ہبہ مشاع اور غیر مشاع میں قبضہ

The institution of ‘Gift’ (ہبہ) is common in every religion. Every religion promo-tes this practice, as it is a tool to create sense of love and affection between the giver and the receiver. Similarly, Islam encourages its followers to perform it from time to time and spread sense of love and affection. The holy Prophet (Peace and Mercy be upon him) not only ordered the believers of Islam to exchange gifts but also, he himself was habitual of distributing things among the Muslims as gifts. Here, in this article, this exercise of the ‘Gift’ is discussed. Firstly, its lexical and terminological meanings are mentioned and supported with verses of the holy Quran and the traditions of the holy Prophet (PBUH). Furthermore, its need and importance are given consideration. Secondly, kinds of the ‘Gift’ are specified, which are ‘Gift of existing things and non-existing things’. Then the existing things are divided into ‘Devisable and non-devisable items’. In the end the concept of possession in the ‘Gift’ is stated. Along with all this opinions of the five schools of thoughts i.e. Hanafi, Maliki, Shafai, Hanbali and Shia, and their basis regarding possession of the ‘Gift’ are presented.  

Exploring the Perceptions and Practices of District Officers Education Elementary Doees Regarding Effective Primary Schools in One of the Districts of Sindh, Pakistan

This research study aims to explore the perceptions and practices of District Officers Education Elementary (DOEEs) regarding effective primary schools in one of the districts of Sindh, Pakistan. The focus of the research study was primarily to identify as to what are the perceptions and practices of DOEEs about effective primary schools. The research study was conducted in the context of rural Sindh through a case study approach within the qualitative research paradigm. The research study shows that there are so many hindering and helping factors for DOEEs in exercising their powers. The data shows that though the district education system is running under the same management, but the ground realities regarding effective schools are very different in urban and rural schools. Urban schools run on double shift bases with more teachers and less enrollment of students; whereas, rural schools run on single shift basis, with a very high enrollment rate and minimum number of teachers, or only one teacher for all the classes. Furthermore, the interference of political persons and teachers union are the major factors that hinder the DOEEs in exercising their roles and responsibilities effectively for running the schools efficiently. Other common hindering factors include the lack of basic facilities or their poor condition (teaching material, drinking water, functional washrooms, shortage of teachers, etcetera) and very low budget (Rupees 20,000/= for three years per primary school) to meet the regular expenses of the schools. The helping factor for DOEEs is, there is a well-organised administration structure, which is helpful in the smooth running of the schools in the district. The findings of the research study will be helpful to the existing DOEEs and of the future ones in exercising their powers. The research study will also provide a potential resource for future researchers to explore more about the different aspects of how educational leadership becomes an effective method in managing the quality of education in their jurisdictions.