Academic Papers

Maulana Azad’s ideas pertaining to his educational thoughts about the instruction of knowledge in post-independent India and his achievements towards institutionalizing education among a populace whose literacy rate at the time of independence was merely 18%, still, echo relevance for our times. The utilitarian analysis of Maulana Azad’s legacy can benefit both the present and future generations. The fact is that our generation has not done justice to his personality and still continues to ignore his major contributions. However, it is only we as teachers who can contextualise his legacy for our children inside the classrooms and beyond, with a sincere hope that we do not fail in our communication as we failed in our appreciation of him. In fact, what seems more relevant is to understand how he became what he was; and, what personal achievements he gathered in his life which allowed him to be remembered today with such fervour and delight as a nationalist, philosopher, writer, and as t

 Some authors commit intellectual immorality by stealing ideas, texts, words, formulae, designs, or inventions of other authors without attributing them to original writer/credit. This is an example of academic dishonesty. using someone else’s work as our own, with or without their full acknowledgment is known as plagiarism. In the present information-loaded world, the global IT Wizard, Bill Gates has expressed his views on Plagiarism and calls it “Intellectual Property Theft”. Plagiarism is always not an intentional act, but sometimes authors commit it unintentionally as well. Therefore, there is a need for a careful and cautious move while referring to other works, so as to avoid plagiarism. writing scholarly articles and Research Papers is generally supported and supplemented by others’ work with proper citation and references. Proper use of the references and supporting material increases the authenticity of the articles. Further, creative writing needs mastery over language and th

اساتذہ کو بڑے پیمانے پر کھلے آن لائن کورس کے ذریعے ٹکنالوجی کا استعمال کرنا سکھانا: باہمی تعامل کے نقطہ نظر۔ Teaching teachers to use technology through massive open online course: Perspectives of interaction equivalency تلخیص Abstract ایجوکیٹرز کے لیے بڑے پیمانے پر کھلے آن لائن کورسز یعنی موکس۔ای ڈیز (MOOC-EDs) اساتذہ کو کلاس رومز میں تعلیمی ٹیکنالوجی استعمال کرنے کی تدریس کے لیے ایک نیا راستہ فراہم کرتے ہیں ، لیکن MOOCs میں انفرادی طور پر طالب علم کو انسٹرکٹر سے بات چیت کا فقدان ڈراپ آؤٹ کا باعث بن سکتا ہے۔ تعامل کی مساوات کا نظریہ یہ ظاہر کرتا ہے کہ MOOCs میں لامحدود تعداد میں طالب علموں یعنی متعلموں کو معنی خیز تجربات فراہم کرنے کی صلاحیت ہے۔ کورس کا مواد اور ساتھیوں کے ساتھ اکتساب کے تعامل کے بھرپور مواقع متعلم و انسٹرکٹر کے تعامل کی کمی کو پورا کرسکتے ہیں۔ تاہم ، اساتذہ کو موثر پیشہ ورانہ ترقی فراہم کرنے کے لیے MOOCs میں باہمی تعامل کی مساوات کے لیے شواہد بڑی حد تک غائب ہیں۔ لہذا ، اس مطالعے کا مقصد یہ جانچنا تھا کہ کس طرح تعامل نے اساتذہ کے کورس کی تکمیل کو متاثر کیا اور MOOC پر

ABSTRACT  All the sectors of human life, including education, are affected due to COVID-19. This pandemic has forced for developing a system where teachers, students have to maintain social distance and continue their education process. Thus, in this context, distance education in place of face-to-face mode with specific innovations is the best mode to reach adult learners, and this mode also advocates lifelong learning for all stages. The Open Educational Resources (OERs) are also an innovation which is in practice for a long time now in education. These resources are exclusively at use in higher education in distance mode because the stakeholders i.e. teachers and students both are competent to develop and use the OERs. The learners at higher stage also have devices that facilitate access and make the material available to them easily. This situation at the school level, which is predominantly, a face-to-face mode is quite contrary to higher education. An overview indicates that the

     تعلیمی نظام میں تحریر ایک ناگزیر عمل ہے۔ اکثر اساتذہ کو ہم نے یہ کہتے ہوئے سنا ہوگا،publish or perish، "شائع کریں، یا مٹ جائیں"۔ یہ جملہ یہاں پر صرف تعلیم میں تحریر کی اہمیت کو ظاہر کرنے کے لیے دیا گیا ہے۔ تعلیمی نظام میں اساتذہ، طلباء اور ادارہ یا حکومت بھی اپنے مواد کو تحریر کر کے شائع کرتے ہیں۔       تحریر کرنا، لکھنا یا تصنیف کرنا ایک پیچیدہ سرگرمی سمجھا جاتا ہے ، جس میں کم از کم تین عمل شامل ہیں: منصوبہ بندی ، ترجمہ اور نظر ثانی۔ مصنف سب سے پہلے یہ طے کرتے ہیں کہ کس مضمون، موضوع، زبان، قاری، یا خاص کر کس مقصد کے لیے وہ تحریر کر رہے ہیں؟ اور یہ عمل تحریر کی منصوبہ بندی کرنے میں مدد کرتا ہے۔ اپنے دماغ میں پنپنے والے خیالات کو زبان و بیان اور خاکوں کی شکل دیتے ہیں، جو ہمارے خیالات کو زبان میں ترجمہ اور ترجمانی کرتا ہے۔ آخر میں اس طرح لکھے گئے مواد کی نظر ثانی کرنا مقصود ہوتا ہے۔ مخصوص تحریری طرز مصنف یا مصنفوں کے گروہ کا امتیازی خاصا ہوتا ہے، جو ایک دوسرے سے جدا اور مختلف ہوتا ہے۔ لیکن ہمیں لگتا ہے کہ اگر ایک طرح کا مواد تیار کرنا ہے تو اس میں ایڈیٹنگ کی ضرورت ہوگی، تا

Gone are the days when teachers were teaching using chalk and talk method. Most of the teacher educators like us use to record in our observation diary that the student-teachers i.e. would be teachers in teacher education programmes make use of Daily Using Teaching Aids (DUTA). By this we meant that the student teachers were practicing their lessons using Chalk, Duster, Blackboard; and followed ‘Lecture Method’ for teaching and the primary source behind lesson preparation was generally textbook prescribed by the state board. Thus, teacher’s innovation was limited to ways of expression restricting to tone, gestures, drawing skills on the board with different colour chalk pieces and a rolling blackboard containing few assignment activities. If a teacher was not good at handwriting and/or drawing then a shabby picture was projected in front of the students that demoralised practicing teacher. Some of the creative and artistic teachers used to bring well prepared charts and models relev

This is IDEA 2013 conference report conducted by MANUU. The report is published by EduComm Asia in its July, 2013 issue (Vol 17, No. 3). The report and full newsletter is available at  http://cemca.org.in/

Abstract The Urdu is one of the major Modern Indian Languages, which is widely spoken in India. It is almost second largely spoken language in many states. At the same time, the readers and teachers of this language are in minority. Teaching of Urdu as a language may require some efforts, but teaching of all subjects in Urdu medium requires more creativity and labour of teachers. This means that training of teachers to teach in this medium needs a careful design of the programme, which should be tailor made for the requirement of the beneficiaries. That is why, there are issues and problems pertaining to academic, administrative and evaluation aspects of the teacher education programmes. The training of different types of teachers i.e. pre-service or in-service have their own priorities and issues to be addressed. The campus mode or distance mode programmes require their own infrastructure and facilities. The short term or long duration programmes have its own need and implicati

Article sent to JAIAER for publication is given below, https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzTU0wmWJQROOTM0Y2Y1MTgtOWJlOC00NTU4LWJjMmMtMGMxNDgxZDg1NWRi&hl=en_US

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Article sent for publication to Prof. Matin, Head, Dept. of Sociology, AMU, Aligarh can be found at this address. https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0BzTU0wmWJQROYmE4NjUyODAtNTk3My00MzBhLTgwZGMtYzkxOWIzM2E5NGRj&hl=en_US

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Abstract Urdu is the name derived from Turkish, but Urdu language is born and brought up in India in its market and military camps. This has developed from the amalgamation of Indian and foreign cultures, which were at its peak in the medieval India . This gradually rose to the official status during British rule and became language of common man during freedom struggle of the country. But, on political grounds the language which had brought independence had lost its position in Independent India and thus became homeless. This article speaks about the origin, development and adaptation of the language. The authors have discussed present condition of Urdu language and constitutional provisions for minority languages. This is followed by a discussion on efforts of various governmental, non-governmental agencies which are written based on the experience of the authors. The constitution of Gujral Committee and its report occupies an important stepping stone for the development of Urdu l