نقشِ پائے شہِ ابرارؐ ؛ قمر کی رونق
کہکشائوں میں ڈھلی ، راہ گزر کی رونق
یہی دیواروں کی زینت ، یہی در کی رونق
ذکرِ سرکارِؐ دو عالم سے ہے گھر کی رونق
نقشِ نعلین نبیؐ سے ہے مدینے کی چمک
اسی دستار سے ہے میرے بھی سر کی رونق
رحمتِ کون و مکاںؐ جانِ دو عالم ٹھہری
یادِ محبوبِ خداؐ دل کے نگر کی رونق
آپؐ کے دم سے ہے اے صاحبِ لولاک لماؐ!
بحر و بر ، حجر و شجر ، شام و سحر کی رونق
لفظِ کُن ، روزِ ازل ، لوح و قلم ، عرشِ عُلی
آپؐ مخلوقِ خدا ، جنّ و بشر کی رونق
عدسئہ آنکھ میں ہے نورِ مُنوّر اُنؐ کا
نورِ محبوبِ خداؐ ، حسنِ نظر کی رونق
روزنِ چشمِ عقیدت سے حقیقت دیکھو
ذاتِ محبوبؐ سے اللہ کے گھر کی رونق
رونقِ چہرئہ اُمّت ہے شفاعت کے سبب
ہے ندامت سے بھری دیدئہ تر کی رونق
کاش عرفانؔ کی پلکوں کو بھی ہو جائے عطا
اُنؐ کی راہوں کو ملی لعل و گہر کی رونق
The study examines English as Foreign Language (EFL) students’ attitude towards developing their speaking abilities at KRI University in order to better understand the disparities in speaking competency among undergraduates. The study utilized a quantitative approach and employed a 4-item interview survey to gather data for the study. The survey interview questionnaire was adopted from Wang, Kim, Bong, and Ahan (2013) and administered to 100 students in the departments of English of six universities in Iraq's Kurdistan Region. A semi-structured interview was developed for EFL students. The questionnaire was online and an open-ended one. The data from the participants was analyzed using thematic analysis with (SPSS) software. The finding revealed a perceived failure in EFL students' English-speaking skills and this was reported along with causes of the perceived difficulty. The finding also revealed a poor level of speaking ability among EFL undergraduates as well as little education in the skill at the university level. Apart from these, the study discovered some major challenges for EFL students such as lack of confidence, lack of planning, a demotivating atmosphere, incorrect word choice, poor gestures, and incorrect style which made the students not to be successful in their speaking abilities. The study suggested that EFL learners' competency should be securitized to strengthen their speaking abilities in the light of the results of the study. Speaking is a crucial ability in language acquisition and EFL teachers should help their students acquire it. As a means of improving students' communicative ability, task-based instruction should be utilized in educational institutions and universities. The implication of this paper is that speaking difficulties among EFL students in the Iraqi Kurdistan Region institution can be solved by putting greater focus on this ability. There are several issues to consider, including teachers, instructional methodologies, the curriculum, extracurricular activities, and assessment rules.
Gilgit-Baltistan developed its long-term education strategy, the Gilgit-Baltistan Education Strategy (GBES), during 2008- 2014 with gender equity as an important goal. The current qualitative study used standpoint feminist theoretical lens and critical discourse analysis to explore the understanding of gender and gender equity in GBES. The participants for this study were the strategy developers and educationists including teachers and teacher educators from different districts of Gilgit-Baltistan. Semi-structured interviews and focus group discussions were used as data collection strategies. The study highlights the complexity in understanding the concepts; gender and gender equity and discusses how surface level understandings of these concepts employed in education policy can lead to the policy development which, despite all the good intentions, remains non-inclusive. The findings suggest that GBES frames girls' education important for economic efficiency and access to schools and this is considered an automatic and linear solution towards this end. Education is proposed to ensure girls' preparation for their future nurturing role and, hence, to maintain their reproductive work's status quo. The study suggests that women's participation in policy formulation can help in better conceptualization of gender equity strategies in and through education. It is proposed that education policy aim at societal transformation, helping girls and boys understand their positions in the power structure and enable girls to question their subordinate position. Equity measures at the institutional level are required to deal with the systemic structural barriers which prevent girls' access to and participation in education. The study also recommends women's inclusion in equity based policy and program planning to bring their voice in the mainstream equity discourse as women' knowledge and experiences are authentic and needs to be counted in education policy making and implementation process.