سیرت طیبہ میں بلدیاتی نظام (میونسپلٹی) اور بنیادی عوامی سہولیات کے خدوخال

This study examines the community services and facilities provided seeking for, (صلى الله عليه وسلم) Prophet Holy of life the in Madinah of State the in guidance in the social development of community by fulfilling the basic needs of citizens in the modern-day. By declaring Medina a first Muslim state, the Holy Prophet (ﷺ) rendered invaluable services for the betterment of his people. He stressed upon providing fundamental rights of the human beings. The focus of this article is to shed light upon the ways of providing the most important needs of the citizens, which have been insured in the state of Madīnah, especially but not limited to those of a Muslim community. Nonetheless, it further elaborates how a civil government can provide the basic infrastructure, development of roads, religion abodes, supplying clean water, and promotion of peace and harmony among the people, and the rights of minorities in the light of Sīrat-e-Ṭayyibah. The method used in this article is descriptive and analytical study of the relevant Aḥādith, and building arguments on it. This study concluded State the in municipality the of foundations the led (صلى الله عليه وسلم) Prophet Holy that of Madīnah, and the basic needs of food, shelter, clean water. It ensured a peaceful society. Moreover, it is suggested that these aspects and teachings of Sīrat should be blazoned widespread to pave the way for social development, peace and harmony.

To Explore How Peer Assessment Supports Learning Experiences and Outcomes in Social Studies of Grade 6 and 7: A Case Study of a Private School in Gilgit-Baltistan

Formative assessment is an umbrella term which allows teachers to monitor the ongoing development in the class and peer assessment is an essential part of it. Peer assessment is an effective tool for students to observer their peer’s involvement, progress and responses in order to develop their critical thinking and decision making skills. The aim of this research study was to explore peer assessment support students’ learning experiences and outcomes at secondary level. This study was carried out in a private school of Gilgit-Baltistan, Pakistan. I adapted case study design within qualitative research methodology to get detail and in-depth insight into teachers’ using peer assessment to support their students’ learning. The research participants were two social studies teachers and students of Grades 6 and 7. For the data collection, interview, classroom observation, document analysis and focused group discussions were used. Overall the findings of this study show that teachers were familiar with the notion of peer assessment with regards to its importance in supporting students’ learning experiences and the outcomes were at surface level. However, the practices of peer assessment were more conventional rather than insightful. The data revealed that the understanding and practices of the teachers are more superficial. No evidence indicates that peer assessment is being used to develop students’ learning and skills at large. The main purpose of peer assessment in school was to identify the weakness of students and the allocation of marks. However, any structural guidelines like rubrics were missing. Even proper instructions were not given by the teachers. Therefore, the study proposes that teachers should prepare themselves with pedagogical and content knowledge regarding formative assessment in general, and peer assessment in particular, to make its implication effective at any classroom level. In this connection, professional development and training for teachers can be arranged through prime educational organizations and institutions. Thus, peer assessment can be made effective and purposeful for both the teachers and students.