The International Baccalaureate Diploma Programme (IBDP) is a two-year programme offered to students between the ages of 16 years and 19 years, who are in their final years of school. The students have to do six subjects-three at the high level and three at the standard level. There are three cores: Creativity, action and service (CAS), Theory of Knowledge (TOK) and an extended essay, which contribute to the uniqueness of the programme. Although the programme originated in the developed countries, there is a growing awareness regarding the programme in the developing countries. This study sets out to explore how the process of implementing the IBDP is being carried out in a private school in Kenya. The study adopted a qualitative case study design with the IBDP as the case. In order to understand the case, there was interaction with various categories of people: administrators, the IB coordinator, teachers, and students. The data was collected over a period of six weeks through observation, interviews, document analysis, and informal discussions. All the interviews were audio-recorded. Observations were recorded in a field notebook, and a reflective journal was maintained where memos and reflections were written. The study revealed that strategic planning is extremely important in implementing a new programme. It was also found that the programme is quite demanding, and the teachers and the students should be given tremendous support. The students and the teachers feel that the programme is a good preparation for higher education. However, they pointed out that they were working under pressure due to the demands of the programme. They have adopted ways of coping with the challenges. There is a good monitoring and evaluation mechanism to help in the implementation. Professional development has emerged to be very crucial in the implementation of the IBDP. However, the timetable remains a hindrance to such professional development methods; as the help of a critical friend, clinical supervision, and the guidance of mentors. The school has taken some measures to ensure institutionalization and sustainability of the programme. In order to enhance the process of implementing the IBDP in the school, the study has come up with some recommendations such as the timetable overhaul to enhance professional development, and participatory monitoring and evaluation where all the stakeholders could be involved in different ways. Suggestions for further research in the area of the IBDP have also been given.
التحریر چوک کے ایک حصے میں ایک بڑی اور عالی شان عمارت ایستادہ تھی میں نے دکتور محمود سے پوچھا یہ کیا ہے بولے ھذاٰ حدیقۃ العجائب ۔عجائب گھر پر نگاہ ڈالی تو مسافر کے دل میں تحریر چوک کی قدرو منزلت سوا ہو گئی جہاں عصرِ حاضر کے مصری نوجوان بہتر مستقبل کے لیے عصری فرعونوں سے نبرد آزما ہوتے ہیں اور ماضی کے فرعونوں کو بہ طور عبرت اپنی آغوش میں جگہ دی ہے ۔ عجائب گھر میں داخلے کے لیے ٹکٹ لینا ضروری تھا ۔مسافر کو اہلِ فراعنہ کی لاشوں اور لکی ایرانی سرکس کے جانوروں میںکوئی فرق محسوس نہ ہوا سچ کہا میرے رب نے ’’اب تو ہم صرف تیر ی لاش بچائیں گے تاکہ تو بعد کی نسلوںکے لیے نشانِ عبرت بنے ‘‘۔
غیر ملکیوںکے لیے یہ ٹکٹ تین سو مصری پائونڈ کا تھا مصریوں کے لیے ایک سو پچاس جبکہ مصری طالب علموں کے لیے ساٹھ مصری پائونڈ ۔ دکتور محمود نے کوئی جگاڑ لگایااورہم بغیر ٹکٹ کے اندر داخل ہو گئے عجائب گھر کی مرکزی عمارت کے سامنے ایک بہت بڑے دالان میں کچھ ٹوٹے ہوئے اور خراب مجسمے رکھے گئے تھے ،ان کے درمیان میں پیادہ روشیں بنائی گئی تھیں یہ تما م پیادہ روشیں عجائب گھر کی مرکزی عمارت تک جا کر ایک بڑے رستے کی شکل اختیار کر لیتی ہیں ۔یہاں سے ہم سیڑھیاں چڑھے تو ایک خود کار مشین کے ذریعے تلاشی بھی لی گئی ۔صدر دروازے سے گزر کر ہم ایک بڑے ہال میں داخل ہوئے۔ جہاں اہل فراعنہ کے کئی میٹر طویل مجسمے اس انداز میں رکھے گئے تھے جیسے ان کا دربار لگا ہو اور امورِ سلطنت پر اجلاس جاری ہو ۔میں نے ایک قوی ہیکل فرعونی مجسمے کے قریب جا کر دکتور محمود کوکہا...
The main objective of human life is to get closeness to Allah Almighty and to worship Him. For this purpose thousands of prophets were sent to guide the people on the right path. Other prophets were sent for a specific nation, limited time and area. At the end prophet Muhammad (SAW) was sent by Allah as the last and universal prophet. On the other hand it is also a bitter fact that in all the times and area there are some people who do not follow, become hurdles and even misguide the others (for their cheap worldly benefits). ╓ussain Alī Mazandrānī is one of those false and fake people. He wrote a book, namely, Kitāb-e-Aqdas and claims it to be the word of Allah, revealed on him, while the fact is that Qur’ānic commands (orders) have been presented in his book according to the will and convenience of people. In some places the very text of the Holy Qur’ān has been copied. The given article discovers this plagiarism and critically analysis the commands written in Kitāb-e-Aqdas in the light of the Holy Qur’ān. And this has been proved with arguments that the Holy Qur’ān is the word of Allah, which is completely safe, while Kitāb-e-Aqdas is the outcome of human efforts written by ╓ussain Alī. Hence it is unsafe and not free from mistakes.
This study was conducted to critically analyze the development of female education at Secondary School level in the pro\''cnance of Sindh from 1947 to 1990. The parameters of development used for analysis are increase in the number of schools, enrollment of students, number of trained teachers, availability of in service training for teachers, physical condition of school buildings, provision of science laboratories and equipment, availability of libraries and books, provision of vocational and technical education. conveyance facilities, residential facilities for oul orma students, and provision for co-curricular activities. Survey research method was used in the study 10 collect data, get information and critical views and opinions from a sample of Teachers, Students and District Education Officers of all the 19 districts of the province of Sindh. The tools of the survey rescarch used were open and closc ended questionnaires, interviews, factual infonnation obtained from the official documents of the Directorate of education, and personal visits to the schools by the researcher. The findings of the research study show, that there were only 5 secondary schools for girls in the province in 1947. This number increased to 366 in 1990, out of these 304 are in urban areas as compared to only 62 in rural areas. The number of girl students in these school in 1990 was 11392 in rural schools and 187036 in urban areas. The study also points to the fact that there is a provision of one trained teacher for an average of 26 students. This presents an encouraging picture. However there are more trained teachers working in urban area schools than in rural areas secondary schools. Majority of the teachers agreed that due to the de\"elopmental disparities between rural and urban areas in the province they arc not willing to work in rural area schools some of which even lack medical facilities, clear water and means of transportation. Majority of the schools working in rural areas do nOI offer science and Agro-technicai subjects making it impossible for the female students of these localities to avail of the facilities. This research study confirms that the tradition of having only literacy oriented type general education imparting secondary schools and administrator structural system has been so strong thaI nol much could be achieved from the reforms and invocations introduced by the government from time to time. Much of the schemes failed becausc they could not be implemented in true sense due to the unwillingness of Ihe administrators or lack of enthusiasm on the part of teachers, parents, or member local community. As such the targets for quantitative and qualitative development of female secondary education from 1947 to 1990 could not be achieved in full.