ہفت افلاک کا عنوان ہوا کرتا تھا : جب ستارہ مر ا ذیشان ہوا کرتا تھا
چین اس کو بھی گھڑی بھر کو میسر نہیں تھا : اُن دنوں میں بھی پریشان ہوا کرتا تھا
اُن دنوں دھول تھی اتنی نہ دھؤاں پھیلا تھا : دیکھ لینا تجھے آسان ہوا کرتا تھا
خال و خد حسن کا معیار بڑھا دیتے ہیں : میں اُسے دیکھ کے حیران ہوا کرتا تھا
پھر کسی نے دلِ ویران کا در باز کیا : یہ علاقہ تو بیابان ہوا کرتا تھا
ہے کوئی اُس سا حسیں شخص تو آگے آئے
پورے کیمپس میں یہ اعلان ہوا کرتا تھا
٭
آج محفل میں اسے دیکھ کے یاد آئی بہت
داستاں چاند کی جو ہم نے سنی نانی سے
اس ستم گر سے مجھے زخم ملیں گے جتنے
وہ منالے گا مجھے اتنی ہی آسانی سے
جب سے آئے ہیں خریدار چراغوں کے نوید
تیرگی بڑھنے لگی شہر میں تابانی سے
The concept of freedom and equality enshrined in democratic systems though solves certain individual problems, but at the same time many collective problems arise. In this context, these democratic values become inconsistent with principles of Islamic political system because the concept of freedom and equality in Islam is different from that in western democracy. The Islamic Sharīʻah has divided the obligatory duties into Ḥuqūqul Allah and Ḥuqūq-al-ʻIbād and complying with them guarantee the success in this world and the hereafter. Islam not only connects rights and responsibilities with each other, but also determines their priorities. Those societies where an imbalance is created in discharging duties and rights get caught up in mischief and trouble as an unavoidable consequence as if human beings play the main role in the construction and destruction of societies. Keeping in mind the above mentioned issues, the reality of modern philosophy of human rights and its basic criterions and effects in Islamic perspective has been reviewed to find the causes of failure of modern philosophy in protecting the human rights in the contemporary era. Similarly, explaining the concept of human rights in Islam in modern perspective, a research-based analysis has been presented in this paper.
A Comparative Study of Teacher Education Program in Pakistan and Turkey at Secondary Teacher training is a lynchpin of teaching learning process. Curriculum of teacher training programme
plays a vital role in its success. The study was undertaken to compare Secondary School teachers’
education programmes in Pakistan and Turkey. The study pinpointed the points of congruence and
incongruence in teacher education programmes of both the countries. The study was carried out to
achieve set objectives and research questions.Major objectives of the study were to highlight the
procedure which is being used to monitor and evaluate the model lessons; to investigate the similarities
and differences in teacher education programmes of both the countries, teaching practice facilities,
curriculum, comparison of teaching methodology, teaching faculties of Pakistan and Turkey, foreign
professional training, duration of teacher training course, monitoring and evaluation, assigning of
projects, comparison of education facilities available in both the countries and to suggest possible plan
for teacher education based on best practices of both the countries.
Research questions were framed to achieve the objectives of the study. 25 teacher trainers (13 Turkish
and 12 Pakistani) and 200 prospective teachers (100 Turkish and 100 Pakistani) were taken as sample
for the study. Two survey questionnaires were developed: one questionnaire for teacher trainers and
one for prospective teachers from Pakistan and Turkey. Survey Questionnaires were used as an
instrument for data collection and data was analyzed by using percentage and mean score. Majority of
Turkish teacher educators received foreign professional training while majority of Pakistani teacher
educators did not receive any foreign professional training. Teacher educators of both the countries
had attended seminars, workshops and conferences. Teacher educators as well as prospective teachers
of both the countries had consensus that supervision and evaluation of model lessons should be done
by a panel of examiners rather than head of institution or an individual teacher. Turkish teacher
educators were satisfied with the number of teaching staff, working conditions, funds for research ,
internet facilities and gadgets whereas Pakistani teacher educators and prospective teachers were
dissatisfied with the number of teaching staff, working conditions, funds for research, internet facilities
and gadgets. Turkish prospective teachers and teacher trainers mostly used demonstration method
whereas most of Pakistani teacher educators used lecture method. The researcher also recommended
that duration of B.Ed. should be increased to two years instead of one year.
On the basis of findings, major conclusions were drawn. The researcher gave his findings and
recommendations to attain maximum benefit of teacher training programmes in Pakistan and Turkey.