نمو کی سمت بتانے کو برگِ نعت آیا
کہ شاخِ فکر بچانے کو برگِ نعت آیا
گناہِ کردہ کی پاداش میں جب عریاں تھا
مرے عیوب چھپانے کو برگِ نعت آیا
سخن کی شاخ کہیں سوکھتی ہی جاتی تھی
سو اس کو سبز بنانے کو برگِ نعت آیا
ہوائے شہرِ دل و جاں بہت مکدر تھی
کدورتوں کے مٹانے کو برگِ نعت آیا
یہ میری روح کی بالیدگی کا ضامن ہے
کہ شاخِ ذات سجانے کو برگِ نعت آیا
اُجڑ چلی تھی ہتھیلی مرے مقدر کی
پھر اِس میں رنگ رچانے کو برگِ نعت آیا
عجیب کانٹے سے اُگنے لگے تھے رستے میں
پھر اِس میں پھول کھلانے کو برگِ نعت آیا
In Islamic point of view, the family is an institution that starts from the legal bond of marriage. The marriage is a contract that confirms the mutual rights of husband and wife. Including the other rights, one is the provision of maintenance to wife. The wife having leaving her family and making a life time compromise to live with her husband reserves the right to be exempted from all kind of financial obligations. In Islamic family system, the husband is responsible both in legal and moral angles, to support his wife and provide the maintenance according to his financial status. Likewise, the wife has the right to demand the provision of maintenance from her husband. In time of none Provision, she can take this right through court. The wife reserves this right only if she is willing to live with her husband and does not disobey her husband’s reasonable orders. If it is so, then the stand for provision of maintenance shall be treated as invalid. In this paper, the matter of maintenance provision and its related problems have been discussed in contrast with the Pakistan family Laws which will provide a profound knowledge to the readers.
A Comparative Study of Teacher Education Program in Pakistan and Turkey at Secondary Teacher training is a lynchpin of teaching learning process. Curriculum of teacher training programme
plays a vital role in its success. The study was undertaken to compare Secondary School teachers’
education programmes in Pakistan and Turkey. The study pinpointed the points of congruence and
incongruence in teacher education programmes of both the countries. The study was carried out to
achieve set objectives and research questions.Major objectives of the study were to highlight the
procedure which is being used to monitor and evaluate the model lessons; to investigate the similarities
and differences in teacher education programmes of both the countries, teaching practice facilities,
curriculum, comparison of teaching methodology, teaching faculties of Pakistan and Turkey, foreign
professional training, duration of teacher training course, monitoring and evaluation, assigning of
projects, comparison of education facilities available in both the countries and to suggest possible plan
for teacher education based on best practices of both the countries.
Research questions were framed to achieve the objectives of the study. 25 teacher trainers (13 Turkish
and 12 Pakistani) and 200 prospective teachers (100 Turkish and 100 Pakistani) were taken as sample
for the study. Two survey questionnaires were developed: one questionnaire for teacher trainers and
one for prospective teachers from Pakistan and Turkey. Survey Questionnaires were used as an
instrument for data collection and data was analyzed by using percentage and mean score. Majority of
Turkish teacher educators received foreign professional training while majority of Pakistani teacher
educators did not receive any foreign professional training. Teacher educators of both the countries
had attended seminars, workshops and conferences. Teacher educators as well as prospective teachers
of both the countries had consensus that supervision and evaluation of model lessons should be done
by a panel of examiners rather than head of institution or an individual teacher. Turkish teacher
educators were satisfied with the number of teaching staff, working conditions, funds for research ,
internet facilities and gadgets whereas Pakistani teacher educators and prospective teachers were
dissatisfied with the number of teaching staff, working conditions, funds for research, internet facilities
and gadgets. Turkish prospective teachers and teacher trainers mostly used demonstration method
whereas most of Pakistani teacher educators used lecture method. The researcher also recommended
that duration of B.Ed. should be increased to two years instead of one year.
On the basis of findings, major conclusions were drawn. The researcher gave his findings and
recommendations to attain maximum benefit of teacher training programmes in Pakistan and Turkey.