خواتین كی ملازمت تعلیمات اسلامی كی روشنی میں

Women employment is a practical issue of the modern age. It is adopted by almost all the nations and countries of the world. In the western countries rights of women including employment, trade, property, education etc were recognized after the efforts ofWomen Liberation Movement. However, in Islam these were declared their basic rights since the first day. A western woman is bound to earn her livelihood as it is not the duty ofa western man to provide her basic needs. However, in Islam a woman is legally protected for the provision of all her basic needs and it is the duty of her father, brother, husband and son to provide these to her. Islam permits a woman to do a job or carry out trade activities and earn money subject to some conditions. These may be carried out by the permission of her husband, father, etc. Besides employment, a woman should perform her obligations at her home and family, which is her basic duty. She must be careful about her husband and children rights. She must observe Hijab and abstain from mixing with non-mehram men and should follow other social teachings of Islam. Wealth earned by her is considered her property and she can spend it any way at her discretion. Study of Islamic History revealed that many of the wives of the prophet (Sallalla ho alaihe wassalam) and Sahabiyat (RA) carried out business activities and performed other jobs and thus earned money. They spent it to assist the Prophet's noble cause and to assist their husbands and to care their children. These activities were considered authorized and endorsed by the prophet (Sallalla ho alaihe wassalam)

A Study of the Impact of the Mentoring Process on Primary Teachers Professional Development in District Lasbella, Balochistan

Teacher Education plays a vital role in the development of quality education and implementing the change process at classroom level. The Primary Education Directorate, Government of Balochistan, with the cooperation of the Aga Khan University, Institute for Educational Development has implemented the Primary Teacher Mentoring Program (PTMP) in eighteen districts of Balochistan. It is a new initiative in primary teacher education by the Government of Balochistan. This investigation is a qualitative case study focusing on the impact of the mentoring process on primary teachers' professional development in the District Lasbella, Balochistan. In this study the major sources for data collection were interviews, observations, informal talks, and documentation reviews. The obtained data has been analyzed and it has been found that the PTMP is a needs-oriented and indigenous model of mentoring process in which limited resources and contextual situation have been considered. It provides a built-in mechanism of on-going professional development support to the teachers. It is a cluster-based support, where 30-40 teachers of the cluster along with a mentor gather for two days in a month and discuss their classroom & school related teaching learning issues & concerns and sort them out. The mentoring process seems to have created a collaborative learning environment, which has reduced isolated teachers' culture, enhanced their content and pedagogical knowledge and developed teachers as reflective practitioners. Certain challenges are associated with the PTMP, which affect the performance of mentors and mentees and consequently impinge negatively upon overall achievement of the PTMP. These challenges are weak organizational / physical infrastructure & resource constraints, workload of Teaching Learning Resource Team (TLRT), weak feedback and monitoring system, limited school-based follow-up & support, non-cooperation of some district officials & headteachers, and rigid government rules and regulations. However, there are certain possibilities within the program design that may overcome some above-mentioned difficulties in near future. These are: (a) decentralization policy of the PTMP; (b) PED will be in a position to put more time and energy in the consolidation of the program in the year 2000; and (c) more PDTs may join the PED to enhance its institutional capacity building.