توبہ و استغفار: قرآن کریم کی تعلیمات کی روشنی میں ذہنی سکون کا منبع

It is evident from the teaching of Quran & Sunna, Allah SWT accepts the repentance of His servants. The concept of repentance is according to synthesis of human nature. As a matter of fact, the commission of sins is deep rooted into the human nature and except the messengers of Allah SWT, who are by their nature immaculate and impeccable, all the human beings commit the sins in one form or the other. However, the countless mercy of Allah SWT is showered upon the servants in the shape of “tauba” or repentance. The concept of repentance infuses a new life into the sinful soul of human being. The tauba or seeking forgiveness of Allah SWT revitalizes the enthusiasm of worship in the Muslim. The concept of the acceptance of tauba provide the peace of mind, consolation and satisfaction of heart to the believers. It enables him to reconnect himself to his Lord. Once a person realizes the forgiveness of Allah SWT, he feels a unique tranquility in his heart. This paper will investigate the multiple verses of Quran and Prophetic Sunna concerning the tauba and istaghfar, and how it helps us to attain the peace of mind and acquire satisfaction of heart.

Exlporing the Contributions of School Management Committee in One of the Learning Resource Schools in Gilgit Baltistan, Pakistan, While Implementing Educational Development and Improvement Program

Education is a social enterprise which depends on efforts and contributions from different stakeholders, especially the efforts and contributions from the School Management Committees (SMCs) at the school level. SMCs play a vital role not only in the effectiveness of school administration but also to improve the quality of education. I explored the contributions of SMC in one of the Learning Resource Schools (LRS) during the implementation of a project titled Educational Development and Improvement Program (EDIP). The study took place in Gilgit Baltistan (GB). Keeping the nature of the study in view, I opted for a qualitative case study methodology to explore in detail the contributions of SMC in the overall development and improvement of the school through in-depth interviews and document analysis. These data sources allowed me to develop a detailed description of the SMC's contribution in improving the quality of education, infrastructure, and also the challenges they faced and the strategies they employed to overcome those challenges. The study contributes to the knowledge by providing different stakeholders' perspectives and voices on the contributions of SMC in the school in a remote area of GB. The key findings of the study suggest that SMC played a key role in enhancing the enrolment of students, overcoming the absenteeism of students, improving the academic performance of the students, improving the infrastructure, overcoming the issues of teachers' transfers and last but not the least, acted as a bridge between school and community. Financial constraints, less educated parents, and communication gap between school and communities of adjacent villages were some of the challenges faced by SMC. Lastly, I would like to say that if SMCs are empowered in their roles and responsibilities, if they are involved in the decision making processes, and if they are given ownership, they can bring substantial changes in the school with the collaboration of other stakeholders.