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
سیدابوالاعلیٰ مودودیؒ ۲۵ ستمبر ۱۹۰۳ء کوحیدرآباد کے شہر اورنگ آباد ( محلی چپلی پورہ) میں پیداہوئے۔ آباؤاجداد کاوطن دہلی تھا ۔لیکن والد حیدرآباد دکن چلے آئے۔[[1]] آپ کاشجرہ نسب سلسلہ چشتیہ سے ملتا ہے۔ آپؒ ننھیال کی طرف سے ترکی الاصل ہیں ۔ددھیال کی طرف سے خواجہ قطب الدین مودودی چشتی کے نام سے منسوب ہوکر مودودی کہلائے ۔اس سلسلے سے ان کانام امام حسین ؓ تک جاپہنچتا ہے ۔آپؒ کی والدہ ماجدہ خواجہ ابومحمدچشتی کی ہمشیرہ اورخواجہ ابواحمد ابدال چشتیؒ کی دختر نیک اختر تھیں ۔[[2]]
مولانا مودودیؒ کے آباؤ اجداد نے نویں صدی میں ہجرت کی اورہندوستان آئے۔ پہلے پہل کرنال کے قریب قصبہ براس میں مقیم ہوئے ،یہ زمانہ سکندر لودھی کاتھا۔وہاں سے مغل بادشاہ شاہ عالم کے زمانے میں دہلی چلے گئے ۔ ان کےخاندان نے خاندان مغلوں کی خدمت کی اورخاص طورپر آخری مغل تاجدار بہادر شاہ ظفر کے دربارمیں بھی رسائی حاصل کی ۔ جنگ آزادی ۱۸۵۷ء کے نتیجہ کے طورپر سلطنت مغلیہ کے زوال کے ساتھ ہی مودودی کے خاندان کی حیثیت کوبھی شدید نقصان پہنچا۔[[3]]
مولانا مودودیؒ کے والدسید احمدحسن تھے جوپیشہ کے اعتبارسے وکیل تھے۔ چونکہ مذہبی گھرانے سے تعلق تھا اس لئے انھوں نے وکالت کاپیشہ ترک کردیا کہ یہ ان کے خیال میں جائز پیشہ نہ تھا ۔مولانا مودودی تیرہ برس کے تھے تووالد پرفالج کاحملہ ہوا اوروہ ۴سال بعد ۱۹۲۰ء میں وفات پاگئے ۔[[4]]
[[1]] اردو انسائیکلوپیڈیا ، فیروزسنز ،لاہور، ۱۸۹۴ء، ص ۹۶۰
Faith in the context of religion has a key role in the life of a person. It places a person in a belief system that evolves into a way of life and provides a unique system of logic to explain the phenomena of life around us. Good deeds are the inevitable result of sincere faith, so God constantly emphasizes rewarding those "who have faith and do good". So ʻAqīdah is the foundation of the religion Islam and it is based upon the Book of Allah and the Sunnah of Allah’s Messenger (ﷺ). Scholars of this Ummah used to give great importance to the affair of ‘ʻAqīdah by explaining it in their lessons and whenever they had an opportunity. So, they refuted the false beliefs and the deviated thoughts, and they clearly explained how they were counterfeit and baseless. A great Scholar from Pakistan named ʻAllāma Eḥsān ’Ilāhī Ẓahīr earned his fair share in spreading the correct belief. He studied at various prestigious institutions in Pakistan and abroad. He was also a graduate from the department of Sharīʻah Medina University. He studied under distinguished scholars including Shaykh Al-Albānī and Shaykh Ibn Bāz. He wrote extensively on many deviant sects such as the Qādiyānīs, Bābīs, Bahā’īs, Bātinīs and the Shīʻah. Objective of this paper to highlight the different aspects of this personality especially his great work in the field of da’wah around the world.
God continuously has prophets (P.B.U.H) for
guidanceperfected in Holy Prophet Muhammad (P.B.U.H), who is the seal of the apostles.The life of Muhammad (P.B.U.H)
is a perfect model for people. Therefore, various muhaditheen have preserved the sayings of Muhammad (P.B.U.H) by
writing them down, so that people can live their lives according to Sunnah. Sihah sitta are the most authentic
compilations of Ahadith. Jamia Tirmizi is one of the most important books among sihah sitta.
In order to creatively contribute to existing scholarly work, the present writer has undertaken research on Imam
Tirmizi and JamiaTirmizi.The first chapter of this work discusses the life of Imam Tirmizi, his teachers, his significance
as a muhadith, and his various works. The second chapter introduces JameahTirmizi. It also discusses the reasons
behind the compilation of Jamia Tirmizi, its attributes, and its significance among sihah sitta,.The next chapter examines
the methodology of Jamia Tirmizi, the terminologies, and the conditions that Imam considered necessary for the
acceptance of a hadith. The fourth chapter evaluates important expositions of Jamia Tirmizi by various scholars.