ڈاکٹر اعجاز حسین ؍ ڈاکٹر مسیح الزماں
گزشتہ مہینہ میں ڈاکٹر اعجاز حسین سابق صدر شعبہ اردو الہ آباد یونیورسٹی کا انتقال حرکت قلب بند ہوجانے سے مظفرپور میں ہوگیا، جہاں وہ ممتحن بن کر گئے ہوئے تھے، ان کی میت الہ آباد لائی گئی، اپنی ملازمت سے سبکدوش ہونے کے بعد بھی لکھنے پڑھنے کا شغل جاری رکھا تھا، اہم اور مفید کتابوں کے مصنف تھے، جن میں مختصر تاریخ ادب اردو اور نئے ادبی رجحانات وغیرہ زیادہ مقبول ہوئیں، اپنے شاگردوں میں بہت مقبول رہے، ان کی وفات سے اردو ادب ایک بہت ہی لائق مصنف اور خدمت گزار سے محروم ہوگیا، ان سے کچھ ہی روز پہلے ڈاکٹر مسیح الزماں ریڈیو شعبہ اردو الہ آباد یونیورسٹی کی بھی وفات اچانک ہوگئی، اردو کی مرثیہ نگاری ان کا خاص موضوع تھا، ان کی عمر وفا کرتی تو اس صنف میں ان کا ادبی کارنامہ بڑا قابل قدر ہوتا، وہ پروفیسر مسعود حسن رضوی سابق صدر شعبہ اردو لکھنؤ یونیورسٹی کے داماد تھے، جن کے لئے اس کبرسنی میں یہ سانحہ بڑا ہی جانکاہ ہوگا۔
دعا ہے کہ خدا اردو ادب کے ان دونوں خدمت گزاروں کو غریق رحمت کرے، آمین ثم آمین۔ (صباح الدین عبدالرحمن، مارچ ۱۹۷۵ء)
Many assume that people who have grown up do not have the opportunity to memorize the Qur'an because of the difficulties that will be faced in the process of memorizing it rather than in childhood. This research aims to find out (1) the application of the takrir method in Ponpes Matholib As-Suluk. (2) factors that affect students' ability to memorize by takrir method, (3) the quality of memorization of the holy verse of the Qur'an using the takrir method. This study uses descriptive qualitative methods. Through the technique of interviewing, observation and documentation studies, several findings were obtained: (1) the application of the takrir method in Ponpes Matholib As-Suluk was applied through the repetition of santri memorization in four ways: individual takrir, collective takrir with friends, takrir with teachers, and takrir at prayer time; (2) there are 2 factors that affect the application of takrir methods: internal (santri mood) and external factors (pesantren environmental support); and (3) the application of this method succeeded in improving the quality of santri memorization because the students were able to improve their memorization quite quickly and they were also able to reread verses and surahs that had been memorized quite smoothly.
Ever persistent gender inequalities in education have been subject of researches, scholarly discussion, and educational reforms in Pakistan for past decade. Education reforms, in particular, have explored possible impact of improved policy and practice on girls and boys opportunities of schooling. AKU-IED's Strengthening Teacher Education in Pakistan Project (STEP, 2008-2016) was one such reform effort, which aimed at integrating gender equality perspective in its interventions around improving the quality of delivery of primary and elementary education in the selected districts of Sindh and Baluchistan. The Cluster-Based Mentoring Programme (CBMP) was one of STEP's flagship interventions, which allowed a group of teacher mentors to help these mentee teachers of their respective clusters in improving their teaching practice. Besides improvement in teaching pedagogies and content knowledge, these mentors also focused on developing their mentee teachers' understanding of gender based inequalities in education and in society. Since these mentors played a forefront role in promoting gender equality in schools, it was important to develop insights into these individuals' own understanding of gender equality. This particular study, hence, aimed to investigate views and practices of two male and female mentors from a district in Sindh about gender equality. For this purpose, a case study method within the qualitative research paradigm was undertaken. The data were collected through observations of workshops and follow up visits of mentors, post-observation discussions, semi-structured interviews, and document analysis. The findings of the study indicate that both these male and female mentor had clarity on gender concepts. However, the application of these concepts in their work with mentee teachers reflected their struggle to maintain a balance between their theoretical positions i.e. gender equality and the socially approved conduct in local patriarchal context. The study further revealed that the female mentor faced consistent resistance from male mentee teachers who particularly contested the notion of gender equality. At times, these male mentees' participation in the workshops also indicated their disapproval of a female mentor assuming a position of a more knowledgeable person. The findings also suggest that the male mentor engaged male and female mentee teachers who generally followed his instructions throughout. The study showed that while both mentors were able to communicate different dimensions of gender equality through their work with mentors, their relationship with mentee teachers as well as their overall interactions with them were informed by the expectations of local patriarchal culture. The study supports the idea that mentors'