كلمة الشكر و التقدیر
الحمد ﷲ ربّ العالمین والصلاۃ والسلام علیٰ أشرف الأنبیاء والمرسلین نبینا وحبیبنا محمد النبي الصادق الأمین وعلی آلہِ وأصحابہِ وأزواجہِ والتابعین ومن تبعھم بإحسان إلی یومِ الدِّین،......... أما بعد:
مع شکري وتقدیري واحترامي العظيم أسطر ھذہِ الکلمات المتواضعۃ لأساتذتي الذین ساھموا معي لإنجاز ھذا العمل۔
أولاً، بعد اﷲ سبحانہ وتعالی یشرفني ویسعدني أن أقدم الشکر الجزیل إلی الشخص المثالي صاحب العزۃ والمقامۃ وصاحب المکانۃ المرموقۃ والمرتبۃ العالیۃ العالم الكبير والفاضل والإنسان النبيل الأستاذ الدکتور سلیم طارق خان المحترم رئیس الجامعۃ(سابقاً)، الجامعۃ الإسلامیہ ببھاولفور وهوكان المشرف علی رسالتي(رسالة الدكتوراة) وهو شعر نازك الملائكة وبروين شاكر(دراسة مقارنة)، ولو لا فضلہ وإحسانہ ومعاونتہ لي بعد اﷲ سبحانہ وتعالی لما استطعت أن أنجز ھذا العمل ، لقد استفدتُ من علمہِ وإرشاداتہِ وخبراتہِ في کل خطوۃ من الخطوات وفي کل لحظۃ من اللحظات لصالح ھذا الكتاب۔ فھو الإنسان الذي یستحق کل التقدیر وقد شجعني لكتابة وطبع هذا الكتاب وأدعو لہ من ﷲ عزوجل أن یعطیہِ المزید من التقدم والنجاح في الدارین، و قد حصل سيادتهُ على المناصب العالية، رئيس قسم اللغة العربية (سابقاً)، وعميد الكلية (سابقاً)، ثم رئيس الجامعة الإسلامية ببهاولفور(سابقاً)، ولسيادتهِ الكثير من المؤلفات والمقالات وقدَّم الكثير من الخدمات للعلم واللغة العربية.
كما يشرفني ويسعدني ان أقدم بكل إحترامي وتقديري خالص الشكر والتقدير لصاحب المكانة العالية للعالم الجليل والأستاذ الكبير والإنسان العظيم الذي كلهُ عِلم وخبرة وتواضع وله مكانة مرموقة بين العلم والعلماء وفضيلته قام بدراسة ومراجعة الكتاب وأضاف الكثير من أفكاره وكلماته العظيمة في المقدمة و أيضاً قام فضيلته بتقديم التقريظ الممتاز، فسيادته قام بإعطاء الوقت الكافي لكتابي المتواضع ولا أستطيع أُلخص جُهودهُ العظيمة في أسطر قليلة، وهو الأستاذ الفاضل الدكتور المحترم إبراهيم محمد إبراهيم السيد من مواليد دولة المصر العربية مصري الجنسية والحاصل على الدكتوراه في اللغة...
Benazir Bhutto happened to be the first constitutionally chosen female leader of any Muslim country in Modern times. She ascended to office amid the legacy of General Zia-ul-Haq’s regime and civil-military bureaucracy that prompted diverse deterrence for her governments and abstained her from the application of her constitutional power. The essence of challenges was mostly political, but the grounds that created these abysses were political and gender partiality. Based on the above discourse, this article attempts to underline the torments confronted by Benazir being the new chapter in our political society. This is the empirical account of Benazir’s twin governments grounded on the views of important politicians who sight and accompanied her in her journey of power. To ponder the reasons that refrained Benazir from having true legal authority the study is divided into the following parts: (1) Challenge and response encountered by Benazir in the first tenure of her Prime Ministership (1988-90), (2) Challenge and response encountered by Benazir in the second tenure of her Prime Ministership (1993-1996). The PPP government had made some new political strides in general, but it was persistently controlled by the army. In the first government, the brass leadership and opposition and in later government civil-military bureaucracy and opposition impaired the democratic traditions. However, amid all this Benazir succeeded to do some pragmatic politics and defying the anti-PPP mindset.
In the mid-1980s, teacher empowerment emerged as a strategy of school reform for teachers. This notion was a response towards the falling quality of education as a result of changes and demands in the educational field. However, the implementation of teacher empowerment has not been pronounced in the developed countries. This study associated teacher empowerment with teacher motivation, classroom autonomy, and increased teaching expertise. A small-scale case study was conducted in Karachi, Pakistan, to examine the role of the school head teacher in facilitating teacher empowerment in a government school context. A qualitative inquiry was used to seek information from one government secondary school head teacher and three teachers of the same school. This process was done through in-depth interviews, observations, document analysis, and informal conversations. The study found that the contextual realities together with human factors were critical in enhancing teacher empowerment in the school. In this case, the processes involved in enhancing teacher empowerment were constrained by the centralized education system that turned school head teacher an implementer of curriculum decisions made at the state and district level. The results were that the school head teacher remained a government representative in the school in which her leadership strategies were primarily used to control teachers. The prominent feature of the study was the head teachers understanding of educational change process that focus on teacher empowerment for school improvement. Several other factors were found to be critical in realizing teacher empowerment: an atmosphere of support and trust, teachers assuming leadership roles through administrator encouragement, diverse, active, and self directed learning experiences connected to teacher work context and expertise, integration of efforts to improve classroom teaching and learning. The study urges the educational policy to rethink school leadership structures, roles, together with skills and knowledge of school headteachers and teachers in realizing teacher empowerment in schools.