زندگی کی بوقلمونیاں اور رنگارنگ حقائق
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
صدرِذی وقار!آج مجھے جس موضوع پر اظہار خیال کرنا ہے:’’وہ زندگی کی بوقلمونیاں اور رنگارنگ حقائق کے بارے میں ہے‘‘
جناب!
زندگی ایک ابدی خوشی کا نام ہے۔ زندگی ایک غیر مرئی چاہت کا نام ہے زندگی جگنو کے نور کا نام ہے، زندگی دل کے سرور کا نام ہے۔
جنابِ صدر!
زندگی ایک ایسا پھول ہے جس کی مہک سے گلشنِ حیات کی فضا معطر ہوجاتی ہے۔ زندگی ایک ایسے جذ بے کا نام ہے جو نا امیدی کی دلدل میںکبھی نہیں گرنے دیتا، زندگی ایک ایسی چمک کا نام ہے جس سے مُردنی اور موت کے سائے بھاگ جاتے ہیں۔
صدرِ ذی وقار!
زندگی نے ہی تو مجھے معاشرے میں چلنے کا سلیقہ سکھایا، زندگی نے ہی تو مجھے قبیلے کا ایک اہم رکن بنایا، زندگی نے ہی تو حرارت ِایمانی بخشی، زندگی نے ہی تو مجھے عبادت کا ڈھنگ سکھایا، زندگی ہی نے مجھے خود شناسی کے علاوہ خداشناسی بخشی۔
معزز سامعین!
میرے مخالف نے تو حد کر دی ہے۔ لیکن کیا ہوا مخالفوں نے تو مخالفت تو کرنی ہی ہوتی ہے، زندگی کو ایک مصیبت کے طور پہ پیش کیا ہے، زندگی سے مخاصمانہ رویہ محمودنہیں ہے، زندگی خود اس کی آمد کا سبب ہے، اُس کے والدین کی زندگی اُس کی حیات نو کا سبب ہے۔
جنابِ صدر!
زندگی ہے تو بطخ کا بچہ بھی تالاب میں تیراکی کرتا ہوا اچھا لگتا ہے، زندگی ہے تو فلک کی بلندیوں پرمحو پرواز طائر خوش الحان کی اڑان میں انفرادیت نظر آتی ہے۔ زندگی ہے تو شاخِ مغیلاں پر چہکتی ہوئی کنجشک مادہ اپنے بچوں کو چوگ دیتی ہوئی اچھی لگتی ہے۔
معزز سامعین!
میں یہ...
When talking about children’s abilities, they indeed cannot be separated from their educational or training background. Moreover, he has entered the working age that must have productivity in his work, especially at this time, where the era has entered the industrial revolution 4.0. The industrial revolution 4.0 is marked by the development of digitalization in various lines of life. On the one hand, the industrial revolution 4.0 had many positive impacts. However, on the other hand, as the McKinsey Global Institute states that as a result of the 4.0 industrial revolution in the next five years, there will be 52.6 million jobs that will decline and even disappear. This certainly will be a challenge for the centennial generation (children born from 1996-2011) at this time, which they have to survive with the existing conditions and situations. This paper will discuss several factors that describe and address issues such as what is meant by the centennial generation, literacy, and the urgency of literacy education for the centennial generation in the digital age. According to authors, thi is essential to discuss, given the increasingly rapid development and technological progress resulting in the loss of much work.
Most of the ESL programmes in Pakistan do not cater to the potential needs of the learners, both in their academic as well as professional settings. This is due to the fact that the prescribed English syllabi are not in accordance with the specific needs of the learners. The professional institutions as such fail to equip the learners with the required linguistic and communicative competence. The Pakistan Military Academy (PMA), Kakul, the target research site of the project, one of the multiple cases in point, is also facing the same problem. The present study chooses to focus on the evaluation of the English Teaching Programme (ETP) of the PMA, Kakul, to discover those factors, which may have decreased the efficiency of the syllabus and attempts to find out as to why it does not achieve the desired goals. This research is also a thorough investigation to measure the level of existing linguistic adequacy of the PMA cadets with reference to the specific roles they are required to perform so that their problem areas could be systematically identified and subsequently reported with recommendations. A mixed methods approach has been followed to investigate the academic and professional language needs of the learners. In this regard, information was obtained through questionnaire and interviews from three population groups of the discourse community of army: cadets, ex-cadets and instructors. The Statistical Package for Social Sciences (SPSS Version 13) was used for analyzing the quantitative data and thematic analysis was used for analyzing the qualitative data. In addition, an eclectic checklist based on the criteria suggested by various scholars was prepared to evaluate the textbooks taught at the PMA. The findings indicate that knowledge of English is a decisive factor for success in Pakistan Army. However, the results revealed that there is plenty of scope for improvement in the present courses that are being taught at the PMA and that a literature oriented general English course does not help the cadets achieve the required proficiency in English language. In identifying the language needs of cadets, a vast majority of all the population groups have ranked writing and speaking skills as the most important language skills required, followed by reading and listening. The results also provided a clear picture of the learners’ level of inadequacy in the skills required for performing academic and professional roles in military settings. It was also found that some changes need to be made in teaching style in order for courses to be more effective. Based on the findings of this study, a needs-based course has been proposed for implementation at the PMA. The study concludes with various recommendations that may help improve the English language teaching and learning at the PMA.