39. Al-Zumar/The Companions
I/We begin by the Blessed Name of Allah
The Immensely Merciful to all, The Infinitely Compassionate to everyone.
39:01
a. The sending down of The Book - The Qur’an - with meticulous care has been arranged by Allah - The One and Only God.
b. The Almighty, The All-Wise.
39:02
a. Indeed, WE have sent down to you, O The Prophet, The Book with the purpose of making it a decisive authority.
b. So submit to Allah in awe and worship,
c. sincere in your Faith in HIM alone.
39:03
a. Indeed the True Faith is for Allah alone.
b. Yet those who take up other entities as their protectors instead of HIM, argue:
c. ‘We do not worship them except that they may bring us close to Allah.’
d. Allah will certainly judge between them concerning their differences.
e. For sure, Allah does not guide anyone who is a liar and is ungrateful/disbelieving.
39:04
a. If Allah had ever wanted to take a son to HIMSELF,
b. HE could have certainly chosen whoever HE Willed from those whom HE created.
c. Glory be to HIM!
d. HE is Allah, The One and Only, The Prevailing.
39:05
a. HE created the celestial realm and the terrestrial world for a purpose and without a precedent.
b. HE wraps the nighttime around the daytime, and
c. wraps the daytime around the nighttime.
d. HE made the sun and the moon subservient to HIS laws to serve you, each running on a
fixed course in their respective orbits for an appointed term set by HIM.
e. Indeed, HE is The Almighty, The Ever-Forgiving.
Ḥadīth learning has a very high status in Islamic education after the Exegesis of the Holy Qurān (Tafsīr). Oddly enough, Non-Arab (‘Ajam) has a more important and key role than Arabs in the service of this knowledge. In this regard, the subcontinent is also being remained in the forefront. It started when Muhammad bin Qasim strengthened the Arab government in Sindh. Sheikh Abdul Haq Muhaddith Dehalvi is one of the prominent names in the teaching and writing of ḥadīth which travels gradually and reaches the family of Shah Waliullah, which is undoubtedly the pinnacle of ḥadīth knowledge in the subcontinent. The types of hadith that have been worked on, in connection with the service of ḥadīth, include the text of ḥadīth, commentaries, as well as summaries of ḥadīth and others. The entire Islamic world has benefited from all these teaching and writing services. The subcontinent, especially Pakistan, is gaining a central position in the Islamic world, which is the result of the propagation of Islam and understanding of the Qurān and Ḥadīth. In this regard, it is imperative to re-evaluate the services of the historians of this land. The said article will not only provide an introductory review of the Muḥaddith in the subcontinent and their authorship as well as a compilation but will also highlight the broadcasting and writing services of the hadith learning.
Education is a social enterprise which depends on efforts and contributions from different stakeholders, especially the efforts and contributions from the School Management Committees (SMCs) at the school level. SMCs play a vital role not only in the effectiveness of school administration but also to improve the quality of education. I explored the contributions of SMC in one of the Learning Resource Schools (LRS) during the implementation of a project titled Educational Development and Improvement Program (EDIP). The study took place in Gilgit Baltistan (GB). Keeping the nature of the study in view, I opted for a qualitative case study methodology to explore in detail the contributions of SMC in the overall development and improvement of the school through in-depth interviews and document analysis. These data sources allowed me to develop a detailed description of the SMC's contribution in improving the quality of education, infrastructure, and also the challenges they faced and the strategies they employed to overcome those challenges. The study contributes to the knowledge by providing different stakeholders' perspectives and voices on the contributions of SMC in the school in a remote area of GB. The key findings of the study suggest that SMC played a key role in enhancing the enrolment of students, overcoming the absenteeism of students, improving the academic performance of the students, improving the infrastructure, overcoming the issues of teachers' transfers and last but not the least, acted as a bridge between school and community. Financial constraints, less educated parents, and communication gap between school and communities of adjacent villages were some of the challenges faced by SMC. Lastly, I would like to say that if SMCs are empowered in their roles and responsibilities, if they are involved in the decision making processes, and if they are given ownership, they can bring substantial changes in the school with the collaboration of other stakeholders.