وہ کم کم یاد رکھتا ہے زیادہ بھول جاتا ہے
ہمیشہ کر کے وعدہ اپنا وعدہ بھول جاتا ہے
ارادہ کر تو لیتا ہے وہ میرا ساتھ دینے کا
مگر اکثر یہ ہوتا ہے ارادہ بھول جاتا ہے
بھلا دیتے ہیں ایسے شخص کو سب خانداں والے
جو اپنی اصل ، اپنا خانوادہ بھول جاتا ہے
کشادہ گھر بنا لیتا ہے جو زردار ہوتا ہے
مگر رکھنا وہ اپنا دل کشادہ بھول جاتا ہے
اگر چالاک ہوتا یاد رکھتا تہمتیں سب کی
یقیں مانو کہ تائبؔ ہے جو سادہ بھول جاتا ہے
On the one hand Islam espouses the notion of free trade, and on the other hand it frowns on state interference in trade. Developed and developing countries make head way freely in a free trading culture. This state of affairs buoys up the spirits of traders and inspires them to invest freely and lead to an economic upturn. Thus society flourishes. Foreign direct investment flows in a country from free trade. The scientificand technical expertise of industrialized countries is transferred to low income countries. Not only high quality products are available in abundance in the open market but also the moderation of prices is automatically established by the competition of business people. In this way, the free trading culture functions as a filtering device in the free market and, without any artificial or external interference, discharges all the tasks efficiently from its own internal logic. Critics of free trade, on the other hand, demur the system fills the coffers of multinational corporations but suppresses the rights of workers, locals and small industrialists. The real purpose of this system is to establish Western powers’ control over global resources. Taking advantage of the flexibility of the free trading culture, traders artificially raise prices through monopoly and hoarding.
Career Guidance and Counseling (CGC) practices of one of the private Education Network in Karachi, Pakistan is being reported and analyzed in this study. Education Network where this study was conducted comprises separate schools for students of Early Childhood Education and Development, Primary, Secondary, Higher Secondary and Graduation level. The network also has a separate teachers' professional development center. CGC services in this Education Network have initiated initially with Higher Secondary School (HSS) Students, which has been studied in this study. However, the Education Network has plans to spread CGC services to the whole network. In this regard, a complete plan of CGC services for Secondary School (SS) students has also developed by the Education Network. This plan is also presented in this report. CGC support that the Higher Secondary School (HSS) students are having in this particular network has many forms .The students are not only provided with occupational information through career seminars and publications but are also involved in the process of gaining practical exposure of different professions through internships and field visits. Moreover students' financial need in pursuit of higher education is being addressed through scholarships. In this study report, a detailed account of strategies through which network is able to provide CGC support to Higher Secondary (HSS) School students has been presented. The benefits of CGC services to students towards their career development, and challenging and supportive factors towards implementation of CGC services in the Education Network has also been highlighted in this study. Qualitative case study method was employed in conducting this study. The phenomenon was studied in depth, using multiple sources of data generation tools, like semi-structured interviews, observations and documents analysis. Findings of the study identified challenges students are facing in making career-related decision like National education system, family/community traditions, lack of occupational information, and lack of parental support are found to be some of the major challenges. These challenges are very much contextual in nature. The Education Network services found to be helpful in addressing needs of the students contextually, which is one of the key findings of the study. The reason for services art of most of the school systems in many of the developing countries, including Pakistan, is due to their costly nature. CGC services are expensive with regard to time, money and resources. Lack of human resources in the field is also a hindrance. However the Education Network is