Role of Male Teachers in Islamic-Ethics Based Sociability Skills Promotion Among Learners in Government Primary Schools of Khyber Pakhtunkhwa

For the citizen of Islamic Republic of Pakistan, Islam is the Ideology of Pakistan. Allah Almighty’s orders are supreme for us, who has created human being as the best creature, our ideal is the Holy Prophet Muhammad Peace Be Upon Him whose ethico-moral standards are the best. The research’s main objective is to analyze “role of Teachers in Islamic Ethics Based Sociability Skills Promotion among Learners in the study region”. Now a days the Social workers, Social Scientists and Religious Scholars have a special focus over the individuals’ ethical and sociability skills promotion because these values are having core importance in the societal functioning of the individuals in the Islamic communities globally. The data was collected through interview method. In this study a sample size of 114 respondents was selected comprising of the male & female learners in the District Karak. The research results show that majority of teachers were guiding the learners about ethical values, social relations, sociability skills, effective communication and to have good behavior etc. Based on Islamic ethics.

Possibilities and Practicalities of Enriching the Class 5 English Curriculum

This study examines how the English curriculum of Class 5 is enriched in a Junior primary section of a private school in Karachi Pakistan. The top - down approach requires teachers to follow the National Curriculum as it is, particularly, in Government schools. Most teachers in the Government context have not seen it physically. Hence, teaching in the perspective of those teachers may be to make students cram outdated factual information and remain within the boundaries of “textbook”, which is often mixed up with the curriculum. Little authority is given to teachers to take it further to enhance the learning of the students. On the other hand, few private schools have embarked upon the process of “curriculum enrichment”, because the existing National Curriculum appears to have failed to meet the varying needs and demands of students, and their voices are often unheard with respect to their interests. Moreover, societal and technological changes taking place locally and globally demand that our National Curriculum's scope becomes wider and in depth, bringing diversity and richness in it in order to be able to face the future challenges. Qualitative case study design, studying two classrooms, was used to construct the picture of the participants' understanding about the main research and subsidiary questions. Data were collected through the enriched English curriculum of Class 5 of the school where I conducted this research. The research participants' lesson observations, structured and unstructured interviews of the research participants, interviews of the Vice Principal, the Coordinator and the students, and attending the Coordination Meeting where teachers' and students' concerns and enrichment activities developed by the English teachers are discussed. Analysis of the data revealed that the school is enriching the English curriculum of Class 5 through various strategies, for example, material, organizational, pedagogical, paradigmatic, relational and students' ideas and experiences. The school Management fully supports English teachers in the curriculum enrichment. The teachers welcome students' contributions who have the potential to enhance the curriculum. On the other hand, the English teachers need to develop further understanding about the curriculum and its enhancement so that they could effectively achieve the objectives for curriculum enrichment. Moreover, critical inquiry, in terms of specific enrichment activities and supplementary books, is also needed. Based on these findings, the importance and the recommendations of the study in terms of the teachers' and my own practice, and literature on the perspectives of different stakeholders about curriculum