سنڌي صحافت سنڌ جي سياسي، سماجي، ثقافتي مورچي تي سماج جي ٻين پرتن سان گڏجي ڪيئي فتحون حاصل ڪيون آهن. انهن جي جاکوڙ اڄ به جاري وَ ساري آهي. سنڌي صحافين جي بي باڪانه ۽ بهادرانه صحافت ڪري کين سياسي اڳواڻن توڙي ڏوهاري ماڻهن هٿان مختلف مؤقعن تي سخت تشدد جو نشانو به بڻجڻو پيو آهي. ڪن حالتن ۾ ته اهي پنهنجي جان به قربان به ڪري چڪاآهن. سنڌي صحافت ملڪ جي نام نهاد قومي زرد صحافت جي ڀيٽ ۾ پنهنجو هڪ اوچو ۽ اعى مقام رکي ٿي. پر ان هوندي به سنڌي اخبارون صحافت جي اخلاقيات کان لڳي ٿو ته تمام گھٽ واقف آهن. سنڌي ميڊيا کي ان سلسلي ۾ صحافين ۽ صحافت سان لاڳاپيل ذميوار ماڻهن کي اهي سڀ شيون سيکارڻيون پونديون.
ڪيس اسٽڊي طور هڪ خبر کي ٿا وٺون. ٿرڙيءَ ۾ هڪ نينگر کي اغوا ڪري ساڻس زيادتي ڪئي ويئي، جڏهن اها خبر سندس امڙ کي پيئي ته کيس بيهوشيءَ جا دؤرا پوڻ لڳا. لڳ ڀڳ سمورين سنڌي اخبارن ان واقعي کي ڪوريج ڏني آهي. جنهن ۾ نينگر ۽ سندس بيهوش امڙ جا ڦوٽو به خبر سان گڏ ڏنا ويا آهن. خبر ۾ وڌيڪ ڄاڻايو ويو آهي ته پوليس اهڙي مجرمانه عمل جو ڪيس وٺڻ کان انڪار ڪيو آهي ته ڪي بااثر ماڻهون ان مامري کي لئي مٽي ڪرڻ لاءِ نينگر جي مائٽن تي دٻاءُ وجھي رهيا آهن. ان قسم جون اڪيچار خبرون روز اخبارن ۾ اينديون رهنديون آهن جنهن ۾ ڪي طاقتور، بااثر، دٻدٻي وارا ماڻهون عورتن، نينگرن ۽ غريب ۽ بي پهچ ماڻهن جي عزتن جون دڄيون اڏاريندا رهندا آهن. ظلم ۽ زيادتيءَ وسيلي عزتون وڃايل عورتن ۽ نينگرن جون تصويرون به شايع ٿينديون رهنديون آهن.
اهڙين خبرن کي شايع ڪرڻ لاءِ انتهائي احتياط کان ڪم وٺڻ گھرجي. خبر کي اهڙي نموني شايع ٿيڻ گھرجي جنهن سان بدمعاشي ڪندڙ ڌر خوار خراب ٿئي ۽ زيادتيءَ ٿيندڙ ڌر کي ڪو انصاف ملي، داد رسي به ٿئي ته سندس اندر ۾ نفرت، ڪروڌ کي ڪا مثبت شڪل ملي سگھي. پر اسان جي سنڌي ميڊيا ۾ ابتي گنگا ٿي وهي. جيڪي ڪرمنل آهن، جن ڏاڍائي ڪئي، يا اهي جيڪي انهن جا ساٿاري آهن، نه ته انهن جا ڦوٽو شايع ڪيا ويندا آهن، ويتر ڏوهاري ماڻهن جو پاسو کڻندڙن کي “بااثر” لکي مٿن ڪک رکيا ويندا آهن. جڏهن ته زيادتي جو شڪار ٿيل جو پورو پروفائيل ڏئي سندس زخمن تي لوڻ ٻرڪيو ويندو آهي. اهو معاملو صحافت جي اخلاقي اصولن سان واسطو رکي ٿو. مثال طور مٿين خبر کي ٿا وٺون ته ان ۾ بدفعليءَ جو نشانو بڻيل نينگر جو نالو، ذات، ايڊريس، سندس ۽ سندس امڙ جا ڦوٽو ته ڏناويا آهن، پر بدفعليءَ جي زيادتي ڪندڙ شيطانن جا نالا ناهن ڏناويا ۽ هيڏي وڏي جرم جي طرفداري ڪندڙ “بااثرماڻهن” جي نالن سان گڏ اهو به ناهي ڄاڻايو ويو ته ڪهڙي ٿاڻي يا ايس ايڇ او ڪيس وٺڻ کان انڪار ڪيو آهي. مون جهڙي ماڻهوءَ لاءِ اهو رويو سمجھ کان مٿي آهي. يعني ته جنهن سان ڏاڍائي ڪئي ويئي آهي ته سندس خبر سان سندس پورو تفصيل ڏئي کيس سماج ۾ تهان وڌيڪ خوار خراب ڪرڻ جا سمورا اهتمام ڪيا ويا آهن، ۽ جيڪي مجرم آهن يا سندس حمايتي آهن ته انهن جي ڪا خبر چار ناهي ته ڪير آهن. اهي جرم جو ارتڪاب ڪندي به لڪل آهن ۽ اهي ڪٿي نه ڪٿي مڇن کي پاءُ تيل جو هڻي لئي سان گھمندا هوندا ۽ ڪوبه ماڻهون کين سڃاڻي نه سگھندو ته اهي مجرم آهن جن اها زيادتي ڪئي آهي. اهڙي خبر ڏيئي مظلوم سان ڪهڙي نموني جي همدردي ڪئي پئي وڃي. اهڙي خبر ڇپجڻ کان پوءِ هو سماج ۾ اک کڻي هلڻ جهڙو به نه رهندو. مٿس تمام هاڃيڪار نفسياتي اثر پوندا ۽ هو پنهنجو پاڻ کي مجرم سمجھي پيو سڀني کان نظرون لڪائيندو. ان نموني اهو پنهنجي مٽن مائٽن، يارن دوستن، ڪلاس فيلوز کان ڪٽجي تنهائي ۾ هڪ ڌنڌلي خيالي دنيا جي تري ۾ وڃي ڪرندو. سندس ذهن ۾ ڪيئي ناڪاري خيال پيا گردش ڪندا. ياته اهو بدلي جي باهه ۾ ايترو اڳتي هليو ويندو جو پاڻ به اڳتي هلي جرم جي دنيا ۾ داخل ٿي ويندو يا وري مايوسين جي ڪارن ڪڪرن کي هٽائڻ لاءِ نشي پتي جو سهارو وٺي پنهنجي صحت، جواني ۽ مستقبل قربان ڪري ڇڏيندو. ان ڪري اهو ضروري آهي ته ڪنهن به خبر کي ڇاپڻ کان اڳ ۾ ان جي اثرن تي غور ڪرڻ گھرجي. جي ائين نه ڪبو ته پوءِ اها خبر ڀل ته تمام نيڪ نيتيءَ سان ئي ڇونه هلائي ويئي هجي پر ان مان ڪي به هاڪاري نتيجا ڪڏهن به حاصل ڪري نه سگھبا. اسان جا سنڌي صحافي جيڪي اخبارن يا سنڌي ٽي وي چينلن تي ڪم ٿا ڪن، گھڻو ڪري انهن مان اڪثريت انهن جي آهي جيڪي صحافتي تعليم کان وانجھيل آهن. ان ڪري کين صحافتي اخلاقيات جي ڄاڻ به ٻڙي برابر آهي. کين اها ڄاڻ ڪا ورلي هوندي ته خبرون ڪيئن ٺاهجن، انهن ۾ ٻولي ڪهڙي استعمال ڪجي، پر ان کان به وڌيڪ ڏکوئيندڙ پهلو هي آهي ته اهي جيڪي اخبارن ۾ اهي خبرون وصول ڪندا آهن ۽ اهي انهن خبرن جي ٻولي ڏسي پوءِ انهن کي شايع ڪرڻ لاءِ اخبارن ۾ موڪليندا آهن، اهي به ڪي بنهه اڻ ڄاڻ ٿا ڏسجن جيڪي جيئن جو تيئن صحافي پاران موڪليل خبر کي شايع ڪري ڇڏيندا آهن. ان قسم جون ڳالهيون ان ڪري رونما ٿين ٿيون ڇوته سنڌي اخبارون ۽ ٽي وي چينل گھڻو ڪري صحافين کي سندن مناسب اجورو ڏيڻ بدران گھڻو ڪري صحافين کان ونگار وهائيندا آهن. ڪي صحافي ته ويتر اخباري مالڪن کي اشتهار وٺرائي کين ڪمرائيندا آهن. صحافت هڪ عمل آهي. سڀ کان پهرين صحافي خبرون هٿ ڪري، انهن کي لکي، ڪمپيوٽر تي ڪمپوز ڪري يا هٿ سان لکي ان کي پوسٽ وسيلي، فيڪس رستي، يا اي ميل ڪري يا ٽيلفون تي پنهنجي اخبار تائين پهچائيندا آهن. اهو سمورو عمل ظاهر آهي ته بنا پئسي ته ناهي ٿيندو. هاڻي جيڪڏهن صحافيءَ کي ان سموري عمل ۾ ايندڙ خرچ به نه ملندو، کيس پگھار به يا ته نه ملندي پر جي ملي ته اها به نالي ماتر ته ڀلا هو اهي سمورا خرچي کيسي مان ته ڪونه ڪندو. ظاهر آهي ته کيس پنهنجي ڪمائيءَ لاءِ وسيلا هٿ ڪرڻا پوندا. هاڻي مٿيون مثال ٿا وٺون ته اهڙي عمل ۾ کيس زيادتيءَ جو نشانو بڻيل غريب جو ٻار ته ظاهر آ ڪجھ ڏئي نه سگھندو ها باقي جيڪي “ٻيا” ڪردار آهن اهي سندس جيب گرم ڪرڻ کان اصل نه ڪيٻائيندا آهن ته پوءِ صحافي خبر هلائيندي به مٿن ڪک رکي ويندو آهي. ان ڪري جرم جيڪو ٿئي ٿو، ته ان کي وڌائڻ ويجھائڻ جو هڪ اڻ کٽ سلسلو شروع ٿو ٿي وڃي. ان ڪري ضروري آهي ته سنڌي اخبارن ۽ اليڪٽرانڪ ميڊيا کي گھرجي ته اهي هڪ ته شعبي سان وابسته تعليم ۽ تجربو رکندڙ صحافي ڀرتي ڪن، کين پنهنجي ڪم جو پورو پورو اجورو ڏين ۽ ان سان گڏ صحافين لاءِ سکيا جا پروگرام منقعد ٿيڻ گھرجن ته جيئن کين پنهنجن پيشورانه ذميوارين جي ڄاڻ مهيا ٿئي ۽ اهي صحافت جي باريڪ بينين، ۽ حساسيت کان واقفيت حاصل ڪري پنهنجو ڪم احسن طريقي سان سرانجام ڏين.
Saturday, March 26, 2011
Sunday, October 31, 2010
صنفي حساسيت ۽ لاکيڻو لطيف Gender Sensitization & Latif
جنس مردن ۽ عورتن ۾ بائلاجيڪل فرقن کي ظاهر ڪندو آهي جڏهن ته صنف سماج ۾ جنس جي بنياد تي مردن ۽ عورتن جي ڪردار ۽ ڪم ڪار کي ظاهر ڪندو آهي. جنس قدرت طرفان مليل وصف آهي جنهن کي مٽائي ڪونه ٿو سگھجي جڏهن ته سماج اندر ڪردار جي حوالي سان جوڙيل قانون اسان انسانن جا آهن. ان ڪري انهن ۾ وقت ۽ حالتن جي مدنظر ڦير گھير ٿيندي رهندي آهي. هڪ وقت هيو جڏهن پوري دنيا تي عورتن جو راڄ هوندو هيو جنهن کي مدري دؤر جي نالي سان ياد ڪيو ويندو آهي. اهو دؤر صدين تائين هلندو رهيو ۽ ان کان پوءِ پدري دؤر آيو جنهن ۾ مردن جي بالادستي قائم ٿي. اهو دؤر اڄ به هلندڙ آهي. مردن ۽ عورتن جي ۾ جيڪڏهن ڪو وڏو فرق آهي ته اها سندن جسماني بناوٽ ئي آهي. پر اسان وٽ ڪيئي ڳالهيون ڀٿر تي ليڪ ڪري سمجھيون وينديون آهن. خاص طور تي مذهبي بنياد پرست عورتن جي حقن جا سخت مخالف آهن. ”ڊيموڪريٽڪ ڪميشن فار هيومين ڊويلپمنٽ“ پاران ڇپرايل ڪتاب “رواداري” ۾ وجاهت مسعود پنهنجي مضمون “بنياد پرستي ڇا آهي؟” ۾ صنفي متڀيد متعلق مذهبي بنياد پرستي جي حوالي سان لکي ٿو ته “مختلف مذهبي روايتن سان واسطو رکندڙ بنياد پرست صنفي برابري جي اصولن جي هڪجهڙائي شد و مد سان مخا لفت ڪندا آهن. صنفي ۽ توليدي حقن جي باري ۾ هڪجهڙائي رجحان رکندا آهن ۽ پاڻ ۾ گوناگون اختلافن جي باجود سڀئي بنياد پرست گروهه عورتن کي مردن کان ڪمتر سمجھندا آهن. ڪجھ بنياد پرست هي تاويل پيش ڪندا آهن ته عورتن جي لاءِ هڪ مخصوص دائري ڪار ۽ رهڻ ڪرڻ جا زبردستي عائد ڪيل ظابطا دراصل ان جي حفاظت ۽ احترام جي عڪاسي ڪندا آهن،...” هو اڳتي هلي وڌيڪ لکي ٿو ته “عورتن ۽ مردن جي اڪيلي معروضي متڀيدي لڪير عورت ۽ مرد جو جسماني فرق آهي. جديد معاشرو حياتياتي قيمتن ۽ عضون جي فرق کي انساني عقل، صلاحيت ۽ امڪان جو بنياد نه ٿو سمجھي، دراصل بنياد پرست گروهه عورت ۽ مرد ۾ لڪير ڇڪي انساني جسم جي احترام کان انڪار ڪري ٿو. جيڪڏهن انسان پنهنجي جسم جو احترام وڃائي ويهن ۽ پنهنجي جسماني خصوصيتن تي فخر ۽ شرمندگي جهڙن احساسن جا شڪار ٿي وڃن ته اهي معاشري جي سياسي شڪل، فڪري بلوغيت ۽ گڏيل فيصلي سازيءَ ۾ ڪارگر آواز ڪڍڻ جا اهل ناهن رهندا.”
هن مرداڻي جڪڙ ۾ آيل سماج ۾ ڪجھ بي بنياد ۽ غلط تصور عورتن ۽ مردن وچ جوڙيا ويا آهن. اهي ڪجھ هن طرح آهن ته؛
1 _ مرد فطري خود مختيار آهي جڏهن ته عورت بي اختيار پيدا ڪيون ويون آهن.
2_ عورتون ڪمزور هونديون آهن جڏهن ته مرد طاقتور ٿيندا آهن.
3_ مرد ماهر جڏهن ته عورتون نااهل هونديون آهن.
4_ مرد جي حيثيت مڃيل، عزت ۽ دٻدٻي واري جڏهن ته عورتون هيٺين درجي جي حيثيت واريون هونديون آهن.
5_ عورتون جذباتي هونديون آهن جڏهن ته مرد منطقي سوچ ڌاريندڙ هوندا آهن.
6_ مرد فيصلا ڪندا آهن ۽ انهن تي عورتون عمل ڪنديون آهن.
7_مرد گھر لاءِ ڪمائي ڪندڙ ۽ عورتون گھر جون ڪم ڪندڙ هونديون آهن.
8_ مرد ليڊر جڏهن ته عورتون سندن مددگار هونديون آهن.
9_ مرد دلير جڏهن ته عورتون خوف ۾ مبتلا رهندڙ هونديون آهن.
10_عورتون امن پسند جڏهن ته مرد اڳرائي ڪندڙ هوندا آهن.
11_ مرد ڳالهائڻ مهل کَلي ڳالهائيندا آهن، جڏهن ته عورتون شرمائنديون آهن.
12_ مرد سرگرم، پرجوش رهندڙ جڏهن ته عورتون غير سرگرم هونديون آهن.
سنڌ جي سماج اندر به اهي ڳالهيون صدين کان رائج آهن. ڪن ڳالهين ۾ ته اسان پوري دنيا کان چوٽ تي چڙهيل نظر ٿا اچون. مثال طور ڇوڪرين جي پڙهائڻ ۽ سندن رشتن ناتن ۾ ساڻن مشورو ڪرڻ کي انتهائي بي غيرتي سمجھيو ويندو آهي. ا ڪارو ڪاري جي نالي ۾ هلندڙ نياڻين جي قتلام کي مڙس ماڻهپي سان جوڙيو ويو آهي. حالانڪه اهي سوچون اسان وٽ ٻاهرين قومن وٽان پهتيون آهن، جن کي اسين هاڻي آسماني صحيفو سمجھي پوڄي رهيا آهيون. سماج اهي ترقي ڪندا آهن، جن وٽ زندگيءَ سان سلهاڙيل ڪن تمام اهم ڳالهين متعلق واضع. چٽو مؤقف هوندو آهي. انهن کي خبر هوندي آهي ته ڪهڙي ڳالهه سندن فائدي واري جڏهن ته ڪهڙي نقصانڪار آهي. صنفي فرق کي سمجھڻ بنا اسان ترقي نه ٿا ڪري سگھون. جڏهن قوم جي اڌ آبادي ترقيءَ لاءِ هلندڙ سموري وهنوار کان الڳ هجي، بلڪ انهن کي انسان ئي نه سمجھيو وڃي، ته پوءِ اسان تيزيءَ سان تبديل ٿيندڙ دنيا سان ڪيئن قدم بقدم هلي سگھنداسين. انهن ڳالهين کي سمجھڻ لاءِ ڪن آمريڪا ۽ يورپ جي ڏاهن جي ڪيل ڪم تائين اسان جي ڀلي ته پهچ نه به هجي پر اسان جو لاکيڻو لطيف پنهنجي شاعريءَ ۾ اسان لاءِ ڪيئي ڏاهپ ڀريا سبق ڇڏي ويو آهي. انهن صنفي تصورن کي ذهن ۾ رکي جڏهن سنڌ جي عظيم شاعر شاهه عبدالطيف جي شاعريءَ جو مطالعو ڪبو، سندس شاعري ۾ ٻڌايل فلسفي کي اڄوڪي دؤر ۾ مردن ۽ عورتن سان سماج اندر هلندڙ روين سان ڀيٽ ڪبي ته ڪيئي ڳالهيون کَلي ڪري آشڪار ٿي پونديون. . ڊاڪٽر فهميدهه حيسن پنهنجي ڊاڪٽوريٽ جي مقالي ”شاهه لطيف جي شاعري ۾ عورت جو روپ“ ۾ لکي ٿي ته ” عورت جي ڪردار کي ڪڏهن صنف نازڪ ۽ ڪڏهن جنسِ لطيف جهڙين خوبصورت لفظن ۾ بيان ڪري مٿس ڪمزوري ۽ بزدليءَ جو ٺپو لڳايو ويندو آهي. شاهه صاحب جي ڪردار وارين عورتن ان تصور کي غلط ثابت ڪيو آهي.” سنڌ جي مڃيل سياستدان ۽ اديب رسول بخش پليجي ”وهڻ مون نه وڙاءِ“ ڪتاب ۾ لطيف سرڪار لاءِ لکيو آهي ته هو اهڙن ڏاهن ۾ شمار ٿيندا آهن جن “... انسانن جي روح ۾ جھاتي پائي انسانن جا دک درد سندن جذبا ۽ احساس ڏٺا هئا.” پنهنجي ڳالهه کي اڳتي وڌائيندي پليجو صاحب لاکيڻي لطيف لاءِ وڌيڪ لکي ٿو ته “هن سنڌ جي عام ماڻهن، مردن ۽ عورتن خاص ڪري عورتن جي جذبن جي جنهن خلوص امنگ ۽ جذبي سان ترجماني ڪئي آهي، تنهن جي بيان لاءِ دفتر کپن.”
سسئي جي روپ ۾ هڪ اهڙي بهادر عورت جيڪا پنهنجي ور جي ڳولها لاءِ حد لاحد لنگھي ٿي وڃي. جھنگ، جبل، روهه، ڪنڊا، بک، اڃ، اڻ ڏٺل واٽ تي ايندڙ سموريون تڪيلفون کيس سندس عزم تان هڪ انچ به پوئتي هٽائي نه ٿيون سگھن. سسئي صرف هڪ جدوجهد ڪندڙ ڪردار طور سامهون نه پئي اچي پر هوءَ ليڊر طور پنهنجا فيصلا پاڻ ٿي ڪري. جھنگ جھاڳڻ، لنڊيون لتاڙڻ، جھنگلي جانورن سان مهاڏو اٽڪائڻ وارا ڪم ڪو خوف ۾ مبتلا رهندڙ انسان ڪيئن ٿو ڪري سگھي! لطيف سائين پنهنجي شاعريءَ وسيلي ان غير منطقي سوچ کي ڀنڃي ڀورا ڪري ڇڏيو آهي ته عورتون ڪمزور، خوف ۾ مبتلا رهندڙ هونديون آهن. سسئيءَ جي روپ ڌاريندڙ عورت جي نالي ڪير چوندو ته اها ڪمزور هئي. هوءَ پنهنجي محبوب وَر پنهونءَ ڏانهن ويندڙ راهه تي ملندڙ هر تڪليف کي هڪ چئلينج ڪري ٿي وٺي ۽ پنهنجي پرين سان والهانه محبت ۽ عقيدت ڪري کيس اهي تڪليفون، ڏک ڏاکڙا به سک ٿا لڳن؛
ڏاگھن ڏيرن ڏونگرن تنهي ڏنم ڏک،
سي سڀ ڀانيم سک هيڪاند ڪارڻ هوت جي.
هوءَ پنهنجي ساهيڙين کي چئي پئي ته سندس سفر اڻانگو ۽ ڏکيو آهي، ان ڪري خالي سڌون ڪرڻ واريون مون سان نه هلو، صرف اهي سندس ساٿ ڏين جيڪي پنهنجي جان جي پرواهه نه ڪن؛
سڌائتي سڀ ڪا بک نه باسي ڪا،
جيهيءَ تيهيءَ ذات جي، جنبش ڪانهي ڪاِ،
مون سين هلي سا، جا جيءُ مٺو نه ڪري.
هوءَ مسلسل جدوجهد جي حامي آهي، منزل صرف اهي ماڻيندا آهن جيڪي منزل طرف ويندڙ راهن تي ويهي ڄاڻو، ڏاهن انسانن کان رهنمائي حاصل ڪندا رهندا آهن، اهي ڪڏهن به منزل ماڻي نه ٿا سگھن جيڪي ستل هجن، گھر جي ڪنڊ ۾ ويٺل هجن. سسئي جي عزم، حوصلي، همٿ، جذبي، بهادري وارين روين کي چٽي طرح سمجھائيندڙ ڪجھ بيت هيٺ ڏيان ٿو؛
ويٺي ور نه پون، ستي ملن نه سپرين،
جي مٿي رندن رئن، ساڄن ملي تن کي.
ڪر ڪو واڪو وس، وهه مهَ منڌَ ڀنڀور ۾،
چڙهي ڏاڍهين ڏونگرين، پير پنهون جو پس،
ڏورڻ منجھان ڏس، پوندين هوت پنهونءَ جو.
هن بيت ۾ لطيف سائين سسئيءَ کي صلاح پيو ڏئي ته سؤ ڪوهه پنڌ جا ته سڀڪو ڪندو آهي، پر جڏهن تون صفا کهين پئين، ٿڪجي پئين ته ان وقت به هلندو رهجانءِ؛
سؤ ڪوهه ڪري سڀڪا، تون کهي کڻج وک،
تاڻج منجھان تک، ته پنڌُ پاسي ڀر نبري.
منزل ماڻڻ واريون اهي هونديون آهن جيڪي ڪا به لالچ يا لوڀ نه رکنديون آهن، اهي هر وقت سڄاڳ رهنديون آهن؛
سڀ ننگيون ٿي نڪرو، لالچ ڇڏي لوڀ،
سپيريان سي سوڀ ننڊون ڪندي نه ٿئي،
هن بيت ۾ سسئي جو پنهنجي پرين پنهونءَ سان لاڳاپو ته ڏسو، جو کيس وڻن مان به آري ڄام جو واس پيو اچي، ۽ سندس حوصلو اجھو هيءُ آهي ته چئي پئي ته جي جھنگ جا مرون سندس ماس به کائي ويندا ته به سندس هڏا هوت ڏانهن هلندا؛
لڏيندي لباس، جتن جيڏو ئي ڪيو،
اچي آري ڄام جو وڻ وڻ منجهان واس،
مرون کينم ماس، هڏا هلندا هوت ڏي.
سسئي جي روپ ۾ اسان کي اورچ، بهادر، مظبوط ارادي واري هڪ اهڙي عورت ٿي نظر اچي جيڪا پنهنجي مقصد جي حاصلات لاءِ ڪنهن به رڪاوٽ، تڪليف، خوف کي پنهنجي ويجھو اچڻ ئي نه ٿي ڏي. اتي ٿورو ساهي پٽي اسان عورتن لاءِ هوائي توائي ڳالهين جي ڇنڊ ڇاڻ ڪندا سين ته اهي سڀ نظريا ڪوڙا ثابت ٿيندا جنهن مطابق ته اهي صنف نازڪ آهن، منجھن ڏکيا ڪم ڪرڻ جي صلاحيت، طاقت ۽ حوصلو ئي ناهي.
”ڀٽائي بک هڙتال تي“ ڪتاب ۾ ڊاڪٽر ملڪ نديم پنهنجي مضمون ”سرڪاپائتي ململ منجھان سون“ ۾ لطيف سرڪار پاران معاشري ۾ عورتن جي هڪجهڙين حقن لاءِ کي هن نموني بيان ڪيو آهي “ڀٽائي عورت کي گھرو يا ملڪي ترقي ۾ هڪ جهڙي حيثيت ۾ حصي نه وٺڻ واري زرعي اخلاقي قدرن جي سخت مخالفت ڪئي ۽ پنهنجي شاعريءَ ذريعي سُر ڪاپائتي يا ٻين سرن ۾ عورت لاءِ محنت يا محبت جي آزادي جي حمايت ڪئي. محبت جي آزادي لاءِ سر سهڻي ڀٽائي جو نمائندو سُر آهي ته محنت جي آزادي لاءِ سُر ڪاپائتي لطيف جو اڳواڻ سر آهي.” ساڳي ڪتاب ۾ اڳتي هلي ڊاڪٽر ملڪ نديم سرڪاپائتي ۾ عورت جي محنت کي گھر جي عظمت سان ملائيندي لکي ٿو ته ” ڀٽائي سر ڪاپائتي ۾ عورت کي پورهئي ۽ هنر جي آزادي حاصل ڪرڻ سان گڏ پنهنجي ڪٽنب ۽ ڀتار ڪانڌ سان وفاداري سان ساڳيو پيار قرب ۽ وفاداري قائم رکڻ جي تلقين ڪئي آهي، ٻئي پاسي پورهئي کان لنوائيندڙ عورت کي خبردار ڪيو آهي ته کيس ڪانڌ ۽ ڪٽنب ۾ عزت ۽ محبت نه ملندي.
”ارٽ اوڏو نه ٿئين، ڀوري ڀوري سيئن،
ڪنڌ کڻندين ڪيئن، اڱڻ عجيبن جي.“
لطيف جي ٻئي عورت ڪردار مارئي جو مثال ٿا وٺون ته ڪيئن نه هوءَ هڪ ڏاڍائي ڪندڙ بادشاهه جي آڏو پنهنجي حقي مؤقف تي اٽل ٿي بيهي رهي. هن سندس پاران ڏنل سڀني عيش عشرت جي زندگيءَ جي لالچن کي ٺڪرائي پنهنجي غريبي حال تي فخر ۽ وڏائي جو اعلى مثال قائم ڪيو ته ان مان صاف ظاهر آهي ته عورت مظبوط ارادي واريون به ٿينديون آهن، جيڪي وقت اچڻ تي جبل جيان اٽل ٿي بيهي رهنديون آهن. مارئي انهن منجھان هڪ هئي جنهن عمر بادشاهه پاران سمورن سهولتن کي وٺڻ کان انڪار ڪندي اهو چيو ته؛
پٽولا پنهواريون مور نه مٿي ڪن،
جه لاک رتائون لوئيون، ته سالنئا سونهن،
ان ايلاچنيون اڳري، بخمل بافتن،
سکر ڀانئيان سومرا کٿي کان کنڀن،
جا ڏنيم ڏاڏاڻن سان لاهيندي لڃ مران.
يا سندس هي ڪيڏو نه خوبصورت خيال آهي ته؛
ڪراين ڪروڙ جا، چوڙا ڪوڙا جن،
سو مرڪ ماروئڙن، جئان لوڪ لڄ ٿئي.
يعني ته ڪراين تائين جيڪي چوڙيون چڙهيل آهن، اهي آهن ته ڪوڙيون، پر سندن قيمت ڪروڙن ۾ آهي، ٿر ڄائيون اهو ڪم ڪنديون آهن، جنهن کان لوڪ کي لڄ ايندي آهي.
ان سلسلي کي اڳتي وڌائيندي مارئي چوي ٿي ته اها ته اسان جي ريت ئي ڪانهي ته پکن، جھوپڙن ۽ چؤنئرن ۾ رهندڙ ڪا عورت پنهنجي عزت، سيل، وقار جو سودو محلن ماڙين ۽ ٻين بادشاهي سهولتن سان ڪري؛
اي نه مارن ريت، جيئن سيڻ مٽائين سون تي،
اچي عمر ڪوٽ ۾ آءُ ڪنديس ڪان ڪَريت،
پکن جي پريت، ماڙي مور نه مٽيان.
در اصل مارئي هڪ علامت طور تي پيش ڪئي ويئي. هڪ اهڙي بهادر، وطن دوست، سچار، پنهنجي عزت ۽ عظمت جي حفاظت ڪندڙ عورت جيڪا وقت جي جابرن آڏو پنهنجي حقي ڳالهه ڪندي ڪانه هٻڪندي آهي. سنڌ ڄائي شهيد بي نظير ڀٽو کي به ان ڪري مارئي ملير جي ڪري ياد ويندو آهي ته اها وطن جي حب ۾ سرشار هئي، کيس وطن جي غريب ماڻهن سان عقيدت هئي، هوءَ چاهي پئي ته هن ملڪ جي ماڻهن جي زندگيءَ ۾ ڪا بنيادي تبديلي اچي. جڏهن هڪ بهادر، اڻموٽ ۽ اورچ عورت سان وقت جا ”عمر“ جڏهن سندس مقابلو ڪري نه سگھيا ته کيس جسماني طرح ختم ڪيو ويو.
اڄ جي دؤر ۾ سنڌ جي عورتن کي انسان ته سمجھيو ئي نه پيو وڃي، عورتن جي قتل جون خبرون اسان روز پڙهندا آهيون. 2009ع ۾ ڪل ملائي 284 عورتون سڄي سنڌ ۾ قتل ٿيون، جن مان گھڻائي اهڙين جي هئي جن تي ڪارو ڪاري جو الزام لڳائي بيدرديءَ سان ڪٺو ويو هيو. سنڌ جي دامن تي ڪاروڪاريءَ جي نالي ۾ ڪٺل نياڻين جي اڻ لکيل ايف آئي آر هڪ بدنما داغ آهي. سنڌ ۾ عورتن سان مت ڀيد جي حوالي سان جيڪي ڏاڍايون جاري آهن انهن ۾ سڀ کان وڌيڪ خطرناڪ، خوني ۽ دهشتناڪ ڪارو ڪاري جو هلندڙ وهنوار آهي. لطيف جي رسالي ۾ سُر سهڻي ان سموري نام نهاد وهنوار مان مانڌاڻي ٿو ڦيري ڇڏي. سهڻي هڪ شادي ٿيل عورت هئي جنهن کي سندس مرضيءَ خلاف ڏم نالي همراهه سان پرڻايو ويو هيو، جڏهن ته سندس دل اندر ميهر (ساهڙ) جي محبت ايندڙ ويندڙ ساهن جيان سمايل هئي. هوءَ روز رات جو گھڙو کڻي پنهنجي محبوب سان ملڻ لاءِ دريا پار ڪندي هئي. سندس ان عشق جي خبر سندس مڙس ۽ ٻين گھر جي ڀاتين کي به هئي جيڪي کيس طعنا طنقا به ڏيندا هيا.
ڏم ڏيهاڙي ڏي، سندا ميهر مهڻا،
جھليم ٿي جھولي ۾ پلئه پايو سي،
مرجان چاليهه چي، سڱا سپرين جي،
ڏم پاران مون کي ميهار سان ملڻ لاءِ روزانا طعنا ٻڌڻا پوندا آهن، پر جيڪڏهن مون کي اهڙا چاليهه طعنا روز ملن ته به مان پنهنجي محبوب سان ملڻ کان ڪين ڪيٻائندس. اهڙي صورتحال هوندي به ڪڏهن نوبت خون خرابي تائين نه پهتي. بقول سنڌ جي ”امر جليل“ جي ته ”سهڻي دنيا جي اها واحد عورت آهي جيڪا شادي شدهه هوندي به ٻي ڪنهن سان پيار ٿي ڪري ۽ دنيا وارا کيس عزت جي نظرن سان ڏسن ٿا.“ منهنجي خيال ۾ ته جنهن نموني لطيف سرڪار سندن عشقه داستان کي بيان ڪيو آهي، اهو ان جو ئي ڪمال آهي. هونئن جي اڄ جي وڏيرن، سردارن جو جوڙيل اصولن (نام نهاد) کي سامهون رکي پرک ڪنداسين ته سهڻي ته سراسر ڪاري هئي، جنهن کي سرعام قتل ٿيڻ گھرجي ها ۽ سندس لاش کي ڪنهن ڪارين جي الڳ قبرستان ۾ وڃي دفن ڪجي ها جت انهن ريگناهه ماريل نياڻين جي قبرن تي قلن پڙهڻ کي به بي غيرتي سمجھيو ويندو آهي. پر ان جي ابتڙ لطيف ته ان کي عظيم سورمي، بي باڪ، نڊر، بهادر، محبت جهڙي عظيم جذبن جو ترجمان ڪري پيش ڪيو آهي ۽ کيس صلاح ٿو ڏئي ته؛
مرج وٽ ميهار، متان موٽئين سهڻي،
ساهڙ جا سينگار متان ڏم ڏيکارئين.
يعني سهڻي کي مرڻ ئي ميهار وٽ گھرجي، ۽ هن جيڪي سينگار ساهڙ لاءِ ڪيا آهن اهي ڏم (سندس مڙس) کي نه ڏيکارڻ گھرجن.
صنف جي موضوع تي سنڌي ادب ۾ تمام گھٽ لکيو ويو آهي. پر صديون اڳ يگاني عالم، ڏاهي، فلسفي شاعر شاهه عبدالطيف ڀٽائي جنهن فنڪارانه نموني عورتن جي حقن، سندن آزادي، برابري لاءِ آواز اٿاريو آهي ان ڳالهه جو نظير ملڻ به مشڪل آهي. محبت جي ماريل عورتن جي اڌمن جي اپٽار، پنهنجن ورن جون واٽون نهاريندڙ ونين جو انتظار، ظلم جي آڏو جبل وانگر اڏول ٿي بيٺل عورتن جي للڪار ن کي لفظن جو روپ ڏئي جنهن نموني شاهه عبدالطيف ڀٽائي صديون اڳ جڏهن اڃا صنف تي جديد تحقيق جو تصور به موجود نه هيو ته هن عورتاڻي جذبن جي عڪاسي اهڙي ته فنڪارانه انداز ۾ ڪئي آهي جنهن کي پڙهي ۽ ڏسي سندس عظمت کي سوَ سلام ڪرڻ لاءِ دل ٿي چوي. سهڻي جي روپ ۾ لطيف سائين چوي پيو ته
واهُڙ وهن نوان، اڃا وَههُ اڳي ٿيو،
گھَرَ ويٺيون گھڻا ڪريو، سَرتيون سـڱ نوان،
صورت جا ساهڙ جي ساجي ڏٺي مان،
هوند نه پليو مان، گھڙو سڀئي گھڙا کڻي.
هن شعر ۾ لطيف سهڻي جي روپ ۾ چوي پيو ته جيئن مون ساهڙ (محبوب) کي پسيو آهي، محسوس ڪيو آهي، ۽ جي اها حقيقت اوهان به پروڙ ي وٺو ته هوند اوهان به ڪنهن (نام نهاد، ظاهري، ڪوڙي) عزت جي انا کي پاسي رکي مون وانگر گھڙا کڻي وچ سير ۾ ٽپي پئو. اهو ڪهڙو محبوب جو روپ هو جيڪو سهڻيءَ جي روپ ۾ لطيف سائين کي نظر آيو هيو. منهنجي خيال ۾ ته انوقت ۽ اڄ به جيڪي نام نهاد غيرت جا غليظ رويا مرد عورتن سان رکي ٿو، عورتن کي هيچ سمجھي انهن کي پنهنجي پير جي جتي ڀانئي ٿو، عورتن کي سمورن بنيادي حقن جنهن ۾ محبت، پيار، عشق به شامل آهي انهن کان محروم رکي ٿو انهن جي اپٽار ڏاڍي فنڪارانه انداز ۾ ڪئي آهي. سهڻي هڪ شادي شدهه عورت هئي، جنهن کي وري هڪ ٻئي مرد ميهار سان عشق ٿي ويو. لطيف وٽ اهو ڪوبه گناهه نه آهي. لطيف جي سورمين ۾ سهڻيءَ جو شمار هڪ اوچي مقام رکندڙ هڪ اهڙي باوفا، بهادر، پيار جي لطيف جذبن سان ٽمٽار عورت جو آهي، جنهن پنهنجي وصل جي خواهش کي عملي روپ ڏيڻ خاطر پنهنجي جان جو نظرانو ڏيڻ کان به ڪين ڪيٻايو. ان مان صاف ظاهر ٿو ٿئي ته لطيف وٽ ڪارو ڪاري جو ڪوبه تصور نه هيو.
لطيف جي شاعريءَ ۾ ٻين بهادر ۽ ڏاهين عورتن جو ذڪر ايندڙ مضمون ۾ ڪندس پر آخر ۾ اهو ضرور چوندس ته اسان جو سماج هڪ اهڙي انڌ جي گھوڙي تي سوار آهي، جنهن جي ڪابه منزل طئي ٿيل نه آهي. اسين خواريءَ جا کارا کڻي هنڀوچيون پيا هڻون ته اسان وڏا ”غيرت مند“ آهيون. منهنجي خيال ۾ ته اڄ جي دؤر ۾ حقيقي غيرت مند اهو آهي جيڪو واقعي به پنهنجي نياڻين کي ست قرآن سمجھي کين زندگيءَ جون سموريون سهولتون مهيا ڪري ڏئي، کين برابري جا حق ڏئي جيڪو مٿن ٿورو نه آهي پر اهو انهن جو بنيادي انساني حق آهي. اچو ته سنڌ جي نياڻين کي بااختيار بڻايون، کين تعليم جي زيور سان آراسته ڪرڻ جا گس کوليون، اسان کي سنڌ جي عظيم روايتن جي پاسداري ڪندڙ عظيم انسانن (جهڙوڪر لطيف سائين) جي ڏسيل واٽ تي هلڻ گھرجي، جو ان ۾ ئي نجات آهي، جيئين شاهه صاحب چئي ويا آهن؛
پڙاڏو سوئي سڏ، ور وائيءَ جو جي نه لهين،
هئا اڳهين گڏ، ٻڌڻ ۾ به ٿيا.
هن مرداڻي جڪڙ ۾ آيل سماج ۾ ڪجھ بي بنياد ۽ غلط تصور عورتن ۽ مردن وچ جوڙيا ويا آهن. اهي ڪجھ هن طرح آهن ته؛
1 _ مرد فطري خود مختيار آهي جڏهن ته عورت بي اختيار پيدا ڪيون ويون آهن.
2_ عورتون ڪمزور هونديون آهن جڏهن ته مرد طاقتور ٿيندا آهن.
3_ مرد ماهر جڏهن ته عورتون نااهل هونديون آهن.
4_ مرد جي حيثيت مڃيل، عزت ۽ دٻدٻي واري جڏهن ته عورتون هيٺين درجي جي حيثيت واريون هونديون آهن.
5_ عورتون جذباتي هونديون آهن جڏهن ته مرد منطقي سوچ ڌاريندڙ هوندا آهن.
6_ مرد فيصلا ڪندا آهن ۽ انهن تي عورتون عمل ڪنديون آهن.
7_مرد گھر لاءِ ڪمائي ڪندڙ ۽ عورتون گھر جون ڪم ڪندڙ هونديون آهن.
8_ مرد ليڊر جڏهن ته عورتون سندن مددگار هونديون آهن.
9_ مرد دلير جڏهن ته عورتون خوف ۾ مبتلا رهندڙ هونديون آهن.
10_عورتون امن پسند جڏهن ته مرد اڳرائي ڪندڙ هوندا آهن.
11_ مرد ڳالهائڻ مهل کَلي ڳالهائيندا آهن، جڏهن ته عورتون شرمائنديون آهن.
12_ مرد سرگرم، پرجوش رهندڙ جڏهن ته عورتون غير سرگرم هونديون آهن.
سنڌ جي سماج اندر به اهي ڳالهيون صدين کان رائج آهن. ڪن ڳالهين ۾ ته اسان پوري دنيا کان چوٽ تي چڙهيل نظر ٿا اچون. مثال طور ڇوڪرين جي پڙهائڻ ۽ سندن رشتن ناتن ۾ ساڻن مشورو ڪرڻ کي انتهائي بي غيرتي سمجھيو ويندو آهي. ا ڪارو ڪاري جي نالي ۾ هلندڙ نياڻين جي قتلام کي مڙس ماڻهپي سان جوڙيو ويو آهي. حالانڪه اهي سوچون اسان وٽ ٻاهرين قومن وٽان پهتيون آهن، جن کي اسين هاڻي آسماني صحيفو سمجھي پوڄي رهيا آهيون. سماج اهي ترقي ڪندا آهن، جن وٽ زندگيءَ سان سلهاڙيل ڪن تمام اهم ڳالهين متعلق واضع. چٽو مؤقف هوندو آهي. انهن کي خبر هوندي آهي ته ڪهڙي ڳالهه سندن فائدي واري جڏهن ته ڪهڙي نقصانڪار آهي. صنفي فرق کي سمجھڻ بنا اسان ترقي نه ٿا ڪري سگھون. جڏهن قوم جي اڌ آبادي ترقيءَ لاءِ هلندڙ سموري وهنوار کان الڳ هجي، بلڪ انهن کي انسان ئي نه سمجھيو وڃي، ته پوءِ اسان تيزيءَ سان تبديل ٿيندڙ دنيا سان ڪيئن قدم بقدم هلي سگھنداسين. انهن ڳالهين کي سمجھڻ لاءِ ڪن آمريڪا ۽ يورپ جي ڏاهن جي ڪيل ڪم تائين اسان جي ڀلي ته پهچ نه به هجي پر اسان جو لاکيڻو لطيف پنهنجي شاعريءَ ۾ اسان لاءِ ڪيئي ڏاهپ ڀريا سبق ڇڏي ويو آهي. انهن صنفي تصورن کي ذهن ۾ رکي جڏهن سنڌ جي عظيم شاعر شاهه عبدالطيف جي شاعريءَ جو مطالعو ڪبو، سندس شاعري ۾ ٻڌايل فلسفي کي اڄوڪي دؤر ۾ مردن ۽ عورتن سان سماج اندر هلندڙ روين سان ڀيٽ ڪبي ته ڪيئي ڳالهيون کَلي ڪري آشڪار ٿي پونديون. . ڊاڪٽر فهميدهه حيسن پنهنجي ڊاڪٽوريٽ جي مقالي ”شاهه لطيف جي شاعري ۾ عورت جو روپ“ ۾ لکي ٿي ته ” عورت جي ڪردار کي ڪڏهن صنف نازڪ ۽ ڪڏهن جنسِ لطيف جهڙين خوبصورت لفظن ۾ بيان ڪري مٿس ڪمزوري ۽ بزدليءَ جو ٺپو لڳايو ويندو آهي. شاهه صاحب جي ڪردار وارين عورتن ان تصور کي غلط ثابت ڪيو آهي.” سنڌ جي مڃيل سياستدان ۽ اديب رسول بخش پليجي ”وهڻ مون نه وڙاءِ“ ڪتاب ۾ لطيف سرڪار لاءِ لکيو آهي ته هو اهڙن ڏاهن ۾ شمار ٿيندا آهن جن “... انسانن جي روح ۾ جھاتي پائي انسانن جا دک درد سندن جذبا ۽ احساس ڏٺا هئا.” پنهنجي ڳالهه کي اڳتي وڌائيندي پليجو صاحب لاکيڻي لطيف لاءِ وڌيڪ لکي ٿو ته “هن سنڌ جي عام ماڻهن، مردن ۽ عورتن خاص ڪري عورتن جي جذبن جي جنهن خلوص امنگ ۽ جذبي سان ترجماني ڪئي آهي، تنهن جي بيان لاءِ دفتر کپن.”
سسئي جي روپ ۾ هڪ اهڙي بهادر عورت جيڪا پنهنجي ور جي ڳولها لاءِ حد لاحد لنگھي ٿي وڃي. جھنگ، جبل، روهه، ڪنڊا، بک، اڃ، اڻ ڏٺل واٽ تي ايندڙ سموريون تڪيلفون کيس سندس عزم تان هڪ انچ به پوئتي هٽائي نه ٿيون سگھن. سسئي صرف هڪ جدوجهد ڪندڙ ڪردار طور سامهون نه پئي اچي پر هوءَ ليڊر طور پنهنجا فيصلا پاڻ ٿي ڪري. جھنگ جھاڳڻ، لنڊيون لتاڙڻ، جھنگلي جانورن سان مهاڏو اٽڪائڻ وارا ڪم ڪو خوف ۾ مبتلا رهندڙ انسان ڪيئن ٿو ڪري سگھي! لطيف سائين پنهنجي شاعريءَ وسيلي ان غير منطقي سوچ کي ڀنڃي ڀورا ڪري ڇڏيو آهي ته عورتون ڪمزور، خوف ۾ مبتلا رهندڙ هونديون آهن. سسئيءَ جي روپ ڌاريندڙ عورت جي نالي ڪير چوندو ته اها ڪمزور هئي. هوءَ پنهنجي محبوب وَر پنهونءَ ڏانهن ويندڙ راهه تي ملندڙ هر تڪليف کي هڪ چئلينج ڪري ٿي وٺي ۽ پنهنجي پرين سان والهانه محبت ۽ عقيدت ڪري کيس اهي تڪليفون، ڏک ڏاکڙا به سک ٿا لڳن؛
ڏاگھن ڏيرن ڏونگرن تنهي ڏنم ڏک،
سي سڀ ڀانيم سک هيڪاند ڪارڻ هوت جي.
هوءَ پنهنجي ساهيڙين کي چئي پئي ته سندس سفر اڻانگو ۽ ڏکيو آهي، ان ڪري خالي سڌون ڪرڻ واريون مون سان نه هلو، صرف اهي سندس ساٿ ڏين جيڪي پنهنجي جان جي پرواهه نه ڪن؛
سڌائتي سڀ ڪا بک نه باسي ڪا،
جيهيءَ تيهيءَ ذات جي، جنبش ڪانهي ڪاِ،
مون سين هلي سا، جا جيءُ مٺو نه ڪري.
هوءَ مسلسل جدوجهد جي حامي آهي، منزل صرف اهي ماڻيندا آهن جيڪي منزل طرف ويندڙ راهن تي ويهي ڄاڻو، ڏاهن انسانن کان رهنمائي حاصل ڪندا رهندا آهن، اهي ڪڏهن به منزل ماڻي نه ٿا سگھن جيڪي ستل هجن، گھر جي ڪنڊ ۾ ويٺل هجن. سسئي جي عزم، حوصلي، همٿ، جذبي، بهادري وارين روين کي چٽي طرح سمجھائيندڙ ڪجھ بيت هيٺ ڏيان ٿو؛
ويٺي ور نه پون، ستي ملن نه سپرين،
جي مٿي رندن رئن، ساڄن ملي تن کي.
ڪر ڪو واڪو وس، وهه مهَ منڌَ ڀنڀور ۾،
چڙهي ڏاڍهين ڏونگرين، پير پنهون جو پس،
ڏورڻ منجھان ڏس، پوندين هوت پنهونءَ جو.
هن بيت ۾ لطيف سائين سسئيءَ کي صلاح پيو ڏئي ته سؤ ڪوهه پنڌ جا ته سڀڪو ڪندو آهي، پر جڏهن تون صفا کهين پئين، ٿڪجي پئين ته ان وقت به هلندو رهجانءِ؛
سؤ ڪوهه ڪري سڀڪا، تون کهي کڻج وک،
تاڻج منجھان تک، ته پنڌُ پاسي ڀر نبري.
منزل ماڻڻ واريون اهي هونديون آهن جيڪي ڪا به لالچ يا لوڀ نه رکنديون آهن، اهي هر وقت سڄاڳ رهنديون آهن؛
سڀ ننگيون ٿي نڪرو، لالچ ڇڏي لوڀ،
سپيريان سي سوڀ ننڊون ڪندي نه ٿئي،
هن بيت ۾ سسئي جو پنهنجي پرين پنهونءَ سان لاڳاپو ته ڏسو، جو کيس وڻن مان به آري ڄام جو واس پيو اچي، ۽ سندس حوصلو اجھو هيءُ آهي ته چئي پئي ته جي جھنگ جا مرون سندس ماس به کائي ويندا ته به سندس هڏا هوت ڏانهن هلندا؛
لڏيندي لباس، جتن جيڏو ئي ڪيو،
اچي آري ڄام جو وڻ وڻ منجهان واس،
مرون کينم ماس، هڏا هلندا هوت ڏي.
سسئي جي روپ ۾ اسان کي اورچ، بهادر، مظبوط ارادي واري هڪ اهڙي عورت ٿي نظر اچي جيڪا پنهنجي مقصد جي حاصلات لاءِ ڪنهن به رڪاوٽ، تڪليف، خوف کي پنهنجي ويجھو اچڻ ئي نه ٿي ڏي. اتي ٿورو ساهي پٽي اسان عورتن لاءِ هوائي توائي ڳالهين جي ڇنڊ ڇاڻ ڪندا سين ته اهي سڀ نظريا ڪوڙا ثابت ٿيندا جنهن مطابق ته اهي صنف نازڪ آهن، منجھن ڏکيا ڪم ڪرڻ جي صلاحيت، طاقت ۽ حوصلو ئي ناهي.
”ڀٽائي بک هڙتال تي“ ڪتاب ۾ ڊاڪٽر ملڪ نديم پنهنجي مضمون ”سرڪاپائتي ململ منجھان سون“ ۾ لطيف سرڪار پاران معاشري ۾ عورتن جي هڪجهڙين حقن لاءِ کي هن نموني بيان ڪيو آهي “ڀٽائي عورت کي گھرو يا ملڪي ترقي ۾ هڪ جهڙي حيثيت ۾ حصي نه وٺڻ واري زرعي اخلاقي قدرن جي سخت مخالفت ڪئي ۽ پنهنجي شاعريءَ ذريعي سُر ڪاپائتي يا ٻين سرن ۾ عورت لاءِ محنت يا محبت جي آزادي جي حمايت ڪئي. محبت جي آزادي لاءِ سر سهڻي ڀٽائي جو نمائندو سُر آهي ته محنت جي آزادي لاءِ سُر ڪاپائتي لطيف جو اڳواڻ سر آهي.” ساڳي ڪتاب ۾ اڳتي هلي ڊاڪٽر ملڪ نديم سرڪاپائتي ۾ عورت جي محنت کي گھر جي عظمت سان ملائيندي لکي ٿو ته ” ڀٽائي سر ڪاپائتي ۾ عورت کي پورهئي ۽ هنر جي آزادي حاصل ڪرڻ سان گڏ پنهنجي ڪٽنب ۽ ڀتار ڪانڌ سان وفاداري سان ساڳيو پيار قرب ۽ وفاداري قائم رکڻ جي تلقين ڪئي آهي، ٻئي پاسي پورهئي کان لنوائيندڙ عورت کي خبردار ڪيو آهي ته کيس ڪانڌ ۽ ڪٽنب ۾ عزت ۽ محبت نه ملندي.
”ارٽ اوڏو نه ٿئين، ڀوري ڀوري سيئن،
ڪنڌ کڻندين ڪيئن، اڱڻ عجيبن جي.“
لطيف جي ٻئي عورت ڪردار مارئي جو مثال ٿا وٺون ته ڪيئن نه هوءَ هڪ ڏاڍائي ڪندڙ بادشاهه جي آڏو پنهنجي حقي مؤقف تي اٽل ٿي بيهي رهي. هن سندس پاران ڏنل سڀني عيش عشرت جي زندگيءَ جي لالچن کي ٺڪرائي پنهنجي غريبي حال تي فخر ۽ وڏائي جو اعلى مثال قائم ڪيو ته ان مان صاف ظاهر آهي ته عورت مظبوط ارادي واريون به ٿينديون آهن، جيڪي وقت اچڻ تي جبل جيان اٽل ٿي بيهي رهنديون آهن. مارئي انهن منجھان هڪ هئي جنهن عمر بادشاهه پاران سمورن سهولتن کي وٺڻ کان انڪار ڪندي اهو چيو ته؛
پٽولا پنهواريون مور نه مٿي ڪن،
جه لاک رتائون لوئيون، ته سالنئا سونهن،
ان ايلاچنيون اڳري، بخمل بافتن،
سکر ڀانئيان سومرا کٿي کان کنڀن،
جا ڏنيم ڏاڏاڻن سان لاهيندي لڃ مران.
يا سندس هي ڪيڏو نه خوبصورت خيال آهي ته؛
ڪراين ڪروڙ جا، چوڙا ڪوڙا جن،
سو مرڪ ماروئڙن، جئان لوڪ لڄ ٿئي.
يعني ته ڪراين تائين جيڪي چوڙيون چڙهيل آهن، اهي آهن ته ڪوڙيون، پر سندن قيمت ڪروڙن ۾ آهي، ٿر ڄائيون اهو ڪم ڪنديون آهن، جنهن کان لوڪ کي لڄ ايندي آهي.
ان سلسلي کي اڳتي وڌائيندي مارئي چوي ٿي ته اها ته اسان جي ريت ئي ڪانهي ته پکن، جھوپڙن ۽ چؤنئرن ۾ رهندڙ ڪا عورت پنهنجي عزت، سيل، وقار جو سودو محلن ماڙين ۽ ٻين بادشاهي سهولتن سان ڪري؛
اي نه مارن ريت، جيئن سيڻ مٽائين سون تي،
اچي عمر ڪوٽ ۾ آءُ ڪنديس ڪان ڪَريت،
پکن جي پريت، ماڙي مور نه مٽيان.
در اصل مارئي هڪ علامت طور تي پيش ڪئي ويئي. هڪ اهڙي بهادر، وطن دوست، سچار، پنهنجي عزت ۽ عظمت جي حفاظت ڪندڙ عورت جيڪا وقت جي جابرن آڏو پنهنجي حقي ڳالهه ڪندي ڪانه هٻڪندي آهي. سنڌ ڄائي شهيد بي نظير ڀٽو کي به ان ڪري مارئي ملير جي ڪري ياد ويندو آهي ته اها وطن جي حب ۾ سرشار هئي، کيس وطن جي غريب ماڻهن سان عقيدت هئي، هوءَ چاهي پئي ته هن ملڪ جي ماڻهن جي زندگيءَ ۾ ڪا بنيادي تبديلي اچي. جڏهن هڪ بهادر، اڻموٽ ۽ اورچ عورت سان وقت جا ”عمر“ جڏهن سندس مقابلو ڪري نه سگھيا ته کيس جسماني طرح ختم ڪيو ويو.
اڄ جي دؤر ۾ سنڌ جي عورتن کي انسان ته سمجھيو ئي نه پيو وڃي، عورتن جي قتل جون خبرون اسان روز پڙهندا آهيون. 2009ع ۾ ڪل ملائي 284 عورتون سڄي سنڌ ۾ قتل ٿيون، جن مان گھڻائي اهڙين جي هئي جن تي ڪارو ڪاري جو الزام لڳائي بيدرديءَ سان ڪٺو ويو هيو. سنڌ جي دامن تي ڪاروڪاريءَ جي نالي ۾ ڪٺل نياڻين جي اڻ لکيل ايف آئي آر هڪ بدنما داغ آهي. سنڌ ۾ عورتن سان مت ڀيد جي حوالي سان جيڪي ڏاڍايون جاري آهن انهن ۾ سڀ کان وڌيڪ خطرناڪ، خوني ۽ دهشتناڪ ڪارو ڪاري جو هلندڙ وهنوار آهي. لطيف جي رسالي ۾ سُر سهڻي ان سموري نام نهاد وهنوار مان مانڌاڻي ٿو ڦيري ڇڏي. سهڻي هڪ شادي ٿيل عورت هئي جنهن کي سندس مرضيءَ خلاف ڏم نالي همراهه سان پرڻايو ويو هيو، جڏهن ته سندس دل اندر ميهر (ساهڙ) جي محبت ايندڙ ويندڙ ساهن جيان سمايل هئي. هوءَ روز رات جو گھڙو کڻي پنهنجي محبوب سان ملڻ لاءِ دريا پار ڪندي هئي. سندس ان عشق جي خبر سندس مڙس ۽ ٻين گھر جي ڀاتين کي به هئي جيڪي کيس طعنا طنقا به ڏيندا هيا.
ڏم ڏيهاڙي ڏي، سندا ميهر مهڻا،
جھليم ٿي جھولي ۾ پلئه پايو سي،
مرجان چاليهه چي، سڱا سپرين جي،
ڏم پاران مون کي ميهار سان ملڻ لاءِ روزانا طعنا ٻڌڻا پوندا آهن، پر جيڪڏهن مون کي اهڙا چاليهه طعنا روز ملن ته به مان پنهنجي محبوب سان ملڻ کان ڪين ڪيٻائندس. اهڙي صورتحال هوندي به ڪڏهن نوبت خون خرابي تائين نه پهتي. بقول سنڌ جي ”امر جليل“ جي ته ”سهڻي دنيا جي اها واحد عورت آهي جيڪا شادي شدهه هوندي به ٻي ڪنهن سان پيار ٿي ڪري ۽ دنيا وارا کيس عزت جي نظرن سان ڏسن ٿا.“ منهنجي خيال ۾ ته جنهن نموني لطيف سرڪار سندن عشقه داستان کي بيان ڪيو آهي، اهو ان جو ئي ڪمال آهي. هونئن جي اڄ جي وڏيرن، سردارن جو جوڙيل اصولن (نام نهاد) کي سامهون رکي پرک ڪنداسين ته سهڻي ته سراسر ڪاري هئي، جنهن کي سرعام قتل ٿيڻ گھرجي ها ۽ سندس لاش کي ڪنهن ڪارين جي الڳ قبرستان ۾ وڃي دفن ڪجي ها جت انهن ريگناهه ماريل نياڻين جي قبرن تي قلن پڙهڻ کي به بي غيرتي سمجھيو ويندو آهي. پر ان جي ابتڙ لطيف ته ان کي عظيم سورمي، بي باڪ، نڊر، بهادر، محبت جهڙي عظيم جذبن جو ترجمان ڪري پيش ڪيو آهي ۽ کيس صلاح ٿو ڏئي ته؛
مرج وٽ ميهار، متان موٽئين سهڻي،
ساهڙ جا سينگار متان ڏم ڏيکارئين.
يعني سهڻي کي مرڻ ئي ميهار وٽ گھرجي، ۽ هن جيڪي سينگار ساهڙ لاءِ ڪيا آهن اهي ڏم (سندس مڙس) کي نه ڏيکارڻ گھرجن.
صنف جي موضوع تي سنڌي ادب ۾ تمام گھٽ لکيو ويو آهي. پر صديون اڳ يگاني عالم، ڏاهي، فلسفي شاعر شاهه عبدالطيف ڀٽائي جنهن فنڪارانه نموني عورتن جي حقن، سندن آزادي، برابري لاءِ آواز اٿاريو آهي ان ڳالهه جو نظير ملڻ به مشڪل آهي. محبت جي ماريل عورتن جي اڌمن جي اپٽار، پنهنجن ورن جون واٽون نهاريندڙ ونين جو انتظار، ظلم جي آڏو جبل وانگر اڏول ٿي بيٺل عورتن جي للڪار ن کي لفظن جو روپ ڏئي جنهن نموني شاهه عبدالطيف ڀٽائي صديون اڳ جڏهن اڃا صنف تي جديد تحقيق جو تصور به موجود نه هيو ته هن عورتاڻي جذبن جي عڪاسي اهڙي ته فنڪارانه انداز ۾ ڪئي آهي جنهن کي پڙهي ۽ ڏسي سندس عظمت کي سوَ سلام ڪرڻ لاءِ دل ٿي چوي. سهڻي جي روپ ۾ لطيف سائين چوي پيو ته
واهُڙ وهن نوان، اڃا وَههُ اڳي ٿيو،
گھَرَ ويٺيون گھڻا ڪريو، سَرتيون سـڱ نوان،
صورت جا ساهڙ جي ساجي ڏٺي مان،
هوند نه پليو مان، گھڙو سڀئي گھڙا کڻي.
هن شعر ۾ لطيف سهڻي جي روپ ۾ چوي پيو ته جيئن مون ساهڙ (محبوب) کي پسيو آهي، محسوس ڪيو آهي، ۽ جي اها حقيقت اوهان به پروڙ ي وٺو ته هوند اوهان به ڪنهن (نام نهاد، ظاهري، ڪوڙي) عزت جي انا کي پاسي رکي مون وانگر گھڙا کڻي وچ سير ۾ ٽپي پئو. اهو ڪهڙو محبوب جو روپ هو جيڪو سهڻيءَ جي روپ ۾ لطيف سائين کي نظر آيو هيو. منهنجي خيال ۾ ته انوقت ۽ اڄ به جيڪي نام نهاد غيرت جا غليظ رويا مرد عورتن سان رکي ٿو، عورتن کي هيچ سمجھي انهن کي پنهنجي پير جي جتي ڀانئي ٿو، عورتن کي سمورن بنيادي حقن جنهن ۾ محبت، پيار، عشق به شامل آهي انهن کان محروم رکي ٿو انهن جي اپٽار ڏاڍي فنڪارانه انداز ۾ ڪئي آهي. سهڻي هڪ شادي شدهه عورت هئي، جنهن کي وري هڪ ٻئي مرد ميهار سان عشق ٿي ويو. لطيف وٽ اهو ڪوبه گناهه نه آهي. لطيف جي سورمين ۾ سهڻيءَ جو شمار هڪ اوچي مقام رکندڙ هڪ اهڙي باوفا، بهادر، پيار جي لطيف جذبن سان ٽمٽار عورت جو آهي، جنهن پنهنجي وصل جي خواهش کي عملي روپ ڏيڻ خاطر پنهنجي جان جو نظرانو ڏيڻ کان به ڪين ڪيٻايو. ان مان صاف ظاهر ٿو ٿئي ته لطيف وٽ ڪارو ڪاري جو ڪوبه تصور نه هيو.
لطيف جي شاعريءَ ۾ ٻين بهادر ۽ ڏاهين عورتن جو ذڪر ايندڙ مضمون ۾ ڪندس پر آخر ۾ اهو ضرور چوندس ته اسان جو سماج هڪ اهڙي انڌ جي گھوڙي تي سوار آهي، جنهن جي ڪابه منزل طئي ٿيل نه آهي. اسين خواريءَ جا کارا کڻي هنڀوچيون پيا هڻون ته اسان وڏا ”غيرت مند“ آهيون. منهنجي خيال ۾ ته اڄ جي دؤر ۾ حقيقي غيرت مند اهو آهي جيڪو واقعي به پنهنجي نياڻين کي ست قرآن سمجھي کين زندگيءَ جون سموريون سهولتون مهيا ڪري ڏئي، کين برابري جا حق ڏئي جيڪو مٿن ٿورو نه آهي پر اهو انهن جو بنيادي انساني حق آهي. اچو ته سنڌ جي نياڻين کي بااختيار بڻايون، کين تعليم جي زيور سان آراسته ڪرڻ جا گس کوليون، اسان کي سنڌ جي عظيم روايتن جي پاسداري ڪندڙ عظيم انسانن (جهڙوڪر لطيف سائين) جي ڏسيل واٽ تي هلڻ گھرجي، جو ان ۾ ئي نجات آهي، جيئين شاهه صاحب چئي ويا آهن؛
پڙاڏو سوئي سڏ، ور وائيءَ جو جي نه لهين،
هئا اڳهين گڏ، ٻڌڻ ۾ به ٿيا.
RESEARCH PLAN for Penzu
Introduction
This research intended to explore the perceptions of Principals of Government Degree colleges from urban district Sindh. The study will recognize the role or principal and investigating challenges they are facing during discharging the duties. Further more this paper included the rationale, purpose of study, significant of study, literature review, research topic and research question, methodology of study and data collection frame work, data analysis, ethical considerations and limitations of study as well.
Rationale
I joined education department some twenty years ago, worked with different principals from Karachi to Sakhar Sindh. One scholar professor of Chemistry after promoted in BPS 20 offered principals position in one Government Arts and Commerce Degree College of Sindh. He resisted taking charge, with opinion that he is the person of academics not administration. But no one listen his voice and at last he took the charge of principal. After taking the charge of Principal he did nothing just sit on the seat of principal, took pause from teaching chemistry and got retired. Some criminal minded students misbehaved one another principal in leading college of sindh. After that incident he introduced a slogan “no student no problem.” He kept him at distance from teachers and student’s class room teaching learning practices. His that attitude apparently showed that he was unable to resolve conflicts, which is one important characteristic of leadership quality. One another very honest principal was failed to bring back students in classroom despite hectic efforts. He took oaths from all Muslim and Hindu students on Kalma Tyba and Geeta respectively at time of admission that they will attend their all classes. Despite that, attendance of students not increased significantly. I witnessed few principals who mostly depend upon either on a teacher or on non teaching staff member to do his/her routine jobs. All those factors forced me to understand the perceptions of principals as leadership in higher education in Public sector Colleges.
Purpose of study
1. Exploring perceptions of college principal’s in leading Government Degree Colleges in urban district of Sindh Pakistan.
2. To understand the value do the college principals give to their role as educational leader in leading Government Degree Colleges of District Sakhar Sindh Pakistan.
3. Explore the ways Principal’s current responsibilities contribute to achieve their role as effective educational leader in leading Government Degree Colleges of District Sakhar Sindh Pakistan.
4. Investigate the challenges do the College Principals of Government Degree Colleges of District Sakhar Sindh face to perform their role as an educational leader.
5. To observe the leadership style of College Principals of Government Degree Colleges of District Sakhar Sindh resolve the challenges in their contexts.
6. To make a bridge among school, college and university level educational leadership.
7. To provide frame work for future researchers to investigate more potential area of higher education
8. To develop literature from my own context from Government Degree College level.
Significance of study
Principals as a leader have no doubt, playing very important role in the colleges affairs. Effective principals are strong educators, anchoring their work on central issues of learning and teaching and continuous college improvement. Principal must demonstrate to effectively lead college in improving student achievement, promoting collaborative problem solving and open communication, collecting, analyzing, and using data to identify college needs, using data to identify and plan for needed changes in the instructional program. Implementing and monitoring the college improvement plan. My this Study intended to understand, explore and investigate the potentials, mental models and leadership characteristics of principals and the challenges they are facing as leader in dealing with financial, administrative and academic sides. Facing the dilemmas of administration, finance and school matters simultaneously needs special skills and trainings to cope the issues. But in public sector educational institutions especially in colleges the facility of training is rarely provided the new posted principals.
Most of principal’s getting posted as principal because of their seniority instead of skills of leadership or management. “In the public sector in Pakistan, head teachers are recruited and promoted on the basis of their teaching rather than their leadership and management experiences or qualification.” Memon & Zubeda (2005). My experiences working with different principals in Government Colleges of Sindh revealed that most of them given the charge of principal near to their retirement age around 55 plus. One can not ignore their experience as teacher/professor in their respective subject(s) they used to teach through out their lives. However, offering them charge of principal might create tensions and stresses among them because responsibilities that are new or very different from their previous practices are difficult to handle. Starting something new or making strategic changes, fixing problems created by someone else or existing before you took the assignment., dealing with different stake holders of different nature and keeping varying point of views on issues, influencing teaching and non teaching staff, higher management or other key political figures over which you have no authority are complex tasks. In Government Girls degree Colleges in Sakhar Sindh mostly female principles are leading colleges however large number of male teaching staff is working due to non availability of female teaching staff, so working with people of both genders and different racial and ethnic backgrounds are not easy task. Managing the interface with community, outside the college such as journalists, different political party’s student wing leaders need special skills of communication. My study intended to explore such complexities the principals are facing in their routine job and to suggest some practical solutions about issues. My intention is to find the answers of following questions at College level education in urban district Sakhar Sindh.
“1.What does it mean to be an educational leader?
2. When and how does leadership occur?
3. What is the source of leadership power?” Zubeda (2010).
Research topic and Research question
Title
Exploring perceptions of college principal’s in leading Government Degree Colleges in urban district of Sindh Pakistan.
Main Research Question
1-What value do the college principals give to their role as educational leader in leading Government Degree Colleges of District Sakhar Sindh Pakistan?
Subsidiary Questions
2- In what ways Principal’s current responsibilities contribute to achieve their role as effective educational leader in leading Government Degree Colleges of District Sakhar Sindh Pakistan?
3- What challenges do the College Principals of Government Degree Colleges of District Sakhar Sindh face to perform their role as an educational leader?
4- How do the College Principals of Government Degree Colleges of District Sakhar Sindh resolve the challenges in their contexts?
Explanation of terms
Perceptions
Understanding of Principal about his own Educational Leadership style
Challenges
Dealing with dilemmas of hindrances, difficulties, conflicts, lack of resources etc
Methodology and data collection
I shall apply a grounded theory. Three principals from urban district of Sindh will be case studies for my study. Comprising three college principals from Government Boys Science Degree College from morning shift, other will be Government boys Arts and Commerce Degree College from evening shift and third one will be the Government Girls Degree College of morning shift. I shall use the semi structured interviews and observational tool for gathering the data. I shall develop five open ended short questions for regional director college’s sakhar region sakhar, principals, teachers and students as well.
Data analysis
After gathering a raw data from interviews, reading available documents, observations and by field notes shall transcribe the interviews on paper, and will sort out entire gather material. I shall code the data and will categorize all and then maintain analytical memo of the field notes, which I shall write during my observation. I shall keep all useful data and put rest a side. For further reduction of the data I shall make categories according to theme emerged. I shall utilize the Buckley’s (1985) model for categorization and analysis.
Ethical consideration
I shall get written consent from Regional Director and principals and teacher to conduct my research. I shall negotiate with principals, teachers and Regional head for date and time venue. I will give value to their contribution and shall not put such questions which will heart them especially focusing on religious or ethnicity. I shall respect their values, cultures and customs as well. I shall ensure confidentiality of the research to my research fellows. The research shall be based on the following key principals of AKU research ethics:
• Voluntary consent of related authorities as Regional Director Colleges, principals and teachers will be sought. Privacy, confidentiality and anonymity of the research participants have been considered and will be considered during the analyses and at the time of reporting.
• Reciprocity
• No nominal harm assessment.
This research intended to explore the perceptions of Principals of Government Degree colleges from urban district Sindh. The study will recognize the role or principal and investigating challenges they are facing during discharging the duties. Further more this paper included the rationale, purpose of study, significant of study, literature review, research topic and research question, methodology of study and data collection frame work, data analysis, ethical considerations and limitations of study as well.
Rationale
I joined education department some twenty years ago, worked with different principals from Karachi to Sakhar Sindh. One scholar professor of Chemistry after promoted in BPS 20 offered principals position in one Government Arts and Commerce Degree College of Sindh. He resisted taking charge, with opinion that he is the person of academics not administration. But no one listen his voice and at last he took the charge of principal. After taking the charge of Principal he did nothing just sit on the seat of principal, took pause from teaching chemistry and got retired. Some criminal minded students misbehaved one another principal in leading college of sindh. After that incident he introduced a slogan “no student no problem.” He kept him at distance from teachers and student’s class room teaching learning practices. His that attitude apparently showed that he was unable to resolve conflicts, which is one important characteristic of leadership quality. One another very honest principal was failed to bring back students in classroom despite hectic efforts. He took oaths from all Muslim and Hindu students on Kalma Tyba and Geeta respectively at time of admission that they will attend their all classes. Despite that, attendance of students not increased significantly. I witnessed few principals who mostly depend upon either on a teacher or on non teaching staff member to do his/her routine jobs. All those factors forced me to understand the perceptions of principals as leadership in higher education in Public sector Colleges.
Purpose of study
1. Exploring perceptions of college principal’s in leading Government Degree Colleges in urban district of Sindh Pakistan.
2. To understand the value do the college principals give to their role as educational leader in leading Government Degree Colleges of District Sakhar Sindh Pakistan.
3. Explore the ways Principal’s current responsibilities contribute to achieve their role as effective educational leader in leading Government Degree Colleges of District Sakhar Sindh Pakistan.
4. Investigate the challenges do the College Principals of Government Degree Colleges of District Sakhar Sindh face to perform their role as an educational leader.
5. To observe the leadership style of College Principals of Government Degree Colleges of District Sakhar Sindh resolve the challenges in their contexts.
6. To make a bridge among school, college and university level educational leadership.
7. To provide frame work for future researchers to investigate more potential area of higher education
8. To develop literature from my own context from Government Degree College level.
Significance of study
Principals as a leader have no doubt, playing very important role in the colleges affairs. Effective principals are strong educators, anchoring their work on central issues of learning and teaching and continuous college improvement. Principal must demonstrate to effectively lead college in improving student achievement, promoting collaborative problem solving and open communication, collecting, analyzing, and using data to identify college needs, using data to identify and plan for needed changes in the instructional program. Implementing and monitoring the college improvement plan. My this Study intended to understand, explore and investigate the potentials, mental models and leadership characteristics of principals and the challenges they are facing as leader in dealing with financial, administrative and academic sides. Facing the dilemmas of administration, finance and school matters simultaneously needs special skills and trainings to cope the issues. But in public sector educational institutions especially in colleges the facility of training is rarely provided the new posted principals.
Most of principal’s getting posted as principal because of their seniority instead of skills of leadership or management. “In the public sector in Pakistan, head teachers are recruited and promoted on the basis of their teaching rather than their leadership and management experiences or qualification.” Memon & Zubeda (2005). My experiences working with different principals in Government Colleges of Sindh revealed that most of them given the charge of principal near to their retirement age around 55 plus. One can not ignore their experience as teacher/professor in their respective subject(s) they used to teach through out their lives. However, offering them charge of principal might create tensions and stresses among them because responsibilities that are new or very different from their previous practices are difficult to handle. Starting something new or making strategic changes, fixing problems created by someone else or existing before you took the assignment., dealing with different stake holders of different nature and keeping varying point of views on issues, influencing teaching and non teaching staff, higher management or other key political figures over which you have no authority are complex tasks. In Government Girls degree Colleges in Sakhar Sindh mostly female principles are leading colleges however large number of male teaching staff is working due to non availability of female teaching staff, so working with people of both genders and different racial and ethnic backgrounds are not easy task. Managing the interface with community, outside the college such as journalists, different political party’s student wing leaders need special skills of communication. My study intended to explore such complexities the principals are facing in their routine job and to suggest some practical solutions about issues. My intention is to find the answers of following questions at College level education in urban district Sakhar Sindh.
“1.What does it mean to be an educational leader?
2. When and how does leadership occur?
3. What is the source of leadership power?” Zubeda (2010).
Research topic and Research question
Title
Exploring perceptions of college principal’s in leading Government Degree Colleges in urban district of Sindh Pakistan.
Main Research Question
1-What value do the college principals give to their role as educational leader in leading Government Degree Colleges of District Sakhar Sindh Pakistan?
Subsidiary Questions
2- In what ways Principal’s current responsibilities contribute to achieve their role as effective educational leader in leading Government Degree Colleges of District Sakhar Sindh Pakistan?
3- What challenges do the College Principals of Government Degree Colleges of District Sakhar Sindh face to perform their role as an educational leader?
4- How do the College Principals of Government Degree Colleges of District Sakhar Sindh resolve the challenges in their contexts?
Explanation of terms
Perceptions
Understanding of Principal about his own Educational Leadership style
Challenges
Dealing with dilemmas of hindrances, difficulties, conflicts, lack of resources etc
Methodology and data collection
I shall apply a grounded theory. Three principals from urban district of Sindh will be case studies for my study. Comprising three college principals from Government Boys Science Degree College from morning shift, other will be Government boys Arts and Commerce Degree College from evening shift and third one will be the Government Girls Degree College of morning shift. I shall use the semi structured interviews and observational tool for gathering the data. I shall develop five open ended short questions for regional director college’s sakhar region sakhar, principals, teachers and students as well.
Data analysis
After gathering a raw data from interviews, reading available documents, observations and by field notes shall transcribe the interviews on paper, and will sort out entire gather material. I shall code the data and will categorize all and then maintain analytical memo of the field notes, which I shall write during my observation. I shall keep all useful data and put rest a side. For further reduction of the data I shall make categories according to theme emerged. I shall utilize the Buckley’s (1985) model for categorization and analysis.
Ethical consideration
I shall get written consent from Regional Director and principals and teacher to conduct my research. I shall negotiate with principals, teachers and Regional head for date and time venue. I will give value to their contribution and shall not put such questions which will heart them especially focusing on religious or ethnicity. I shall respect their values, cultures and customs as well. I shall ensure confidentiality of the research to my research fellows. The research shall be based on the following key principals of AKU research ethics:
• Voluntary consent of related authorities as Regional Director Colleges, principals and teachers will be sought. Privacy, confidentiality and anonymity of the research participants have been considered and will be considered during the analyses and at the time of reporting.
• Reciprocity
• No nominal harm assessment.
Wednesday, August 4, 2010
Saturday, July 24, 2010
SCHOOL IMPROVEMENT PLAN
NEW BEGINNING FROM END
Four decade ago our village was rated among educated people, but with passage of time entity of my village changed entirely. Now my village is paradise of drug addicts and criminal minded people. World is moving ahead day by day with new horizons of learning. Strange but true, the communities in my context are moving backward. Day by day their miseries are increasing; they are rambling on the road which will lead them towards the well of doom. Mostly it is happening because of ruined educational system. There is only way out; to get children educate. Only mean to get children educate at my village is Government Primary School, which is closed from several years and due to poverty it is not possible for most of residents to admit their siblings in private schools. In fact state of education in public sector is same in almost entire Sindh one or other way. Here One million dollars question is how to bring change? How provide help those underprivileged communities and reopen the closed public schools and make them functional and effective. I am voluntarily taking some efforts from my native place. At moment I am not sure about any thing but hopeful that my today’s action will provide me road map for future. I am starting endless journey from closed Government primary school of my native village.
Brief back ground of school
Two decades ago our demand for Government Primary school in village approved and building comprising two rooms, boundary wall with bathroom facility constructed. In beginning year’s school’s performance was satisfactory. Fortunately some dedicated teachers posted there in school and community fully supported them. The story of regression started with formation of School Management Committee (SMC). As the part of devolution and decentralization then Government introduced SMC’s in schools empower communities to monitor and evaluate the performance of schools. In this way ever in first time of history schools make accountable before communities and communities identified as the potential human resource for schools. It was assumed that through empowering schools enrollment would be increase and ratio of drop out decrease. Mostly all schools get benefit from that very positive legislation; however the policy became rope in neck of our school. The position SMC chairman (Head) in our school occupied by influential person (wadero). He was the person who provided his personal land for construction of school building. As funding provided in account of school, the head of SMC demand all amount to be handover him for his personal use. Teachers, head teachers and other members of SMC tried their level best to realize him that these funds are not for personal usage, Government provided funds for development of school but, unfortunately he denied accepting any logic. Once he with help of his brothers and son beat school teachers severely. Due to his rude, uncooperative and threatening attitude to day schools is deserted.
Hopes and challenges
Positive signs
• School building is available in good condition with boundary wall.
• Free books.
• Free admission.
• Head teacher plus two more teachers are posted in school.
• Majority of people belonged village and suburb area are willing to reopen the school.
• Fair quality of Benches for student and two chairs and two tables for teacher are also available.
• Two black boards of are also available.
• 50+ male and female students enrolled in school.
• School constructed on road side and it is very easy to reach there from any side of locality.
Challenges
• Notorious entity of school.
• Non cooperative influential person of village unfortunately who is chairman of SMC also.
• Teacher’s negligence.
• Primary school teachers association.
• Criminal minded people.
• Discouraging environment.
• Wide spread social evils.
• Poverty.
• Unawareness regarding importance of education.
To understand the reality I manage a mini survey through cell phone. I write five questions and send them to 20 concerned people. I got 9 peoples responses. Three persons from them ring on my number and we discuss the matter in detail. In fact those were some sort of informal telephonic interviews. I ring one teacher and one another person belongs with community. Telephonic conversations were useful. While talking with them I took notes on paper. From survey and interviews I understand that all those are willing to reopen the school. Some have little doubts in their minds for success however rest seems to be hopeful and all of them are in favor to take a chance. Most of them are in favor to run school in same building. they emphases for negotiations with influential person to avoid any conflict. We agreed to meet in first week of August 2010 for more detailed discussions. The list of participant also made for the meeting with consultation.
We have developed three possible scenarios.
First scenario
Try to reopen school in same building with same staff after negotiations with all stake holders including the influential person. It is possible when we can get help and support widely from community and especially the educated ones. If we all together meet with the influential guy (Wadera) it is assumed that he will cooperate with us. In this condition we decided to arrange meeting of SMC inviting all stake holders including community and teachers. House will be remaining open for constructive discussions and suggestions. Decision will be taken with consensus. All decisions will be recorded on register in written form. Minutes of meeting also saved will keep the record properly. It is also decided that one meeting of SMC in every month must be held to evaluate the development work of school. Community assists the teachers in teaching learning process. Maintaining peaceful environment will be top priority.
Second scenario
In the situation we cannot run school in same condition as already mentioned in 1st scenario and deadlock exists in same then we will try to get permission from DEO, EDEO for branch school. In our neighbor village we have one precedent of same kind. Villagers with permission of authorities open branch school which is running its affairs successfully hence the main school closed from years for certain reasons. This will be little bit lengthy process, as public sector work is not occurring automatically. However, getting help from ruling political leader hopefully we will fix the problem. After approval of Branch school, I will provide two rooms for school initially. With granting permission authorities will be bound to provide require furniture and other facilities to school. In condition department will fail in providing necessary furniture then we will collect donations and purchase necessary furniture and other important material. As branch school will be open in same village and due to closure of main school, community will admit their children new open branch school. It is decided that all energies and efforts will be united to achieve the desired results. In this situation we will face opposition and threats from the influential person and his allies. It is decided that we will try our level best to avoid from any conflict however will face the challenged if necessary.
Third scenario
If we are not succeeding in second option also then we will negotiate with NGO’s and other civil society organizations i.e. SEF, IRC, SAGA, SRSO to open private school on not profit basis with very nominal and affordable fee. For that purpose I will provide rooms for school and my post graduate daughter will be head of school and in my patron ship a committee will be constituted for running affairs of school.
Conclusion
Our first priority is to reopen/open the school as children of village will be benefited from education. We will try our level best to bring all stakeholders together and with mutual understanding run the school and utilize the resources already available. in condition of failure in first priority will try to open branch school, private school on nonprofit basis is our last option. After running school our second priority will be to make school effective in terms of teaching learning. Then we will try to provide all required resources to students, teacher. We will try to make connections with other good schools, organizations i.e. iEARN, EAST, IED, etcetera, to learn from their experiences. Introduce the self evaluation system for development and good friendly environment
Four decade ago our village was rated among educated people, but with passage of time entity of my village changed entirely. Now my village is paradise of drug addicts and criminal minded people. World is moving ahead day by day with new horizons of learning. Strange but true, the communities in my context are moving backward. Day by day their miseries are increasing; they are rambling on the road which will lead them towards the well of doom. Mostly it is happening because of ruined educational system. There is only way out; to get children educate. Only mean to get children educate at my village is Government Primary School, which is closed from several years and due to poverty it is not possible for most of residents to admit their siblings in private schools. In fact state of education in public sector is same in almost entire Sindh one or other way. Here One million dollars question is how to bring change? How provide help those underprivileged communities and reopen the closed public schools and make them functional and effective. I am voluntarily taking some efforts from my native place. At moment I am not sure about any thing but hopeful that my today’s action will provide me road map for future. I am starting endless journey from closed Government primary school of my native village.
Brief back ground of school
Two decades ago our demand for Government Primary school in village approved and building comprising two rooms, boundary wall with bathroom facility constructed. In beginning year’s school’s performance was satisfactory. Fortunately some dedicated teachers posted there in school and community fully supported them. The story of regression started with formation of School Management Committee (SMC). As the part of devolution and decentralization then Government introduced SMC’s in schools empower communities to monitor and evaluate the performance of schools. In this way ever in first time of history schools make accountable before communities and communities identified as the potential human resource for schools. It was assumed that through empowering schools enrollment would be increase and ratio of drop out decrease. Mostly all schools get benefit from that very positive legislation; however the policy became rope in neck of our school. The position SMC chairman (Head) in our school occupied by influential person (wadero). He was the person who provided his personal land for construction of school building. As funding provided in account of school, the head of SMC demand all amount to be handover him for his personal use. Teachers, head teachers and other members of SMC tried their level best to realize him that these funds are not for personal usage, Government provided funds for development of school but, unfortunately he denied accepting any logic. Once he with help of his brothers and son beat school teachers severely. Due to his rude, uncooperative and threatening attitude to day schools is deserted.
Hopes and challenges
Positive signs
• School building is available in good condition with boundary wall.
• Free books.
• Free admission.
• Head teacher plus two more teachers are posted in school.
• Majority of people belonged village and suburb area are willing to reopen the school.
• Fair quality of Benches for student and two chairs and two tables for teacher are also available.
• Two black boards of are also available.
• 50+ male and female students enrolled in school.
• School constructed on road side and it is very easy to reach there from any side of locality.
Challenges
• Notorious entity of school.
• Non cooperative influential person of village unfortunately who is chairman of SMC also.
• Teacher’s negligence.
• Primary school teachers association.
• Criminal minded people.
• Discouraging environment.
• Wide spread social evils.
• Poverty.
• Unawareness regarding importance of education.
To understand the reality I manage a mini survey through cell phone. I write five questions and send them to 20 concerned people. I got 9 peoples responses. Three persons from them ring on my number and we discuss the matter in detail. In fact those were some sort of informal telephonic interviews. I ring one teacher and one another person belongs with community. Telephonic conversations were useful. While talking with them I took notes on paper. From survey and interviews I understand that all those are willing to reopen the school. Some have little doubts in their minds for success however rest seems to be hopeful and all of them are in favor to take a chance. Most of them are in favor to run school in same building. they emphases for negotiations with influential person to avoid any conflict. We agreed to meet in first week of August 2010 for more detailed discussions. The list of participant also made for the meeting with consultation.
We have developed three possible scenarios.
First scenario
Try to reopen school in same building with same staff after negotiations with all stake holders including the influential person. It is possible when we can get help and support widely from community and especially the educated ones. If we all together meet with the influential guy (Wadera) it is assumed that he will cooperate with us. In this condition we decided to arrange meeting of SMC inviting all stake holders including community and teachers. House will be remaining open for constructive discussions and suggestions. Decision will be taken with consensus. All decisions will be recorded on register in written form. Minutes of meeting also saved will keep the record properly. It is also decided that one meeting of SMC in every month must be held to evaluate the development work of school. Community assists the teachers in teaching learning process. Maintaining peaceful environment will be top priority.
Second scenario
In the situation we cannot run school in same condition as already mentioned in 1st scenario and deadlock exists in same then we will try to get permission from DEO, EDEO for branch school. In our neighbor village we have one precedent of same kind. Villagers with permission of authorities open branch school which is running its affairs successfully hence the main school closed from years for certain reasons. This will be little bit lengthy process, as public sector work is not occurring automatically. However, getting help from ruling political leader hopefully we will fix the problem. After approval of Branch school, I will provide two rooms for school initially. With granting permission authorities will be bound to provide require furniture and other facilities to school. In condition department will fail in providing necessary furniture then we will collect donations and purchase necessary furniture and other important material. As branch school will be open in same village and due to closure of main school, community will admit their children new open branch school. It is decided that all energies and efforts will be united to achieve the desired results. In this situation we will face opposition and threats from the influential person and his allies. It is decided that we will try our level best to avoid from any conflict however will face the challenged if necessary.
Third scenario
If we are not succeeding in second option also then we will negotiate with NGO’s and other civil society organizations i.e. SEF, IRC, SAGA, SRSO to open private school on not profit basis with very nominal and affordable fee. For that purpose I will provide rooms for school and my post graduate daughter will be head of school and in my patron ship a committee will be constituted for running affairs of school.
Conclusion
Our first priority is to reopen/open the school as children of village will be benefited from education. We will try our level best to bring all stakeholders together and with mutual understanding run the school and utilize the resources already available. in condition of failure in first priority will try to open branch school, private school on nonprofit basis is our last option. After running school our second priority will be to make school effective in terms of teaching learning. Then we will try to provide all required resources to students, teacher. We will try to make connections with other good schools, organizations i.e. iEARN, EAST, IED, etcetera, to learn from their experiences. Introduce the self evaluation system for development and good friendly environment
FUTURE SCENARIOS OF SCHOOLING IN PAKISTAN IN THE YEAR 2030
INTRODUCTION
Scenario planning is the process which helps individuals or organizations to understand the present trends and portray their probable futures based on these trends (OECD, 2001). Being the Course Participants (CPs) of Strategic Planning and Development the CPs were provided with an opportunity to develop the basic understanding of scenario planning by being evolved in scenario planning process. During this process our group went through different stages and activities while developing four different future scenarios of schooling in the Pakistan in the year 2030. Some key processes/activities were the following.
• Literature was reviewed on scenario planning and discussions among group members as well as with the facilitator developed the initial understanding of scenario planning.
• The present trends of education in Pakistan were sketched through a brainstorming in the group and the local and global factors effecting the present educational system was looked upon (See appendix A).
• An individual activity to indentify future trends and forces was undertaken, shared in the group and categorized into ten themes (see appendix B).
• On the basis of the identified themes, a questionnaire (see appendix C) was prepared to explore the opinion of the IED faculty, Ph D and M Ed students about future trends of education in Pakistan.
• After administrating the questionnaire the data was analyzed using SPSS.
Based on the literature, discussions and the analyzed data, the group developed four future scenarios of education in Pakistan in the year 2030. During this process the group identified various forces and trends of education. However keeping in view the time and word limit, only two forces; political will and ICT were taken as the bases of the changing scenario of education in future. Based on the present scenario some focused trends were curriculum, teaching, assessment and use of ICT in schools.
SCENARIO 1
FROZEN AND STAGNATION
The education system of Pakistan is in stagnation phase in the current year of 2030. Schools in Pakistan are controlled by the central education offices in a bureaucratic top down system. It is essential for every school to follow the national curriculum prepared by experts. Schools are restricted to teach the prescribed text books and learning materials. Teachers are trained in content and pedagogy in the light of national curriculum. Few teaching methods are used in the classroom and lecture is the most popular method. Teaching is focused mostly on memorization of facts and figures and paper-pencil test is the most used method for students’ assessment. Competition among the students is highly encouraged by the teachers and school management based on their results. Discipline is the main concern for the school management so teachers spend most of their time controlling the students. Schools are provided with computers and some basic ICT facilities by the higher authorities. However, most of the teachers are not sure how to use these facilities as part of their teaching process. So computer and ICT are taught as separate subjects. The schools are provided some budget from the higher offices but the school management is not able how and where to utilize the budget.
Looking and reflecting back at this frozen and stagnation phase identifies some factors responsible for its non-changing status. Since the year 2010, no political party could complete their tenure smoothly due to allegation of corruption and agitations which created instability in the political arena. Each Government spent most of their time, resources and energy to combat terrorism and at the same time they were facing pressure from the international community. At the provincial level separatist movements were raising heads and the governments also remained engaged in the tackling this issue.
In such a situation the educational system remained ignored most of the time but some attempts were made to bring reforms by each government. Due to instability, no government got enough time to implement their educational policy properly. Each time change in government disrupt the continuity of educational policy as each one brought their interventions without giving considerable attention to the previous governments efforts. In the year 2015, with the help of international agencies, an attempt was made to bring changes in the curriculum but the strong forces of the religious parties were successful in mobilizing the people to resist the changes. Hence the intervention in the curriculum process was winded up without any result. At the same time the government also did not take much interest as the centralized system of curriculum was considered to be minimizing the difference between the provinces by putting emphasis on certain religious values, hence suppressing the separatist movements. Although the development sector in the country has become dependant on ICT but due to lack of recourse and vision less attention was given to make it part of the educational system.
SCENARIO 2
MELTDOWN AND CHANGING
Some changes have taken place in the educational system of Pakistan from 2010 till the current year of 2030. Today, schools to some extent are involved in the curriculum development, school budget and school development programs. Curriculum is prepared by the curriculum wing but the school managements and teachers are involved in the process through workshops and other online studies. The schools have been allowed to choose their text book keeping in view the students learning outcomes given in the curriculum. Teachers are encouraged to enrich the curriculum using sources like internet, workshops and other related and relevant material. The concept of formative assessment is introduced along with summative assessment. Basic ICT facility is provided almost to all schools but its integration with teaching and learning process is missing. Although teachers are trained in ICT, they are not confident enough to integrate it with the teaching learning process. Professional education is required to enter in the teaching profession in all schools. However, teaching is still not considered as equal to other famous profession as doctor/ Managers, so teachers are no satisfied with their profession and opt for other professions.
Since 2010 the democratic system of government has been governing the country however education has not been their first priority. They spent most of their energy on sustaining the political system and fighting against terror. Some steps were taken to reforms the education in Pakistan but there was not consistency in the implementation due to instability in the democratic government. Due to the differences among the provinces the central government was not comfortable to decentralize the educational system. The international communities have been interested in reforming the curriculum to eliminate the radical thinking in the country. They provided financial and as well as technical support to the government to bring reform the curriculum. This enabled the government to introduce ICT literacy and involving teachers in curriculum enrichment. Because ICT became an integral part of the educational system around the world, so the government provided essential ICT facilities to the schools.
SCENARIO 3
FLOW AND TRANSITION
Since 2010 Pakistan has transformed desirably its educational system. Today in the year 2030 schools enjoy moderate autonomy in enriching curriculum, preparing their budget and incorporating ICT in their teaching learning process. From the curriculum wing broader goals with guidelines are provided to the school. Schools are free to select their textbooks and learning material according to the broader goals and guidelines provided by the curricular wing. Most schools have their curriculum enrichment unit to help teachers in curriculum enrichment. Teachers are educated in curriculum development and enrichment along with content and pedagogical knowledge. Schools are provided considerable budget according to their needs to fulfill their expenses. ICT is considered the essential facility for each school. By using this facility teachers get their required material easily from other schools or institutions. Students use this facility to enhance their knowledge and skills. Varieties of teaching methods are used in the classroom to teach students. Some activities are ICT based and students to some extent are given freedom to complete their task outside the school classroom. As the curriculum material is prepared by the teachers so assessment is done accordingly by using different strategies.
This transition in the education was possible due to two main forces. Since 2010 Pakistan experienced relatively, political stability. The democratic process got consistency as each party completed their tenure and got the opportunity to rule the country. By 2015 the country succeeded in eliminating terrorism with the help of international community. Realizing the importance of education in transforming the society, the democratic governments made a serious effort to bring effective reforms in the educational system in the light of Vision 2030(Haque, 2006). They changed the educational policy from bureaucratic system to democratic mode by valuing decentralization process. Consistency was also observed in the implementation of educational policies as each government built on the interventions of the previous governments. The civil societies were strengthening which supported the government. School were given more autonomy in preparing their budget, planning their programs and enriching their curriculum.
ICT was introduced in education with a strong intention of bringing the educational system up to a world standard. Keeping in view the importance of the ICT the education policy makers and implementers made effort to make the ICT integral part of school system. Government also provided budget and technical support to the school to install ICT system in their schools with help of international agencies.
SCENARIO 4
HIGH FLOW AND TRANSFORMATION
Today Pakistan has a highly transformed schooling system. Schools are no more name of specific building rather they are complex interconnected systems. Curriculum is not static document rather a changing activity prepared by the teachers keeping in view global and local context. Schools are interconnected through internet across the country therefore teachers are able to learn from each other being part of community of practice. Teacher education is given more importance so teachers are not only well equipped in content and pedagogy but they are also competent enough to guide the students how to mange information in the age of flux and change. Technological innovations and easy access of ICT provided opportunity for students and teachers to use their houses, parks, and internet cafés hotels and vehicles as virtual places for schooling. In this era digital libraries, video conferences, online courses replaced the concept of isolated single place for formal education, called school. Assessment is not more matter of paper pencil test rather students are working on projects outside the school focusing on problem solving. ICT is integral part of assessment. Examinations boards are research centers where the results are being investigated, evaluated qualitatively and quantitatively and schools are provided feedback for further improvement. Students and teachers councils/associations are internationally connected with each other and they are collaboratively working for learning and innovating.
Political confrontation among major Feudal and Elite parties fed up the Pakistani nation and civil society. They realized that the traditional parties could not solve their problems. Consequently voters rejected the traditional parties in general elections held in February 2013. In the election voters supported Secular minded Social Democratic Party of Pakistan (SDPP) which emerges from politically awaked and educated Middle class. SDPP gave a clear vision to nation about all major issues like education, economics, and environment, (locals, regional and international) conflicts.
Education was given high priority to transform the sick society into a highly vibrant one. The budget for education sector was raised up to 10% of GDP. Two main steps were taken to change the educational system. First, teacher education system was given highly importance. With the help of local and international agencies within five years a cohort of teacher educator and school leadership was developed who played a vital role in transforming the educational system.
Secondly, the new government realized that without ICT development in education sector is difficult. So ICT was made integral part of educational system. This step revolutionary changed the shape of educational system of Pakistan.
REFERENCE
EOCD (2001). School for tomorrow: OECD Scenarios retrieved on June 2, 2010 from
www.nfer.ac.uk/emie/inc/fd.asp?user=&doc...schooling-for-tomorrow...
Haque, N. (2006). The Economist Survey of Pakistan 2030. Retrieved on June 8, 2010
From http://www.pide.org.pk/pdf/Highlights/vision2030.pdf
Scenario planning is the process which helps individuals or organizations to understand the present trends and portray their probable futures based on these trends (OECD, 2001). Being the Course Participants (CPs) of Strategic Planning and Development the CPs were provided with an opportunity to develop the basic understanding of scenario planning by being evolved in scenario planning process. During this process our group went through different stages and activities while developing four different future scenarios of schooling in the Pakistan in the year 2030. Some key processes/activities were the following.
• Literature was reviewed on scenario planning and discussions among group members as well as with the facilitator developed the initial understanding of scenario planning.
• The present trends of education in Pakistan were sketched through a brainstorming in the group and the local and global factors effecting the present educational system was looked upon (See appendix A).
• An individual activity to indentify future trends and forces was undertaken, shared in the group and categorized into ten themes (see appendix B).
• On the basis of the identified themes, a questionnaire (see appendix C) was prepared to explore the opinion of the IED faculty, Ph D and M Ed students about future trends of education in Pakistan.
• After administrating the questionnaire the data was analyzed using SPSS.
Based on the literature, discussions and the analyzed data, the group developed four future scenarios of education in Pakistan in the year 2030. During this process the group identified various forces and trends of education. However keeping in view the time and word limit, only two forces; political will and ICT were taken as the bases of the changing scenario of education in future. Based on the present scenario some focused trends were curriculum, teaching, assessment and use of ICT in schools.
SCENARIO 1
FROZEN AND STAGNATION
The education system of Pakistan is in stagnation phase in the current year of 2030. Schools in Pakistan are controlled by the central education offices in a bureaucratic top down system. It is essential for every school to follow the national curriculum prepared by experts. Schools are restricted to teach the prescribed text books and learning materials. Teachers are trained in content and pedagogy in the light of national curriculum. Few teaching methods are used in the classroom and lecture is the most popular method. Teaching is focused mostly on memorization of facts and figures and paper-pencil test is the most used method for students’ assessment. Competition among the students is highly encouraged by the teachers and school management based on their results. Discipline is the main concern for the school management so teachers spend most of their time controlling the students. Schools are provided with computers and some basic ICT facilities by the higher authorities. However, most of the teachers are not sure how to use these facilities as part of their teaching process. So computer and ICT are taught as separate subjects. The schools are provided some budget from the higher offices but the school management is not able how and where to utilize the budget.
Looking and reflecting back at this frozen and stagnation phase identifies some factors responsible for its non-changing status. Since the year 2010, no political party could complete their tenure smoothly due to allegation of corruption and agitations which created instability in the political arena. Each Government spent most of their time, resources and energy to combat terrorism and at the same time they were facing pressure from the international community. At the provincial level separatist movements were raising heads and the governments also remained engaged in the tackling this issue.
In such a situation the educational system remained ignored most of the time but some attempts were made to bring reforms by each government. Due to instability, no government got enough time to implement their educational policy properly. Each time change in government disrupt the continuity of educational policy as each one brought their interventions without giving considerable attention to the previous governments efforts. In the year 2015, with the help of international agencies, an attempt was made to bring changes in the curriculum but the strong forces of the religious parties were successful in mobilizing the people to resist the changes. Hence the intervention in the curriculum process was winded up without any result. At the same time the government also did not take much interest as the centralized system of curriculum was considered to be minimizing the difference between the provinces by putting emphasis on certain religious values, hence suppressing the separatist movements. Although the development sector in the country has become dependant on ICT but due to lack of recourse and vision less attention was given to make it part of the educational system.
SCENARIO 2
MELTDOWN AND CHANGING
Some changes have taken place in the educational system of Pakistan from 2010 till the current year of 2030. Today, schools to some extent are involved in the curriculum development, school budget and school development programs. Curriculum is prepared by the curriculum wing but the school managements and teachers are involved in the process through workshops and other online studies. The schools have been allowed to choose their text book keeping in view the students learning outcomes given in the curriculum. Teachers are encouraged to enrich the curriculum using sources like internet, workshops and other related and relevant material. The concept of formative assessment is introduced along with summative assessment. Basic ICT facility is provided almost to all schools but its integration with teaching and learning process is missing. Although teachers are trained in ICT, they are not confident enough to integrate it with the teaching learning process. Professional education is required to enter in the teaching profession in all schools. However, teaching is still not considered as equal to other famous profession as doctor/ Managers, so teachers are no satisfied with their profession and opt for other professions.
Since 2010 the democratic system of government has been governing the country however education has not been their first priority. They spent most of their energy on sustaining the political system and fighting against terror. Some steps were taken to reforms the education in Pakistan but there was not consistency in the implementation due to instability in the democratic government. Due to the differences among the provinces the central government was not comfortable to decentralize the educational system. The international communities have been interested in reforming the curriculum to eliminate the radical thinking in the country. They provided financial and as well as technical support to the government to bring reform the curriculum. This enabled the government to introduce ICT literacy and involving teachers in curriculum enrichment. Because ICT became an integral part of the educational system around the world, so the government provided essential ICT facilities to the schools.
SCENARIO 3
FLOW AND TRANSITION
Since 2010 Pakistan has transformed desirably its educational system. Today in the year 2030 schools enjoy moderate autonomy in enriching curriculum, preparing their budget and incorporating ICT in their teaching learning process. From the curriculum wing broader goals with guidelines are provided to the school. Schools are free to select their textbooks and learning material according to the broader goals and guidelines provided by the curricular wing. Most schools have their curriculum enrichment unit to help teachers in curriculum enrichment. Teachers are educated in curriculum development and enrichment along with content and pedagogical knowledge. Schools are provided considerable budget according to their needs to fulfill their expenses. ICT is considered the essential facility for each school. By using this facility teachers get their required material easily from other schools or institutions. Students use this facility to enhance their knowledge and skills. Varieties of teaching methods are used in the classroom to teach students. Some activities are ICT based and students to some extent are given freedom to complete their task outside the school classroom. As the curriculum material is prepared by the teachers so assessment is done accordingly by using different strategies.
This transition in the education was possible due to two main forces. Since 2010 Pakistan experienced relatively, political stability. The democratic process got consistency as each party completed their tenure and got the opportunity to rule the country. By 2015 the country succeeded in eliminating terrorism with the help of international community. Realizing the importance of education in transforming the society, the democratic governments made a serious effort to bring effective reforms in the educational system in the light of Vision 2030(Haque, 2006). They changed the educational policy from bureaucratic system to democratic mode by valuing decentralization process. Consistency was also observed in the implementation of educational policies as each government built on the interventions of the previous governments. The civil societies were strengthening which supported the government. School were given more autonomy in preparing their budget, planning their programs and enriching their curriculum.
ICT was introduced in education with a strong intention of bringing the educational system up to a world standard. Keeping in view the importance of the ICT the education policy makers and implementers made effort to make the ICT integral part of school system. Government also provided budget and technical support to the school to install ICT system in their schools with help of international agencies.
SCENARIO 4
HIGH FLOW AND TRANSFORMATION
Today Pakistan has a highly transformed schooling system. Schools are no more name of specific building rather they are complex interconnected systems. Curriculum is not static document rather a changing activity prepared by the teachers keeping in view global and local context. Schools are interconnected through internet across the country therefore teachers are able to learn from each other being part of community of practice. Teacher education is given more importance so teachers are not only well equipped in content and pedagogy but they are also competent enough to guide the students how to mange information in the age of flux and change. Technological innovations and easy access of ICT provided opportunity for students and teachers to use their houses, parks, and internet cafés hotels and vehicles as virtual places for schooling. In this era digital libraries, video conferences, online courses replaced the concept of isolated single place for formal education, called school. Assessment is not more matter of paper pencil test rather students are working on projects outside the school focusing on problem solving. ICT is integral part of assessment. Examinations boards are research centers where the results are being investigated, evaluated qualitatively and quantitatively and schools are provided feedback for further improvement. Students and teachers councils/associations are internationally connected with each other and they are collaboratively working for learning and innovating.
Political confrontation among major Feudal and Elite parties fed up the Pakistani nation and civil society. They realized that the traditional parties could not solve their problems. Consequently voters rejected the traditional parties in general elections held in February 2013. In the election voters supported Secular minded Social Democratic Party of Pakistan (SDPP) which emerges from politically awaked and educated Middle class. SDPP gave a clear vision to nation about all major issues like education, economics, and environment, (locals, regional and international) conflicts.
Education was given high priority to transform the sick society into a highly vibrant one. The budget for education sector was raised up to 10% of GDP. Two main steps were taken to change the educational system. First, teacher education system was given highly importance. With the help of local and international agencies within five years a cohort of teacher educator and school leadership was developed who played a vital role in transforming the educational system.
Secondly, the new government realized that without ICT development in education sector is difficult. So ICT was made integral part of educational system. This step revolutionary changed the shape of educational system of Pakistan.
REFERENCE
EOCD (2001). School for tomorrow: OECD Scenarios retrieved on June 2, 2010 from
www.nfer.ac.uk/emie/inc/fd.asp?user=&doc...schooling-for-tomorrow...
Haque, N. (2006). The Economist Survey of Pakistan 2030. Retrieved on June 8, 2010
From http://www.pide.org.pk/pdf/Highlights/vision2030.pdf
Tuesday, July 20, 2010
FIELD STUDY REPORT
Introduction
This paper presents purpose of research, research questions, hypotheses, methodology, procedures, data analysis, discusses results of study and conclusion of study.
Purpose of the study
Aim of research is to examine schools from child rights friendly environment perspective. As per definition of UNICEF (2004); a child friendly school provides children quality education, with an environment that is fun, healthy and engaging activities. In other words school is a place where they can play, be protected from harm, express their views and actively participate in the learning process. Study conducted from students of class seventh of two different schools including one from public and other from private. Purpose of study is to explore differences in maintaining child rights friendly environment in both public and private sector schooling systems, and to understand the relationship between age level and students understanding about child rights-friendly environment in school. Results of research suppose to help policy makers, teachers, head teachers and students about the track record of child rights friendly environment in both systems and students understanding about this very important issue.
Research Questions
The study has two main research questions;
To what extend, Government schools are different from private schools in maintaining child rights friendly environment?
2 - What is the relationship between the age level and the understanding of the students about child rights-friendly school?
Statement of Hypothesis
There are two main hypotheses according to the research questions;
• there is no difference between the public and private school in maintaining child rights-friendly environment.
• there is no relationship between the age level and the perception of child right school.
METHODLOGY/DESIGN
Study was designed by cross-sectional quantitative paradigm. Data collected from one public school by me and other one private school by my research partner on same day by single visit once a time. Cross-sectional studies are relatively inexpensive, takes up little time, can estimate prevalence of outcome of interest because sample is usually taken from the whole population. Face-to-face delivery method utilized for survey questionnaire. In “face-to-face the researcher can read the questions aloud, explain any difficult points if necessary, and record the responses in as much detail as he desired” Gorard, S. (2003). Applying the method I kept in mind the factors “cost, time, geography, length, complexity, control of the question order, visual aids, the use of respondents personal of the question for reference, rapport, sensitivity, sample bias, response rate, response bias, knowledge of the non-responders and so on” Gorard, S. (2003).
SAMPLE
“One of the most important steps in the research process is the selection of the sample of individuals who will participate (be observed or questioned). Sampling refers to the process of selecting these individuals.” Fraenkel and Wallen (2003). For our study facilitator of course chose population (Schools) each one from public and private, and Samples (7th Class Students), however I and my study partner administrated our tool (questionnaire) in those selected schools. Number of participants from public school was 32 female students of higher secondary girl’s school out of total 59.
The selection of sample comes under purposive sampling method in which “researcher assume they can use their knowledge of the population to judge whether or not a particular sample will be representative.” Fraenkel and Wallen (2003).
MEASUREMENT TOOLS
For data collection facilitator provided me one demographic paper under title “Information About You” which was developed to seek basic required information of sample, and other was the survey questionnaire In demographic paper name of sample, grade, name of school, school shift, age, gender, residential area, father’s and mother’s occupation, mother tongue and other tongue columns were included. Demographical information provides us samples average age, language they use in school and at home, their parents occupation. From study of demographic data, we can infer sample’s socio economical conditions. Most of participant’s male parents engaged in average business and lower jobs in public and private sector, which unfolding that most of students belonged lower middle class, where ever majority of their mothers were house wives, which was revealing the psyche of lower middle class about working women issue. Provided Second form was questionnaire/survey tool for collection of data. The title of questionnaire was “how much sensitive is your school on student’s rights?” Questionnaire employed a 4-point Likert scale 1stands for Never, 2 stands for rarely, 3 stands for often, and 4 stands for always. The tool composed in Urdu. The questionnaire consists of thirteen questions regarding child right friendly environment in school. “A survey is the system for collecting information to describe, compare, or explain knowledge, attitudes, and practices or behavior” Fink A, (1995). In fact success of field study depends upon the successful administration of survey tools. More the questions be simple, readable, understandable, more reliable data would be collected.
Kolmogorov-Smirnov (K-S) test is applied for confirmation of normality is used for K-S test. The table 1 shows that frequency on SPSS for private school, D (69) = .086, p >.05. It means distribution is not normal. On the contrary, frequency on SPSS for public school is D (69) = .184, p < .o5 (p = .007). It means distribution for public school is normal.
Table 1
School Kolmogorov- Smirnov
Total-mean
Private School
Public School Statistics df. Sig.
.086 27 .200
.184 32 .007
PROCEDURE FOR COLLECTING DATA FROM FIELD
Before school visits for administration of research tool for collecting data, facilitator send written application to the concerned principles for formal permission for field study. On the fixed time and date our team reached at school, as it was girls higher secondary school and researchers team was comprising majority of males, to avoid from any misunderstanding facilitator along with one female researcher went to principal office to inform her for arrival of our team. At the gate of principal’s office facilitator was stopped by principal as she was busy in telephonic conversation. After completion of her talk facilitator told her about our team, and she allowed us to visit different classes. This is very important for researchers to respect the values of the institutions, because those are allowing us for our own study. Some times it would be hard to control ourselves for rude behavior school authorities but we must keep complete control ourselves. In our case, as principal asked our facilitator to wait at gate until she finishes her telephonic conversation was seemingly not fair treatment. However our facilitator nodded her head and said ok, no problem, and she waited unto end of conversation. After formal permission I approached seventh class which was already allocated me to collect the data. At moment class was free and no teacher was in room. As I entered in class, all students glaze towards me with wonder. For creation of friendly environment I spoke some humors words. When I realized that they accepted me, I introduce myself and got there introduction. After that I told them my aim of visit. First I distributed the demographic paper. Demographic paper was composed in English; hence school was Urdu medium, so students faced difficulty to under stand the meaning of some words and sentences. To overcome the difficulty I read each question and narrate meaning in Urdu and make sure that, they all understood clearly. After satisfaction about their understanding, I requested them to fill the columns. Then I administrated the survey questionnaire. First I explain the rating scale and then demonstrated on black board how to tick the right response. Survey questionnaire was composed in Urdu. However, It was seems to be translated from English. When first I read the questionnaire for my understanding, I feel like I am reading English in form of Urdu. Translation was not standardized. It was translated direct word by word, which made difficulties to understand the real and actual meaning. Learning lessons from previous demographic questionnaire now I slightly changed my strategy. Now one by one I read the every question and after necessary explanation, asked students to tick on the right options from 1 to 4. After collecting the data we went office of principal and appreciated her for allowing us for study.
LIMITATIONS OF STUDY
The study was carried out in single attempt, from seventh class students. Number of sample was 32+27=59 by public and private school respectively. So due to limited time and low size of sample which taken from only 2 different schools, it can not be generalize able in other contexts.
DATA ANALYSIS
Data collected from field was entered into SPSS 16 (statistical package for social sciences) for further statistical analysis. After uploading the data provided the necessary codes, labels, and values and scales every variable in data view and variable view. Once the data is entered, it is much necessary to clean the data to proof-read text for errors (Robson, 2002). In data cleanup process missing data coded 99. Through Cronbach’s Alpha test reliability of data was checked. For checking the normality of data Kolmogorov- Smirnov test utilized to know the normality at looking to Mean (M), Number of participants (N) and Standard Deviation (SD) in the tables. In this process I converted data into tables and histogram formats. This process helped me to understand differences in maintaining child rights friendly environment between public and private sector schools. For correlation of age and students understanding on issue applied Pearson Correlation test. Through process differences among public and private sector on CRFS and correlation of age and understanding of students checked that those were significant or not. Then save important data on MS Word format for further analysis of results.
RESULTS
Table 2 shows that data of public school is distributed in the form of bell-shaped curve. That means data is normal.
Table 2
Similarly, Table 3 shows that data of private school is distributed in the form of bell-shaped curve. That means data of private school is also normal.
Table 3
Kolmogorov-Smirnov (K-S) test is applied for confirmation of normality is used for K-S test. The table 4 shows that frequency on SPSS for private school, D (69) = .086, p >.05. It means distribution is not normal. On the contrary, frequency on SPSS for public school is D (69) = .184, p < .o5 (p = .007). It means distribution for public school is normal.
Table 4
School Kolmogorov- Smirnov
Total-mean
Private School
Public School Statistics df. Sig.
.086 27 .200
.184 32 .007
The table 5 shows that child rights friendly environment in private school is slightly high (M =2.79) than public school (M = 2.73), and dispersion of public school is also slightly high (SD =.399) than private school (SD = .332). It means dispersion of public school is more as compared to private school from the mean. However, the difference is not significant, [t (57) = .623, p > .05].
Table 5
Group Statistics
School N Mean Std. Deviation
Total_mean Private School
Public School 27
32 2.7949
2.7346 .33257
.39979
Independent Samples Test
Levene’s Test for Equality of Variance t-test for Equality of Means
Total_mean
F Sig. t df. Sig. (two-
tailed
Equal Variance Assumed
.24
.878 .623
57
.536
Equal Variance not
Assumed .632 56.993 530
Moreover, due to interval scale of data, Pearson correlation test was applied for association between age of students of private and public school and their understanding about child rights environment variables. The table 6 shows that student’s age and their perception of child rights have positive relationship (r =.060).It means those students who have high age they have also more knowledge about child rights environment. However, the association is not significant (p =.650)
Table 6: Relationship between age and the perception of child rights-friendly School
Conclusion
The results show that there is no significant difference between private and public school in maintaining child right-friendly environment however private schools is a bit more child rights-friendly than the public schools. It means the students of the private schools have more rights than the students of public schools. This may be due to the instructional and parental care for their children’s education. As our demographic results revealed that parents of public school are from lower middle class and middle class parents prefer to put their children in private schools. Due to certain reasons parents whom children enrolled in public schools are caring less than the parents of students admitted in private schools. Due to understanding the sensitivity of quality of education the middle class parents whom children are getting education in private schools showing significant concerned for the rights of their children. They always try to remain in close association with the school regarding the implementation of child rights. Maintaining child rights friendly environment in school is very essential for holistic growth of children. Children can not develop mentally and physically until they are provided those rights. As it is very clear from the previous research that the children in private schools perform better academically than the children in the public schools, because private schools are more child rights friendly than the public schools.
So far as the results for the association of age and the perceptions of the students about child rights friendly school concerned, they are not satisfactory. The results reveal that there is no association between the age and the perception of child rights friendly school. It means with the increasing age, the understandings of the students regarding child rights friendly school will remain the same. This is not favorable, because it manifests the lack of negligence from the private and the public school in creating awareness among the children about child rights.
To sum up, the government should take some strict measure in order to help the schools to become more child rights friendly. The private and the public schools should work shoulder to shoulder for the promotion of children rights in their school so that the children have more and more rights.
REFERENCES
2004, October 8). Basic education and gender equality, Child-friendly schools Message posted to http://www.unicef.org/girlseducation/index_focus_schoo...
unicef for children
Fraenkel and Wallen (2003). How to design and evaluate research in education (6th ed.). New York:McGraw Hill. (Chapter 6).
Fink, A. (1995). How to Ask Survey Questions. Thousand Oaks, L: SAGE Publications
Gorard, S. (2003). Quantitative methods in educational research: the role of numbers made easy. London continuum (chapter 5).
Robson, C. (2002). Real World Reasearch. A Resource for Social Scientists and Practitioner- Researchers. Malden: Blackwell publishers.
This paper presents purpose of research, research questions, hypotheses, methodology, procedures, data analysis, discusses results of study and conclusion of study.
Purpose of the study
Aim of research is to examine schools from child rights friendly environment perspective. As per definition of UNICEF (2004); a child friendly school provides children quality education, with an environment that is fun, healthy and engaging activities. In other words school is a place where they can play, be protected from harm, express their views and actively participate in the learning process. Study conducted from students of class seventh of two different schools including one from public and other from private. Purpose of study is to explore differences in maintaining child rights friendly environment in both public and private sector schooling systems, and to understand the relationship between age level and students understanding about child rights-friendly environment in school. Results of research suppose to help policy makers, teachers, head teachers and students about the track record of child rights friendly environment in both systems and students understanding about this very important issue.
Research Questions
The study has two main research questions;
To what extend, Government schools are different from private schools in maintaining child rights friendly environment?
2 - What is the relationship between the age level and the understanding of the students about child rights-friendly school?
Statement of Hypothesis
There are two main hypotheses according to the research questions;
• there is no difference between the public and private school in maintaining child rights-friendly environment.
• there is no relationship between the age level and the perception of child right school.
METHODLOGY/DESIGN
Study was designed by cross-sectional quantitative paradigm. Data collected from one public school by me and other one private school by my research partner on same day by single visit once a time. Cross-sectional studies are relatively inexpensive, takes up little time, can estimate prevalence of outcome of interest because sample is usually taken from the whole population. Face-to-face delivery method utilized for survey questionnaire. In “face-to-face the researcher can read the questions aloud, explain any difficult points if necessary, and record the responses in as much detail as he desired” Gorard, S. (2003). Applying the method I kept in mind the factors “cost, time, geography, length, complexity, control of the question order, visual aids, the use of respondents personal of the question for reference, rapport, sensitivity, sample bias, response rate, response bias, knowledge of the non-responders and so on” Gorard, S. (2003).
SAMPLE
“One of the most important steps in the research process is the selection of the sample of individuals who will participate (be observed or questioned). Sampling refers to the process of selecting these individuals.” Fraenkel and Wallen (2003). For our study facilitator of course chose population (Schools) each one from public and private, and Samples (7th Class Students), however I and my study partner administrated our tool (questionnaire) in those selected schools. Number of participants from public school was 32 female students of higher secondary girl’s school out of total 59.
The selection of sample comes under purposive sampling method in which “researcher assume they can use their knowledge of the population to judge whether or not a particular sample will be representative.” Fraenkel and Wallen (2003).
MEASUREMENT TOOLS
For data collection facilitator provided me one demographic paper under title “Information About You” which was developed to seek basic required information of sample, and other was the survey questionnaire In demographic paper name of sample, grade, name of school, school shift, age, gender, residential area, father’s and mother’s occupation, mother tongue and other tongue columns were included. Demographical information provides us samples average age, language they use in school and at home, their parents occupation. From study of demographic data, we can infer sample’s socio economical conditions. Most of participant’s male parents engaged in average business and lower jobs in public and private sector, which unfolding that most of students belonged lower middle class, where ever majority of their mothers were house wives, which was revealing the psyche of lower middle class about working women issue. Provided Second form was questionnaire/survey tool for collection of data. The title of questionnaire was “how much sensitive is your school on student’s rights?” Questionnaire employed a 4-point Likert scale 1stands for Never, 2 stands for rarely, 3 stands for often, and 4 stands for always. The tool composed in Urdu. The questionnaire consists of thirteen questions regarding child right friendly environment in school. “A survey is the system for collecting information to describe, compare, or explain knowledge, attitudes, and practices or behavior” Fink A, (1995). In fact success of field study depends upon the successful administration of survey tools. More the questions be simple, readable, understandable, more reliable data would be collected.
Kolmogorov-Smirnov (K-S) test is applied for confirmation of normality is used for K-S test. The table 1 shows that frequency on SPSS for private school, D (69) = .086, p >.05. It means distribution is not normal. On the contrary, frequency on SPSS for public school is D (69) = .184, p < .o5 (p = .007). It means distribution for public school is normal.
Table 1
School Kolmogorov- Smirnov
Total-mean
Private School
Public School Statistics df. Sig.
.086 27 .200
.184 32 .007
PROCEDURE FOR COLLECTING DATA FROM FIELD
Before school visits for administration of research tool for collecting data, facilitator send written application to the concerned principles for formal permission for field study. On the fixed time and date our team reached at school, as it was girls higher secondary school and researchers team was comprising majority of males, to avoid from any misunderstanding facilitator along with one female researcher went to principal office to inform her for arrival of our team. At the gate of principal’s office facilitator was stopped by principal as she was busy in telephonic conversation. After completion of her talk facilitator told her about our team, and she allowed us to visit different classes. This is very important for researchers to respect the values of the institutions, because those are allowing us for our own study. Some times it would be hard to control ourselves for rude behavior school authorities but we must keep complete control ourselves. In our case, as principal asked our facilitator to wait at gate until she finishes her telephonic conversation was seemingly not fair treatment. However our facilitator nodded her head and said ok, no problem, and she waited unto end of conversation. After formal permission I approached seventh class which was already allocated me to collect the data. At moment class was free and no teacher was in room. As I entered in class, all students glaze towards me with wonder. For creation of friendly environment I spoke some humors words. When I realized that they accepted me, I introduce myself and got there introduction. After that I told them my aim of visit. First I distributed the demographic paper. Demographic paper was composed in English; hence school was Urdu medium, so students faced difficulty to under stand the meaning of some words and sentences. To overcome the difficulty I read each question and narrate meaning in Urdu and make sure that, they all understood clearly. After satisfaction about their understanding, I requested them to fill the columns. Then I administrated the survey questionnaire. First I explain the rating scale and then demonstrated on black board how to tick the right response. Survey questionnaire was composed in Urdu. However, It was seems to be translated from English. When first I read the questionnaire for my understanding, I feel like I am reading English in form of Urdu. Translation was not standardized. It was translated direct word by word, which made difficulties to understand the real and actual meaning. Learning lessons from previous demographic questionnaire now I slightly changed my strategy. Now one by one I read the every question and after necessary explanation, asked students to tick on the right options from 1 to 4. After collecting the data we went office of principal and appreciated her for allowing us for study.
LIMITATIONS OF STUDY
The study was carried out in single attempt, from seventh class students. Number of sample was 32+27=59 by public and private school respectively. So due to limited time and low size of sample which taken from only 2 different schools, it can not be generalize able in other contexts.
DATA ANALYSIS
Data collected from field was entered into SPSS 16 (statistical package for social sciences) for further statistical analysis. After uploading the data provided the necessary codes, labels, and values and scales every variable in data view and variable view. Once the data is entered, it is much necessary to clean the data to proof-read text for errors (Robson, 2002). In data cleanup process missing data coded 99. Through Cronbach’s Alpha test reliability of data was checked. For checking the normality of data Kolmogorov- Smirnov test utilized to know the normality at looking to Mean (M), Number of participants (N) and Standard Deviation (SD) in the tables. In this process I converted data into tables and histogram formats. This process helped me to understand differences in maintaining child rights friendly environment between public and private sector schools. For correlation of age and students understanding on issue applied Pearson Correlation test. Through process differences among public and private sector on CRFS and correlation of age and understanding of students checked that those were significant or not. Then save important data on MS Word format for further analysis of results.
RESULTS
Table 2 shows that data of public school is distributed in the form of bell-shaped curve. That means data is normal.
Table 2
Similarly, Table 3 shows that data of private school is distributed in the form of bell-shaped curve. That means data of private school is also normal.
Table 3
Kolmogorov-Smirnov (K-S) test is applied for confirmation of normality is used for K-S test. The table 4 shows that frequency on SPSS for private school, D (69) = .086, p >.05. It means distribution is not normal. On the contrary, frequency on SPSS for public school is D (69) = .184, p < .o5 (p = .007). It means distribution for public school is normal.
Table 4
School Kolmogorov- Smirnov
Total-mean
Private School
Public School Statistics df. Sig.
.086 27 .200
.184 32 .007
The table 5 shows that child rights friendly environment in private school is slightly high (M =2.79) than public school (M = 2.73), and dispersion of public school is also slightly high (SD =.399) than private school (SD = .332). It means dispersion of public school is more as compared to private school from the mean. However, the difference is not significant, [t (57) = .623, p > .05].
Table 5
Group Statistics
School N Mean Std. Deviation
Total_mean Private School
Public School 27
32 2.7949
2.7346 .33257
.39979
Independent Samples Test
Levene’s Test for Equality of Variance t-test for Equality of Means
Total_mean
F Sig. t df. Sig. (two-
tailed
Equal Variance Assumed
.24
.878 .623
57
.536
Equal Variance not
Assumed .632 56.993 530
Moreover, due to interval scale of data, Pearson correlation test was applied for association between age of students of private and public school and their understanding about child rights environment variables. The table 6 shows that student’s age and their perception of child rights have positive relationship (r =.060).It means those students who have high age they have also more knowledge about child rights environment. However, the association is not significant (p =.650)
Table 6: Relationship between age and the perception of child rights-friendly School
Conclusion
The results show that there is no significant difference between private and public school in maintaining child right-friendly environment however private schools is a bit more child rights-friendly than the public schools. It means the students of the private schools have more rights than the students of public schools. This may be due to the instructional and parental care for their children’s education. As our demographic results revealed that parents of public school are from lower middle class and middle class parents prefer to put their children in private schools. Due to certain reasons parents whom children enrolled in public schools are caring less than the parents of students admitted in private schools. Due to understanding the sensitivity of quality of education the middle class parents whom children are getting education in private schools showing significant concerned for the rights of their children. They always try to remain in close association with the school regarding the implementation of child rights. Maintaining child rights friendly environment in school is very essential for holistic growth of children. Children can not develop mentally and physically until they are provided those rights. As it is very clear from the previous research that the children in private schools perform better academically than the children in the public schools, because private schools are more child rights friendly than the public schools.
So far as the results for the association of age and the perceptions of the students about child rights friendly school concerned, they are not satisfactory. The results reveal that there is no association between the age and the perception of child rights friendly school. It means with the increasing age, the understandings of the students regarding child rights friendly school will remain the same. This is not favorable, because it manifests the lack of negligence from the private and the public school in creating awareness among the children about child rights.
To sum up, the government should take some strict measure in order to help the schools to become more child rights friendly. The private and the public schools should work shoulder to shoulder for the promotion of children rights in their school so that the children have more and more rights.
REFERENCES
2004, October 8). Basic education and gender equality, Child-friendly schools Message posted to http://www.unicef.org/girlseducation/index_focus_schoo...
unicef for children
Fraenkel and Wallen (2003). How to design and evaluate research in education (6th ed.). New York:McGraw Hill. (Chapter 6).
Fink, A. (1995). How to Ask Survey Questions. Thousand Oaks, L: SAGE Publications
Gorard, S. (2003). Quantitative methods in educational research: the role of numbers made easy. London continuum (chapter 5).
Robson, C. (2002). Real World Reasearch. A Resource for Social Scientists and Practitioner- Researchers. Malden: Blackwell publishers.
تبصرن جا اطلاع حاصل ڪرڻ لاءِ:
هتي ڪلڪ ڪريو