خواتین کی دینی تعلیم: روایت، مسائل اور عصری تحدیات

The role of madaris in spreading Islamic knowledge is an admitted fact. This blessed effort started from Dar-e-Arqam (Makkah) and Suffa (Madinah) as very first Islamic institutions. The role of madaris in producing scholars has been vital. In Islamic world, some universities and madaris got great repute. These institutions have splendid history and valuable tradition of teaching Quran and Sunnah. Along with this, madaris went through reforms time by time. There is a widespread criticism on these institutions. This is a result of sincere concern but most of the times, of mere propaganda and stereotypes. Women madaris certainly are in need of radical reforms to meet the challenges of modernity and globalization. Changing role of women requires a paradigm shift in curricula, teaching methods and training methodology. This article “Balancing one’s rights and responsibilities” is an effort to identify some of the contemporary needs of the Muslim women’s education and curricula. This is the way Muslim women can attain their dynamic role in society by adopting reforms to meet the challenges of the day.

Analysis of Discrepancies Between Skills Acquired During Teacher Training Programs B. Ed & M. Ed and Skills Required in Actual Classroom

This research has been designed to cover the following objectives (1) To find out the perceptions of teachers, head of schools and teacher trainers about essential classroom skills acquired by the trainee teachers. (2)To identify the essential classroom skills being stressed during the teacher training program. (3)To determine if there are discrepancies between skills being developed during the teacher training program and skills actually being used in the classroom. (4) To identify the problems in acquiring and implementing the essential classroom skills by the trainees teachers. (5) To determine if there are discrepancies between the perceptions of heads, teachers, teacher trainers and researcher’s classroom observations. Technique of multistage sampling was used. At first two Provinces Punjab and K.P.K was chosen. Then five Districts were randomly chosen from the two provinces. Ten percent Govt. Secondary Schools and ten percent heads of Govt. Secondary Schools were chosen from each District. Two hundred and fifty teachers were selected as sample of convenience. Ten percent teachers were chosen from the sampled teachers for classroom observation so hundred teachers were selected for this purpose. An equal number of teacher trainers were taken from each District. . Three questionnaires were designed to get the responses of the teachers, heads, and teacher trainers about the skills acquired during the teacher training program B.Ed & M.Ed and skills required in actual classroom. A checklist was constructed to carry out classroom observation of the teachers teaching in the classroom and to see the difference of skills required and skills acquired. Data collected through research instruments was analyzed by using mean score, t- test, ANOVA and Tukey test.