معاصر مسلم تعلیمی حالت اور مستقبل کے چیلنجز: پاکستان کے تناظر میں

The history of Muslim Education reveals that there was no difference of materialistic and religious education in the past. However, for the last two centuries, Muslim world divided into many ideologies which consequently produced separate educational institutions for every ideology. In the secular/modern educational institutions, religious and metaphysical studies are missing while, on the other hand, religious seminaries focus on the pure religious education. In such a situation, two kinds of students are graduating from our educational institutions which do not have congruence in practical life with each other. Present Muslim world in dire need of a comprehensive educational system combining the modern secular and religious subjects in an appropriate manner. Currently, if Islamic world is distressed technologically at one hand, it is divided in many sects, on the other. Therefore, acquisition of scientific and religious, both kinds of education are required for Muslims. In the present paper, the responsibilities of Muslim world are discussed to face the current and future challenges from educational perspective in order to portray a true picture of Islam and its followers.

Exploring the Role of District Education Management Officers Demos in Facilitating Teacher Professional Development Tpd in District Ghanche, Gilgit-Baltistan, Pakistan

This study explored the roles of District Education Management Officers (DEMOs) for Teacher Professional Development (TPD) in District Ghanche, Gilgit Baltistan. The study also explored the perceptions of key stakeholders (e.g., head teachers, teacher and students) about these training programmes. The data was collected through qualitative research method, including semi-structured interviews, informal conversations, field notes and analysis of relevant documents. It selected two management officers from the central office of the education department, two head teachers, one teacher and five students through purposive sampling. Data came from focus group discussion with students in the school. In addition, the researcher interviewed selected officials of the education department, exploring their views about their roles in TPD. The findings reveal that the DEMOs conceptualize the TPDPs through consensus building among the colleagues before conducting these training programmes. These DEMOs play a pivotal role as communicator in the consensus building among colleagues. On the basis of these consensus and communication they organize different models of training at district level (e.g., workshops, indoor sessions and LRS system etc.). The study found that DEMOs also play a role in the implementation of the learning in these training programmes. They did these jobs by themselves as well as through other officials like, AEOs, DDOs and PDTs. The study also revealed about the perceptions of other stakeholders about the training programmes. According to them these training programmes help in the development of pedagogical skills and create a sense of collaboration among them. It also helps in the enhancement of students learning outcomes both in terms of academic and personal development.