عظیم شخصیات کے اوصاف وخصائص: سیرت طیبہ کی روشنی میں

Great lineage, good manners, trustworthiness, sincerity, courage and bravery, obedience, generosity, modesty, humility, thankfulness, absolute trust in Allah, education and upbringing, affection and compassion towards the elderly, the youth, slaves and animals, the regard for truth, the endurance and patience etc. Are such features that at them neither was the match for the Holy Master (saw) born, nor will any such person be ever born. In addition, let alone friends, his enemies were helpless to hold him as-Sadiq (the Truthful) and al-Ameen (the Trustworthy) due to these and many other great attributes; and they would say: Muhammad is not a liar at all, but we can’t believe in him as a prophet sent by Allah. Moreover, even a non-Muslim or polytheist has never criticized his character to this day, nor will anybody do till the judgment day. Whenever the greatest personalities of the world were listed or somebody committed to writing on the said topic, the Holy Prophet (saw) remained at the top of the list. Drawing of the swords of father and son against each other, the change of the standard of friendship and enmity, fighting of master and his slave against each other, chanting the slogan of Ahad-Ahad (the only One, the only One) on the blazing sand, giving priority to martyrdom over the utterance of a word of unbelief, taking a husband away from his wife and separating a mother from her infant, deforming the condition after a blasphemous blow on the blessed face, forced migration to Habsha (Abyssinia) at times, and laying siege to Shb-e-Abi Talib (the valley of Abi Talib) at times.

An Analysis of Relevance of B. Ed. Curriculum With the Learning in Class Ix & Class X on the Basis of Feedback from the Stakeholders

The purpose of this study was to analyze the relevance of existing B.Ed. (one year) curriculum of formal colleges of education and universities with the learning in class IX & class X by taking views from the principals and the SSTs (senior school teachers) who were taken as stakeholders and to provide a set of recommendations for improving it on the basis of their feedback. B.Ed. (one year) curriculum in Pakistan has continuously been under criticism. Recognizing the declining quality of education at secondary school level, the present study was conducted to analyze the relevance of existing B.Ed. (one year) curriculum with the learning in class IX & class X. The objectives of study were to: (a) get the opinions of the stakeholders on the existing B.Ed. (one year) curriculum, (b) critically analyze the expectations of the stakeholders about B.Ed. graduates, and (c) provide a set of recommendations for improving B.Ed. curriculum according to the expectations of the stakeholders. The population of the study comprised the principals and the SSTs of all secondary schools (2996 male and 1733 female=4729) situated in the province of Punjab. A sample of nine hundred was selected by using three-staged cluster sampling technique. At the first stage, nine districts, out of thirty six districts of Punjab, (three districts each from upper, central and lower Punjab) were randomly selected. At the second stage, twenty secondary schools (ten males & ten females) from each district (total 180) were randomly selected. At the third stage, four SSTs from each sample school were randomly selected and the principals of the selected schools were also taken for data collection. Thus the total sample size of the study was 900 (180 principals & 720 SSTs). Research instrument for both stakeholders was used to collect the required data. A pilot study was conducted on a small sample to confirm the validity of the research instrument before administering it on the study sample. Having collected data, the reliability of the research instrument was confirmed with the use of Cronbach’s Alpha on SPSS version 16 which established it at 0.844. Collected data was arranged, tabulated, analyzed (phase-wise and item-wise) by applying t-test, F-test and Chi-Square through SPSS 16 version and interpreted in the light of objectives of the study. The results concluded that the existing B.Ed. (one year) curriculum did not reflect representative relationship with the learning in class IX and class X. It did not proficiently prepare B.Ed. graduates according to the aspirations, needs and demands of the secondary schools and concerned society. It did not prepare them to work with others to expand their content knowledge, sharpen their instructional skills, and build up their capacity to use data for meaningful decision making. The practicum component did not appropriately create association between theoretical and practical work. It did not enable B.Ed. graduates to apply diverse methods for standard assessment, to create leadership and collaboration abilities, to understand the individual differences of students and to manage classroom procedure appropriately for better teaching learning processes. On the basis of results and feedback from the stakeholders, school-based B.Ed. curriculum having appropriate relationship to the learning need of class IX and class X was suggested to be undertaken by the concerned authorities. Extension in the duration of B.Ed. training program was suggested in order to come up to the expectations of society. Integration of teaching practice with course work at every stage was suggested to be undertaken by the supervisors in formal institutions of teacher training and by the teachers of class IX and class X. Additional assessment techniques were recommended to be incorporated in B.Ed. (one year) curriculum for practical training in the preparation, conduct and scoring of the tests to the B.Ed. graduates. Additional techniques to create leadership and collaboration ability, ability to understand learning differences and ability to create proper environment in the classroom were recommended to be incorporated in B.Ed. curriculum as these techniques might be enable B.Ed. graduates to appropriately collaborate with concerned persons and manage classroom procedure appropriately for improved teaching learning processes. New strategies i.e., concept formation, brainstorming, problem solving, concept attainment, etc. were recommended to be incorporated in B.Ed. curriculum for developing effective ways of teaching and evaluating the thinking and learning processes of the students in B.Ed. graduates. Contribution of the secondary school principals and senior school teachers in the revision of B.Ed. curriculum was recommended as they were fundamental source for making it relevant to the learning need in class IX & class X. These recommendations are expected to go a long way to improve the B.Ed. curriculum, to ensure the quality of teacher education at B.Ed. level and correspondingly at school level for raising the standards of teaching at secondary school level.