مولانا صبغتہ اﷲ شہید فرنگی محلی
افسوس ہے کہ گذشتہ مہینے ۲۴؍ دسمبر کو مولانا صبغتہ اﷲ صاحب شہید فرنگی محلی نے اتتقال فرمایا مرحوم ایک نامور عالم، لایق مدرس، خوش بیان خطیب، شگفتہ نگار ادیب اور خوش فکر شاعر تھے، ان کی سیرت کی تقریریں خصوصیت کے ساتھ بڑی موثر اور دل آویز ہوتی تھیں، عرصہ تک مدرسہ نظامیہ میں درس و تعلیم کی خدمت انجام دی، ایک زمانہ میں النظامیہ کے نام سے ایک رسالہ بھی نکالا تھا، انجمن خدام کعبہ کے عہدہ دار اور اس کے اخبار خادم الحرمین کے اڈیٹر رہے، خلافت اور ترک موالات کی تحریکوں میں بھی سرگرمی سے حصہ لیا تھا پھر لیگ میں شامل ہوگئے تھے، آداب و اخلاق میں قدیم تہذیب و شائستگی کا نمونہ، بڑے وضعدار خوش مذاق، بذلہ سنج اور علم مجلسی کے ماہر تھے صنع جگت سے بھی ذوق رکھتے تھے، غرض ان کی ذات میں بڑی جامعیت تھی، ان کی وفات سے بہت سی خصوصیات کا خاتمہ ہوگیا، اﷲ تعالیٰ ان کی مغفرت فرمائے۔ (شاہ معین الدین ندوی،جنوری ۱۹۶۵ء)
Education has been considered the core value of human life. Religion and education are interrelated. The preaching of religion depends upon the education and training. Our holy Prophet (SAW) was an ideal educationist not only of his times but for the future generations as well. The article deals with the importance of education in the light of prophetic model. Prophet Mohammad (SAW) has emphasized on education and guidance of Muslims. He has established many educational policies for the Muslims which include Treaty of Madina, brotherhood of Muslims, construction of masajid, establishment of Suffa. These initiatives provided a ground work for future generations in shaping their educational syllabus and policies.
The International Baccalaureate Diploma Programme (IBDP) is a two-year programme offered to students between the ages of 16 years and 19 years, who are in their final years of school. The students have to do six subjects-three at the high level and three at the standard level. There are three cores: Creativity, action and service (CAS), Theory of Knowledge (TOK) and an extended essay, which contribute to the uniqueness of the programme. Although the programme originated in the developed countries, there is a growing awareness regarding the programme in the developing countries. This study sets out to explore how the process of implementing the IBDP is being carried out in a private school in Kenya. The study adopted a qualitative case study design with the IBDP as the case. In order to understand the case, there was interaction with various categories of people: administrators, the IB coordinator, teachers, and students. The data was collected over a period of six weeks through observation, interviews, document analysis, and informal discussions. All the interviews were audio-recorded. Observations were recorded in a field notebook, and a reflective journal was maintained where memos and reflections were written. The study revealed that strategic planning is extremely important in implementing a new programme. It was also found that the programme is quite demanding, and the teachers and the students should be given tremendous support. The students and the teachers feel that the programme is a good preparation for higher education. However, they pointed out that they were working under pressure due to the demands of the programme. They have adopted ways of coping with the challenges. There is a good monitoring and evaluation mechanism to help in the implementation. Professional development has emerged to be very crucial in the implementation of the IBDP. However, the timetable remains a hindrance to such professional development methods; as the help of a critical friend, clinical supervision, and the guidance of mentors. The school has taken some measures to ensure institutionalization and sustainability of the programme. In order to enhance the process of implementing the IBDP in the school, the study has come up with some recommendations such as the timetable overhaul to enhance professional development, and participatory monitoring and evaluation where all the stakeholders could be involved in different ways. Suggestions for further research in the area of the IBDP have also been given.