مولانا حمید الدین
گزشتہ مہینہ مولانا حمیدالدین صاحب محدث اور ان کے ایک کمسن نواسے مولانا اسعد مدنی کے صاحبزادے نے کار کے حادثہ میں وفات پائی، مرحوم مولانا حسین احمد صاحب مدنی کے قریبی عزیز تھے، ان کی پوری زندگی دینی علوم خصوصاً حدیث نبوی کی خدمت میں گزری، ابتداء میں دارالعلوم دیوبند میں مدرس تھے، کچھ دنوں تک دارالعلوم ندوۃ العلماء میں بھی حدیث کا درس دیا، ادھر عرصہ سے مدرسہ عالیہ کلکتہ میں شیخ الحدیث تھے، علم کے ساتھ عمل اور اصلاح و تقویٰ کے زیور سے بھی آراستہ اور طبعاً خاموش، متین اور مرنجان مرنج انسان تھے، یہ المناک حادثہ بجائے خود ایک طرح کی شہارت ہے۔ اﷲ تعالیٰ، حدیث نبوی کے اس خادم کو اپنی رحمت و مغفرت سے سرفراز فرمائے، دارالمصنفین اس حادثہ میں مولانا اسعد مدنی کا شریک غم ہے۔ (شاہ معین الدین ندوی، دسمبر ۱۹۶۸ء)
The industrial revolution that penetrated the world of education forced Islamic boarding schools (Pesantren), as part of education, to mutate in new form to find the ideal format as an adaptive step to keep up to date. Pesantren which have a cultural base of traditional society make various efforts to make acculturation with technology. The efforts of these pesantren can be seen from the number of pesantren websites, which provide information about pesantren and religious programs online. On the other hand, virtual pesantren have also emerged, which do not have a real pesantren institutional base in the community, using online media as an operational base. Some of these virtual Islamic boarding schools have strong buildings in cyberspace, with a wider reach than Islamic boarding schools. Its flexible and open nature makes virtual pesantren have their own community in cyberspace. Furthermore, problems arise when virtual Islamic boarding schools intersect with conventional Pesantren in cyberspace. This research is a library research that uses printed and online media as data sources. This study aims to find differences in the characteristics of virtual pesantren, and their relationship with the dynamics of pesantren in the era 4.0. From the content analysis conducted at several virtual pesantren, it was found that some of them used the same name as real pesantren, thus creating ambiguity of virtual pesantren
In the present study the existing curriculum development process is explored by obtaining the opinion of English language teachers, teaching English at higher secondary level in Punjab, Pakistan, and the members of English curriculum committee at higher secondary level in Pakistan to propose a Learner-Teacher-Socio Oriented English Curriculum Development Model at Higher Secondary Level. Two questionnaires were adapted from Akhtar (2004) for the present study. One questionnaire was developed for English teachers of higher secondary government schools and colleges in the province of Punjab, Pakistan. The other questionnaire was developed for the members of the English curriculum committee. Analysis of existing English curriculum development process was done through the policy documents and questionnaires. Higher secondary government schools and colleges of each sex were selected through stratified cluster sampling, after that 1379 English teachers of higher secondary government schools and colleges were considered as sample of the study. The sample was selected from the 23 out of 36 districts of Punjab. Furthermore, Punjab was divided into three regions upper, central and southern Punjab. Frequency, percentage, mean and standard deviation were calculated. t-test was applied to find out the differences of opinion on the basis of gender and residential areas. ANOVA was applied to uncover the differences of opinion among the teachers of various districts of upper, central and southern Punjab. Reliability of the questionnaire for higher secondary English teachers was 0.91. Validity of the questionnaire for higher secondary English teachers was 95%. The other questionnaire was developed for the members of national curriculum committee. Eleven members were considered as sample of the study. Frequency, percentage, mean and standard deviation were calculated. Comparison between the opinion of teachers and the members of curriculum committee on the basis of responses of the same as well as contrastive questions of the questionnaires were drawn through graphical representation. Reliability of the questionnaire for higher secondary English teachers was 0.81. Validity of the questionnaire for higher secondary English teachers was 94%. On the basis of findings the proposed model Learner-Teacher-Socio Oriented English Curriculum Development Model at Higher Secondary Level was sent to experts for validation. The model was finalized after the recommendations offered by the experts.