اسلامی اخلاقیات واقدار کے فروغ میں خاندانی ماحول کا کردار؛معاصرانہ چیلنجز اور لائحہ عمل The role of family environment in the development of Islamic ethics and values, Contemporary challenges, and action plan

Islamic rules and moral values are unique in all aspects. The members of Muslim Ummah have always tried to promote them. At the national level, this duty was carried out by people at different levels whether they were teachers, businessmen or lay man of the society. At international level, some rulers, business professionals and religious leaders played their role. Man's first relationship is with family. This relationship is the cornerstone in the development of a personality.  There has been a lot of change taken place in the family system. In the past, due to the limited necessities of life the financial responsibility was limited to a few people. Media was not that advanced and bold and family members were loving and respectful. With the beginning of advance era, human needs were widened and to satisfy them, women started participating in economic activities along with men. Due to which the child was shifted from his home to day care centre, while the media gave birth to the social media, the stories of compassion and care in home became the past. In the present era, there is a dire need to remove these barriers that hinder the development of Islamic values through balance between income and expenditure, positive and moderate use of media and positive attitude in family. These issues will be discussed under the answers to the following questions. What is the role of family in the development of Islamic ethics? What are the problems faced by the family in the development of Islamic moral values? What are the solutions to the present-day problems?  

Possible Influence of the Ssc Examination under a Public Board of Intermediate and Secondary Education on Teaching and Learning of Grades Ix and X: A Study from Teachers Perspectives

The study aimed to explore teachers perceptions on possible influence of the SSC examination under a public examination board on teaching grades IX and X across school system (public and private) in Gilgit, district of Gilgit-Baltistan. The sample for the study encompasses (n = 132) teachers 50% equally from both the system of schools, recruited through stratified sampling procedure. The researcher employed a cross-sectional survey for the study and collected data using self developed, validated and piloted research questionnaire, which was self-administered in the research field and analyzed data using the non-parametric (Mann-Whitney) test. Overall results revealed that teachers from both the system of schools perceive the SSC examination influences teaching practices while teaching to grades IX and X. However, a significant difference (p < 0.05) was found in the perceptions of teachers from private school. They strongly agreed that the SSC examination mainly assesses selected content and encourages traditional teaching methods. On comparing teachers’ perceptions on the SSC examinations’ influence on classroom teaching presented a non-significant difference [Mann Whitney U = 2022.5; n.s] in perceptions of both the system of schools. The mean value was accounted (M = 3.20; SD = .62) for public and (M = 3.31; SD = .55) for private schools. However, a significant difference (p < 0.005) was observed when the results of the construct; the SSC examinations’ influence on students learning was analysed across the system of schools. Since the current assessment practices, examinations and paper-pencil tests are used as the only technique to assess students learning, my findings indicate the significance of assessment in shaping teaching and learning perspectives and practices. It also unpacks the current standardized examination system and whether it shapes teaching practices and students learning.