The study aimed to explore the factors which facilitate or hinder students' transition from primary to secondary school. It was conducted in a Government Secondary School in Karachi, where students from feeder primary schools were given admission in grade six of the students' transition secondary school. Data was generated through two main methods. First, a small scale descriptive survey was self-administered with all the students of Grade Six. Second, in-depth interviews were taken of selected students, teachers, and head teacher. Observations were also undertaken of the school activities inside and outside the classroom. The data were systematically analyzed to identify emerging patterns and themes. Findings showed that the students' transition from primary school to secondary school is facilitated or hindered by factors in three main categories. These are: Physical factors (distance from home to school, school building and cleanliness, use of playground, water and washrooms facilities, and canteen facility); Social factors (friendship among the children, student-teacher relationship and students-head teacher relationship, school rules and notions of discipline leading to emotions such as fear); and academic factors (examinations patterns, weaknesses in reading and writing skills, changes in subjects and subject teachers, primary school examinations, grouping students on the basis of abilities). 1) Transition from primary to the secondary school is as a process and not a one off event; findings showed that process of transition continued, as students continue to observe and experience change due to physical, social including emotional and academic factors. 2) Transition is a complex and multi-dimensional because physical, various academic and social factors come together to affect the students' experiences in a complex and holistic manner. Moreover, issues emerge due to school policies such as admission to Grade Six of students with a wide range in academic development and age. The study raises several major issues and implications for policy and practice in teacher education and school heads.
بہت ای پر سکون تے خوبصورت تھاں بالا کوٹ سمندر توں 3226فٹ اچی تھاں اے ۔مانسہرہ توں ایس دا فاصلہ براستہ بڑاسی 50کلو میٹر تے براستہ جا بہ 40کلو میٹر اے ۔بالا کوٹ دے ارتھ اچے قلعے دے نیں ۔اے شہر اک اچے ٹبے اتے واقعہ اے ۔ایس لئی ایس نوں با لا کوٹ آ کھیا جا ندا نے ۔ایس شہر دے مشرق ولے بھنگیاں ناں دا پہاڑی سلسلہ موجود اے ۔مغرب ول مٹی کوٹ دے پہاڑ شمال ول سلسلہ کوہ دی دی اچی چوٹی ’’موسیٰ دا مصلیٰ ‘‘تے جنوب وچ گڑھی حبیب اﷲ توں بعد تحصیل ابیٹ آ باد موجود اے ۔کنہار دریا شمال توں جنوب ول کھپ پا ندا ،چھگ اڑاندا وگدا اے ۔ایس دے کنڈے اتے ہرے بھرے کھیت سیلانیاں دی کھچ دا کارن اے ۔ایس دے کنڈے سیلانیاں دے پرپھڑ لیندے نیں ۔ایس تھاں دا واتا ورن (آب و ہوا )بہت سوہنا اے جو مینہ پین سمے ہور سوہنا ہو جا ندا اے ۔
ایس شہر نوں کا غان وادی دا بوھا(GATE WAY)وی آکھیا جا ندا اے ۔کاغان وادی دو پلاں راہیں ایس شہر نال ملی ہو ئی اے ۔ اک معلق پل (لٹکداپل )جس نوں 1895ء وچ بنا یا گیا تے دوجا اوہ پل جس اپروں ٹریفک لنگھ کے وادی وچ داخل ہو ندی اے ۔ایس پل نوں 1995ء بنا یا گیا تے ایس نوں اوس ویلے دے صدر فیلٖڈ مارشل محمد ایوب خان نے چالو کیتا ۔
1992ء دے طوفانی سیلاب نے بالاکوٹ تے آل دوالے بہت نقصان کیتا ۔جس پاروں ایس دی قدرتی خوبصورتی وی متاثر ہوئی ۔ سڑکاں خراب ہو گئیاں ،پر پاک فوج دے جواناں نے ایہناں...
Signaficance of the Understanding of Intra-faith Similerties: Analytical Study in the Context of Pakistan Muslims are commanded to foster unity as breaking into sects is forbidden by Allah. Islam teaches about broadness of vision and the emergence of different denominations in Islam is because of this broadness. There are different school of thoughts that emerged due to the broader perspective of Shar’ῑah rulings like Hanfῑ, Shᾱfῑ, Mᾱlikῑ and Hanblῑ, J'afrῑ etc despite that there is an essential unity in beliefs and practices among the Muslims. They all worship Allah, follow the last Messenger, Muhammad (ﷺ) and the last revelation Qur’an. They face the same Qibla while praying, prostrate to Allah five times a day, and believe in finality of prophet hood. Qur'an and Ahᾱdῑth are a source of jurisprudence for all Muslims. The difference between Muslims is in understanding and interpreting the Scripture and Ᾱhᾱdῑth of Prophet Muhammad (ﷺ) in the matters related with implementation of certain religious, social, political, and other duties. Islam rejects sectarianism, intolerance and extremism. Keeping in mind all of the above-mentioned points, in the article an attempt has been made to analyze the major challenges facing the intra-faith unity in Pakistan. The first is ignorance. Second is the role of media and scholars. Third is curriculum and fourth is intolerance. In the beginning the introduction of different schools of thought is given, and then forbearance demonstrated from the life of ‘Salaf Sᾱlihῑn’ has been described to establish an atmosphere of harmony in the present time, especially in Pakistan. The importance and significance of foundations of harmony is explained in such a manner that every Muslim should understand that the differences between the Muslims are very small, as they are only minor disagreements. Other than that, they are united in beliefs and practices. Finally, in the end, recommendations have been proposed.
A large number of children regularly experience educational interruption because of natural disasters. Donning and rehabilitation agencies only impart first hand educational needs as a tactical planning. However, there is an imperative need of continuous educational access to all children, and the need for resource and curricular policies to deal with frequent disruption, as well as a call for the inclusion of an emergency education practically in traditional educational policy which seems to be impractical. This study tries to unpack this notion with respect to the perceptions of IDP children and the normal school children of class seven about schooling in emergency. To understand the perceptions and hopes of the children of both the categories in comparison, qualitative research design was used with four case studies; two cases from IDP children and two from regular school children. They were voluntarily enrolled for the study. Data was collected by probing them with the help of semi-structured interviews as a data collection tool along with non-participant observation. This study has explored the perceptions of IDP children and regular school children to know their feelings about school and their future hopes in comparison with the regular students of that school where the relief camp was established. My research participants were class seven children who are actually preparing to enter into a transition phase of going to secondary level classes and they seem to have a strong understanding of their future plans and aspiration to share. The findings of the study revealed that there was a strong agreement with regard to imparting emergency education during these flood emergency days. Although the urgency was shown with some differences by both the categories, yet one thing was inevitably strong and common; the implementation of emergency education as promised in the National Education Policy 2009. There must be strategic planning to address this issue and achieve the promises made at the policy and planning level.