صباح الدین عمر
افسوس ہے کہ اردو کے ایک عاشق و شیدائی جناب صباح الدین عمر کا انتقال ہوگیا، وہ لکھنؤ کی روایات کے بڑے دلدادہ اور اس کی تہذیب و ثقافت کا نمونہ تھے، وہ سرکاری ملازم تھے، یوپی کے محکمہ اطلاعات کے اردو ماہنامہ ’’نیادور‘‘ کے ایڈیٹر بھی رہے، اترپردیش اردو اکادمی کے قیام کے بعد اس کے سکریٹری ہوئے اور اس کا رسالہ اکادمی ان کی ادارت میں شائع ہوا، ریٹائرڈ ہونے کے بعد اردو اکادمی اور فخرالدین علی احمد میموریل کمیٹی کے برابر رکن رہے اور ان کو اپنے مشوروں اور تجربوں سے بڑا فائدہ پہنچایا، طبعاً شریف اور مخلص تھے، دوسروں کی مدد کرکے خوشی محسوس کرتے تھے، اﷲ تعالیٰ اردو کے اس عاشق و خادم کی مغفرت فرمائے، آمین!! (ضیاء الدین اصلاحی۔ دسمبر ۱۹۹۱ء)
Fostering of Muslims in particular is a necessity. Muslims need guidance to stay on their nature, namely peace, calm, and peace (congratulations). Therefore, to maintain and preserve the atmosphere (peaceful, calm, serene), then one of the da'wah movements that has taken a role is the Tablighi Jamaat. Forms of coaching that have been done include syuro (deliberation), ta'awun (help-help). The coaching is intended to be social capital in developing Muslims. Social capital is intended as an adhesive tool for the community, because it often occurs in Islamic internal conflict communities that will affect external conflicts (among religious believers). The formation of Muslims by the followers of Tabligh has clearly brought developments to Muslims, especially in the city of Palu, this development was marked by an increase in the number of halaqah from 2 halaqah (2001) to 12 halaqah (2018), and the development has benefited the community based at the mosque.
A Multiple case study strategy, with different data sources and data collection methods, explored and elaborated the implementation of reformed primary curriculum in two government primary schools in Afghanistan. School authorities didn't prioritise this reform as a contemporary reform need of educational system in Afghanistan, though the reformed curriculum and its implementation plan have been directed from central educational office for implementation to schools as a homogenised and standardised curriculum implementation paradigm. This fidelity change curriculum reached schools without orientation, which had negatively affected the efforts of school authorities to function objectively at school. The re-culturing efforts of MoE had positively affected the curriculum implementation at classroom level. The community and also the higher authorities of the system were supporting school authorities in the effective implementation of curriculum, though the principals were not qualified and professional in managing and leading the curriculum implementation at school effectively, and teachers were not regularly and fully using curriculum implementation strategy in the classroom. In consideration of the above mentioned challenges, the school authorities adapted the change and these changes were mutually implementing in a post-positivism paradigm of implementation. The implementation of this change eventually paved way towards achieving the stated goal of this change, along with encountering the abovementioned hindering factors.