance and its enhancement. The HEC Manual is an effort in this regard to put all the guidelines and procedures in one volume so that university administration, quality enhancement cells, and faculty might find it easier to implement. The central premise of the study was to find out the choice of the quality strategies of teacher education institutions, but equally important was to collect the empirical evidences connected to the appropriateness of the specific quality system in ensuring the quality in teacher education. For the purpose, the phase 1 was a quantitative study through a self-administered survey to 58 faculty members of selected teacher education institutions in all provinces of Pakistan, that looked at the profile of the institutions, institutional choice of quality system, and the identification of internal and external forces that may influence the implementation of quality strategies. Following this macro level analysis, the researcher looked for specific information using the qualitative interview with the 10 heads (Deans or Directors) of teacher education institutions to have triangulation and an in-depth analysis of data connected with the appropriateness of quality system in ensuring quality in teacher education. The data obtained through quantitative and qualitative instruments later mixed using sequential explanatory model of mixed method data analysis The findings of this research study will help the community of teacher educators, heads of teacher education institutions, and other researchers to improve the existing systems. A multi-pronged strategy will be used to disseminate the results of the proposed study. The study recommends that the Higher Education Commission, NACTE and the provincial department of education should develop a new framework of quality system to ensure quality in teacher education programs.