عصر حاضر کے تناظر میں اسلامی فلاحی ریاست کے اصول و مبادی

In every age, the state has been a better form of the congregation and an integral part of societies. There has never been a state in human history that has introduced so many social reforms in a short period of time as Madina State did in a short period of time. That is why the state of Madina will remain a role model for all states established until the Day of Judgment. History testifies that as long as Islamic states followed this role model, their contemporary states continued to envy on their social, economic and military position. But unfortunately, the decline of the Muslim Ummah reached the peak by the fall of the Ottoman Empire, the representative state of the Muslims, in the early twentieth century. But before the half-century was over, the Islamic world began to gain independence from colonial powers. By the end of the twentieth century, more than fifty Muslim countries appeared on the geography of the modern world, but their flags were the spokesmen for colors, ethnicity, language, and region except for Pakistan. Political freedom from ideological and intellectual freedom could not be transformed by the Islamic nation’s imperialist powers Rather, the political leadership continued to work on the agenda of the West, causing many social and economic problems for the present Islamic States. The prevailing conditions of the present Islamic countries require that their rulers should re-establish their policies by making Madina state as their role model. The following article presents a golden outline of the welfare state, which will help to make the current Islamic state a welfare state.

Effectiveness of Associate Degree in Education Program Offered by Teacher Training Institutions in Khyber Pakhtunkhwa and Federally Administered Tribal Areas

The study focused on assessing the effectiveness of Associate Degree in Education Program offered by Teacher Training Institutions in Khyber PakhtunKhwa (KP) and Federally Administered Tribal Areas (FATA). The study was designed to meet the following objectives; (i) to examine the perceptions of stakeholders (Principals, Instructors, Prospective Teachers and Alumni students) regarding effectiveness of ADE program. (ii) To find out the perceptions of stakeholders regarding effectiveness of ADE Program across the different demographic Variables (Gender and Region). (iii) To identify the Strengths and Weakness of ADE Program. To meet those objectives, three research questions were drawn from literature which is given below; (i) Is ADE Program effective as perceived by the stakeholders? (iii) Is there any significant difference among the perceptions of Principals, Teachers, Prospective Teachers and Alumni Students regarding the effectiveness of ADE program across gender and region?(iii)What are the strength and Weakness of ADE Program?. The Study was mixed method in nature. For this purpose, the study utilize the Sequential design through which firstly, the quantitative data and secondly, the qualitative data were gathered and then mixed both data to address the stated research questions. A sample of 14 Principals, 97 Teachers, 191 Prospective teachers and 320 alumni students were selected from KP whereas 04 Principals, 28 Teachers, 86 Prospective teachers and 92 Alumni students selected from FATA for the study. The overall sample comprised of eight Hundred and thirty two (832) individuals. Sixteen participants (8 from KP and 8 from FATA) were selected for interview from both regions. A cluster sampling technique was used to select the sample. The data were collected through questionnaire, Checklist and interview. The validity and the reliability of the research instruments were observed through pilot testing. Validity of qualitative data is confirmed through triangulation, credibility and free from personal biases. The reliability score of the questionnaire was .913. The quantitative data were analyzed using descriptive statistics (frequencies and percentage) and inferential statistic (One Sample and Independent Sample t-test and ANOVA). The Qualitative data were analyzed from the extract and narrative of the stakeholders by breaking it into common codes and themes. The major findings of the study revealed that overall ADE program is an effective as perceived by the stakeholders. The stakeholders show satisfaction regarding program duration. ADE program enhance the content and professional knowledge of student teachers. The stakeholders satisfied with all components (Admission criteria, duration, facilities, Curriculum, assessment procedures, teaching methods and practicum) of ADE program. There is no coordination between the universities and training institutions. There are no research activities in the teacher training institutions at elementary level. Institutions were failed to arranged triad meetings and seminars regarding Practicum. The major recommendations suggested from the findings are (i) University properly coordinates meeting with the RITEs and GCETs. University developed communication structure (meetings and seminars) with institutions. (ii) Reasonable budget may be allocated by Government in every fiscal year to support and strengthen the teacher training institutions. (iii) Institutions should arrange triad meetings and seminars regarding practicum in which prospective teachers present their problems faced in practicum.