سر آغا خان
سر آغا خان کی وفات سے مسلمانوں کی ایک بڑی شخصیت اُٹھ گئی، وہ ایک اسلامی فرقہ کے امام و مذہبی پیشوا اور لاکھوں انسانوں کا مرکز عقیدت تھے، ان کی شخصیت بین الاقوامی تھی یورپ کے تمام ملکوں میں ان کا بڑا اعزاز تھا اور وہاں کے بڑے بڑے لوگوں سے ان کے دوستانہ تعلقات تھے، اس زمانہ کا کوئی بڑا سے بڑا اعزاز ایسا نہیں ہے جو ان کو حاصل نہ رہا ہو، ان کی پوری زندگی یورپ کے گہوارہ عیش و نشاط میں گزری، مگر اس میں پڑکر وہ اپنے فرائض سے کبھی غافل نہیں ہوئے۔
وہ بڑے مدبر اور بیدار مغز تھے، سیاست پر گہری نظر رکھتے تھے، علم و فن سے بھی ذوق تھا، کئی زبانوں سے واقف تھے، قومی و ملی جذبہ بھی رکھتے تھے اور مسلمانوں کے عمومی معاملات میں کبھی فرقہ کی تفریق نہیں کی، اپنے فرقہ کی فلاح و بہبود کے ساتھ عام مسلمانوں کے معاملات سے بھی دلچسپی اور عملی ہمدردی رکھتے تھے، چنانچہ مسلم یونیورسٹی کے قیام کی کوشش سے لے کر ہندوستان کی آزادی اور پاکستان کے قیام تک مسلمانوں کے بہت سے معاملات میں ان کی امداد و رہنمائی کی جس سے ان کو فائدہ پہنچا، ان کے خود نوشت حالات سے معلوم ہوتا ہے کہ دینی عقیدہ میں راسخ اور بعض مذہبی معمولات کے پابند تھے، اسلام کی تبلیغ بھی کرتے تھے اور ان کے ہاتھوں پر بہت سے غیرمسلم مشرف باسلام ہوئے، اﷲ تعالیٰ ان کے ان نیک اعمال کے صلہ میں ان کی مغفرت فرمائے، مسلمانوں میں اتنی بڑی شخصیت مدتوں میں پیدا ہوگی۔
(شاہ معین الدین ندوی، اگست ۱۹۵۷ء)
The central theme of this research is to explore the effectiveness of prisons staff in the reintegration of the prisoners with specific focus on Khyber-Pakhtunkhwa (Pakistan) jails. Mixed method was adopted to carry out the study. Seven high-profile jails within Khyber-Pakhtunkhwa province of Pakistan, one jail each, in all the seven administrative divisions, were purposively selected. Of all 277 respondents, 250 comprised of jail inmates (under trial and convicted adults and juveniles male prisoners) were randomly selected within the seven jails of the province and interviewed through semi-structured questionnaire. The remaining 27 respondents, purposively selected and interviewed through interview-guide included judges, lawyers, jail officials, human right activists and ex-prisoners. Further, One focus group discussion was arranged to gain more deep insight into the phenomenon in question. Concurrent triangulation strategy was adopted for the collection and analysis of data. It was found that prison staff in Pakistan is characterized by lack of will and skill to transform prisons into correction institutions. Their involvement in torturing the inmates, providing them proscribed stuff, sexual assaults on the prisoners, taking bribery for extending legal and illegal favors etc is deeply-seated within the Khyber-Pakhtunkhwa prisons. Providing best trainings to the prisons’ staff considering modern-day needs, their salaries increase along with sound service structure, meritorious selection, transfer and up-gradation of the prisons’ employees, recruitment of the needed staff to bridge the staff-inmate huge gape and ensuring the effective accountability system of prisons are the suggested measures to overcome the problem at hand.
As Pakistan is becoming a more culturally and ethnically diverse nation, public schools, colleges and universities are alongside becoming more diverse as well. According to National Curriculum for Civics (2009), one of the basic aims of the Civic education is to inculcate in students values of peaceful co-existence with all citizens of the country and all countries of the world. Unfortunately, the scenario of Pakistani classrooms, in particular, the Civics Education classroom does not meet the diverse cultural needs of the students. Thus, there is a serious mismatch between the outcomes of curriculum and the planning and implementation of teaching and learning experiences. In order to explore how cultural diversity can be promoted among higher secondary students, a small scale action research was conducted. Two cycles of action research were conducted within the framework of action research in grade XII of a public college of Sindh, Pakistan. The participants of the study were four focused students of grade-XII and subject teacher of Civics. The whole college context was studied to gain understanding of what was going on. The researcher followed the steps of planning, implementation, observation and reflections. Data were gathered through interviews of the participant teacher, classroom observations, documents analysis, field notes and reflective journals. The ongoing analysis continued side by side with data collection. The data reveal that cultural diversity among students from higher secondary public school level can be developed by orienting them to the fundamental concepts of diversity, creating appreciation for unique and positive qualities of oneself, the other and our different cultures, and also discussing the problems that arise due to cultural discrimination. Different pedagogies which involve reflection on and expression of personal and collective experiences and scenarios used for critical thinking can be beneficial for inculcating the above mentioned concepts and attitudes in students. Based on the findings some implications and recommendations are put forward in the concluding chapter.