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پروفیسر عثمان ادہمی

پروفیسر عثمان ادہمی
یہ خبر بڑے رنج و غم کے ساتھ سنی جائے گی کہ ۱۵؍ مارچ کو دہلی میں پروفیسر عثمان ادہمی کا انتقال ہوگیا ان کا آبائی وطن بستی تھا مگر انہوں نے علی گڑھ میں اپنا مکان تعمیر کرالیا تھا، وہ مسلم یونیورسٹی میں حیاتیات کے پروفیسر تھے۔ ان کی علمی اور تنظیمی صلاحیتوں کا اس وقت زیادہ اندازہ ہوا جب وہ سید حامد صاحب کی وائس چانسلری کے زمانے میں پراکٹر تھے اور غالباً انہی کی تحریک اور جناب حکیم عبدالمجید صاحب کی خواہش پر ادہمی صاحب یونیورسٹی سے سبکدوش ہو کر ہمدرد اسٹڈی سرکل کے ڈائریکڑ ہوئے، ان کی اور سید صاحب کی مشترکہ جدوجہد سے اس کوچنگ سنٹر سے گزشتہ چھ برسوں میں ستر (۷۰) آئی۔اے۔ایس منتخب ہوئے جو ایک بڑا کارنامہ ہے، وہ مولانا آزاد میموریل اکادمی کے صدر بھی تھے جو ایک زمانے میں ان کی جدوجہد سے سرگرم رہی، ادہمی صاحب ایک شریف انسان اور قوم و ملت کے خاموش اور مخلص خادم تھے، وہ نام و نمود اور صلہ و ستائش سے ہمیشہ بے پرواہ رہے۔ ان کی ذاتی زندگی بھی صاف اور پاکیزہ تھی۔ اﷲ تعالیٰ مغفرت فرمائے، متعلقین کو صبر جمیل دے اور ہمدرد اسٹڈی سرکل اور قوم کو ان کا نعم البدل عطا فرمائے۔ آمین! (ضیاء الدین اصلاحی، اپریل ۱۹۹۷ء)

 

Comparative Analysis and Best Practices in Islamic Education in Modern Islamic World: Lessons and Insights for Reforms in Pakistani Madrasah System

It is important to know that how the whole system of Madrasah education was evolved and what were various trends which contributed in shaping the whole system of religious Education in the Muslim world, particularly. I this article I will be presenting a comparative analysis of some important Religious Education systems prevalent in prominent Muslim Countries to demonstrate that how same institutions can develop on different lines due to application of certain approaches by state. Here I will be making a comparison of five Muslim countries namely Egypt, Saudi Arabia, Turkey, Indonesia and Bangladesh. Under this comparison I would try to illustrate briefly that how different contexts actually shape and direct the overall approach, methodology and pedagogical methods of these institutions. And I will try Here I will make comparison of four major religious education institutions working in four different Muslim countries namely

Challenges During Crisis Management in Higher Educational Institutions: Perspectives on Leadership and Organizational Learning

With the increasing number of crisis events occurring in higher educational institutions across the globe, crisis management has attracted wider attention of the research community. Although developed countries have created some response mechanism, but Higher Education Institutes (HEI’s) in Pakistan are not generally equipped or prepared to respond to such crisis events. Therefore, it is imperative to conduct a research study on crisis management in Pakistan to explore its importance and to safeguard the interests of all stakeholders. This research study employed a multiple case study approach based on Zdziarski’s ‘Crisis Matrix’ as the basis for selecting and exploring crises in several higher educational institutions across Pakistan to gain real life experience and collected the data related to different types of crises. Chaos theory was used as the underpinning theory for this study. Purposive sampling was utilized to select at least two institutions for each type of crises and information rich respondents were identified to collect relevant and authentic account of event. The purpose of this research study was to report detailed descriptions of challenges faced by the institutions and strategies adopted by leaders who had experienced different forms of campus crisis. It further elaborated on the leadership roles and responsibilities employed during or after the incident along with the steps taken to mitigate the possible risks. Additionally, a comprehensive list of leadership characteristics required for organizational learning for post crisis management was explored. Data analysis across the three types of crises revealed three themes in crisis management; (i) cause and trigger (ii) incident response and control (iii) mitigation and recovery. Similarly, three meta-themes associated with crisis leadership were derived from a synthesis of leadership roles and responsibilities used during crisis. These included; (i) detect and interpret signal (ii) identify practical and unique solutions (iii) leading and sustaining.Finally, three meta-themes associated with organizational learning were gleaned. There were (i) debriefing (ii) training, (iii) reconfiguring. The findings of this research study supported the importance of development and dissemination of a comprehensive crisis management plan to all stakeholders. This was achieved when leaders dealt with the challenges and learnt from these crises. This learning helped evaluate the plan and actual crises responses before, during, and after a crisis event. The findings from this study provided not only an overview of leadership challenges and strategies but practical strategies for university administrators. This study has both practical and theoretical significance for the administration in educational institutes. By understanding the unique properties and nature of the crises, this study elucidated how threatened the higher education institutes are and helped prepare leaders to identify areas in which administration may take a lead. Theoretically, by exploring the role of organizational learning in crisis management this research will provide new research frontiers where various unexplored or underexplored issues may be discovered that are critical to the institutes’ uninterrupted operations.
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