فخر کا مقام
فخر کا مقام اس وقت تھا جب بھٹو شہید کی قیادت میں سب عرب رہنما پاکستان تشریف لائے تھے اور سب بادشاہ بھٹو کے ساتھ فرش پر تشریف فرما تھے ۔
The present study highlights to contribution of Qari Muhammad tayyab in Islamic assistance has widened the scope of the study. He was not only a knowledgeable scholar but also a verbose, philosophic, logical and sophisticated speaker. His speeches have disseminated a throng of information among the people. He had a deep concerns with the preaching of Islamic teaching. He remained the part of dewband maddersa for long while, where he replete the student with knowledge of islam in addition, qari Muhammad tayyab was a very innovative and revolutionary poet. His poetic nature can be seen his poetries through his writings۔ Qari has done many comparative studies, such as science and islam, Islam and Christianity, linguistic problems and Hindustan, presidential speech of mumbia and many others studies. His knowledge of history could be Cleary observed in his books of history. Such books include the history of dar-ul–uloom dewband, the history of hijaz muqaddas. His aids in many others fields like Islamic equity, problems of fate, a journey to Afghanistan, the principles of preaching are adorable, tidies. To the gathered and analyzed data, his additions to the Islamic studies are abound and will always enlighten the ways for the scholars and would always appreciate the new researchers.
Despite many reforms, teacher education in Pakistan, especially its pre-service component suffer from multiple issues, which have collectively affected its ability to produce graduates for the 21st century Pakistan. Overall, there is little or no improvement in teacher education, teaching and students' learning. Education reforms in Pakistan have been predominantly foreign funded and full of paradoxes in terms of policies and processes, curriculum designing, and infrastructure and sustaining quality programmes. This particular qualitative case study with a phenomenological bent examined the newly introduced BEd.Honors (BEI-1), as one such reform initiative. Conceptually, the study is located within the discourse of teacher education reform as global (western) best practice, via policy borrowing and lending (PB& L). Methodologically, the study explored the programme's objectives, rationale, value, and challenges, and ways of improvement from the lived experiences and perspectives of 8 education faculty members (EFMs) (five male and three female) at a public university in northern Pakistan. The findings showed two paradoxical perspectives: at the talk level the BEd.Honors was seen as a welcome transformative shift in pre-service teacher education, emphasizing research, student —centeredness, theory —practice blend, relevance, flexibility, quality and responsive to the 21st century teachers' profiles and students' needs. At the actual implementation level, serious issues, such as lack of material and human resources, practicality, quality, cultural compatibility, sustainability, were highlighted. EFMs presented contesting views about borrowing of the BEH and its being international good practice. None was able to view the borrowed and contextualized BEH as a culturallyinvasive, intellectually- depriving and strategically-shaping the minds and bodies of Pakistani perspective teachers in a way that might be more towards more global market rather than needs of independent Pakistan. Their criticality was limited to the implementation issues. This study confirms the complexity of teacher education reform and of the borrowing of the global best practices as solutions. It raises questions for future studies around how solution to Pakistan' teacher education should come from within.