حافظ ہدایت حسین ؍ علامہ راشد الخیری ؍ مولانا شیر علی
میری علالت کے زمانہ میں ملک و ملت کی کئی نامور ہستیوں نے اس دنیائے فانی کو الوداع کہا حافظ ہدایت حسین صاحب مرحوم اس صوبہ کے مسلمانوں کی بڑی دولت تھے، اس دولت کا چھن جانا ہماری سب سے بڑی محرومی ہے، دلی کے پایہ تخت کی بھی ایک یادگار مٹ گئی، یہ مولانا راشد الخیری کی ذات تھی، جس نے اپنی ساری عمر مسلمان عورتوں کی علمی و ادبی و تعلیمی خدمت گزاری میں بسر کردی، دکن کے خزانہ کا بھی ایک قیمتی ہیرا گم ہوگیا، یعنی مولانا شیر علی صاحب سابق مدرس اعلیٰ دارالعلوم ندوہ و سابق استاد کلام جامعہ عثمانیہ نے وفات پائی، مرنے والے مرگئے، مگر ان کے کارنامے دنیا میں یادگار رہ گئے۔
از صدائے سخن عشق ندیدم خوشت
?یادگارے کہ دریں گنبد دوار بماند
)(سید سلیمان ندوی، اپریل ۱۹۳۶ء)
Abstract The paper identifies major changes in educational policies in Pakistan after the incident of September 11. It hoards the facts on the attack of September 11(2001) that had no direct link with Pakistan, but has changed the spectrum of regional policies and shifted the traditional way of learning with west-led agenda on the name of international standards. The study indicates major changes and shifts in the education policies and national curriculum as well as amendments in legal framework and laws including 18th Constitutional Amendment of 2010 and Article-25A of the Constitution of Pakistan. The struggle for uniform education system by various political and military governments throughout the history of Pakistan since independence is also scooped and a comprehensive view is provided on major policy changes and its impacts on education system in Pakistan. The research is based on analysis of primary and secondary sources of information. It is a mix of qualitative and quantitative research methods. Pakistan as a State still is in the list of developing countries and struggling with internal and external problems and their effects caused hurdles in the process of development and reforms in various sectors including education. Security remained one of the major subjects of focus for Pakistan for last many decades along with other administrative matters. The matters including economy, infrastructure development and strengthen democratic system in with democratic or dictator led governments whichever was the case of administration continued tackling with security and terrorism within the state as a top priority issue since 9/11. Pakistan’s investment on education sector remained poor in which resulted lagging behind of the country in all major development indicators. Education remained the core subject that bough up revolution in 21st century and hence has acquired greater importance around the world. After 18th Amendment, the duty of satisfactory spending on education consequently dwells with each province to have the capacity to satisfy Pakistan's national and international duties regarding education. The research encompassed efforts of Pakistan’s administration during various eras on national and international level to meet requirements of international standard education policies.
In the recent past various researches have been conducted regarding the concept of matching/mismatching of teaching and learning styles; and its role in teaching learning process. Some of these researches emphasize that matching of teaching and learning styles in institutional academic programs help in improving students‘ academic performance and developing their interest and motivation towards learning. However some researchers oppose any such role and argue that there is no solid empirical evidence to conform to this idea of teaching learning styles.The researcher, therefore, decided to examine the relation of teaching learning styles with students‘ academic performance by conducting this causal-comparative research to put forth some further evidences across Pakistani culture. The overall purpose of the study was to explore the effect of matching/mismatching of teaching and learning styles on students‘ academic achievement in higher education. The study was causal- comparative in nature to study the cause and effect relationship between matching/mismatching of teaching learning styles and students‘ academic achievement. The sample for this study consisted of 120 teachers and 240 students of BS-4 year program in four disciplines (Physics, Chemistry, Botany and Mathematics) from six public sector universities of Khyber Pakhtunkhwa. Felder-Solomon Index of Learning Style (FSILS) was used for the identification of learning styles of students while Teaching Style Instrument developed by Letele et al. (2011) was used to identify teachers‘ teaching styles. These styles of students and teachers were then analyzed to see if they matched or mismatched. In order to see the effect of matching/mismatching on students‘ academic achievement, the final score of the students in the subjects taught by the teachers participating in the study was considered. The collected data was then tabulated and organized across various tables. Data analysis was made with the help of SPSS (Statistical Package for Social sciences). For comparing means, t-test for independent samples was used. The results showed that Visual learning style was the most favorite learning style followed by Balanced and Sensing learning style. Teaching style analysis showed that Visual teaching style was the most favorite style followed by Abstract and Sequential teaching styles. Group statistics indicated 42.75% matched cases and 57.25% mismatched cases. T-test for independent samples revealed a significant difference (p=.000) between the mean scores of matched group and mismatched group of students; and it was concluded that the students with matched learning styles performed significantly better than students with mismatched learning styles. In light of the findings, recommendations were advanced for teachers, students, educationists, researchers and policy makers.