میانمار(برما) ایک کثیر القومی ، کثیر المذہبی ، کثیر الثقافتی ملک ہے ۔ میانمار کی ریاست اراکان(موجودہ رکھائن) کے باشندے روہنگیا کہلاتے ہیں جہان صدیوں سینکڑوں سال تقریباً 48 مسلم بادشاہوں نے حکومت کی ۔لیکن عصر حاضر میں روہنگیا دنیا کی کمزور ترین اور مظلوم ترین مسلم اقلیت ہے۔. ریاست اراکان(موجودہ راکھائن) میں روہنگیا سب سے بڑا گروہ ہے ۔ روہنگیا دورِ حاضر میں بے ریاست لوگوں کا سب سے بڑاگروہ ہے ۔روہنگیا قوم دنیا کی ان دس اقوام میں شامل ہے جن کا وجود دنیا سے مٹ جانے کا خطرہ ہے۔روہنگین تہذیب ایک منفردتہذیب ہے ۔ اراکانی زبا ن وادب اسلامی تہذیب وتمدن کے بل بوتے پر پروان چڑھتےرہے۔روہنگیاایک قدیم زبان ہےجو بنگلہ دیش کی چٹاگانگی زبان سے ملتی جلتی ہے ۔یہ زبان میانمار اور اس کی ریاست راکھائن میں بولی جانے والی دوسری زبانوں سے مختلف ہے۔یہ نہ صرف بنیادی طور پر فارسی،اردو ،ہندی اور عربی زبانوں کے الفاظ کا مرکب ہے بلکہ کسی حد تک انگریزی زبان کے کچھ الفا ظ بھی اس میں شامل ہیں۔ تاریخ کی کتب میں اس بات کا ذکر ملتا ہے کہ1429ءمیں جنرل ولی خاں نے اراکان میں فارسی بطورسرکاری زبان رائج کی جو 1845 ء تک ریاستی زبان کے طور پر جاری رہی۔قدیم دورسےمسلمان مصنفین اور شاعر روہنگیا زبان میں فارسی اور عربی حروفِ تہجی کااستعمال کیا کرتےتھے۔ایسی ہی ایک کتاب کا ذکر روہنگیا کے مشہور ومعروف مصنف طاہر باتھاکے ہاں ملتاہے۔اس کے علاوہ اراکان کےتاریخی سکےفارسی اورعربی میں نقش کنندہ الفاظ سےمزین ہوتےتھے۔روہنگیاادب محبت کےگانوں، لوک کہانیوں، بارہ ماسہ، صوفیانہ گیتوں، محاورات،غزلوں، پہیلیوں اورلوریوںسےبھرپورہے۔ بارہ ماسہ روہنگیا ادب کا مقبول حصہ ہے۔یہ ایک ایسی صنفِ سخن ہے جس میں ایک دکھی عورت اپنے محبوب کی جدائی کو بیان کرتی ہے۔وہ اس کے فراق میں ماہی بےآب کی طرح تڑپتی ہے۔ہر مہینے میں موسم کی بدلتی ہوئی کیفیت...
Before the prophecy of Prophet (S. A. W) the overall state of Arabs was so spoilt that even it was impossible for pedagogue and rectifier to show them the right path because it was not merely the matter of rectification of faith or preaching of right path neither to make them get rid of false beliefs nor to ameliorate the society. For the fulfilment of such type of rectification the preachers and guides are always there in the society and the reparation continues or carries on. The real muddle was to eliminate the arrogance and detrimental idolism which was so incessant generation to generation in the long run that the preaching and teaching of Prophet and the endeavor of guides were ineffective for them. It was the need of time to establish such type of shelter in which people of world could refuge in it. The remedy of this issue to bring into existence such type of human who was entirely different from the primitive human being. So Holy prophet (S. A. W) came as reformist. There are many golden aspects of prophet’s (S. A. W) reformation in a society, Makk life is also one of them. It is not only changed and revolutionized the whole of the human history but also changed political, social and moral scenario of world. Methodology which our Holy prophet adopted it was the first Methodology that respected and valued human wisdom along with being on right path. In this article the same view point has been discussed. The following are the main points: 1. Preacher’s conformity in words and deeds. 2. Clear mandate to set the target. 3. Perseverance to achieve the set goal. 4. The best policy for the betterment of society. 5. The key points for the leadership.
Quality is an important aspect in education. There are many parameters such as drop-out rate, teacher-
student ratio, class-size, physical facilities, educational facilities, hostel facilities, information and
communication technology, parents and community participation in children education, monitoring
and assessment, homework assignment, students and teachers absence, actual size of classrooms,
participation in pre-primary/early childhood education, teacher’s qualification and professional
development, administrative and financial autonomy of Principals, coordination between staff and head
of schools, competency in English, mathematics and science and reading proficiency in Urdu and
English that reflect the quality of education. These were used as bases of comparison for quality
enhancement measures in public and private sectors’ institutions. Total sixty four (64) schools were
randomly selected, thirty two (32) schools from private sector and thirty two (32) schools from Govt
sector.
A questionnaire was developed and distributed among the principals of sample schools to collect
relevant information. Achievement tests were prepared in the subject of science, English and
mathematics to compare the academic achievements of Govt and private schools’ students. Hundred
(100) test item for science, hundred (100) for English and fifty (50) test items for mathematics were
taken. The tests thus taken were marked and other collected data was analyzed by using different
statistical tools, i.e. average (mean), percentage, standard deviation, t-test and correlation.
The findings of the study indicated that the performance of private boys and girls schools was better
than the performance of the Govt boys and girls School’s in all the three tests and English reading
competency while in Urdu reading both type of students were same. Principals of the boys and girls
private had more administrative and financial powers as compared to the principals of Govt girls and
boy’s schools. Parents of private school students participated actively in their children’s education as
compared to the parents of Govt school’s students. All kind of facilities were better in boy’s and girl’s
private schools as compared to Govt boys and Govt girl’s schools. Teachers’ academic and professional
qualifications were similar in both types of institutions. Results of the achievement tests were highly
correlated with the results of examination conducted by BISE.