بنجر نہ کبھی کشت تمنا میری ہو گی
بنجر نہ کبھی کشت تمنا میری ہو گی
اک فرد کا مرنا نہیں انسان کا مرنا
سر ہیں تو سرِ دار قلم اور بھی ہوں گے
ہم مرتے رہیں گے مگر ہم اور بھی ہوں گے
کوئی مسیحا نہ ایفائے عہد کو پہنچا
بہت تلاش پسِ قتل عام ہوتی رہی
ABSTRACT: Extremism remains the main concern for global security after 9/11 event. Western countries consider the religious intolerance in Muslim countries as a source of prevailing extremism. Pakistani Madaris (seminaries) are considered as a place for indoctrination of extremism and intolerance. The questions need to be addressed that why and how religious students tended towards extremism. The evidence shows that in Pukhtoon Society; the traditional social institutions of Hujra (Community center) and Jumaat (Mosque) relationship is also affected in post Afghan Soviet war. Hujra (Pukhtoon Community centre) which is traditionally the main supporter and financer of Jumaat (Mosquereligious institution) ; now seems to be overpowered by the religious institutions after getting trained and motivated organized Taliban (students of Indigenous Islamic Education System) and financial freedom after Afghan Soviet war. In this paper the question of legal status given to Taliban and their education status by the Islamic Republic of Pakistan is discussed. For exploring to answer this question both primary and secondary sources of data are used. The study concluded that no properly defined legal status exists for the millions of Taliban graduates in the state; and the aspired streamlining efforts of Madaris with formal education are non productive and ineffective. Even the supreme court of Pakistan is unanswered about the legal status of these graduates. Legislators elected in 2002 National Election faced cases in Supreme Court of Pakistan of their ineligibility based on the in¬ equivalency of their Madaris Sanad (Degree) to the formal University Degree of Pakistan. Government of Pakistan tried to mainstream Madaris education with formal education system of Pakistan, through changing their curricula which is all time resisted by Madaris. It is concluded at the end of the study of integrating Madaris education with formal education system in vertical arrangement rather than in horizontal or lateral arrangement (change of curriculum and amalgamation of courses etc.) . The approach of Vertical arrangement acknowledge the importance and value of both systems and provide benefits to the stakeholders in large. Different modalities are discussed in this paper.
Instructional supervision is one of the important tasks for the principal of a school. The role of principal in the school is complex in nature; a role that involves many duties and responsibilities. One of the roles is being an instructional leader to help the teachers to improve their teaching. Improved teaching will automatically result in higher student achievement. The research aimed to compare instructional supervision in Army Public Schools & Colleges and Federal Government Educational Institutions in Pakistan. The significance of the topic lies in the worsening instructional quality in the schools which can significantly be improved by regulating the supervision process through principals who possess experience in both educational and administrative fields. The principal, an instructional leader, is the key figure in creating a school environment in which instructional leadership can thrive. The objectives of the study were; (a) to explore the instructional supervisory practices used in APS & Cs and FGEIs; (b) to find out the difference between perceived supervisory practices of instructional programs adopted by the heads of APS & Cs and FGEIs; (c) To evaluate the supervisory practices in APS & Cs and FGEIs in the light of existing supervisory practices; (d) to propose a model of supervisory practices for APS & Cs and FGEIs. The population of the study consisted of all the principals and secondary school teachers of APS & Cs and FGEIs in Pakistan. Mixed method research design was used; quantitative questionnaire and qualitative interviews were used to gather the data. For quantitative data 80 Heads of APS & Cs and 130 Heads of FGEI, 400 teachers from APS & Cs and 390 teachers from FGEIs were part of the sample through random sampling technique. Meanwhile, for qualitative data collection; 20 heads of the institutions from FGEIs and 10 heads of the institutions from APS & Cs, 20 teachers from FGEIs and 30 teachers from APS & Cs were selected for interviews through Purposive Sampling. Mean, standard deviation, and ttest were used as statistical tools for analysing data, whereas thematic analysis was used for qualitative data analysis. Acquired results from data were discussed while linking them with previous studies and theory. It was found that instructional supervision, its regularity, maintenance of record of supervision and its utility in the form of teachers’ punctuality, performance and improved instructional methodology based on feedback to the teachers is more frequent in APS & Cs than in FGEIs. The process needs to be further improved in FGEIs through effective measures taken at departmental level.