ڈاکٹر عبدالستار الجواری
عربی زبان کے عاشق شیدائی اور اسلامی علوم خصوصاً قرآنیات کے خادم کی حیثیت سے ڈاکٹر احمد عبدالستار الجواری کا نام عرب کے علمی حلقوں میں تعارف کا محتاج نہیں۔ ۲۲؍ جنوری ۸۸ء کو وہ نماز جمعہ کی تیاری کررہے تھے کہ اچانک ان کا پیمانہ عمر لبریز ہوگیا، انتقال کے وقت ان کی عمر ۶۲، ۶۳ سال تھی اور وہ علم کے بام عروج پر پہنچے ہوئے تھے۔
وہ ۱۹۲۵ء میں بغداد کے قدیم تاریخی محلہ کرخ میں پیدا ہوئے، اس محلہ کے خانوادے اور گھرانے آج بھی قدیم عربی روایات و خصوصیات کے حامل ہیں، ڈاکٹر احمد نے بھی ایک شریف و معزز خاندان میں آنکھیں کھولیں، بی اے تک کی تعلیم بغداد میں حاصل کی اور طہ الراوی، مہدی البصیر، عبدالوہاب عزام اور زکی مبارک جیسے ممتاز اساتذہ سے استفادہ کیا، بعد میں قاہرہ سے ایم اے کیا وہاں ان کو طہ حسین، احمد امین، احمد الشائب، مصطفی السقا اور امین الخولی جیسے مشاہیر فضلا کی عنایات بھی حاصل رہیں۔ تعلیم کے بعد وہ عراق کی مختلف اعلیٰ تعلیمی و انتظامی ذمہ داریوں سے عہدہ برآ ہوتے رہے، ۱۹۷۹ء تک وہ کئی محکموں کے وزیر بھی رہے لیکن یہ انتظامی سرگرمیاں ان کی علمی و تحقیقی راہ میں کبھی حائل نہ ہوئیں، عالم عرب کے اہم سمیناروں اور باوقار علمی مجلسوں میں برابر شریک ہوتے رہے۔ ان کے مقالوں اور خطبوں میں عموماً اسلامیات اور امت عربی کے مسائل زیر بحث آتے جو علمی متانت و سنجیدگی کی وجہ سے بڑی توجہ سے سنے جاتے۔ ان علمی خدمات کے اعتراف میں ۶۵ء میں ان کو عراق کی المجمع العلمی کا رکن بنایا گیا، بعد میں وہ دمشق اور قاہرہ کی علمی اکیڈمیوں کے بھی رکن مقرر ہوئے، ۶۹ء میں عرب کی یونیورسٹیوں اور کالجوں کے اساتذہ کی انجمن اتحاد معلمین عرب...
This study aims to describe the readiness of educators in implementing the 2013 curriculum in the 3T area in North Gorontalo District. The method used in this research is descriptive qualitative method. The subjects in this study were school principals and educators in the 3T area school. The research result shows four things; first; Academic qualifications of educators in schools in the 3Tl area have not been fully fulfilled according to Law No. 20 of 2003 concerning the National Education System Article 42 paragraph (1). Second; The Academic Competence of Educators in the 3T area is not yet fully educated with S1 academic qualifications in accordance with Article 8 of Law Number 14 of 2005. The three certificates of educators have not been fully fulfilled in accordance with the mandate of Law Number 14 of 2005 concerning Educators and Lecturers. The fourth role of educators in realizing the goals of national education principals continues to encourage educators to continue to carry out learning innovations, especially in the implementation of the 2013 curriculum as an effort to improve professionalism as a form of role in realizing the goals of national education.
Assessment literacy of teacher educators is important for effective teaching learning process. It provides sound foundation for appropriate classroom practices which could contribute positively to prospective teachers academic achievements. The purpose of this study was to investigate the relationship of teacher educators‘ assessment literacy and classroom assessment practices with their students‘ academic achievement. The objectives of the study were to find out teacher educators‘ assessment literacy, investigate teacher educators‘ classroom assessment practices, find out students‘ academic achievement, assess the difference of male and female teacher educators on assessment literacy, and to find out the relationship of teacher educators‘ assessment literacy and classroom assessment practices with their students‘ academic achievement. The research questions and hypotheses were made which has directed the study properly. This study was quantitative, descriptive and correlational in nature; and all 409 teacher educators and 817 prospective teachers of 20 Regional Institutes of Teacher Education of Khyber Pakhtunkhwa and students of 33 Government Colleges for Elementary Teachers of Punjab constituted the population of the study. Through stratified proportionate random sampling technique, 205 of teacher educators and 205 prospective teachers were selected for data collection. The total study sample comprised 410 respondents. This study was conducted in the year spring, 2016. To investigate the sample group of the study an Assessment Literacy Test and Classroom Assessment Practices Questionnaire were adapted. These instruments were pilot tested and were used to collect data from the respondents. The collected data were analysed through Mean scores, Standard Deviation, independent sample t test, one way ANOVA and Pearson correlation techniques using Statistical Package for Social Sciences version 20 software. The results indicated that majority of teacher educators‘ had an average level of assessment literacy and they followed mostly traditional classroom assessment practices. Majority of teacher educators‘ were of the view that they had not attended any in-service training in assessment. Furthermore, a significant positive relationship was measured between assessment literacy and classroom assessment practices of teacher educators; however, there was no significant relationship among teacher educator assessment literacy, classroom assessment practices and students‘ academic achievement. Based on the results of the study RITEs and GCETs were recommended that a series of workshops with the assistance of teacher education departments‘ faculty of universities may be arranged to enhance the professional competence of teacher educators in the domain of assessment. It was also recommended that teacher educators may not confine themselves to traditional assessment practices and they may adopt alternative assessment practices in assessing students learning. Furthermore, it was recommended that the Federal Ministry of Education and Professional Training may constitute National Assessment Wing under the umbrella of National Curriculum Council for the advancement of assessment literacy and practices in the country.