پیرسید حسام الدین راشدی
افسوس ہے کہ گذشتہ ماہ اپریل میں ہمارے دوعزیز و محترم دوست اور برصغیر کے نامور محقق اورعالم پیر حسام الدین راشدی اورمولانا محمد جعفر شاہ پھلواروی رحلت فرما گئے۔ اناﷲ واناالیہ راجعون۔ اوّل الذکر کاانتقال لندن میں ہوا جہاں وہ کینسر کاآپریشن اورساتھ ہی دل کی بیماری کاعلاج کرانے کی غرض سے مقیم تھے اور تدفین سندھ کے ان کے اپنے آبائی وطن کے قبرستان میں ہوئی اور موخرالذکر کاانتقال کراچی میں ہوا اوریہیں تدفین بھی ہوئی۔
پیر صاحب لاڑکانہ کے بہمن نامی ایک قصبہ میں۲۰ستمبر۱۹۱۱ء کوسندھ کے نامی گرامی خاندان راشدیہ میں پیداہوئے، علمی ذوق موروثی تھا، دولت وثروت میں بھی یہ خاندان ممتاز تھا۔ذہانت اورطباعی کاجوہر خداداد رکھتے تھے اس لیے از خود تعلیم کی طرف راغب ہوئے اورفارسی اردو اورسندھی زبان وادب کے نامور ادیب،محقق اورمصنف بنے، عربی اورانگریزی سے بھی واقف تھے۔ ذاتی کتب خانہ جو اباً عن جداٍ تک پہنچتا تھا مطبوعات کی کثرت کے ساتھ نوادرمخطوطات پرمشتمل پہلے سے تھا ہی، مرحوم نے اپنی ذاتی کاوش اورتلاش وجستجو سے اس پر جونہایت وقیع اضافہ کیا اس کی وجہ سے آج تک یہ کتاب خانہ کراچی کے کتب خانوں میں ایک خاص مرتبہ ومقام رکھتا ہے۔ پیرصاحب عمر بھر مجرد رہے، ان کا شب و روز کا مشغلہ مطالعہ،تحقیق وتصنیف اوراحباب سے ملاقات کے سوا کچھ اور نہ تھا۔ ان کے علمی اورتحقیقی کارناموں پرانشاء اﷲ برہان میں عنقریب ایک مقالہ شائع ہوگا ان سطور سے مقصد صرف رسم تعزیت اداکرناہے۔
کراچی اربابِ علم وادب اوراصحاب دانش وہنر کی کثرت کے باعث آج کل برصغیر کاقرطبہ وبغداد بنا ہواہے لیکن ایک پیرسید حسام الدین راشدی اور دوسرے مشفق خواجہ، اس مجمع علم وفضل میں دونوں کامرتبہ ووقار ایسا ہی ہے جیسا کہ کسی ایک بزرگ خاندان کاہوتاہے۔ مشفق خواجہ اوران کے خاندان سے راقم الحروف کاتعلق بہت...
The industrial revolution that penetrated the world of education forced Islamic boarding schools (Pesantren), as part of education, to mutate in new form to find the ideal format as an adaptive step to keep up to date. Pesantren which have a cultural base of traditional society make various efforts to make acculturation with technology. The efforts of these pesantren can be seen from the number of pesantren websites, which provide information about pesantren and religious programs online. On the other hand, virtual pesantren have also emerged, which do not have a real pesantren institutional base in the community, using online media as an operational base. Some of these virtual Islamic boarding schools have strong buildings in cyberspace, with a wider reach than Islamic boarding schools. Its flexible and open nature makes virtual pesantren have their own community in cyberspace. Furthermore, problems arise when virtual Islamic boarding schools intersect with conventional Pesantren in cyberspace. This research is a library research that uses printed and online media as data sources. This study aims to find differences in the characteristics of virtual pesantren, and their relationship with the dynamics of pesantren in the era 4.0. From the content analysis conducted at several virtual pesantren, it was found that some of them used the same name as real pesantren, thus creating ambiguity of virtual pesantren
This research study was carried out to develop a model for in-service training of secondary school science teachers. Objectives of the study were to assess the present system of in-service training of secondary school science teachers; develop a model for the in-service training of secondary school science teachers; and make recommendations for the improvement of in-service training of secondary school science teachers. In order to achieve the objectives of the study, three questionnaires were developed for trainees (secondary school science teachers), master trainers and head teachers. All the questionnaires were comprised of a 4-point scale and one open-ended question. The questionnaires developed for trainees, master trainers, and head teachers were comprised of 38, 25 and 24 items respectively. The population of the study were 2191 trainee teachers, 76 master trainers, and 1509 head teachers. The questionnaires were administered to 724 trainee teachers, 28 master trainers, and 432 head teachers of 432 institutions (schools). The response rate of trainees was 78.72%, master trainers 100% and head teachers 82.63%. The study was conducted in four randomly-selected districts of Southern Punjab. The data collected through questionnaires were tabulated, analysed, and interpreted. Study findings suggest that a majority of trainee teachers, master trainers, and head teachers believed that training courses were a source of greater awareness regarding content, teaching methods, and the use of A.V. aids. The trainees and master trainers considered that the lecture and activity methods were used during the training, contents of textbooks were taught, got perfection over the contents, understood basic principles of teaching and A.V. aids were used during the training of science subjects. Most of the head teachers stated that the majority of teachers’ performance improved, changes in teachers'' behaviour occurred, and evaluation became a prominent skill due to attending training courses. It was concluded that lacking use of practical work, lack of expertise in using laboratory equipments, low TA/DA (Travelling Allowance/ Daily Allowance), and communication gaps were the major drawbacks of training programmes. In light of conclusions, it was recommended that withdrawal of teachers from schools for INSET should be minimized, training centres should be established at local or tehsil levels, lecture method should be used to the least extent, modern methods of teaching (e.g. demonstration and activity methods) should be used and the nomination of teachers should be made on merit. Pre-test and post-test may be designed and administered on a compulsory basis to determine the academic and pedagogical status of participants. There should be continuous feedback, monitoring, and evaluation for INSET programmes. On the basis of recommendations, a proposed model for the in-service training for secondary school science teachers was developed.