خواجہ غلام السیدین
افسوس ہے ہماری بزم علم وادب کی پرانی شمعیں ایک ایک کرکے اٹھتی جا رہی ہیں۔چنانچہ گزشتہ ماہِ دسمبر کی ۱۹؍کوخواجہ غلام السیّدین بھی ہم سے جُدا ہوگئے۔ مرحوم مولانا حالیؔ کے نواسہ تھے اورحق یہ ہے کہ اس رشتہ کاجامہ مرحوم کے قامت موزوں پرایسا راست آیا کہ خاندانوں میں اس کی مثالیں کم ہی ملیں گی۔ وہ نوعمری میں علی گڑھ کے ٹریننگ کالج کے نامور پرنسپل ہوئے۔اس کے بعد رامپور ،کشمیر اور بمبئی میں حکومت کے مشیر تعلیم کے عہدہ پر فائز رہے۔آزادی کے بعد مرکزی وزارت تعلیم میں سکریٹری ہوئے۔اوراس عہدہ سے پنشن پائی۔لیکن سچ یہ ہے کہ یہ سب عہدے ان کے علمی و ادبی درجہ ومقام سے فروتر تھے۔ وہ انگریزی اور اردو دونوں زبانوں کے بلند پایہ ادیب اور مقرر تھے۔ پچاسوں مقالات کے علاوہ انگریزی اور اردو میں متعدد وقیع کتابیں ان کی یادگار ہیں۔ اگرچہ تعلیم اور اس کافلسفہ ان کاخاص موضوع تھا لیکن تاریخ اورمذہب سے بھی فطری لگاؤ تھا۔
بڑی بات یہ ہے کہ فکرو نظر کااعتدال و توازن بلا کا تھا۔وہ قدامت پرستوں میں ترقی پسند تھے اورترقی پسندوں میں قدامت پرست۔ تحریر و تقریر دونوں میں بڑا رچاؤ اور رکھ رکھاؤ تھا، اس بناپر ہر طبقہ میں قدرومنزلت کی نگاہ سے دیکھے جاتے تھے۔ان کو بین الاقوامی شہرت حاصل تھی، چنانچہ ملازمت سے سبکدوش ہونے کے بعد امریکہ، کناڈا اور یورپ میں بار بار وزٹنگ پروفیسر ہوکر گئے۔ آخرزمانہ میں اسلامیات کی طرف انہماک زیادہ ہوگیاتھا اوراس سلسلہ میں جب کبھی انہیں کوئی اشکال ہوتا راقم الحروف کو لکھتے تھے اور جواب سے خوش ہوتے تو اس کااظہار ایک مستقل خط کے ذریعہ کرتے تھے۔نہایت مہذب ،خوش طبع اور کریم النفس انسان تھے۔عمر ۶۷ کے لگ بھگ پائی ۔اﷲ تعالیٰ مغفرت و بخشش کی نعمتوں سے سرفراز فرمائے۔اب تہذیب اورشائستگی کے...
Sir Syed Ahmad Khan was interested in history and history-writing. His areas of interest were Islamic and South Asian history. In this essay, we examine certain relevant facets of this interest and its manifestation. There are a vast number of studies on the life, achievements and goals of Sir Syed Ahmad Khan [1817-1898]. His essays have been collected from his journalism in 18 volumes by Muhammad Ismail Panipati1 and his other writings, lectures and letters have also received editorial attention. A useful tool in this regard is the compilation titled Kitabiyat-i-Sir Syed made by Ziauddin Lahori.2 As this paper focuses on Sir Syed’s historical writings, we may mention here a recent doctoral thesis of Syeda Jabin Zehra on this very topic.3 As a matter of fact, any and all of Sir Syed’s writings be they on education or religion now come under the ambit of history but our narrower focus will be on those writings that deal with history as history alone though they may also admit of other classifications.
The significant objectives of this study were; to examine and calculate the total and average costs of each selected item, to calculate student’s opportunity costs, to analyse student’s satisfaction with programme, to analyse the cost effective measures taken by academicians for each of three programmes and to assess eleven years admissions and completion and to analyse main objectives of programmes. It was descriptive study based on analysis and comparison of B.Ed programme at Bangladesh Open University (BOU), B.Ed at Allama Iqbal Open University (AIOU) Pakistan, and degree level/SI teacher training programme at University Terbuka (UT) Indonesia. It used a simple non-linear input and output design of “economic approach” of cost effectiveness analysis. The instruments that were developed to collect data about costs and other relevant features of programme were questionnaires. There were two questionnaires. The first questionnaire was administered to the management of programme. The elements in first questionnaire were; 1-Enrolment, 2-completion, 3-costs of examinations, 4- costs of radio and television transmissions, 5-course presentation costs (tutorial and workshop), 6- costs of printed material, 7-departmental/ establishment costs, 8- cost of building meant for this programme in the main campus of university, 9- objectives of programme and analyses about achievement of objectives, 10-benrolment and completion since 1992 to 2002. viiiThe selected output variables for cost-effectiveness analysis were; (a) Completion rate (b) Student’s satisfaction with programme. (C) The most important objectives of each selected programme were analyzed separately. Independent variables for data analysis were university, gender, age, qualification at the time of admission, profession and who paid the opportunity cost of students. The dependent variables for data analysis were student’s satisfaction with programme and student’s opportunity cost. The purpose to add some queries about the preliminary information was to obtain some of background knowledge about programme. Unit cost per pupil was the criteria for cost effectiveness analysis. The cost function applied for data analysis was; Unit cost = Fixed cost + Variable costs / N The results showed that enrolment was the highest at AIOU during 11 years. The highest average costs of examination were; 93.36 (UT), costs of course presentation were 93.46 (UT), costs of printed material were 98.97 (BOU), and departmental costs were 78.76 (BOU). Radio and television department produced programmes for students of BOU. Average cost of broadcast media was .851 at UT. As far as unit cost per student is concerned it was the lowest at AIOU. The mean scores of total opportunity costs were 411 for UT, 227 for BOU and 458 for AIOU. Student’s satisfaction with programme was highest at UT and lowest at BOU. The result showed that unit cost was lowest at AIOU and programme was the most cost effective due to economy of scale. Income from fee of each programme and item wise costs should be maintained in documents so that the assessment and comparison of programme may be feasible for management and researchers. The cost of examination is high at UT as compared to the other two universities. It is better to work out to lower down the cost of examination at UT. Costs of broadcast media at AIOU are in the margin. AIOU may spend on transmissions for all students of B. Ed. The costs of print and Department at UT are the lowest. AIOU and BOU can benchmark for lower down costs of print and department.