دولت ہے جس کے پاس وہی باکمال ہے
نحمدہ ونصلی علی رسولہ الکریم امّا بعد فاعوذ بااللہ من الشیطن الرجیم
بسم اللہ الرحمن الرحیم
معزز اسا تذہ کرام اور میرے ہم وطن ساتھیو!
آج مجھے جس موضوع پر لب کشائی کا موقع مل رہا ہے وہ ہے:’’دولت ہے جس کے پاس وہی با کمال ہے ‘‘
صدرِذی وقار!
ہر انسان خواہ غریب ہو یا امیر ہو، خواہ وہ چیتھڑ وں میں ملبوس ہو یا اس نے خلعتِ فاخرہ زیب تن کی ہو، خواہ وہ سیاہ فام ہو یا سرخ رو ہو، خواہ اس کا قد چھوٹا ہو یا مناسب قد و قامت کا مالک، ہر ایک کو اشتیاق ہے کہ وہ کمال حاصل کرے ، اور اعلیٰ سے اعلیٰ مراتب پر فائز ہوجائے ،ترقی کے مدارج طے کرتا ہوا ثریّا تک پہنچ جائے۔
کسبِ کمال کُن کہ عزیز جہاں شوی!
جنابِ صدر!
معلم کا کمال یہ ہے کہ تدریسی میدان کا شاہسوار ہو،زیرِتعلیم طلباء کی رہنمائی کے لیے مہارت تامہ کا حامل ہو، اپنے مضمون پر مکمل دسترس رکھتا ہو، اس کا ہر سال رزلٹ %100 رہتا ہو، اُس مدرسہ کی نظر میں کامیاب مدرس ہو، خصائل صالحہ کا مجسمہ ہو، تدریسی مہارتوں کے استعمال میں اُسے ید ِطولیٰ حاصل ہو۔
جنابِ والا!
خطیب کا کمال یہ ہے کہ اس کا خطبہ معیاری ہو۔ فرقہ واریت سے پاک ہو، اس کی بیان کردہ روایات حشوو زواید سے پاک ہوں۔ اس کی زبان میں روانی ہو، اور حسنِ صورت کے ساتھ ساتھ حسنِ سیرت کا بھی مالک ہو۔ اس کے پر تاثیر بیان سے تمام سامعین برابرمتمتع ہوں۔
صدرِمحترم!
معلم کمال کی بلندیوں کو چھو سکتا ہے ،مقنن کا طائرکمال فضاء کی بلندیوں میں پرواز کرسکتا ہے۔ خطیب کی ترقی و عروج کی عندلیب گلشن کمال و مراتب رفیعہ میں مسحورکن نغمے آلاپ...
According to traditional-religious-culture the early age marriages are very common custom especially in rural areas. The act of marring girls in early ages is considered to be a good practice in these constituencies; in contrast, the holy Quran has provided some logical guidelines to reject this idea. In the holy Quran “men” are instructed to marry as per their choice, which reveals, it is necessary for a “man” to be adult (Baligh) for marriage. Considering this fact, how it is possible that a man can be permitted to have a non-adult (Nabaligh) life partner? In this regard, marriages between Adult and Non-adult, Non-adult and Non-adult are not permitted because it is against the right of equality. Further, the holy Quran instructs the guardians of the orphans to return them their valuables when reach to the age of Nikah; which reveals that there is a particular standard of age set for Nikah, if it is not so, why the holy Quran has made this bounding for the guardians of the orphans? As per the guidance of the holy Quran, it is clear that Nikah requires both man and women not only to be physically adult/mature but also mentally adult/mature. In this connection, it has been highlighted that Nikah which is a physical contract requires a particular age for man and woman which however cannot be an age of Non-adult.
The role of a school head has been a significant factor in the success or otherwise of a school. Similarly, the pre-appointment training and continuous professional development of school heads play important role in their success as heads. Research indicates that when school teachers become school heads, generally with little or no pre-appointment training, they struggle in their initiation and socialization process as school heads. The current study was aimed to explore possible answers to questions around issues of personal and professional situations of the teachers that facilitate them in the process of becoming school heads in Khyber Pakhtunkhwa, Pakistan. The study explores answers to questions such as: What leads to teachers becoming school heads? What are the implications of becoming school heads? Whatexperiences do school heads have in their role socialization as heads? The study used qualitative, interpretive research approach, in accord with social constructionism. The sample of the study consisted of thirty male and female school heads in Peshawar, Khyber Pakhtunkhwa, Pakistan. The sample was selected using purposive and snowball sampling techniques. Semi-structured interviews were conducted with participants to collect data. The data so obtained was analyzed using thematic analysis. Findings reveal a variety of reasons behind the becoming of school teachers as school heads. Similarly, a variety of problems, issues and constraints are being faced by the respondents in their roles and socialization as school heads. The problems respondents faced in their professional socialization include dealing financial constraints, problematic teachers and lack of support from staff, absence of infrastructure and facilities in schools, overcrowded classrooms, lack of education officials’ cooperation and the bureaucratic iii centralization of powers. The headship role changes the respondents personal and professional identities and these identities often clash with their personal and professional responsibilities.Findings also show that there is lack of pre-appointment training for the school heads that has implications for their performance as school leaders. The study highlights the career trajectories of female school heads and the leading role experiences at school level and what kinds of problems they have been facing in the social context in which they lead.The study has important implications in terms of pre and post appointment professional development and training for school heads and regarding power delegation, and with respect to financial support, better facilities and delegation of appropriate power that may facilitate school heads in functioning in a better working environment. The female school heads need to be provided with differentiated provisions in terms of facilities and environment keeping in view their peculiar needs in a mainly conservative, male dominant working environment.