Introduction of Anjuman Khuddām Al-Qur’ān
Anjuman Khuddām al-Qur’ān was established by Dr. Isrār Aḥmad in March 1972A. D. It was registered in November 1972A. D and Dr. Isrār Aḥmad was declared as lifetime president.[1]
The Memorandum of the Anjuman has the following contents:
Naḥmaduhū wa Nuṣallī ‘alā Rasūlehil karīm
Bismillāh al- Raḥmān al-Raḥīm
It is strongly felt that the dream of the renaissance of Islām and the second tenure for supremacy of righteous Dīn cannot be fulfilled without initiating a general movement to invoke faith in Muslim Ummah. To achieve this, it is mandatory that the source of faith and belief, i. e, the doctrine of intellect and wisdom by the Qur’ān should be publicized on a wide scale. Since we are in harmony with the thoughts of Dr. Isrār Aḥmad by overviewing his matchless task performed by him for the last four and half years, we, the few servants of The Divine Book hereby decide to set up “Central Anjuman Khuddām al-Qur’ān” which under the guidance of Dr. Isrār Aḥmad will keep striving the following objectives:
1. Learning and customization of the Arabic Language.
2. General persuasion and an invitation to study the Qur’ān.
3. Transmitting and publishing the Qur’ānic disciplines.
4. Adequate grooming and training of the youth who can make teaching and learning of the Qur’ān the life-mission, and
5. Setting up of aQur’ān Academy which may present across philosophy and wisdom of the Qur’ān at the highest academic level.
May Allāh enable us to achieve these objectives by putting in maximum effort and sacrifice! (Āmīn)
We are:...
In the past few decades, the world has witnessed massive urbanization to access better living standards including better employment, education and health opportunities. This urbanization trend ends in the emergence and growth of informal settlements and highlights the urban dualism. This rapid urbanization amounts to the crisis of housing, employment opportunities and other basic facilities. In this regard, this study is an effort to provide the baseline understanding of slums of developing countries in general and Pakistan specifically. It also attempts to provide the definition of slums and the actual status of slums across the globe with a special focus on developing countries. Socioeconomic and living conditions of the slum dwellers in developing regions are also explored in this study. This also concludes that the status of slum residents need proper recognition, identification and mapping for the improvements in their living standards and provision of public facilities. It also provides some ways to identify the slum dwellers and mapping of slums in urban peripheries of Pakistan.
This exploratory study attempts to identify the impact of the Certificate in Educational Management (CEM) program at Institute for Educational Development (IED) on government educational system officers, in terms of their views, attitude and practices in order to identify some key features of individual professional development efforts. The fieldwork for the study was done in two government educational offices in Karachi with female educational officers (a DEO and an SDEO), who had undertaken the CEM program in 1998. The study focused on identifying what the officers were taught in the CEM program, and then trying to understand what they had learned and how it influenced their practices. The data for the study was collected from the DEO and SDEO through interviews, field observations, discussions and documents. The study seemed to show that the CEM program had a major impact on participants' attitudes and professional practices. This was most visible in a move from authoritarian towards a more caring, sharing and tolerant approach. The program has also had some impact on teachers' personality. The officers are people who seem to have become more confident, polite and tolerant, and it has removed their fear of English language.