مصر ،مذہب اور مساجد
مغرب کا وقت قریب تھا ہم احمد کی گاڑی میں بیٹھ گئے ہماری اگلی منزل جامعہ الازہرہ تھی ۔ فرعون ،پیرامڈ ،ابوالہول ،مسجد علی ،مسجد رفاعی اور مسجد حسن کے بعد اب جامعہ الازہر اور مسجد حسین ۔ایک دن میں جتنے مقامات دیکھے ان کا تعلق مذہب سے بنتا ہے ۔ مصریوں کو عبادت اور عبادت گاہوں سے عشق ہے چاہے فرعون کا زمانہ ،عیسائیوں کا یا مسلمانوں کا ۔ سکون قلب اور فرض عبودیت کے حصول و بجا آوری کے لیے عبادت گاہیں تعمیر کرنا ان کا پسندیدہ مشغلہ ہے ۔جیزہ کے اہراموں سے لے کر سینٹ کیتھرائن ،قاہرہ کے گرجا گھروں اور مسجدوںکی ایک لمبی فہرست ہے ۔ مصری نہ صرف اچھے عبادت گزار ہیں بلکہ عمارت گر بھی ہیں۔ میں نے کسی عبادت خانے کی عمارت بے ڈول ،بے مزہ اور غیر متواز ن نہیں دیکھی ۔ تعمیر اور عبادت ہر دو حوالوں سے مصری مساجد آباد نظر آتے ہیں ۔ جہاں اذان کی آواز کان میںپڑی وہیں کاروبارِ زیست رک جاتا ہے اور عبودیت کا اہتمام شروع ہو جاتا ہے ۔قرآن سے مصریوںکی محبت کوئی پوشیدہ راز نہیں ہر گھر میں حفاظ موجود ہیں اور ہر مسلمان مصری کو قرآن کا ایک بڑا حصہ ازبر ہے ۔قرآن کو خوش الحانی سے پڑھنے میں شاید ہی کوئی دوسرا مسلمان مصریوں کا مقابلہ کر سکے ۔ویسے تو خوش الحانی کے اس فن کو بہت سے قرأ نے برتا ہے مگر مجھے قاری عبدالباسط کی تلاوت نے زیادہ اپنی طرف راغب کیا ہے ۔ مصر میں انیس سو ستائیس میں پیدا ہونے والے اس خوش الحان قاری کی تجوید مصری مسلمانوں کے لیے بالخصوص اور باقی مسلم دنیا کے لیے بالعموم ایک تحریک بنی اوراب بھی بہت سے مصری اور غیر مصری قرأ اُن کے تتبع میں انہی کی...
Literally, Rasm means “symbol” While the term “rasm” refers to the knowledge by which the writer is protected from the errors of writing. The use of the word “rasm” in the sense of writing began around the fifth century (AH) and later the word was used exclusively for the “Rasm-e-Usmani”. Although the Holy Qur'an was written entirely in the Prophet's time, it was based on various things, then in the era ofAbu Bakar(RA)it was also given abook form, but this “Rasm” was named after the “Rasm-e-Usmani” because it was job of Usman (RA)to purify the Holy Qur'an from the rare recitations (Shaz Qira`at) and commentary sayings of the Companions and to compile it in a manner in which all the recitations could be recited continuously and then to prepare its Mushafs and send them to different Islamic countries. The “Rasm” on which he prepared the Mushafs was different from the common script due to some features and these features are called the six rules and they are; Hazf, Zyadat, Al-Hamz, Badal, Wasl-o-Fasal and Ma-fihi-Qira`ataan. There is a difference of opinion as to whether the “Rasm-e-Mushaf” is detention or non-detention, however, the preferred opinion is that of the detainees. Similarly, whether it is necessary for the Muslim Ummah to adhere to this “Rasm” or not, the position of the majority of scholars is that adherence to the “Rasm-e-Usmani” is necessary for all Muslims.
“Educate a boy, and you educate an individual. Educate a girl, and you educate a community” The present research was conducted to explore the existing situation of girls’ primary education in the slum areas of Karachi, Pakistan. The main objectives of the study were to uncover the reasons behind the problems and challenges of girls’ primary education in the slum areas of Karachi, Pakistan; to identify supporting factors that can ensure equity and access in girls’ primary education; to explore the perceptions of teachers, students, school heads and parents about girls’ education; to review the education policies and reports, and to find out to what extent our educational policy has catered to the basic needs of girls’ education. The literature review comprised of a number of studies, which included research articles, reports of national and international organizations and reviews of educational policies about girls’ primary education in Pakistan. Efforts were made to collect primary sources as well. Current study was qualitative in nature. Researcher used a grounded theory approach and conducted a qualitative survey to describe the real and existing situation of girls’ primary education in the slum areas of Karachi. The population of the study comprised of all school heads, school teachers and girl students of the fourth and fifth grade of girls’ primary schools as well as parents of slum areas of Karachi. The study was confined to eighteen towns of Karachi. Thirty-six schools were selected as participant schools through purposive sampling technique. Seventy-two teachers and thirty-six school heads, two hundred students and one hundred and ten parents were selected for in-depth interviews and focus group discussions. In depth interviews, focus group discussions (FGDs), descriptive field notes and document review were used as a method of data collection. The instruments of data collection were developed and validated. The data was collected during personal visits and was analyzed through thematic analysis method. A theory was developed that explains access and equity of girls’ primary education in slums of Karachi. Results indicated that gender disparity was found in the slum areas of Karachi and the condition of girls’ education is alarming. Several social factors such as socio economic status, religeo-cultural barriers and law and order situation are responsible for the low motivation of girls’ education in the slum areas of Karachi, the resultant of which schools of slum areas have high dropouts and low enrollment ratio. Schools of slum areas had poor infrastructure, lacked basic facilities, had inadequate teaching staff and several management issues. The significant inferences of the study were that girl students were highly motivated towards education but the administrators ran schools in an unlikely miserable manner. The researcher highly recommended that the concerned higher authorities should pay special attention to the promotion of girls’ education of the slum areas of Karachi. Administrative issues such as shortage of teaching staff, inadequate facilities and infrastructure of schools should be solved based on top priority, the government should provide security to the staff of schools and special incentives should be given to the school heads and staff in order to motivate them to work in the slum areas of Karachi.