“Educate a boy, and you educate an individual. Educate a girl, and you educate a community” The present research was conducted to explore the existing situation of girls’ primary education in the slum areas of Karachi, Pakistan. The main objectives of the study were to uncover the reasons behind the problems and challenges of girls’ primary education in the slum areas of Karachi, Pakistan; to identify supporting factors that can ensure equity and access in girls’ primary education; to explore the perceptions of teachers, students, school heads and parents about girls’ education; to review the education policies and reports, and to find out to what extent our educational policy has catered to the basic needs of girls’ education. The literature review comprised of a number of studies, which included research articles, reports of national and international organizations and reviews of educational policies about girls’ primary education in Pakistan. Efforts were made to collect primary sources as well. Current study was qualitative in nature. Researcher used a grounded theory approach and conducted a qualitative survey to describe the real and existing situation of girls’ primary education in the slum areas of Karachi. The population of the study comprised of all school heads, school teachers and girl students of the fourth and fifth grade of girls’ primary schools as well as parents of slum areas of Karachi. The study was confined to eighteen towns of Karachi. Thirty-six schools were selected as participant schools through purposive sampling technique. Seventy-two teachers and thirty-six school heads, two hundred students and one hundred and ten parents were selected for in-depth interviews and focus group discussions. In depth interviews, focus group discussions (FGDs), descriptive field notes and document review were used as a method of data collection. The instruments of data collection were developed and validated. The data was collected during personal visits and was analyzed through thematic analysis method. A theory was developed that explains access and equity of girls’ primary education in slums of Karachi. Results indicated that gender disparity was found in the slum areas of Karachi and the condition of girls’ education is alarming. Several social factors such as socio economic status, religeo-cultural barriers and law and order situation are responsible for the low motivation of girls’ education in the slum areas of Karachi, the resultant of which schools of slum areas have high dropouts and low enrollment ratio. Schools of slum areas had poor infrastructure, lacked basic facilities, had inadequate teaching staff and several management issues. The significant inferences of the study were that girl students were highly motivated towards education but the administrators ran schools in an unlikely miserable manner. The researcher highly recommended that the concerned higher authorities should pay special attention to the promotion of girls’ education of the slum areas of Karachi. Administrative issues such as shortage of teaching staff, inadequate facilities and infrastructure of schools should be solved based on top priority, the government should provide security to the staff of schools and special incentives should be given to the school heads and staff in order to motivate them to work in the slum areas of Karachi.
آغا وفا ابدالی آغا وفا ابدالی (۱۹۲۹ئ۔۱۹۹۸ئ) کا اصل نام آغا ابو الحیات خان ابدالی تھا۔ آپ پٹنہ (عظیم آباد) کے ایک علمی گھرانے میں پیدا ہوئے۔ آغا وفا ابدالی نے نواب سراج دین خان سائل دہلوی(جو داغ ؔدہلوی کے داماد تھے) کے آگے زانوئے تلمذ طے کیا۔(۷۶۵) قیام پاکستان سے پہلے آپ کلکتہ سے شائع ہونے والے ہفت روزہ ’’چونچ‘‘ کی مجلسِ ادارت میں شامل تھے۔ آپ ہندوستان میں دہلی کے روزنامہ ’’وحدت‘‘ اور ’’انصاری‘‘ میں بھی فکاہیہ کالم لکھتے رہے۔ قیام پاکستان کے بعد آغا وفا ابدالی نے پسرور میں مستقل سکونت اختیار کی۔ آپ روزنامہ ’’روشنی‘‘،’’کراچی‘‘،روزنامہ ’’انجام‘‘ کراچی ’’نوائے وقت ‘‘،لاہور ،’’کوہستان ‘‘،لاہور اور ’’سفینہ‘‘ لاہور سے بھی منسلک ہوئے اور ان میں کالم لکھتے رہے۔آپ نے پسرور سے شائع ہونے والے ہفت روزہ ’’نوائے پسرور ‘ ‘ کی بھی ادارت سنبھالی ۔(۷۶۶) ’’غبار دل‘‘ آغا وفا کا پہلا شعری مجموعہ ہے جس کی پہلی اشاعت ۱۹۹۳ء میں پرفیکٹا پبلشرز لاہورسے ہوئی۔ اس میں قطعات کی تعداد ۲۵۲ ،۳ غزلیں اور ۴ نظمیں شامل ہیں۔ ’’شرار دل‘‘ دوسرا شعری مجموعہ ہے۔ جسے ادبی سبھا پسرور نے ۱۹۹۴ء کو شائع کیا۔ اس میں قطعات کی تعداد ۱۷۲ ،۲ نظمیں اور ۱۲ غزلیں شامل ہیں۔ ’’بہار دل‘‘ آغا وفا کا تیسرا شعری مجموعہ ہے جسے ادبی سبھا پسرور نے ۱۹۹۸ء میں شائع کیا۔ اس میں ۳۲ قطعات ،۹ غزلیں اور ۲۷ متفرق اشعار شامل ہیں۔ آغا وفا ابدالی بیسویں صدی کا ایک ایسا شاعر ہے جس کی شاعری پاکستان کی آپ بیتی معلوم ہوتی ہے۔ آغا وفا طنز و مزاح کے ساتھ ساتھ اپنے عہد کی بربادی پر خون کے آنسو بہاتا ہوا دکھائی دیتاہے۔ ان کی شاعری کا غالب حصہ قطعات پر مشتمل ہے۔ ہندوستان میں عہد غلامی کی دہکتی داستاں آغا وفا ابدالی کے سامنے تھی ۔جس کے سامنے بھیانک مناظر کو آغا وفا...
Arabic language is one of the most developed languages of the world. It has a number of grammatical phenomenon, Omissions is one of them. Omission of any part of a sentence creates ambiguity to fully understand its meanings. Due to this phenomenon Arabic has a specific cause when viewed in the light of Semantic analysis. This study deals with the phenomenon of dropping or omission of the part of a speech. In article under review, I have explained as to how an omission becomes requirement of the text to reflect a particular meaning. I have chosen semantic study of three basic parts of verbal sentence that is Verb, Subject and Object to unveil this phenomenon in Sahih Al Bukhari. This clearly explains the significance of omission of words in the sayings of Holy Prophet Muhammad (Peace Be Upon Him).
This study examined how head teachers of two Community-Based Schools (CBS) in Karachi understood monitoring in relation to school yearly plan. The study was conducted within the qualitative paradigm. Two head teachers of local CBS schools (Mountain and City) participated in the study. Interview, observation and document analysis were used as a major research data collection tools. The results of the study revealed that the head teachers have been engaged in monitoring practices. Both of them considered monitoring as a fundamental factor for the smooth functioning of the school activities. However, the way they approached the tasks are different. The head teachers viewed monitoring professional development of teachers, parental involvement to promote students' learning, teaching and learning, and planning as the key areas to be monitored. The data reveal that in the Mountain school monitoring approach is delegated, while in the city school it is mostly the head teacher who carries out monitoring all activities. The study reveals that head teachers' professional exposure and presence of professional capacity in the school determine their monitoring approach. For instance, the principal of the Mountain school has an extensive and professional and academic exposure. He has two professionally trained teachers in his team, to whom he has delegated the responsibility of monitoring by the virtue of their professional assignments as academic head and head of ECD section respectively. While in the City school, the teachers have nominal professional qualifications with some exposure to short term courses. The study identifies some focused areas in the CBS school context for monitoring. Both head teachers do monitoring, but there is no such monitoring strategy as a part of yearly plan. Monitoring finance and teaching and learning are focused. The study identifies planning as the backbone for development of school. The study shows different kinds of planning in both schools. But both head teachers monitor the plan. Finally, the study finds some areas for further exploration for researchers.