مولانا محمد شمیم کیرانوی
افسوس ہے کہ شعبان المعظم کے آخری ہفتہ میں مدرسہ صولتیہ مکہ معظمہ کے ناظم مولانا محمد شمیم کیرانوی وفات پاگئے۔ اس مدرسہ کی داغ بیل ترکوں کے دور میں اس وقت پڑی تھی، جب حجاز میں مدرسوں کی تعداد بہت کم تھی، پہلے اس کی زمام کار مولانا رحمت اﷲ کیرانوی نے سنبھالی جن کا خاص مشن ردمسیحیت تھا۔ اظہارالحق کی تصنیف اور مشہور پادری فنڈر کو عبرتناک شکست دینا ان کا بڑا کارنامہ تھا۔
مولانا محمد شمیم کے والد بزرگوار مولانا محمد سلیم کیرانوی کی نظامت کے زمانہ میں مدرسہ صولتیہ نے بڑی ترقی کی۔ ان کی وفات کے بعد مولانا محمد شمیم صاحب نے مدرسہ کے لیے اپنی خدمات وقف کردی تھیں، انھوں نے اپنے والد ماجد کی روایات کو باقی رکھا۔ ہندوستان سے حج و زیارت کے لیے تشریف لے جانے والے علماء مشائخ کے آرام و آسائش کا وہ بڑا خیال رکھتے اور ان کو ہر قسم کی مدد اور سہولت بہم پہنچاتے۔ معارف اور دارالمصنفین کے بھی قدردان تھے اور کبھی کبھی خطوط لکھ کر ان سے اپنے تعلق کا ثبوت دیتے۔ مولانا کی عمر ابھی کچھ زیادہ نہیں تھی لیکن ان کی حیات مستعار کے دن پورے ہوچکے تھے۔ اﷲ تعالیٰ ان کو اپنے جوار رحمت میں جگہ دے اور مدرسہ کو ان کا نعم البدل عطا فرمائے، آمین۔
(ضیاء الدین اصلاحی، اپریل ۱۹۹۲ء)
Education shows us the importance of hard work and, at the same time, helps us grow and develop. Thus, we are able to shape a better society to live in by knowing and respecting rights, laws, and regulations. The provision of quality education in developing countries is affected due to many factors such as lack of resources, population growth, political instability, and so on. The research study's findings show that observable indicators play a significant role in the provision of quality of education. The result shows that these indicators are important in providing quality education in both public and private school, however, the provision of these indicators within schools vary from school to school
The research was conducted to explore the Secondary school Principals and teachers priorities regarding
change and innovation in curriculum. The objectives of the study were to analyze the secondary school
teachers and principals’ general views about the existing Humanities group curriculum (2002); to explore the
secondary school teachers’ and principals’ priorities regarding change and innovation in Humanities group
curriculum; to make a comparison between the priorities of the both (teachers & principals) and to find out
the barriers to curriculum change and innovation. For this purpose the descriptive and comparative research
design was used. A total sample of 150 Secondary school teachers and 25 principals was drawn from 25
Federal Government Secondary Schools of Rawalpindi and its surrounding areas.
The data was obtained through a structured five point likert scale questionnaire comprising both close and
open ended questions. The results indicated that the principals had more inclination towards change and
innovation with comparison to teachers. Related to prevailed curriculum, teachers showed more positive
views than principals. Further, a huge difference was also found between principals and teachers priorities.
Integration of ICT; concept based mode of study and incorporation of some local environmental issues were
some of the aspects highly prioritize mostly by the principals as compare to teachers.
The key recommendations involve the emphasis on teachers and principals’ participation in curriculum
development process and giving value to the priorities of the both for ensuring the effective implementation
of the curriculum.