اسلامى بىنکارى مىں تنگدست مقروض سے وصولیابی کے شرعی اختیارات

Islam lays emphasis on social justice and sharing of resources between the haves and the have-nots. In order to create such a balanced socio-economic environment, the inter-class lending is considered to be a way forward ethical activity. Qard is a gratuitous contract in which one gives a certain homogeneous wealth to other against the condition of returning of similar value of wealth upon demand or after termination of payback period. As per Sharia'h, the Qard should not bring any return or benefit for the lender because that would be equivalent to Ribâ. Therefore the lender cannot charge or demand any extra amount against the extension on the payback period awarded to the poor borrower. Furthermore, Islam considers the difference between debtors who default by procrastination and those who default by necessity. The Holy Qur'an, in principal, recommends having compassion for the poor barrowers and giving them the grace period till they have the capacity to payback. In such scenario the Muslim lenders perceive that the Islam has set unilateral direction in favor of borrowers only. Therefore the lenders feel that they are handicapped or helpless and found themselves in a strangled situation.  This study is designed to solve the dilemma of lenders and explore risk mitigation strategies in case of insolvency of borrowers. The verses from the Holy Qur'an & Hadith of the Messenger (PBUH) and also work of prominent Sharia'h Scholars were considered to form a comprehensive guideline to mitigate the lender’s risk. Hence it has been proved that the Islam has given legal rights to the lender and allows some practical recovery strategies & tactics to recover the funds from the underprivileged borrowers. This study will play a key role in risk mitigation for default and late payments.

Meeting the Needs of Students With Learning Difficulties: A Case Study

Children who experience learning difficulties and achieve below what is expected, are found in every school. These students tend to be referred to by teachers as 'slow', 'weak', 'unintelligent' or similar labels that connote low intelligence. However, most schools in Kenya and Pakistan are hardly aware of the existence of these students and know little about how to identify and cater to their needs. This study looked at how a private school in Pakistan identified and responded to the needs of its students, who experience difficulty in learning through an initiative that they referred to as the 'slow learners' programme'. The study found that the response grew out of pressure on the teachers from the parents, and the need for accountability to the head of the school and the administration rather than from a deep seated concern for the students. It reports how the teachers characterised the students and labelled them as 'slow learners'. It found that prior to the intervention, teachers' viewed these students as creating problems for them, as well as the cause of their own learning difficulties. As teachers got to know the students' and their backgrounds better, they found that the students were not 'slow' as previously thought, but that there were factors which 'slowed' them down. This revelation brought a shift in the teachers' attitudes from viewing the child as a problem, to viewing their environment as a problem. Data from the study draws implications for the school and offers recommendations to teacher training and development institutions. This is done to begin raising awareness of diverse learning needs, through courses that enable teachers to identify students with learning difficulties and adapt their methods and resources to meet the needs of these students.