مولانا محمد اسحاق سبنھلی
۷؍ جنوری کو مولانا اسحاق سبنھلی کی رحلت ہوگئی، وہ ایک عالم دین، جنگ آزادی کے مجاہد جمعیۃ علمائے ہند اور ہندوستانی کمیونسٹ پارٹی کے سرگرم رکن تھے اور برسوں ریاستی قانون ساز کونسل اور پارلیمنٹ کے ممبر بھی رہے۔
مولانا کی زندگی جہد و جہاد سے عبارت تھی، عوام کی خدمت ان کا نصب العین تھا، لوگوں کا کام کرکے خوش ہوتے تھے، بڑے خلیق اور ملنسار تھے۔
آزادی سے پہلے انہوں نے استخلاص وطن کے لیے قربانی دی اور آزادی کے بعد فرقہ پرستوں اور رجعت پسندی کے خلاف صف آرا رہے، ان کی ریشہ دوانیوں اور سازشوں کو بے نقاب کیا، مولانا کی زندگی اقلیتوں کے حقوق کی بازیابی کے لئے جدوجہد اور سیکولرازم، انصاف اور جمہوریت کا پرچم بلند کرنے میں بسر ہوئی۔ وہ حب الوطنی کے جذبہ سے سرشار تھے، جس طرح جمعیۃ علماء کے زیر قیادت مسلمانوں کی فلاح و بہود کے کام میں حصہ لیتے تھے، اسی طرح وطن عزیز کی سالمیت اور استحکام کے لیے بھی ہمیشہ ساعی رہتے۔
مولانا اردو تحریک کے قائدین میں تھے، اس کے خلاف ہونے والی زیادتیوں اور ناانصافیوں کے خلاف ہمیشہ لڑتے رہے۔ عرصہ تک ریاستی انجمن کے جنرل سکریٹری تھے۔
مولانا اسحاق سنبھلی دارالمصنفین کے کاموں کے بڑے قدرداں تھے، چند برس پہلے اپنی پارٹی کے کام سے اس نواح میں آئے تو وقت نکال کر یہاں بھی تشریف لائے اور دارالمصفین کے تمام شعبوں کو دیکھ کر اپنی مسرت ظاہر کی۔
موجودہ لیڈروں اور قومی کارکنوں کی طرح ان میں مصلحت پسندی اور نام و نمود کی ہوس نہ تھی، جس بات کو صحیح سمجھتے تھے اسے بے دھڑک کہہ دیتے تھے، افسوس ہے کہ ملک سے ایسے مخلص، بے غرض، جرأت و ہمت والے اور نام و نمود سے بے زار لیڈر ایک ایک کر کے...
ABSTRACT: Extremism remains the main concern for global security after 9/11 event. Western countries consider the religious intolerance in Muslim countries as a source of prevailing extremism. Pakistani Madaris (seminaries) are considered as a place for indoctrination of extremism and intolerance. The questions need to be addressed that why and how religious students tended towards extremism. The evidence shows that in Pukhtoon Society; the traditional social institutions of Hujra (Community center) and Jumaat (Mosque) relationship is also affected in post Afghan Soviet war. Hujra (Pukhtoon Community centre) which is traditionally the main supporter and financer of Jumaat (Mosquereligious institution) ; now seems to be overpowered by the religious institutions after getting trained and motivated organized Taliban (students of Indigenous Islamic Education System) and financial freedom after Afghan Soviet war. In this paper the question of legal status given to Taliban and their education status by the Islamic Republic of Pakistan is discussed. For exploring to answer this question both primary and secondary sources of data are used. The study concluded that no properly defined legal status exists for the millions of Taliban graduates in the state; and the aspired streamlining efforts of Madaris with formal education are non productive and ineffective. Even the supreme court of Pakistan is unanswered about the legal status of these graduates. Legislators elected in 2002 National Election faced cases in Supreme Court of Pakistan of their ineligibility based on the in¬ equivalency of their Madaris Sanad (Degree) to the formal University Degree of Pakistan. Government of Pakistan tried to mainstream Madaris education with formal education system of Pakistan, through changing their curricula which is all time resisted by Madaris. It is concluded at the end of the study of integrating Madaris education with formal education system in vertical arrangement rather than in horizontal or lateral arrangement (change of curriculum and amalgamation of courses etc.) . The approach of Vertical arrangement acknowledge the importance and value of both systems and provide benefits to the stakeholders in large. Different modalities are discussed in this paper.
The study was aimed at identifying the learning difficulties faced by the distance learners of AIOU at intermediate level and to explore the existing support provided by the University to its distance learners to overcome the learning difficulties emerged during self-study the textual material and in completing assignments. The study was descriptive in nature. It was a mixed designed study i.e. both quantitative and qualitative approaches were used for data collection and analysis. The population of the study consisted of three categories: the distance learners, the tutors and the media producers. The sample for the quantitative part was comprised of 1500 distance learners and 800 tutors using stratified and random sampling techniques. It also included all (10) media producers. The qualitative phase includes the sample of 40 distance learners (repeaters) in the four compulsory courses (English, Urdu, Pakistan Studies and Islamic Studies) enrolled in semester spring vi2004 at intermediate level. Likewise, 30 tutors and 20 study centres in Punjab province were also drawn for the qualitative design. Data for the quantitative phase was collected by developing three questionnaires: one for the distance learners, second for the tutors, and third for the media producers. Statements/items were developed at 5-point Likert scale, three point scale, yes/no form and open ended form. Besides, percentage and mean score, one sample t-test was employed to test the six hypotheses of the study. For qualitative part, interviews were conducted of 40 distance learners and 20 tutors. An observational sheet was also prepared to observe student-tutor interaction in resolving the learning difficulties. The results revealed that the majority of distance learners faced difficulties in comprehending the textbooks due to multiplicity of concepts ordained in the sentences, lack of proper illustrations in the text and lack of study skills. The textual material was not supplemented with audio and video programs. Lack of time was also a hurdle for the distance learners as they had to study bulky books in short period of one semester. The difficulties in completing assignments were: the difficulties in making notes during self studying the textual material, problems in organization of studied/read material, hurdles in presenting critical analysis of the questions and difficulties in summarizing the answers. The electronic media of AIOU was not playing vital role in resolving learning difficulties of distance learners. Lastly the tutors’ role was also non cooperative as most of the tutors did not correct the wrong answers written by the students. Majority of the tutors did not give proper comments on written assignments and did not return checked assignments to their students in time. The study centres did not function properly and the learning difficulties of viidistance learners were not properly treated at study centres through tutorial support and electronic media. The study recommends that i) a workshop may be held for newly enrolled distance learners to make them acquainted with the distance learning system, study skills, scanning/skimming skills, note making skills, summarizing skills, media using skills and tutorials attending skills. ii) the textbooks may be illustrated with graphs, maps, diagrams and updated knowledge/information/data, iii) the textbooks and electronic media may be integrated during development of new courses/programmes, iv) more audio-video programmes may be produced for each course and their cassettes may be posted to the distance learners, v) free telephonic service may be provided to students during transmissions of broadcasts of AIOU so that students’ queries may be answered, vi) tutors having teaching experience at FA level may be appointed and their attendance in study centres may be ensured vii) a small sample of Tutor Marked Assignments (TMA) may also be re-checked by the AIOU Faculty to improve marking standard, viii) the study centres may be established where students have an easy access and lastly ix) the University should design make up courses for third divisioners (in SSC) so that doors of the University may be opened for them.