سر آغا خان
سر آغا خان کی وفات سے مسلمانوں کی ایک بڑی شخصیت اُٹھ گئی، وہ ایک اسلامی فرقہ کے امام و مذہبی پیشوا اور لاکھوں انسانوں کا مرکز عقیدت تھے، ان کی شخصیت بین الاقوامی تھی یورپ کے تمام ملکوں میں ان کا بڑا اعزاز تھا اور وہاں کے بڑے بڑے لوگوں سے ان کے دوستانہ تعلقات تھے، اس زمانہ کا کوئی بڑا سے بڑا اعزاز ایسا نہیں ہے جو ان کو حاصل نہ رہا ہو، ان کی پوری زندگی یورپ کے گہوارہ عیش و نشاط میں گزری، مگر اس میں پڑکر وہ اپنے فرائض سے کبھی غافل نہیں ہوئے۔
وہ بڑے مدبر اور بیدار مغز تھے، سیاست پر گہری نظر رکھتے تھے، علم و فن سے بھی ذوق تھا، کئی زبانوں سے واقف تھے، قومی و ملی جذبہ بھی رکھتے تھے اور مسلمانوں کے عمومی معاملات میں کبھی فرقہ کی تفریق نہیں کی، اپنے فرقہ کی فلاح و بہبود کے ساتھ عام مسلمانوں کے معاملات سے بھی دلچسپی اور عملی ہمدردی رکھتے تھے، چنانچہ مسلم یونیورسٹی کے قیام کی کوشش سے لے کر ہندوستان کی آزادی اور پاکستان کے قیام تک مسلمانوں کے بہت سے معاملات میں ان کی امداد و رہنمائی کی جس سے ان کو فائدہ پہنچا، ان کے خود نوشت حالات سے معلوم ہوتا ہے کہ دینی عقیدہ میں راسخ اور بعض مذہبی معمولات کے پابند تھے، اسلام کی تبلیغ بھی کرتے تھے اور ان کے ہاتھوں پر بہت سے غیرمسلم مشرف باسلام ہوئے، اﷲ تعالیٰ ان کے ان نیک اعمال کے صلہ میں ان کی مغفرت فرمائے، مسلمانوں میں اتنی بڑی شخصیت مدتوں میں پیدا ہوگی۔
(شاہ معین الدین ندوی، اگست ۱۹۵۷ء)
Genghis Khan (1162-1227), Mongolia’s great emperor, ruled over large parts of the world for a long period of time. Under his banner, he had nomadic tribes and desert people. For the ruling, controlling, uniting and disciplining the variant people, he framed a conventional constitution named “Yasa” (Holy laws), which comprised of primitive traditions, customs, laws, law of different religions such as Islam, Buddhism, Christianity, Judaism and Genghis Khan’s own insights and decisions. This contained punishment for every kind of crime. There was no room for forgiveness. His aim was to subjugate the whole world under him.
The discussion on gender equality in education is generally centered on girls' lack of access to quality education. Studies such as the ASER 2013 and 2014 report that boys performed slightly better than girls. However, a closer look at boys' performance in the public examinations suggests their underperformance in the examinations held by both public and private sector examination boards. Ashraf (2009), Myhill and Jones (2006) and Hussain, Khattack Khan, Bangash and Nazir (2010) have also found that boys' participation in the teaching learning process has serious challenges in Pakistan. The present research was indeed an attempt to develop insights into the other side of gender equality. In particular, the focus of the study was to explore boys' advantages and disadvantages around their participation in education, both inside and outside the classroom. Importantly, boys' views and their experiences of school and classroom routine practices were examined to determine their advantages and disadvantages. With a qualitative case study method, the study was conducted in a government primary school in Sindh, Pakistan. The primary participants of the study were a group of male students from class four (n=6) and class five (n=6) each. The secondary participants for the study were a group of girls of class four ( n=6) and class five (n=6) each, their two class teachers, the school head teacher, and five parents (mothers and fathers) of the boys and girls who participated in the study.The analysis of the data reveals boys' advantageous position as they had complete access to the spaces and resources inside and outside their school. However, their gender identity also contributed to their disadvantage, as they constantly faced gendered treatment by the teachers. They were punished physically because their teacher believed that they were strong enough to bear this beating. They were also assigned tasks such as gate keeping during the break and quick shopping for teachers from the local market. Importantly, these boys served as teachers' aide-de-camp, with responsibility of their personal chores which proved to be a constant distraction from studies. The study revealed that teachers held negative perceptions of boys because of their poor academic performance. Parents however, expected that boys' education would enable them to become family bread earner in the future. The study recommends that discussion and deliberations on gender equality in education need to problematize teaching learning and school management practices which hinder boys' opportunities for quality educational experience in