Community plays an important role for the improvement of education through its involvement in the schools. They support teachers to resolve their problems and encourage their children to get quality education. Community/parental involvement declare that when parents become committed and involved in the schools, academic achievement and school satisfaction increases. This study aimed to explore the causes of lack of community participation in the schools for the improvement of education to its children. This study was conducted in the Public Sector schools in the rural context of Chilas Diamer District of Gilgit-Baltistan. I applied qualitative paradigm using exploratory case study for this study. In order to know the causes of lack of community participation, one Head teacher, SMC Chairman, Religious leader, one Parent, SMC member and one Teacher were selected as research participants. I used electronic device for data and each participant was interviewed which lasted more than 35 minutes. All interviews were conducted in comfortable zone and before recording they were given consent form for putting their signature. After that, all interviews were transcribed and some common themes were identified which were barrier to community involvement in the school for quality education to its children. The findings show that community of the area is illiterate and does not know its role in the school. Moreover, due to poor economic condition, lack of awareness, motivation, conflicts/confusion among teachers and community members, impact of culture, environmental problem, contextual problems and societal problems that influence lack of community participation in the schools for quality education for its children.
مولوی عبدالباری افسوس ہے کہ دارالمصفین کے قدیم اور مخلص خدمت گذار مولوی عبدالباری صاحب ۳۰؍ جون کو وفات پاگئے، ان کی عمر ۹۰ سال سے متجاوز تھی، دارالمصنفین کے ابتدائی دور میں حضرت مولانا سید سلیمان ندویؒ نے انہیں تصحیح اور کتب خانہ کی نگرانی کے کام پر مامور کیا تھا جس کو دو برس پہلے تک وہ انجام دیتے رہے، دارالمصنفین کے عروج کا دور دیکھنے والے اب تنہا وہی رہ گئے تھے، ان کی تعلیم مدرسۃ الاصلاح سرائمیر میں ہوئی تھی اور وہ مولانا امین اصلاحی مدظلہ، کے ہم سبق تھے، دارالمصنفین سے وابستگی کی وجہ سے انہیں مضمون نگاری کا چسکہ لگ گیا تھا، ابو علی اثری اور ابو علی اعظمی کے نام سے مدۃالعمر اخباروں اور رسالوں میں مضامین لکھتے رہے، علامہ شبلیؒ کے بڑے مداح اور سیدصاحب کے نہایت عقیدت مند تھے، ان کا ذکر برابر لطف ولذت سے کرتے تھے ان پر اور مولانا ابو الکلام آزاد پر بے شمار مضامین لکھے، دونوں بزرگوں پر ان کے مضامین کے ایک ایک مجموعے ضیاء اﷲ کھوکھر صاحب (گوجرانوالہ، پاکستان) نے شایع کیا تھا، اپنی خودداری کی وجہ سے کسی کا منت کش ہونا گوارا نہیں کیا اور قناعت پسندی کی بنا پر ایک قلیل مشاہرہ پر پوری زندگی گذار دی، اﷲ تعالیٰ ان کی بشری لغزشوں کو معاف فرمائے اور جنت نعیم میں جگہ دے، آمین۔ (ضیاء الدین اصلاحی، جولائی ۱۹۹۳ء)
For the development of the interior Nation tolerance, peace, prosperity, ethical and spiritual development is very necessary. Islam is the religion of peace and safety. There is no scope for oppression and aggression in Islam. In Islam sustainable development is a process in which real income and per capita income of country increase as well as self-esteem, freedom of action and religious activity also increase. People should make best use of country’s means of production to create better conditions than the past. A great harden in society’s development is religious prejudice. Religious tolerance means to treat the follower of other religious without hurting their feeling and without any mistreatment just because of their views. We should not hate other religious and their follower although we do not agree with their philosophies and views. We should accept and fulfil their rights as human beings which God has bestowed with high status. We can understand breadth and depth of tolerance by the saying of Holy Prophet. In twenty-one century Europe ideas of tolerances have different meaning than Islam. This paper provides a literature review on this subject in the light of Holy Quran and Seerah of Holy Prophet.
The purpose of this study was to assess the environmental literacy level of teachers and examining the significant differences in the mean scores among different demographic groups of teachers on each environmental literacy scale. Moreover this .study also intended to investigate the relationship between secondary school teachers'' scone on eight different environmental literacy variables and responsible environmental behaviour and lastly to investigate the best set of predictors of responsible ettv iron mental behaviour for secondary school teachers, Data was collected by administering reliable and valid tool named as Middle School Environmental Literacy Instrument. The instrument assesses the environmental literacy of respondents pertaining to lour general environmental literacy variables i.e. environmental knowledge, environmental dispositions, cognitive skills, and environmental responsible behaviour. These general variables arc further suhdividedintoaioialofninespecific conceptual variables. A Stratified random sample of sixteen hundred and twenty-six secondary school teachers was selected from five district of Punjab. The data was analyzed by using simple descriptive statistics 10 complex inferential statistics involving independent samples i-tesis, analysis of variance (ANOVA). correlational analysis and step wise multiple regression analysis. The result of study indicated that the composite score of respondents on environmental literacy was moderate, furthermore, the scores on individual scales were also found to be moderate except issue analysis skill scale. The individual score on issue analysis skill scale for teachers was found high. Moreover it w as observed that female teachers scored higher than male teachers and private teachers scored higher than government teachers. The teachers who were teaching in o-level systems scored higher than the teachers who were teaching in secondary school systems (matriculation). The scores of teachers teaching science subjects were higher than the teachers who were teaching arts subjects. The teachers who had taken some kind of environmental education training showrcd higher scores than those who never had such training. Similarly academic qualification of teachers also showed significant differences on environmental literacy scores. While the experience and professional education variables did not show any significant difference for the scores of environmental literacy. The results indicated that out of eight environmental literacy variables, environmental sensitivity, perceived knowledge of citizenship action strategics and perceived skill in using citizenship action strategies were significantly correlated with responsible environmental behaviour. The results of multiple regression analysis revealed that for teachers the significant predictors of responsible environmental behaviour are perceived skill in using citizenship action strategy and environmental sensitivity which accounted for 20,6% of the variance,