The engagement in education of children from most low socio-economic communities in developing countries is low. This low engagement results from low enrolment rate and frequent dropouts for some of those who manage to be enrolled. The low enrolment rate and frequent dropout trend lead to poor academic development in these communities and subsequent increase in illiteracy. Literature mentions unavailability of schools or enough classes and high level of poverty in these communities, which limits parents' ability to pay direct costs of education, and leads to rise in opportunity costs among children attending school as prominent reasons of this setback. The literature also identifies lack of community initiative and participation in education as another hindrance to the development of education in these communities. The study aims to explore the stakeholders' perspective on community mobilization on the benefits of primary education and its impact on students' academic performance. In doing so, it employs a qualitative method using a case study design. The data is collected from interviews, observations and document analysis. At different stages of the study, measures have been taken to ensure its validity and reliability and limit researcher's subjectivity within the limits of qualitative social research paradigm. The findings reveal that the process of community mobilization is effective in motivating community members from low socio-economic communities to participate in activities that support the development of their children's education. The findings also highlight the importance of the central agency in the mobilization process, which serves to initiate the mobilization process and empowers the community in terms of management skills and resources for the establishment of community schools. The study also highlights the roles of different stakeholders in the mobilization process, strategies that these stakeholders employ in the community and within the classroom and the factors facilitating this education mobilization process. Further, the findings reveal that community members through their institutionalized bodies, can collaborate effectively with school management in administering management activities in a community school. Finally, the findings indicate that if education is made available to children from low socio-economic
تھانہ پرانی انار کلی اور FIRنمبر 211/81ایک ایسی ایف آئی آر جس کے ہزاروں سیاسی کارکنوں کو گرفتار کیا گیا ۔تھانہ پرانی انار کلی لاہور بی بی سی اردو آج بی بی سی کے پروگرام سیربین میں عالیہ نازنے جو رپورٹ پیش کی دلچسپ ہے ۔جس میں تھانہ کے ایس ایچ او بھگت سنگھ کیس کے متعلق بتا یا مگر جو سب سے اہم مقدمہ اس پولیس اسٹیشن کا تھا جس کا ایف آر آئی نمبر 211/81ہے بھول گئے اس کے متعلق ان کو معلوم نہیں تھا اور یہ بھی ہو سکتا ہے کہ مارشل لاء حکام نے وہ ریکارڈ ضائع کر دیا ہو کیونکہ یہ مقدمہ کیمرہ ٹرائل تھا ۔جو کہ اسپیشل ملٹری کورٹ میں چلا بی بی سی کا ریکارڈ چیک کیا جائے تو 7اگست 1948ء کو یہ مقدمہ شروع کیا تھا ۔اس کی تمام خبریں مل جائیں گی ۔مقدمہ کے آغاز سے لے کر پاکستان کی سب سے بڑی بھوک ہڑتال اور فیصلہ تک بی بی سی نے مکمل خبریں دیں ۔اس دن صبح سویرے کوٹ لکھپت جیل میں پہلے عثمان غنی شہید اور ادریس بیگ شہید کو پھانسی دی گئی اور پھر چند گھنٹوں بعد ہم 54سیاسی قیدیوں کو فو جی عدالت میں پیش کیا گیا ۔اس مقدمے میں چون افراد فوجی عدالت میں موجود تھے ۔چھیاسی افراد جن میں میر مرتضی بھٹو شہید ،شاہ نواز بھٹو شہید،مرزا اختر بیگ ،یعقوب چینا ،سہیل سیٹھی ،آغا ندیم ،عمر حیات اور بہت سے سیاسی کارکن تھے۔تھا نہ پرانی انار کلی کی ایف آئی آر 211/81میں ہی پاکستان پیپلز پارٹی کے سینکڑوں نہیں ہزاروں کارکنوں کو گرفتار کر کے لاہور کے شاہی قلعہ اور لال قلعہ (لال قلعہ بھی لاہور ہی میں ہے ) لایا گیا ۔یہ ایف آئی آر تو تھانہ انار کلی میں درج کی گئی مگر...
يقوم الخطاب الأدبي على عنصرين أساسيين، وهما: (الصوت والمعنى)، إذ أنّ أحدهمالا ينفكّ عن الآخر، وبلحاظ الترابط ما بين هذين العنصرين نتلمّس أنّ الخطابة: هي ذلك الفن الّذي يتوقّف تحققه على المواجهة والمشافهة، حيث أنّ الإلقاء يؤثر بشكل ملحوظ على المتلقّي، موازنة بالكيفيّة الّتي يكون بها المتلقّي مع الكتابة، بالتالي فإنّ حجم التأثير النّفسي والعاطفي والتركيز والشّد الذهني حين الاستماع إلى خطبة معيّنة أكبر عند المتلقّي ممّا هوَ عليه حين القراءة لسطور معيّنة. لذا فإن إبداع المتكلّم يتحقّق في التكلّم بخطبة ما، وهذا بحد ذاته إنما هوَ استظهار للعمق الدلالي والفكري، والاستعمال الفنّي للأدوات الصّوتية، وأصدق تمثيل لما تقدّم هو الاستماع إلى الشعر والنثر. وموضوع بحثنا هوَ الأسلوب الخطابي لفارس الخطابة ومنشأها، الّذياجتمع فيه ما لم يجتمع في غيره، حتى بلغ أسلوبه من الصدق مستوىً ترفّع به عن السّجع المتكلّف، فبأسلوبه إنّما هوَ أبعد متكلّم عن التصنّع، وأقرب ما يكون من الصراحة والصدق في القول والفعل.
The main purpose of the study was to evaluate the teaching practices of teachers at early childhood level in public schools of Pakistan. The objectives of study were to: (a) find out academic and professional qualification of ECE teachers; (b) its impact on student''s learning; (c) teacher''s problems; (d) their teaching practices; and (e) suggestions for the solution of the problems faced by ECE teachers in public schools of Punjab. The major research questions were about: (a) the status of ECE teachers; (b) their competency level regarding qualification; (c) their teaching problems; (d) teaching strategies regard to urban/rural schools of Punjab. The study was conducted on 994 ECE teachers teaching in 9 districts of Punjab. They were selected randomly. The overall response rate was 80% (N=720). Three research instruments were developed for data collection: i) One questionnaire; ii) A teaching competency scale; and A Checklist for classroom observations. ii) Focus group discussions were conducted for incorporation of opinions of educational executives of four districts i-e Faisalabad, Nankana sahib, Narowal, and Sialkot. about the overall status of ECE in public schools. Topics for focus group discussion were also selected with consultation of supervisor. All these tools got validated through experts’ opinion and pilot study. The overall reliability of questionnaire was (.734). The questionnaire and teaching competency scale were administered to ECE teachers of public schools. Checklist was administered to 36 classrooms to observe the level of knowledge of ECE teachers about their connected fields. For this the researcher himself observed each and every classroom to get data as per checklist. The descriptive statistics were used for analysis and interpretation of data, the inferential statistics to determine the significant difference in perceptions of the respondents and the Cohen’s d formula to identify the effects of items of above mentioned research tools. The data collected through questionnaire was used to compare the teaching practices of ECE teachers regarding their gender and locality and to identify the academic and professional status of ECE teachers. The data collected in the shape of results from student records were used to examine the impact of teacher''s academic and professional qualification on student''s learning. It was categories into three levels i.e. excellent, good and average. Teaching competency scale was used to identify the competency level of ECE teachers of public schools about their teaching practices. The classroom observation schedule was used to assess the lesson presentation skills and the use of others related strategies and techniques which are important for ECE teaching. Through this data, level of students was ascertained. Discussion on data analysis was divided into four parts. Part–I illustrates the demographic profile of teachers as well as complete picture of teaching practices of ECE teachers, their academic & professional qualification and its impact on students learning achievements, comparison of teaching practices with respect to gender and location. Part-II describes the level of teaching competencies of ECE teachers about knowledge of children, subject knowledge and professional practices and practical wisdom. Part-III shows the results of observations of classrooms and Part-IV indicates the discussion of focus group of educational executives. The finding shows that majority of ECE teachers were teaching to ECE children by using different strategies at ECE level in public schools and their effect according to Cohen’s d formula was ranged from 0.00 to 0.91. This is range of scores across all the individual teachers. Their competency level was ranged from 0.002 to 0.253 (p value). This is range of scores of perception of ECE teachers about children strengths, subject knowledge and professional practices & practical teaching wisdom. The comparison between teaching practices of male and female ECE teachers has made as per teaching competency scale. The impact of their competency has measured through the achievements of students (table 39). Finding related to the identified indicators for observations of the ECE teachers working in the public schools were showed that 35% to 72% ECE teachers have the knowledge of their observed fields. It means that 28% ECE teachers have no knowledge about their relevant fields. This figure is different in other observations (table 41). Mark means that the desired level (standard) set by the department, parents and society Major findings related to focus group discussion indicated that curriculum for ECE class has developed but no one teacher had any awareness about the curriculum. They were following the text-books considering those a curriculum which was prepared for ECE children. Learning material, teaching kits and provision of A.V.Aids for teaching to ECE children were not ensured. Refresher courses and trainings were not provided to ECE teachers as per required level. The study concluded that the overall conditions for ECE classroom practices were not satisfactory. Many of problems were faced by ECE teachers with regards to their teaching methodology, availability & use of A.V.Aids and learning and teaching material. ECE teachers of public schools were not well equipped professionally to teach the young babies. Finally, some recommendations were made for betterment and development of early childhood education in Pakistan. It was also suggested that future studies in this area should be conducted on different aspects.