Ijaz Hussain, Political and Legal Dimensions of Indus Water Treaty (Book Reviews)

Of the many issues that the partition of India in 1947 did not address in time, and were left to worsen the relations between India and Pakistan, the issue of riparian rights was only next in importance to the issue of Kashmir. In many respects the two issues have direct bearing on each other as well, as some important rivers emanate from Indian-held Kashmir. As the time passes more and more historians are coming to the conclusion that the massacre at the time of partition, the uprooting of more than 12 million people from their native homes, horrendous violence against women, burning and looting, etc, all owe mainly to the colonial administration that failed to ensure peaceful transition to two independent countries. No less than a person than a former Prime Minister of Great Britain, Winston Churchill, described the attitude of the then British government as the ‘biggest escape of human history’. In its urge to get rid of Indian responsibility, the government of Prime Minister Clement Atlee, showed extraordinary haste in relinquishing its responsibilities without ascertaining that the partition of a country of a subcontinental size would involve a huge amount of work. It required taking into consideration all administrative and security aspects so that the two countries could move along their independent journey as good neighbours. Unfortunately, the failure of the British government, both in London and, through its viceroy, in Delhi, left a number of issues unsettled, which the two independent countries have been trying to resolve for the last seven decades. Moreover, with the passage of time, new factors emerged which further complicated the original issues.

Need and Practices of Guidance and Counselling at Secondary School Level in Khyber Pakhtunkhwa, Pakistan

The study is about the need and practices of guidance and counselling at the secondary level in Khyber Pakhtunkhwa, Pakistan. The main objectives of the study were to explore the perceptions of students, teachers and experts; problems of teachers and students; the ways and means about the implementation/practices; and to suggest a model of guidance and counselling services/networks. It was mixed research study. For the quantitative data, stratified-random sampling technique was used. Ten male and ten female secondary schools were selected on a random basis. The sample size of 200 students and 100 teachers were distributed among these sub-strata. Thus, 10 students and 05 teachers from each male and female school were chosen randomly. Similarly, 10 experts from Khyber Pakhtunkhwa were selected on the basis of their expertise through purposive sampling technique. Two instruments were utilized in the study; i.e. questionnaire (Likert scale) for the collection of factual information from the students and teachers. Experts were consulted through semi-structured interview. The quantitative data were tabulated and then analyzed through mean and percentages. The semi-structured interviews were transcribed from the audio-tapes; themes were drawn and then discussed through driving findings in the light of research questions. On the basis of the findings of quantitative and qualitative data, the main conclusion of the study were drawn: guidance and counselling is really beneficial at the secondary school level, because this is the right time where students are looking for their career opportunities/career selection, where they are in need to work/practice and to select their subjects. Side by side social, emotional, vocational, health and academic problems are also exist; guidance of the students regarding placement, orientation information, referral service, subject selection, psychological problems is required, and there is a need of follow up and research in this regard; guidance and counseling teacher is required to have relevant skills; every school is in need of a guidance and counselling committee; all members of teaching and support staff active involvement in guidance and counseling programmes is necessary; cluster system of guidance may work at the secondary school level; there can be a Directorate of Guidance and Counselling. The key recommendations of the study are: proper guidance and counseling can make students well-adjusted in schools and society; posts of certified counsellors are needed to be created at the secondary school level and a proper structure of guidance and counselling is required to be there at that level. As far as the model of guidance and counselling at the secondary school level is concerned: there should be at least a well-furnished counselling room full of facilities; Cluster Model of guidance and counselling may work at secondary level due to minimum resources; for starting guidance and counselling, a district can be selected as a model one in which the replications/shortcomings, if any can be minimized and it can be introduced in other districts consequently