The document discusses the history of four major educational movements in Pakistan: Deobandi, Aligarh, Nadva, and Jamia Millia Islamia. It outlines the objectives, initiatives, features, and impacts of each movement. The Deobandi movement developed in reaction to British colonialism and focused on reviving religious spirit and Islam. The Aligarh movement aimed to educate Muslims in modern sciences to improve their situation under British rule. The Nadva movement reformed religious education to combine religious and worldly sciences. Jamia Millia Islamia aimed to achieve national aspirations by blending modern and religious education.
National Commission of education was adopted by Government on 30th December 1958.This commission was known as Sharif commission. Its chairman was S.M Sharif. The main reason was that the existing system of education was not adequate to meet the requirements of national.
Pakistan vision 2025 slides by atfah juttAtfahJutt
I Atfah Jutt prepared these slides for the students of education on the topic Pakistan Vision 2025.
These slides includes introduction, pillars, key enablers, 25 goals, aims & objectives of Pakistan Vision 2025.
“SIR SYED AHMED KHAN”
&
“ALIGARH MOVEMENT”
Early Life & Education:
He was born as Syed Ahmad Taqvi on 17 October 1817 in Delhi. His father, Mir Muttaqi was highly regarded by the Mughal dynasty, and many members of his family had held positions in the Mughal court. He was raised in a large house in a wealthy area, in accordance with Mughal traditions. His mother Azis-un-Nisa was a strong-willed religious woman who ensured that Syed and his brother received a disciplined upbringing. He was trained in Persian, Arabic, Urdu and orthodox religious subjects, and was also taught mathematics and astronomy. He was an active boy and participated in a number of sports like swimming and wrestling. He began his study of medicine but did not complete the course. His father died when Syed was still young and thus he had to abandon his formal education due to financial difficulties. He was offered positions in the Mughal court which he declined and entered the English civil service. Later on he attended the East India Company College from where he graduated with a degree in law and judicial services.
Personal Life & Legacy:
He married Parsa Begum in 1836, and the couple went on to have three children: Syed Hamid, Syed Mahmood and Amina.
He was a tireless worker who devoted his entire life to the promotion of education for the masses. A highly knowledgeable man and a prolific writer, he wrote on a number of subjects including history, politics, archaeology, journalism, literature, religion and science.
He lived the last two decades of his life in Aligarh and died on 27 March 1898, at the age of 80. His funeral was attended by thousands of people, including British officials, Muslim leaders, and his students.
About Sir Syed Ahmad Khan:
Sir Syed Ahmad Khan was a Muslim philosopher, social activist and educator who founded of the Anglo-Mohammedan Oriental College at Aligarh, Uttar Pradesh, India. He was deeply devoted to the cause of education and believed that widespread education was the only way to enlighten the masses. A distinguished scholar, he was a progressive thinker who played a major role in promoting social, scientific, and economic development of Indian Muslims. Even though he religiously followed Islam, he was troubled by the rigidity of the orthodox outlook of the Muslims. His life-long interest in religion manifested itself in the form of several volumes of a modernist commentary on the Quran. In addition he also began a sympathetic interpretation of the Bible. But above everything else, it was his dedication towards the cause of education that defined him as a person. He believed in promoting Western–style scientific education and was instrumental in setting up several schools for implementing this purpose. He was a British loyalist and formed the Muslim League to promote pro-British attitudes and activities, thus raising suspicion in the minds of Indian politicians. Nonetheless, he commanded great respect from both Hindus and Muslims for
National Commission of education was adopted by Government on 30th December 1958.This commission was known as Sharif commission. Its chairman was S.M Sharif. The main reason was that the existing system of education was not adequate to meet the requirements of national.
Pakistan vision 2025 slides by atfah juttAtfahJutt
I Atfah Jutt prepared these slides for the students of education on the topic Pakistan Vision 2025.
These slides includes introduction, pillars, key enablers, 25 goals, aims & objectives of Pakistan Vision 2025.
“SIR SYED AHMED KHAN”
&
“ALIGARH MOVEMENT”
Early Life & Education:
He was born as Syed Ahmad Taqvi on 17 October 1817 in Delhi. His father, Mir Muttaqi was highly regarded by the Mughal dynasty, and many members of his family had held positions in the Mughal court. He was raised in a large house in a wealthy area, in accordance with Mughal traditions. His mother Azis-un-Nisa was a strong-willed religious woman who ensured that Syed and his brother received a disciplined upbringing. He was trained in Persian, Arabic, Urdu and orthodox religious subjects, and was also taught mathematics and astronomy. He was an active boy and participated in a number of sports like swimming and wrestling. He began his study of medicine but did not complete the course. His father died when Syed was still young and thus he had to abandon his formal education due to financial difficulties. He was offered positions in the Mughal court which he declined and entered the English civil service. Later on he attended the East India Company College from where he graduated with a degree in law and judicial services.
Personal Life & Legacy:
He married Parsa Begum in 1836, and the couple went on to have three children: Syed Hamid, Syed Mahmood and Amina.
He was a tireless worker who devoted his entire life to the promotion of education for the masses. A highly knowledgeable man and a prolific writer, he wrote on a number of subjects including history, politics, archaeology, journalism, literature, religion and science.
He lived the last two decades of his life in Aligarh and died on 27 March 1898, at the age of 80. His funeral was attended by thousands of people, including British officials, Muslim leaders, and his students.
About Sir Syed Ahmad Khan:
Sir Syed Ahmad Khan was a Muslim philosopher, social activist and educator who founded of the Anglo-Mohammedan Oriental College at Aligarh, Uttar Pradesh, India. He was deeply devoted to the cause of education and believed that widespread education was the only way to enlighten the masses. A distinguished scholar, he was a progressive thinker who played a major role in promoting social, scientific, and economic development of Indian Muslims. Even though he religiously followed Islam, he was troubled by the rigidity of the orthodox outlook of the Muslims. His life-long interest in religion manifested itself in the form of several volumes of a modernist commentary on the Quran. In addition he also began a sympathetic interpretation of the Bible. But above everything else, it was his dedication towards the cause of education that defined him as a person. He believed in promoting Western–style scientific education and was instrumental in setting up several schools for implementing this purpose. He was a British loyalist and formed the Muslim League to promote pro-British attitudes and activities, thus raising suspicion in the minds of Indian politicians. Nonetheless, he commanded great respect from both Hindus and Muslims for
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
From the dawn of Iranian history, education and learning have been revered and preferred. In the 20th century the tradition of learning has been put forward by the enlightened rule of the Pahlavi’s father and son. Reza shah (1925-41) the founder of the Pahlavi dynasty believed that the expansion of modern
education was a pre-requisite for social and political progress. He wants to make education a corner stone in his nationalist program. He considered education a single most important factor in promoting both the well being of the individual and the progress of the country and is the cure for all that is wrong with the people and the country. During this period a large number of elementary and secondary schools were established in Tehran and other major cities. Education received attention from all social classes. The purpose of the present paper is to examine the role of Reza shah Pahlavi in the development of education based on the modern curricula.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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3. After studying this unit students will be able;
1. Know the history of these four educational movements and their impact
on the Muslim of Sub-Continent.
2. Understand the Muslim outlook towards education during the British
rule.
3. Describe the impact and outcome of these educational movements with
regard to their impetus.
4. Compare and contrast the Muslim educational with the modern/British
educational system.
5. Discuss these movements as the historical foundation of modern
educational system of Pakistan.
Objectives of the unit
4. The Deobandi movement developed as a reaction to the British
colonialism in India,[3] which was seen by a group of Indian scholars— consisting
of Rashid Ahmad Gangohi, Muhammad Yaqub Nanautawi, Shah Rafi al-Din, Sayyid
Muhammad Abid, Zulfiqar Ali, Fadhl al-Rahman Usmani and Muhammad Qasim
Nanotvi— to be corrupting Islam.
In 1919, a large group of Deobandi scholars formed the political party Jamiat
Ulema-e-Hind and opposed the partition of India.[21] Deobandi scholar Maulana
Syed Husain Ahmad Madani helped to spread these ideas through his text Muttahida
Qaumiyat Aur Islam.[21] A minority group later dissented from this position and
joined Muhammad Ali Jinnah's Muslim League, forming the Jamiat Ulema-e-
Islam in 1945.
5. Revival of religious spirit
Preaching of Islam
Curriculum
6. 1. Balance among different Islamic educational concepts in the South
Asia.
2. Preservation of Religious knowledge
3. Education in practical arts and crafts
4. Monetary and administrative aspects
5. Patriotism
6. Character building
7. Other teaching Institutions
7.
8. After the war of Independence of 1857 A.D., the British
took over the-whole of india. They left no stone unturned in
suppressing and oppressing the Muslims.
Sir Syed Ahmed Khan was a civil servant. He could not see
the miserable plights of the Muslims. After a prolonged and
careful thought he concluded that unless the Muslims
acquired the knowledge of the modern sciences, they could
not get rid of their miserable plight and keep pace with the
world.
9. To remove the hatred between British and Muslims.
To prepare Muslims for learning English and the modern
European sciences.
To enable them to benefit from the modern facilities and
comforts being available due to western science and
technology.
To develop among the Muslims a scientific outlook
To safeguard and preserve their national identity.
Aims and Objectives of Aligarh
movement
10. established a Scientific Society.
constituted a committee consisting of those who loved and
desired progress and prosperity for the Muslims.
launched a movement for educating the Muslims of the Sub-
continent.
established the Muhammadan Anglo-Oriental College at
Aligarh.
constituted the Muhammadan Educational Conference.
Important Initiatives With Regard To
The Aligarh Movement
11. Training of the Students
Social Activities
Facilities for the Students
Administration
Religious Education
Educating for the Elite and the Gentry
Salient Features of Aligarh Movement
12. Compromise Between the English and the Muslims
Prosperity for the Muslims
Development of Urdu
Political Training
Establishment of Educational Institutions
Westernization
Impact of the Aligarh Movement
13. A group of Muslim thinkers was of the view that Aligarh
movement was unable to face the new challenges to the Islamic
world. Moreover, he thought that the. Religious institutions
(academies) too were unable to keep pace with the educational
needs of the contemporary world. Therefore, he wanted to
evolve such a parallel curriculum as that could equip the
students with, the knowledge of religious sciences side by side
with worldly sciences. The Nadva translated these aspirations
into reality.
THE NADVA MOVEMENT
14. To reform the curriculum; develop the religious sciences; improve the
character of the students and refine their manners.
To narrow down the "differences of point of view among the Ulama
and thus create relative harmony among religious scholars.
To reform the Muslims at large; to strive for their progress and
prosperity and to keep aloof from the political strife in the country
(South Asia).
To establish a first-rate and grand Dar-ul-Uloom for providing
education in various arts and sciences and for promoting virtuosity
among the students
Objectives of Nadva Movement
15. Salient Features
Reformation of Curriculum
Training of the Students
The Teacher Students Relationship
Modern Arabic
Contact with the Islamic World
Internal Freedom (Autonomy)
Huge Collection of Books
16. In the beginning of 20th century it was felt that the education of the
Muslims must coincide with the national demands and aspirations of
the Muslims at that time Aligarh was the educational centre of the
Muslims. But all its efforts had failed to achieve and fulfill their
national aspirations.
then Mulana Muhammad Ali Johar thought of setting up parallel
institutions under the name of Jamia Millia Islamia. So he left Aligarh
College and established this Jamia Millia quite close to the Aligarh
College. However, in 1925 A.D., it was shifted to Delhi.
THE JAMIA MILLIA ISLAMIA
17. To equip the Muslims with modern as well s religious
sciences.
Complete Quranic knowledge was the fountain head of its
education.
Industrial and artistic education programmes were made
compulsory for making the Muslims independent of the
public service.
To create a cohesion between the religious and modern
sciences.
Objectives
18. Simplicity & Sincerity
Technical Training
Written Works (Writings)
Combination of Modern & Oriental Sciences
Urdu as the Medium of Instruction
Character Building and Training
Salient Features
