صاحبزادہ آفتاب احمد خان
صاحبزادہ آفتاب احمد خان مرحوم جو مفلوج ہو کر دو سال پہلے سے خاموش ہوچکے تھے، اب وہ ہمیشہ کے لئے خاموش ہوگئے، علی گڑھ کالج نے قومی خدمت گذاروں کی سب سے پہلی جو جماعت پیدا کی تھی، اُس میں صاحبزادہ مرحوم سب سے پیش پیش تھے، وہ سرسید کی پالیسی کے سخت ترین مقلد تھے، وہ مسلمانوں کی سیاسی علمی، تعلیمی، تجارتی، دینی دنیاوی غرض ہر قسم کی ترقی کا ذریعہ جدید تعلیم کو سمجھتے تھے، یہی اُن کا عقیدہ تھا، اسی عقیدہ پر وہ جئے اور اسی پر مرے اُن کے قومی کاموں کاآغاز علی گڑھ کالج اور مسلم ایجوکیشنل کانفرنس سے ہوا، اور اسی پر خاتمہ ہوا، وہ جس مسلک پر تھے، اس پر پوری مضبوطی سے قائم رہے، اُن میں مسلمانوں کی تعلیمی خدمت گذاری کا مخلصانہ ولولہ تھا، اور مسلم یونیورسٹی کی خدمت کا بھی پورا ارادہ رکھتے تھے، مگر افسوس کہ علی گڑھ کی مکدر فضا اُن کی خدمات کو راس نہ آئی، اور یونیورسٹی کو اُن کی کوششوں سے کوئی فیض نہ پہنچ سکا، مرحوم کا دل پسند فلسفہ یہ تھا کہ مسلمان عبدیت اور نیابت الٰہی دونوں کے درمیان تطبیق دیں، یعنی یہ کہ ایک طرف تو وہ خدا کے آگے سرجھکائیں اور اپنے کو اس کا لاچار بندہ سمجھیں، دوسری طرف خدا کی خلافت و نیابت سے سرفراز ہو کر عالم اور کل قوائے عالم پر اپنے علم کے زور سے حکمرانی کریں۔
مرحوم ۴؍ مئی ۱۸۶۷ء میں پیدا ہوئے تھے، ۱۸۷۸ء میں علی گڑھ کالج میں داخل ہوئے تھے، ۱۸۹۱ء میں بیرسٹری کی تعلیم کے لئے ولایت گئے، ۱۸۹۴ء میں کامیاب ہوکر واپس آئے، اور علمی گڑھ میں پریکٹس شروع کی، اور ساتھ ہی کالج اور کانفرنس کی خدمت بھی، ۱۹۱۷ء میں انڈیا کونسل کے ممبر ہو کر انگلینڈ گئے، اور ۱۹۲۴ء...
AbstractABSTRACT: Right to Life is considered as one of the primordial Human Rights. The importance of right to life can be judged simply on this basis that there are diversified views ofthe leaders of the world regarding almost every issue about human Rights concern. However, they agree in principle that the individuals (lives) irrespective of their race, color, language and nationality, should be saved andprotected and they should be honored and respected. Even a cursory glance at the contents of the Islamic ideology indicates that the Qura'n and the Sunna'h have dealt in depth with nearly every aspect of human rights and in particular the right to life. The present study investigates different aspects and dimensions of ‘Right to life’ in the light of Islam, along with its comparison with law and western approaches to it.
A Comparative Study of Teacher Education Program in Pakistan and Turkey at Secondary Teacher training is a lynchpin of teaching learning process. Curriculum of teacher training programme
plays a vital role in its success. The study was undertaken to compare Secondary School teachers’
education programmes in Pakistan and Turkey. The study pinpointed the points of congruence and
incongruence in teacher education programmes of both the countries. The study was carried out to
achieve set objectives and research questions.Major objectives of the study were to highlight the
procedure which is being used to monitor and evaluate the model lessons; to investigate the similarities
and differences in teacher education programmes of both the countries, teaching practice facilities,
curriculum, comparison of teaching methodology, teaching faculties of Pakistan and Turkey, foreign
professional training, duration of teacher training course, monitoring and evaluation, assigning of
projects, comparison of education facilities available in both the countries and to suggest possible plan
for teacher education based on best practices of both the countries.
Research questions were framed to achieve the objectives of the study. 25 teacher trainers (13 Turkish
and 12 Pakistani) and 200 prospective teachers (100 Turkish and 100 Pakistani) were taken as sample
for the study. Two survey questionnaires were developed: one questionnaire for teacher trainers and
one for prospective teachers from Pakistan and Turkey. Survey Questionnaires were used as an
instrument for data collection and data was analyzed by using percentage and mean score. Majority of
Turkish teacher educators received foreign professional training while majority of Pakistani teacher
educators did not receive any foreign professional training. Teacher educators of both the countries
had attended seminars, workshops and conferences. Teacher educators as well as prospective teachers
of both the countries had consensus that supervision and evaluation of model lessons should be done
by a panel of examiners rather than head of institution or an individual teacher. Turkish teacher
educators were satisfied with the number of teaching staff, working conditions, funds for research ,
internet facilities and gadgets whereas Pakistani teacher educators and prospective teachers were
dissatisfied with the number of teaching staff, working conditions, funds for research, internet facilities
and gadgets. Turkish prospective teachers and teacher trainers mostly used demonstration method
whereas most of Pakistani teacher educators used lecture method. The researcher also recommended
that duration of B.Ed. should be increased to two years instead of one year.
On the basis of findings, major conclusions were drawn. The researcher gave his findings and
recommendations to attain maximum benefit of teacher training programmes in Pakistan and Turkey.