اَب تو سب کچھ نَیا نَیا ہے
تُو بھی کتنا بدل گیا ہے
غنچہ غنچہ زخم بنا ہے
یہ کیسا موسم آیا ہے
اَب تو دل میں درد بسا ہے
خُون تو کب کا سُوکھ چُکا ہے
میرے پاس ذرا بیٹھو تم
مجھ کو خُود سے ڈَر لگتا ہے
یُوں ہی اُداس اُداس نہ پھِرنا
جانے والے نے روکا ہے
مجھ کو اُداس جو دیکھا تو کب
جانے والا ٹھہر گیا ہے
یاد اُس کی اِس جُولائی میں
سَرد ہَوا کا اِک جھونکا ہے
اُس کی یاد سے ہی دل میرا
برف سی راتوں میں جلتا ہے
مجھ کو ہر جانب سے صادق
تَنہائی نے آ گھیرا ہے
This research aimed to assess the general and technical competency of Technical Vocational Education (TVE) teachers in the schools Division of Aklan. It also determined the competency needs and gaps in teaching TVE in the implementation of the program. The study was participated by 118 TVE teachers. Mixed-methods research design using sequential strategy was employed in this study. The Philippine Professional Standards for Teachers was used as guide for assessing the general level of competency while self-assessment guide of TESDA was used to assess the level of technical competency. The quantitative data were used as bases in the conduct of focus group discussions to triangulate the responses in the survey. The general competency level of TVE teachers was described as “highly proficient” while the technical competency level was reported on the “advanced” level. The gaps identified were: (1) teacher-subject mismatch, (2) inadequate skills in applying math and science principles in technical training, (3) struggle in promoting understanding of global labor markets, (4) inability to lead workplace communication (5) lack of content knowledge and pedagogy, (6) lack of competence in assessment and reporting, (7) insufficient trainings related to area of specialization, and (8) expired and unaligned national certificates (nc).The competency needs identified were:(1) activities that would enhance competency, (2) motivation and opportunities to acquire/enhance, and apply competency, and (3) renewed professionalism and rejuvenated teaching advocacy and calling.
Language Planning in Pakistan Language is vitally the most important aspect of human beings. It is the trait which differentiates humans from non-humans. Language riot only represents human thoughts but it also distinguishes societies, cultures and nations. Language gives identity to the diverse groups of humans living in this world. Language also acts as the identity marker of various groups living in a single culture. It acts as the primary factor in the agents of power. Considering language in relation to its role in politics, it is the basic tool in identity and nationality formation, and plays a vital role in hegemonic and counter-hegemonic struggles. While undergoing this research, the researcher concentrated upon the following assumptions and issues.
Firstly, language planning is the most important tool to make the orientation of the educationists towards a
language to use it as a standard in teaching and learning. Secondly, Pakistan has two languages working side-
by-side with each other-the national language (Urdu) and an official language (English)-but, here is no
defensible or established language policy for the use of either of the two languages. Thirdly, there is no
identification of the use of any language as the medium of instruction. Hence, several varying educational
systems are working simultaneously in Pakistan having their own weaknesses and strengths.