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خادمِ نعت

خادمِ نعت
سید صبیح رحمانی
(مدیر:نعت رنگ ، کراچی)
ڈاکٹر شہزاد احمد کا نام نعتیہ ادب کے خدمت گزاروں میں کسی تعارف کا محتاج نہیں۔انڈیا ہو یا پاکستان اہل نعت اُن کے نام اور کام سے خوب واقف ہیں۔ انھوں نے اوائل عمری ہی سے صنف نعت کے فروغ و ارتقا کے لیے بہت محنت کی ہے۔ابتدا میں اُن کی چھوٹی چھوٹی تالیفات سامنے آتی رہیں جو اپنے عہد میں نعتیہ شاعری کی جمع آوری اور نعت کے اشاعتی منظرنامے کو وسعت دینے کا سبب بنتی رہیں۔اُن کی ادارت میں ماہ نامہ’’حمدو نعت‘‘ کراچی کا اجرا ہوا جس نے تفہیم نعت میں اپنا حصہ ڈالا۔ بے شمار نعت کاروں ، نعت شناسوں اور نعت خوانوں پر لکھے گئے ان کے تعارفی مضامین ایک تسلسل سے سامنے آتے رہے جو آج محققینِ نعت کی تحقیقی ضرورتوں کو پورا کرنے میں آسانیوں کا سبب بن رہے ہیں۔ کراچی و حیدرآباد کے نعت گو شعرا پرمضامین کی صورت میں اُن کے تفصیلی تذکرے اپنی اولیت اور افادیت کے پہلو سے اہمیت کے حامل ہونے کی وجہ سے یادگار قرارپائے ۔اُن کا کاروانِ ذوق و شوق آگے بڑھتا رہااور انھوں نے مزید کئی منزلیں کامیابی سے طے کیں۔ اُن کا تحقیقی مقالہ’’اردو نعت پاکستان میں‘‘سامنے آیا جسے اب اپنے موضوع پر کتابِ حوالہ کی حیثیت حاصل ہے اور پھر’’ ایک سوایک پاکستانی نعت گو شعرا ، اساسِ نعت گوئی، انوارِ عقیدت اور اُردو میں نعتیہ صحافت‘‘ جیسی اہم کتابوں کی اشاعت کے ساتھ اُردو کے کئی نامور شعرا کے کلیات نعت کی ترتیب و تدوین نے انھیں نعت شناسی کے معاصر منظرنامے میں ایک الگ تشخص عطا کیا ہے۔میں سمجھتا ہوں یہ سب اُن کے اخلاص اور مسلسل محنت کا پھل ہے۔یہ بات یقین سے کہی جا سکتی ہے کہ اب پاکستان میں فروغِ نعت کا کوئی جائزہ ڈاکٹر شہزاد احمد...

Human Capital and Foreign Direct Investment: Lessons for Pakistan

Foreign direct investment plays a key role in economic development of all countries. Because of its enormous importance, a large number of empirical studies has focused on finding out the factors determining foreign direct investment. Level of human capital development is one of the major factors influencing foreign inflows. However, earlier studies examining impact of human capital on foreign investment inflows has majorly used literacy rate, school enrolment and government spending on education as its proxies. This paper also examines the impact of human capital as determinant of foreign direct investment. Contrary to earlier empirical studies, it uses cognitive skills as proxy for human capital. Cognitive skills measure the quality of education instead of literacy rate or government spending on education as proxy for human capital. Results indicate that human capital has significant positive effect on foreign direct investment for sample countries. This result is robust to disaggregated data for developed and developing countries. Other factors that determine foreign direct investment inflows are inflation, capital account openness, trade account openness and real income. Based on empirical results, it is recommended that the relevant authorities must make human capital as part and parcel of strategies aimed at augmenting economic growth in the country. There is also a lesson for a developing country like Pakistan to focus more on quality of education instead of school enrolment or education spending for attracting foreign direct investment to boost economic activity (J.E.L Classification Codes: O4, O15, P22).

Exploring Patterns in Conceptions and Enactment of Democracy by Secondary School Teachers in Karachi, Pakistan

The concept of democracy is a set of contestable yet elastic notions about human interaction in a diverse and ever changing socio-political set up. Like many other socio-political concepts democracy has also been used ambiguously by political as well as non-political elements to serve their own vested interest. However, there is a general agreement that the democratic practices of deliberation and participation by the people can be strengthened through education. In this study, I focus on the school as an institution that has been used as an instrument to promote certain ideologies and forms of regimes ranging from democratic ideals and participatory norms to orthodox military and religious ethos. The basic purpose of this study is a critical examination of teachers' conceptualisation of democracy and its enactment in secondary schools in the context of Pakistan. In other words the study attempts to unpack and explain the teachers' theoretical and practical positioning' about democracy and how such positioning is mediated by curriculum directions and pedagogical trends in government and private sector schools. The study involved a multi-method design of data collection and analysis, starting with a survey method and then to deepening understanding by using critical ethnographic methods. For the purpose of the survey a questionnaire was developed using a 5-point-Likert scale ranging from 'strongly disagree' through 'neutral' to 'strongly-agree' along with five open-ended questions. The survey study spread over a period of two months covering 80 secondary schools from government and private sector in the city of Karachi, Pakistan. The overall response rate was 80% as 320 teachers out of targeted 400 completed the questionnaire. The Principal Component Analysis (PCA) was used to extract 'factors', which were interpreted by computing factor loadings, mean score, and standard deviation values. In addition, responses to the open ended questions were analysed using frequency distribution and percentage scores to identify major trends. During the second phase of the study, critical ethnographic methods of semi-structured interviewing, observations, and document analysis were applied to generate data with the participation of four teachers from selected government and private sector schools. The study was completed in three stages; first compiling the primary records for preliminary reconstructive analysis and second a dialogical data generation and reconstruction of theories. At a third stage, results obtained from the survey and the ethnographic interviews and observation were synthesised to elicit findings and conclusions. The study demonstrates that the teachers' conceptualisation of democracy
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