معاصر نظام ہائے معیشت میں تقسیم دولت کے تصورات کا تقابلی جائزہ

One of the core issues in contemporary economic trends is the fair and just distribution of wealth into the society. In this research, a comparative study of ‘distribution of wealth’ in Capitalism, Communism and Islam has been conducted. Qualitative research method is adopted for the analysis of data. The review of literature reveals that central ideas of Capitalism, Communism and Islam are ‘liberty’, ‘equality’ and ‘justice’ respectively. After evaluating the basic infrastructure, methodological framework and practical consequences of these three systems, it has been established that Capitalism and Communism have badly failed in maintaining fair distribution of wealth. Both (Capitalism and Communism) enhanced global inequality which could be assessed from the present economic condition of world as half the world’s wealth is now in the hands of just 1% of the population. On the other hand, Islam has ensured the just distribution of wealth by taking two revolutionary steps: by giving 18 compulsory and 6 optional commandments about circulation of wealth and by overruling all means of hoarding. Moreover, unlike Capitalism and Communism, Islam has given special instructions to distribute wealth among poor, disable, and helpless persons of society who are incapable of participating in the process of production. These measures promote peace and prosperity in society and reduce the ratio of poverty. In the light of above findings, it is concluded that only Islamic economic system can guarantee the just and fair distribution of wealth. It is, therefore, recommended that Islamic countries should implement the Islamic economic system in order to get rid of economic instability.

Promoting Activity-Based Learning Abl in Lower Secondary Science Classes Lssc in Government Schools

This study was designed to find out the possible ways to promote Activity-Based Learning (ABL) in Lower Secondary Science Classes (LSSC) in Government schools and was conducted in one of IED's cooperating Government Schools in Karachi with two science teachers in classes six and eight. Data were collected through a series of tests and reflections with students and teachers, personal reflections of the researcher, and discussions with all those directly involved in the study. Teachers also responded to relevant questions at the end of the study. The study was completed in three stages: Pre-intervention, Intervention and Post intervention. During the pre-intervention stage, I interviewed teachers, and observed their classes to assess the current practice of science teaching through Activity Based Learning and the difference between teachers' beliefs and practice. Another purpose was to attempt to assess the effect of current teaching practice on students' learning. The Transmission Mode of Teaching (TMT) was found to be the dominant style at this stage to promote learning. During the intervention stage, I facilitated the teachers in their efforts to apply ABL in their classrooms. It was discovered that ABL played an important role in promoting students' better conceptual understanding of the concepts covered. In addition, there were indications that the teachers' content and pedagogical knowledge improved. Though there were several major constraints faced by the teachers, it was felt that these factors could be partly circumvented with sound management. During evaluation of the teacher at the post-intervention stage, data concerning the amount of learning, the process followed, and the constraints faced during teaching and implementation were collected. Practical (ABL) work was seen to have had considerable impact on students' understanding of the concepts. Through this study I have come to know that though there are major constraints in applying ABL at the LSSC level, with proper classroom management and planning effective implementation of ABL is possible. The support given to the teacher by the administration is also an important factor.