This qualitative case study is an attempt to explore the policy emphasis on the use of ICT in education and the experiences of school-based stakeholders regarding their attempts to integrate lCT in learning and teaching of English in a public sector secondary school of Chagai, Baluchistan. The research sample consisted of six students of class 9, six students of class 10, two English language teachers (ELTs) and the head teacher of the school. Focused group discussion, semi-structured interviews, classroom observation, document and artifact analysis tools were used for data collection. Three questions were developed to answer the research focus: 1) what kind of emphasis has the national education policies historically placed on the use of information technology in the learning and teaching process? 2) What are the experiences of the school-based stakeholders (the head teacher, English language teachers and students) of integrating lCT in the process of teaching and learning English of a public sector secondary school? and 3) In what ways does the policy emphasis on the use of ICT in education/teaching and learning corroborate with the experiences of school-based stakeholders? The findings of the study suggest that all education policies and plans, including the current Balochistan Education Sector Plan (2013-2018) consistently emphasize on ICT integration in education. Experiences of school- based stakeholders highlighted that they were integrating lCT in learning and teaching of English by sharing websites, using ICT as a medium of communication and connection, ICT as a tool to enhance students' motivation, engagement and lCT to give rise to student-centred learning. Moreover, school- based stakeholders were also experiencing few challenges. Those challenges were lack of awareness regarding policy intentions, the poor ICT skills of ELT, lack of technological pedagogical content knowledge, lack of technical and financial support and lack of the head teacher and ELTs' voices in education policy. Public-private partnership and community participation were two of the strategies being used by the school-based stakeholders to overcome the challenges faced. However, it was evident from the findings of this study that policy emphasis on lCT integration in learning and teaching was not translated in school-based stakeholders' experiences. It could be referred to as poor policy implementation. To overcome this poor policy implementation, the study recommends using UNESCO Institute for Statistics's (2009) indicators for lCT in education for monitoring the progress throughout that is from conceptualization to implementation and evaluation phases. This will certainly help assessing success
طنطا یونیورسٹی کی یہ کانفرس بھی ایک جمگھٹا ہی تھی ۔موضوع جس قدر شاندار اور موقع و محل کے مطابق تھا منتظمین اور مندو بین اس قدر اناڑی اور بے محل و بیزار ۔ہر مقرر کو دہشت گردی کے اسباب و عوامل ،اس سے گزرنے والی اقوام کی تکالیف اور اس عفریت سے بچائو کے تدابیر کو بیان کر نے کے لیے صرف پانچ منٹ دیے گئے تھے۔دو منٹ تو جامعہ طنطا کے ارباب و اختیار و اقتدار کی قصیدہ گوئی میں گزر جاتے کہ اتنے اہم موضوع پر سیمینار رکھا ،کچھ وقت تالیوں اور باقی میں دہشت گردی پر بات ہوتی ۔
کانفرس ہال میں مسافر کے قریب دکتورہ ایمان تشریف فرما تھی ،ایمان صاحبہ کے مقالے کا موضوع اردو افسانے پر دہشت گردی کے اثرات تھا ۔مجھے عربی نما لہجے میں کہنے لگیں کہ بہت خوف زدہ ہوں زندگی میں پہلی دفعہ کسی کانفرس میں مقالہ پڑھ رہی ہوں میرے لیے دعا کریں۔میں نے کہا’’درود شریف پڑھیں خوف ختم ہو جائے گا ‘‘تھوڑی دیر بعد مجھ سے کہنے لگیں ’’زبردست نسخہ بتایا آپ نے ،میں تو بہت بہادر ہو گئی ہوں۔‘‘ دکتورہ مونا،دکتورہ بسنت،دکتور محمد علی کے مقالوںکے موضوعات پاکستانی سماج اور ادب پر دہشت گردی کے اثرات کااحاطہ کر رہے تھے ۔ان کے مقالوںمیں اگر کسی کو انہماک سے سنا تو وہ شاید وہ میں ہی تھا باقی لوگوںکو پاکستانی مسائل اور پاکستان میں دہشت گردی سے کوئی سرو کار نہ تھا ۔ افغانستان ،روہنگیاکے بارے میں اس کانفرس کے منتظمین اور مقررین نے کوئی لب کشائی نہیں کی ۔یہاں تک کہ مسئلہ کشمیر اور ہندوستان میں ہندوتوا کے شکار کروڑوں مسلمانوں کی حالت زار پر بھی یہ عربی منتظمین عجمی (گونگے)بنے تھے اور جو تھوڑا بہت میرے اکسانے پر بولتے بھی تو ہندوستانی حکومت...
A great deal of research work has been done upon the differences present in the Muslim Umm’ah and for its dissolution. Hence, scholars like Ashari, Baghdadi, Ibn al- Hazm and Shehristani has produced great critical and analytical studies, however the sect proclaiming on “Rah-e –Haq" (the truly guided path) needs critical review. In this article, a scholarly analysis and estimation of the "Rah-e-Haq"sect (the guided ones) is being attempted in the light of the relevant traditions.
This mix-method study aimed to investigate the conception of leadership effectiveness at secondary school level in Sindh Pakistan. The Leadership Challenges, the Impact of existing System Support and Leadership Coping Approaches were thoroughly explored. The population of this study was based on 448 (both male and female from rural and urban areas) heads of secondary schools of 9 districts of Hyderabad directorate of schools. Data were collected through in-depth individual interviews, and then focus group discussions. Thus, box-oriented Sindh Leadership Challenges Survey Questionnaire [SLCSQ-2013] and Impact of System Support and Leadership Coping Approaches Survey Questionnaire [ISSLCASQ-2013) were developed on the basis of initially collected qualitative data. These Questionnaires were then administered to a wide randomly selected stratified sample of 90 subjects of same population to justify the qualitative data. Major findings of this study reveal that school heads are experiencing serious challenges in many areas of their administration: authority and power, district school relationship, instructional leadership practice, financial management, conduct of annual exams, staff union relationship and community relationship. They are highly challenged by bureaucratic and political forces in performing different leadership roles. They face lack of existing system support in face of such challenges. This study also revealed that heads of schools use various Leadership Coping Approaches: documenting, performing teaching role, dealing according to the professional level of the staff, adopting flexibility in authority and power and reconciliatory approach etc to deal with challenges. xiii Keywords: Leadership Challenges, School leaders, Context, System Supporting Strategies, Leadership Coping Approaches (Strategies and Styles)