مولانا اخلاق حسین قاسمی دہلوی؍ حکیم عزیز الرحمان مؤی؍ ڈاکٹر مقتدی حسن ازہری
افسوس ہے کہ گذشتہ دنوں ہماری مجلس علم و دانش کو مولانا اخلاق حسین قاسمی دہلوی، حکیم عزیز الرحمان مؤی اور ڈاکٹر مقتدی حسن ازہری جیسی اہم شخصیتوں سے محروم ہونا پڑا، قرآن مجید اور علوم دینیہ کی تبلیغ، تفہیم اور توسیع میں ان کی خدمات لائق تحسین رہیں، دارالمصنفین سے ان حضرات کا تعلق اخلاص و تعاون کا تھا، معارف میں ان تینوں کی نگارشات آتی رہیں، افسوس ہے کہ اب ان کی جگہ لینے والے نظر نہیں آتے، اﷲ تعالیٰ ان تمام مرحومین کے حسنات کو قبول کرے اور جنت الفردوس کی نعمت سے نوازے، معارف میں ان کا ذکر تفصیل سے آنا چاہیے، آئندہ شماروں میں شاید یہ ضرورت پوری کی جاسکے۔ (’’ع ۔ ص‘‘، نومبر ۲۰۰۹ء)
Islamic religious militancy is a matter of great concern for the Muslim and the non-Muslim world today. The analysis of the ideology of the militants reveals that they find the legitimacy of their military activities in the ideal of the establishment of an Islamic state to establish the universal rule of Islām, and in the specific interpretations of some Qur’ānic verses, Aḥādīth of the Prophet (r), and also from the establishment of the Islamic state in Madīnah by the Prophet (r), his the military expeditions and those of his companions against their opponents and from the treatment of our historians of the individual military campaigns against the Muslim regimes of their times. The Muslim militants also fight against their Muslim governments on the grounds that they are not the true Islamic governments. The militants do not bother to kill the common Muslim masses, who vote and support such rulers. They take it as collateral damage. The world naturally reacts to this cult, especially the west, being at the helm of the world politics. Not only do the West tries to crush the Islamic militants, across the world, but also, topple the Muslim democratic governments having any ideal of an Islamic Khilāfah. This frustrates the peaceful political activists and strengthens the military activists, further. To end this ongoing and mounting cult of religious militancy, it is necessary to review the specific and traditional interpretations of the academic sources of Islām: Qur’ān, Ḥadīth and Fiqh, regarding the legitimacy of militancy in Islām. Secondly, to remove their misconceptions, it is necessary to engage the militants in dialogue through a counter narrative, which the author tried to present here.
Quality is an important aspect in education. There are many parameters such as drop-out rate, teacher-
student ratio, class-size, physical facilities, educational facilities, hostel facilities, information and
communication technology, parents and community participation in children education, monitoring
and assessment, homework assignment, students and teachers absence, actual size of classrooms,
participation in pre-primary/early childhood education, teacher’s qualification and professional
development, administrative and financial autonomy of Principals, coordination between staff and head
of schools, competency in English, mathematics and science and reading proficiency in Urdu and
English that reflect the quality of education. These were used as bases of comparison for quality
enhancement measures in public and private sectors’ institutions. Total sixty four (64) schools were
randomly selected, thirty two (32) schools from private sector and thirty two (32) schools from Govt
sector.
A questionnaire was developed and distributed among the principals of sample schools to collect
relevant information. Achievement tests were prepared in the subject of science, English and
mathematics to compare the academic achievements of Govt and private schools’ students. Hundred
(100) test item for science, hundred (100) for English and fifty (50) test items for mathematics were
taken. The tests thus taken were marked and other collected data was analyzed by using different
statistical tools, i.e. average (mean), percentage, standard deviation, t-test and correlation.
The findings of the study indicated that the performance of private boys and girls schools was better
than the performance of the Govt boys and girls School’s in all the three tests and English reading
competency while in Urdu reading both type of students were same. Principals of the boys and girls
private had more administrative and financial powers as compared to the principals of Govt girls and
boy’s schools. Parents of private school students participated actively in their children’s education as
compared to the parents of Govt school’s students. All kind of facilities were better in boy’s and girl’s
private schools as compared to Govt boys and Govt girl’s schools. Teachers’ academic and professional
qualifications were similar in both types of institutions. Results of the achievement tests were highly
correlated with the results of examination conducted by BISE.