پاکستانی نوجوان’’ فکری انحراف، اسباب اور سدباب‘‘ اسوہ حسنہ کی روشنی میں

The Pakistani youth are engaged day and night in a struggle for attainment of education, technology, and status. But what is deplorable is that they have forgotten their cultural values, ethics, code of life, and religious identity in order to unite with external powers in becoming part of the drive for development and they have become ignorant of their fundamental responsibilities as a member of the Muslim Ummah. What are the priorities and issues facing Muslims on the local, national, and international levels? Especially in Europe and America the Muslim youth are standing at the crossroads. They are undergoing a religious, ideological, and moral decline. History is eye witness to how the Muslim youth made valuable sacrifices in all walks of life and persevered in making incredible achievements. Moreover, it is the three-fold ideological, cultural, and emotional invasion of the anti-Islamic forces which has been the cause of a weakening of faith in the Muslim Ummah in general and the young generation in particular, since ideology is of primary significance for any nation, religion, movement, or group. It is true that nations are formed and sustained on the basis of ideology. The moment the ideological base is weakened, decline and dissolution become the fate of nations. They are unaware of how it is our foremost national duty and an urgent need to develop scholars who would propagate the Islamic agenda. Contrastively, the anti-Islamic forces are engaged in engendering their representatives. Hence, in order to safeguard our youth from ideological and religious dissolution it is necessary that educational and cultural steps are taken in society in advance so that our youth are provided with a wholesome environment free of ideological dissolution. An outline of the article is given below: The importance and significance of the prime of youth, The ideological propensities of the youth, The causes of dissension in youth, The remedy of dissension, are discussed in detail in this article.

Community Mobilization on Benefits of Primary Education and its Impact on Students Academic Performance Stakeholders Perspective

The engagement in education of children from most low socio-economic communities in developing countries is low. This low engagement results from low enrolment rate and frequent dropouts for some of those who manage to be enrolled. The low enrolment rate and frequent dropout trend lead to poor academic development in these communities and subsequent increase in illiteracy. Literature mentions unavailability of schools or enough classes and high level of poverty in these communities, which limits parents' ability to pay direct costs of education, and leads to rise in opportunity costs among children attending school as prominent reasons of this setback. The literature also identifies lack of community initiative and participation in education as another hindrance to the development of education in these communities. The study aims to explore the stakeholders' perspective on community mobilization on the benefits of primary education and its impact on students' academic performance. In doing so, it employs a qualitative method using a case study design. The data is collected from interviews, observations and document analysis. At different stages of the study, measures have been taken to ensure its validity and reliability and limit researcher's subjectivity within the limits of qualitative social research paradigm. The findings reveal that the process of community mobilization is effective in motivating community members from low socio-economic communities to participate in activities that support the development of their children's education. The findings also highlight the importance of the central agency in the mobilization process, which serves to initiate the mobilization process and empowers the community in terms of management skills and resources for the establishment of community schools. The study also highlights the roles of different stakeholders in the mobilization process, strategies that these stakeholders employ in the community and within the classroom and the factors facilitating this education mobilization process. Further, the findings reveal that community members through their institutionalized bodies, can collaborate effectively with school management in administering management activities in a community school. Finally, the findings indicate that if education is made available to children from low socio-economic