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ہیں تمھارے یہ سارے خواب ،جناب

ہیں تمھارے یہ سارے خواب، جناب
زلف و لب، دل، جگر، شراب، جناب

ایک ہی جان پر ستم لاکھوں
پلکیں نازک، گراں حباب، جناب

قیس کے پائوں میں ہیں زنجیریں
اور لب پر ہے بس جناب، جناب

ہو گا محشر میں اک نیا محشر
تم سے مانگیں گے جب جواب، جناب

دیکھ لو اب فضا کی آنکھوں میں
چاند، قوسِ قزح، گلاب، جناب

موجودہ نظام تعلیم میں اسلامی اقدار کے سمونے کے مراحل واقدامات

Pakistan came into being on the basis of Islamic Ideology. Therefore, our educational system and policies should be based upon the Islamic ideology. Our national leaders also stressed upon the enforcement of Islamic values in all walks of life of the people of Pakistan. It was theoretically stated in all the educational policies that our national ideology would be the only basis of our educational system. The purpose of this research was to critically analyze the inclusion and effects of Islamic values in our educational system with special reference to our national educational policies. The method used for the research was descriptive and analytical. The review of literature revealed that practically nothing could be done. All steps taken in the educational policies for the inclusion of Islamic values in our educational system confined to papers only. It was also revealed that our national educational system was completely unable to produce honest, loyal, faithful and true Muslims and sincere Pakistanis. Our educational system and educational policies were devoid of Islamic character. The realization of the true sprite of Islamic values in our national educational policies remained a dream. Consequently, our present educational system could not give intended outcomes. In order to achieve the desired objectives, our educational policies and educational system should be in consonance with Islamic values and teachings. Holistic practical measures are required for this purpose. To foster in the hearts and minds of people of Pakistan in general and student in particular, a deep loyalty to Islam and Pakistan, our present educational system urgently requires radical changes on the basis of Quran and Sunnah.

Improving Teaching English Speaking Skills in Lower Secondary Schools of Karachi

English is taught as a second language in the Pakistani context where traditional methods such as Grammar-Translation Method (GTM) are dominant in most of the English language teachers' classroom practices. Generally, teachers are found to be neither equipped nor familiar with the communicative ways of teaching English in general and English speaking skills in particular. Therefore, they face challenges and difficulties in their classroom teaching practices, which limit students' learning and drive the teaching-learning processes towards rote- and examination-oriented learning. Many research studies have been conducted in all aspects and skills of second language learning. I have conducted my study with a similar aim that is, to improve the teaching and learning of English language speaking skills. The study was conducted in a lower secondary community school in Karachi, Pakistan, having a low socio-economic status. The methodology selected for the study was Action Research. This study was conducted to explore how teachers can be facilitated in improving their teaching of English speaking skills to grade six students. This entailed introducing new teaching strategies, such as role play, story-telling, and discussion, along with songs as encouraging activities. The findings of the study can facilitate the present researcher in his context, and therefore, improve his own practice as a teacher educator. Data were collected by using different methods and tools, such as observation, audiorecording of interviews of the participant teacher and classroom lessons, video-recording of the first and last teaching lessons, researcher's and teacher's reflective diaries, and document analysis. The study findings, during the reconnaissance stage, reveal that the existing teaching practices are teacher-centered, GTM- oriented, and replete with use of Urdu language. They also reveal the participating teacher's lack of pedagogical content knowledge and skills in addition to her inadequate English speaking skills. They further show students as passive listeners with minimum class participation, overloaded with tasks requiring heavy writing at the same time. Overall, reading and writing skills were focused with less emphasis given to speaking skill. In contrast, the findings after facilitating the teacher-participant with new teaching strategies demonstrate the following, the strategies improved: her practices of teaching English speaking skills; her awareness concerning pedagogical skills and content knowledge; her understanding of the teacher's role in the class; she also developed various teaching materials and lesson plans, and kept a reflective diary. In addition, the findings revealed some challenges that emerged in the process of facilitating the teacher-participant. For
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