تعقبات ابن العراقي واستدراكاته في تحفة التحصيل على العلائي في جامع التحصيل

The research reveals significant insights cited by Ibn Al ‘Irāqī in his book "Toḥfah Al Taḥṣīl" on the illusions of Al-‘Alā'ī in his book "Jāmi Al Taḥṣīl". It highlights the scientific value of those illusions that Ibn Al-‘Irāqī pointed out. Several of them are related to narrators of hadith and their issues of hearing from their sheikhs. Many of those illusions are related to the chain narrators (isnad), the main text of the report (matn), or their position in the books of sunnah. There are no previous studies on this subject. I put the sequential insights I revel under headlines through which one can realize the illusions that Al-Ala'i fell in. I conclude with the perceptions that both Ibn Al-‘Iraqī and Al-‘Alā’ī have shared. I don’t mention my opinion after each insight for Ibn Al-‘Iraqī; however, my silence is an approval to what he said. When I went against him or it was important to mention any comment or information, I openly said my opinion and explained the reasons for my opposition. Some of the research findings are: Al-Ala'i ignores mentioning the narrator's gap (irsal), although Al-Mizzī mentions it in his book "Tahdhīb", or the scholars mention it before both of them.  He describes the narrator having a gap (irsāl) and attributes it to Al-Mizzī.  He added notes like "he didn't encounter him" and formulated expressions that weren’t mentioned by neither Al Dhahabī nor Al-Mizzī. He references a Ḥadīth to a book that it is not included in.

Effectiveness of Associate Degree in Education Program Offered by Teacher Training Institutions in Khyber Pakhtunkhwa and Federally Administered Tribal Areas

The study focused on assessing the effectiveness of Associate Degree in Education Program offered by Teacher Training Institutions in Khyber PakhtunKhwa (KP) and Federally Administered Tribal Areas (FATA). The study was designed to meet the following objectives; (i) to examine the perceptions of stakeholders (Principals, Instructors, Prospective Teachers and Alumni students) regarding effectiveness of ADE program. (ii) To find out the perceptions of stakeholders regarding effectiveness of ADE Program across the different demographic Variables (Gender and Region). (iii) To identify the Strengths and Weakness of ADE Program. To meet those objectives, three research questions were drawn from literature which is given below; (i) Is ADE Program effective as perceived by the stakeholders? (iii) Is there any significant difference among the perceptions of Principals, Teachers, Prospective Teachers and Alumni Students regarding the effectiveness of ADE program across gender and region?(iii)What are the strength and Weakness of ADE Program?. The Study was mixed method in nature. For this purpose, the study utilize the Sequential design through which firstly, the quantitative data and secondly, the qualitative data were gathered and then mixed both data to address the stated research questions. A sample of 14 Principals, 97 Teachers, 191 Prospective teachers and 320 alumni students were selected from KP whereas 04 Principals, 28 Teachers, 86 Prospective teachers and 92 Alumni students selected from FATA for the study. The overall sample comprised of eight Hundred and thirty two (832) individuals. Sixteen participants (8 from KP and 8 from FATA) were selected for interview from both regions. A cluster sampling technique was used to select the sample. The data were collected through questionnaire, Checklist and interview. The validity and the reliability of the research instruments were observed through pilot testing. Validity of qualitative data is confirmed through triangulation, credibility and free from personal biases. The reliability score of the questionnaire was .913. The quantitative data were analyzed using descriptive statistics (frequencies and percentage) and inferential statistic (One Sample and Independent Sample t-test and ANOVA). The Qualitative data were analyzed from the extract and narrative of the stakeholders by breaking it into common codes and themes. The major findings of the study revealed that overall ADE program is an effective as perceived by the stakeholders. The stakeholders show satisfaction regarding program duration. ADE program enhance the content and professional knowledge of student teachers. The stakeholders satisfied with all components (Admission criteria, duration, facilities, Curriculum, assessment procedures, teaching methods and practicum) of ADE program. There is no coordination between the universities and training institutions. There are no research activities in the teacher training institutions at elementary level. Institutions were failed to arranged triad meetings and seminars regarding Practicum. The major recommendations suggested from the findings are (i) University properly coordinates meeting with the RITEs and GCETs. University developed communication structure (meetings and seminars) with institutions. (ii) Reasonable budget may be allocated by Government in every fiscal year to support and strengthen the teacher training institutions. (iii) Institutions should arrange triad meetings and seminars regarding practicum in which prospective teachers present their problems faced in practicum.