قرآنی طرز زندگی کے مطابق قیادت و رہبریت کی شرائط

Islam teach us complete way of life. It guides human to face any circumstance from birth to death such as clothing and appearance etc, Beard on male face is one of those guidance, through which male can be differentiated from female. Quran and Sunnah, Ijma and Qiyas (four principles of sharia) has made beard a part of human and Islamic nature. Due to this beard is obligatory and not having beard on face and large mustaches on face is the appearance of non-Muslims. And we are ordered to oppose that appearance. And by leaving beard less than one hand is forbidden, and group of many sins. And Hazrath Muhammad (SAW) also hate them. And according to sharia having beard on face have a lot of benefits for health and not having beard on face is much harmful for health. And cutting beard more than one hand is allowed and as well evident that it is Sunnah and Mustahib, because it is the original quantity of beard. And also it is based on the principles of nature and common sense instead of copying.

Exploring the Impact of In-Service Training on Elementary Science Teachers’ Professional Competence

Public school teachers in Pakistan often undergo in-service trainings that are usually managed by foreign donor-funded agencies. Because of the poor performance of primary schools, the training projects usually focus on professional development of primary and elementary teachers. It is important to know how much the programmes are beneficial for building teachers’ professional knowledge basis by enhancing their teaching skills. To improve schools and enhance professional competence of elementary teachers, the Aga Khan University-Institute for Educational development launched a project known as Strengthening Teacher Education in Pakistan (STEP) through funding of Foreign Affairs and Trade Developments of Canada and the Aga Khan foundation (AKF-C) Canada. Among a variety of programmatic activities, Whole School Improvement (WSIP) is one of the key programmes of STEP project implemented in multifaceted interventions in three separate districts of Balochistan. Teachers continued professional development through in-house workshops and follow up support has been one of the key factors of WSIP. This study explored the impact of training programme conducted under Whole School Improvement Programme (WSIP) on primary teachers’ competence in the context of Balochistan. A qualitative case study methodology was adopted to conduct the study. The participants comprised four primary teachers and a Lead Teacher who was the master trainer. The data was collected through multiple sources: semi-structured interviews, classroom observation, field notes and document analysis. The main findings of the study suggested that the teachers built a collaborative learning environment in the schools. Their interactions and discussions enhanced their professional knowledge and skills. The teachers also developed friendly attitude with students. Furthermore, the teachers believed that on the one hand, the new learnt pedagogies help them involve students in interactive learning and on the other hand, they perceived that the pedagogical skills were helpful to enhance students’ conceptual understanding of science topics. However, the teachers faced challenges like, shortage of necessary teaching materials, lack of parental involvement, pressure of syllabus completion and lack of follow up support. These challenges impede the process of effective classroom teaching and learning. The study recommends further support in terms of resources and professional development for teachers.