مولوی عبدالحمید ندوی
یہ سطور ابھی پریس نہیں گئی تھیں کہ مولوی عبدالحمید ندوی کے انتقال کی خبر ملی، وہ بارہ بنکی کے ایک گاؤں جیسکھ پور کے رہنے والے تھے، بڑے مخلص، حق پسند اور بہی خواہ خلق تھے، ۱۹۱۹ء میں ندوہ میں داخل ہوئے، تحریک خلافت شباب پر تھی، حمید صاحب بھی اس سے متاثر ہوئے، اس کی وجہ سے سادگی طبیعت ثانیہ بن گئی، مولانا عبدالرحمن نگرامی کی صحبت نے ان کے اندر ندوہ کی محبت اور خاموش خدمت کا جذبہ پیدا کیا، تعلیم سے فراغت کے بعد قیام زیادہ تر وطن ہی میں رہا، لیکن ندوہ برابر آتے جاتے رہتے تھے، دوستوں کے اصرار کئی برس تک بھٹکل میں تعلیمی خدمت انجام دی، ان کے مخلص شاگردوں نے اس کام کو آگے بڑھایا اور ایک بڑا تعلیمی مرکز قائم ہوگیا، عرصہ سے دل کے مریض تھے، رمضان میں ندوہ آئے، مولانا ابوالحسن علی سے ملنے رائے بریلی جانے کا ارادہ تھا، دفعتہ دل کا دورہ پڑا اور تھوڑی دیر میں جان جان آفریں کے سپرد کردی، اﷲ تعالیٰ ان کی مغفرت فرمائے اور ان کے صاحبزادہ مولوی عبدالرشید ندوی اور دوسرے متعلقین کو صبر جمیل عطا فرمائے۔ (عبد السلام قدوائی، ستمبر ۱۹۷۸ء)
The traditional fiscal decentralization theorem claims that decentralized government can provide the goods and services at local level more efficiently. However, empirically it is still to explore that how fiscal decentralization affects gender parity. This study empirically investigates the impact of fiscal decentralization on gender parity in developing economies of Asia, Armenia, Azerbaijan, Indonesia, Iran, Kazakhstan, Kyrgyz, Mongolia, Myanmar, Thailand and Turkey. The study used dynamic penal da ta technique namely system GMM over the period of 2006-2020. The multidimensionality of fiscal decentralization is captured through three measures of fiscal decentralization i.e. Expenditure decentralization, revenue decentralization and composite decentralization. Further, it also examines the complementarity between fiscal decentralization and control of corruption to increase the gender parity. The results of the analysis show that expenditure decentralization is increasing the gender parity in developing economies of Asia. Additionally, control of corruption is a necessary reform to get the desired fruits of fiscal decentralization. Countries must focus on corruption aspect of local governments in implementing the expenditure, revenue and composite decentralization.
Generally people perceive moral education as vital for the overall development of children as well as essential for the welfare and development of the country they live in. Venkatiah (1998) says A nation with atomic power is not a strong nation, but a nation with strong character is indeed a strong nation. If a nation is to be strong, then the character of the people of the nation needs to be elevated. (p.12). Though there are various sources to equip children with good morals including parents, media, etc. however, the role of a teacher is considered essential by various educational thinkers and well- meaning people of society. In the context of Pakistan, people have divergent views about the teachers' roles. A majority of these people seem to be satisfied with their performance with specific reference to promote children's moral values. I thought I would ascertain the teachers' perceptions and their instructional strategies focussing on the social studies' classroom. The underlying purpose is that teachers, including myself, can devise more effective strategies keeping in view the existing practices in school. The study was carried out in a private school in Karachi and two teachers of secondary level were my respondents. The qualitative paradigm of research was used with the aim to subsume teachers' theories and practices as well as students' views and make meaning which could meet the purpose of my study. It was largely found in the process of the study that the teachers give a lot of importance to imparting moral values and try to impart them by taking help from religious sayings. They can use some strategies which are also considered effective in literature but they largely use those techniques they had learnt from their teachers and parents. Not being exposed to any professional program focusing moral values, dilemmas of syllabus completion seem to be seen to be the major hindrances in the field of teaching moral values.