93. Al-Du'ha/The Forenoon
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
93:01
a. By the forenoon,
93:02
a. and the night when it grows dark and still!
93:03
a. O The Prophet!
b. Your Rabb - The Lord has neither abandoned you, nor has HE become displeased with you.
93:04
a. And what is to come for you is going to be far better than what you experienced during the earlier part of your life.
93:05
a. And your Rabb - The Lord is sure to give you so much of what you seek that you will be well pleased.
93:06
a. Did HE not find you an orphan then took care of you?
93:07
a. And HE found you unaware of the Right Way, and HE guided you to it.
93:08
a. And HE found you in need, and HE enriched you?
93:09
a. So do not be harsh with the orphan.
93:10
a. And as for the beggar, do not repulse him.
93:11
a. And proclaim - again and again - the blessings of your Rabb - The Lord.
Management of Islamic education in pesantren needs to return to its historical roots in order to confirm the identity, character, distinctiveness and uniqueness. There is a spirit that is timeless, even the underlying model of ideal education in the contemporary era. Development of Islamic epistemology for education should be able to give birth to a generation of Muslims who worships in the field of religion and experts in the field of science and technology. Pesantren as an educational institution of Islam with a good management should be able to play its role to achieve this goal. Whereas in fact there who think that pesantren have not been able to put its strategic position in the development of science in accordance with the times. Nevertheless, the existence of Islamic educational institutions such as pesantren is evidence that pesantren have been organized in a good management so that it can survive in changing times from time to time. More precisely knowing Islamic education management in pesantren from the perspective of epistemology may illustrate that pesantren will continue to be needed to confront the changing times.
The study 'Exploring the Contribution of the Head teacher in School Improvement in a Learning Resource School' was conducted in a Learning Resource School (LRS) of Gilgit-Baltistan, with the aim of exploring the strategies school principal uses to involve teachers, parents, students, and community in school improvement. The study was conducted in qualitative paradigm by employing case study method. The participants were selected using purposive sampling. The participants of the study were the head teacher of the school, four teachers (two male and two female), four students (two male and two female), the convener of Village Education Committee (VEC), and the Head of Regional School Development Unit (RSDU). Data were collected using semi-structured interviews, focused group interviews, observation and document analysis. The findings of the study revealed that the school leadership uses various strategies: capacity building of the teaching staff, empowering teachers, and students by assigning them leadership roles, and involving the entire community in school activities for school improvement. Furthermore, the findings also illustrate that mentoring, in-house professional development sessions, reflective practices, lesson observation followed by feedback and making professional development groups (PDGs) of the teachers are being carried out for the teachers' professional development. Furthermore, the findings of the study also revealed that the VEC as a representative body of the community acts as a bridge between the community and the school. Additionally, The VEC also plays a significant role in community mobilization towards school improvement, with an ultimate aim of improvement in students' learning. The study suggests that by the continuous involvement of teachers in professional development activities, involving teachers and students in leadership roles, mobilizing the community through VEC, and networking with other institutions is helpful in school improvement.