علم مختلف الحدیث پر امام شافعی کے تفکرات کا تحقیقی مطالعہ

After the era of Prophet Muhammad (S.A.W), there were dissimilarities in interpretations of contradictive revelations by Muhammad (S.A.W) thereby questioning their authentication while being considered a basic source of extracting the Sharia acts. In this context, Imam Shāfʿī studies all the dissimilarities and contradictions and devised finest principles which performed very positive role in rationalizing the conflicting Ahadiths. He was first to discuss these matters in an innovative manner. It is therefore, essential for investigator to refer to Shāfʿīs principles to rationalize any Hadith lying under contradiction. Imam Shāfʿī stated that Hadith is not itself contradicting but its apparent meaning leads the investigator into misconception. Consequently, he has stated three methods to remove this conflict. First is the combination (جمع) which recommends working on both Ahadiths at the same time rather than leaving either of them. Second is the abrogation (تنسیخ) which requires extensive knowledge of Quran and History before inferring the final decision of Muhammad (S.A.W) and scholars widely recommend Imam Shāfiʿī in recognizing abrogated Ahadiths. Third is preference (ترجيح) which is based upon peripheral attributes.

Hope or Hype - Public Private Partnership for the Development of Education in Sindh, Pakistan

Public Private Partnership (PPP) is considered a governance innovation to improve public education system by bringing the public and private sector together. In Pakistan there are different models of PPP in practice. A new model of PPP with the title of Education Management Organization (EMO) model has been recently introduced in some public schools of Sindh with the support of USAID’s Sindh Basic Education Programme. The main objective of this study was to understand the differences that EMO has created in secondary public school To investigate this phenomenon a sequential explanatory mixed methods research design was employed. The multiple level of sample in the study included teachers (n = 68), head masters (n = 6) and school managers (n = 3). Four data collection instruments (classroom observation scale, head masters’ questionnaire, checklist, and semi structured interviews) were used for quantitative and qualitative data collection. The quantitative data analysis was completed through SPSS-20, while thematic analysis of qualitative data was performed. The major findings regarding classroom observation showed that the classroom practices of the EMO teachers were significantly better as compared to their non-EMO counterparts. Similarly, physical facilities and natural environment of EMO schools is better than non-EMO schools. The EMO school head masters also performed better as compared to their non-EMO colleagues. Similarly, the community engagement and involvement was also comparatively better in EMO schools. These changes have been achieved through cooperative management, continuous professional development training of teachers, community involvement, effective use of communication channels, and regular monitoring of all the school operations. However, there are still some improvements that are needed such as more meaningful involvement of community. The EMO schools also need to remain sensitive to improving equity and access to out of school children. The study recommends that policy makers do not allow EMO schools to get too much crowded and also improve surrounding schools. There is also a need to increase the HR of PPP-Node to monitor EMO performance. The EMO should create a congenial environment in the school between EMO-hired private teachers and regular government teachers. There is a need to carry out longitudinal research to assess the efficacy of EMO model over a longer term and with larger numbers.