خلافت اور جمہوریت نتائج و عواقب عصر حاضر کے تناظر میں

Islām is a complete code of life. Man is the vicegerent and representative of Allāh. The role of vicegerent and caliphate can only be fulfilled in a complete manner, when the system of the Islamic Caliphate is established. It is the duty of Muslims to endeavor for establishing such a system in the world. The caliphate is the political title of Islām. It is, actually, the sovereignty of Almighty God on the earth. God creates its sovereignty by selecting the pious people from the humankind. With the help of Caliphate, unity, strength and equality can be established in the Muslim world. Democracy is the system of government, which is based on the wishes of the majority of the people of a state. However, the real democracy is the one in which wishes of people are directly or indirectly catered. An ideal democracy is the one in which all affairs of the country are run with the consultation of all the people. If the affairs of any state are run by the majority of the people, then that state will move towards its destruction. Allāh says, “O Muhammad.. ! If you obey most of the dwellers of the earth they will lead you astray from Allah’s way. ” The affairs of the Islamic state must not run by the wishes of the majority nor the minority of the people, but, on the values of truth and justice. The author of this paper presents a critical and comparative study of the Islamic Caliphate and democracy, and concludes that it is the Caliphate and not democracy, which is the true Islamic system of government.

Exploring Notions of Effective Mathematics Teaching Among Students, Teachers, and Head Teachers and Enactment of the Perceived Effective Teaching in the Selected Region of Gilgit-Baltistan

Teaching is a complex phenomenon as teachers perform a wide range of activities for variety of purposes. Understanding quality of mathematics teaching is even more complex as different people have different perceptions of 'effective' mathematics teaching. Educators from international context describe effective mathematics teaching a way teachers presents the subject matter to. the learners so it arouses their interest towards learning. Effective mathematics teaching for some is to provide caring environment where students learn mathematics independently and collaboratively. In other contexts, effective teaching is considered as engagement of students in worthwhile tasks to helps them create connections between different mathematical concepts and also between mathematics and everyday experiences. The literature review suggests that effective teaching is not a universal trait as its notion is different in different contexts. Also, it is very important to study notion of effective teaching among different stake holders within a context to make sense of teachers' and students' action in the class. The purpose of this study was to explore the notions of students, teachers and head teachers about effective mathematics teaching in union council Chatorkhand Gilgit-Baltistan. I selected three high schools two from government education department and one AKES, P school for this study. Six mathematics teachers, three head teachers and thirty six students participated in this study. I used semi structured interview and classroom observations to collect the data. The findings from the verbal data from students, teachers and head teachers reveal that these stakeholders to a great extent have similar notions about effective mathematics teaching. They all consider that collaborative interactive teaching is better for students' learning as compared to individualistic and teacher centered teaching. However, the classroom practice in that context does not fit with their understanding of best teaching. It seems that they do not teach in a manner which they consider best, though they still consider it their best teaching.