A COMPARATIVE OVERVIEW OF ISLAMIC AND WESTERN CONCEPTS OF GUIDANCE SERVICES IN EDUCATION
Thesis submitted for the degree of
Doctor of Philosophy in Education
by
Nafees Bibi
Department of Education Qurtuba University, Peshawar
Qurtuba University of Science & Information Technology, Peshawar Session 2014
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A COMPARATIVE OVERVIEW OF ISLAMIC AND WESTERN CONCEPTS OF GUIDANCE SERVICES IN EDUCATION
By
Nafees Bibi
ID #: 8855
A thesis submitted to the Department of Education Qurtuba University, Peshawar in fulfillment of requirement for the award of the degree of
DOCTOR OF PHILOSOPHY IN EDUCATION
Qurtuba University of Science & Information Technology, Peshawar
Session 2014
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ABSTRACT
The provision of dynamic guidance services is an important issue in the educational system of every country. A specific system of guidance services may be considered as an ideal for one country but may not produce the same results in another country or culture. It is a well known fact that with the passage of time, the scientific and technological developments have brought several changes in the life style of people, cognition as well as working patterns in various sectors. As a result of these changes, apart from several benefits, a number of problems have also come up which are linked to various aspects of education, vocational training, social life, political system, health and wellbeing, religio-moral and spiritual values. To overcome individual and societal problems, there is a need for professional and expert help in the form of guidance services. The need and importance of guidance and its services is a continuous process of human development. The overall social setup of guidance services depends upon the disciplined way of life, flexibility, cooperation, self and mutual respect, religious harmony and mutual trust. In this perspective, high-quality values of society are closely related to the guidance and principles of an ideal state.
The present research was aimed at exploring a comparative overview of Islamic and Western concepts of guidance services in education with its particular focus to analyze the present status of guidance services in M Phil programs. The study is based both on primary and secondary sources of information.In order to explore the objectives of the study mixed method design were used. for analysis of qualitative and quantitative data collected from a variety of sources. Regarding for collection of quantitative data, a well developed questionnaire was produced for the university students.Similarly for collection of qualitative data, another questionnaire was prepared for the teaching faculty including eminent Christian academicians. The target area of this study comprised of all 31 public and private universities and 12 educational institutions of the non musilms Community of the Khyber Pakhtunkhwa province of Pakistan. The total sample size of the study was 340 among these, 320 students were registered in M Phil in education program while there were 10 Muslims and 10 Christian academicians. The data were analyzed in two phases. In the first phase, the quantitative information received from questionnaire (student community) was classified, tabulated and analyzed through SPSS version 16, using the probability values and chi-square methods. In the second phase, open-ended interviews (teachers community) were conducted
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to collect qualitative data. This data were interpreted in the form of themes. The outcomes of results were cross-compared to arrive at specific conclusion.
The main findings of this research reflect that in spite of some similarities, the guidance services provided by Islam and Western philosophers are predominantly different from each other. For instance, Islam lays the foundations of guidance on spirituality and considers the Quran and the Sunnah as the primary and ultimate sources of guidance. However, Western thoughts are based mainly on observation and reasoning. No doubt, both concepts seek the development of human beings. However, the difference lies in their approaches and means to achieve the ends. It was clear that guidance services provide an opportunity and a road map through which individual and societal objectives can be achieved in a systematized way. The analysis of these services would be helpful to benefit the community and to accomplish the needs systematically and strategically. Therefore, a strong channel of communication is vital to bridge the gap between the Islamic and the Western concepts. It was debated that there should be a main focus on teacher training programs. As Pakistan is predominantly an Islamic state where the religion plays a significant role in the daily lives of its people,therefore guidance services should be formulated in accordance with the Islamic teachings, compatible to their norms and culture. The present study suggested that there is a need to bridge the gap between the Islamic and the Western approaches.
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Certificate of Approval This is to certify that the research work presented in this thesis entitled “A Comparative Overview of Islamic and Western Concepts of Guidance Services in Education” was conducted by Mrs. Nafees Bibi under the supervision of Professor Dr. Wazeem Khan. No part of this thesis has been submitted anywhere else for any other degree. This thesis is submitted to the Examination Department in partial fulfillment of the requirements for the degree of Doctor of Philosophy in field of Education, Department of Education, Qurtuba University of Science and Information Technology Peshawar, Khyber Pakhtunkhwa, Pakistan.
Student Name: Nafees BiBi Signature ______
Examination Committee: a). External Examiner 1 Prof: Dr. Muhammad Rauf Institute of Education and Research (IER), Peshawar Signature ______b). Internal Examiner 2 Assistant Prof: Dr. Rahim Khan Signature ______Qurtuba University of Science and Information Technology Peshawar Campus, Khyber Pakhtunkhwa, Pakistan c). Supervisor Prof: Dr. Wazeem Khan Qurtuba University of Science and Information Technology Peshawar Campus, Khyber Pakhtunkhwa, Pakistan. Signature ______d). Dean of Social Sciences Prof: Dr Mushtaq Ahmad Qurtuba University of Science and Information Technology Signature ______Peshawar Campus, Khyber Pakhtunkhwa, Pakistan
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Author‟s Declaration
I Nafees Bibi hereby state that my Ph.D. thesis titled “A Comparative overview of Islamic and Western concepts of Guidance Services in Education” is my own work has not been submitted previously by me for taking any degree from this university, Qurtuba University of
Science and Information Technology Peshawar, campus or anywhere else in the country / world. At any time if my statement is found to be incorrected even after my graduation the university has the right to withdraw my Ph.D degree.
Name of Student: Nafees Bibi
Signature:
Date:
v (a)
Plagiarism Undertaking
I solemnly declare that research work presented in the thesis title “A Comparative overview of Islamic and Western concepts of Guidance Services in Education” is my research work with no significant contribution from any other person. Small contribution / help wherever taken has been duly acknowledged and that complete thesis has been written by me. I understand the zero tolerance policy of the HEC and university Qurtuba University of
Science and Information Technology Peshawar, campus towards plagiarism. Therefore I as an author of the above title thesis declared that no portion of my thesis has been plagiarized and any material used as reference is properly referred / cited. I undertake that if i am found guilty of any formal plagiarism in the above titled thesis even after ward of Ph.D. degree, the university reserve the right to with draw my Ph.D. degree and that the HEC has the right to publish my name on the HEC/University website on which name of the students are placed who submitted plagiarized thesis.
Name of Student: Nafees Bibi
Signature:
Date:
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In the Name of Allah The Most Merciful, and the Most Compassionate
O Allah, guide us on the right path. Counseling and Istikhara are the Sunnah of Holy Prophet
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DEDICATION
I hereby dedicate this research work to my late parents, my supervisor, my teachers and friends, and especially to my beloved daughter and husband.
NAFEES BIBI
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ACKNOWLEDGEMENTS
I am very much thankful to Almighty Allah, the most gracious, compassionate and ever merciful, who extended me an insight to observe, think and analyze. I pay my highest a role model and source of ,(صلى هللا عليه وعلى آله وسلم) gratitude to Prophet Muhammad guidance for all Muslims.
I render my sincere thanks to my supervisor, Professor Dr Wazim Khan, who provided me with an excellent atmosphere where I got an opportunity to flourish my potentialities and intellect. His invaluable guidance and intellectual stimulation were warm and inspiring.
I am obligated to several professors and other academics, especially Dr Rahim Khan (Assistant Professor,Qurtaba university Peshawar campus ) Dr Allah Noor Marwat (Assistant Professor, Gomal University, Dera Ismial Khan) and Mr Saleem Khan Wazir (Principal: Government High School, Khyber Agency) who helped me a lot in the completion of this research work. Here my heartfelt thanks are also due to my academic fellows, Mr Ahsan-u-Rehman, Mr Fahim Ullah and Mr Gohar Khan (Principal Government Higher Secondary School Khyber Agency) for their sincere guidance and support.
My special thanks to Dr Muhammad Ahsan (Deputy Vice-chancellor Open International University Gambia) gave his preicious contribution in the completion of the study and Meritorious Professor Dr Hamid Ullah Shah ( Ex Dean Agriculture University , Peshawar) provided me his precious time due to which I had several face to face meetings with him on many Sundays. Additionally, he also checked various drafts of my chapters and guided me in my work. I am also obliged to a number of other academics from various educational institutions who extended their every possible help with regard to carrying out my research.
Last but not least, I have a special regard for my husband and love for my little daughter for their invaluable support throughout my PhD program.
Nafees Bibi
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Table of Contents
Contents Page No. Abstract iii Certificate v Dedication vii Acknowlegdent viii List of Tables xiii List of Figures xiv Abbreviations xv
No 1 Introduction 1
1.1 Guidance 2 1.2 Background of Guidance and Guidance Services 3 1.3 Islamic Concept of Guidance Services 4 1.4 Western Concept of Guidance Services 5 1.5 Guidance Services in Pakistan 6 1.6 Statement of the Problem 8 1.7 Significance of the Study 9 1.8 Objectives of the Study 10 1.9 Research Questions 10 1.10 Methodologies 11 1.11 Conceptutal Framework of Guidance Services 11 1.12 Structure of the Study 13
2 Literature Review 14
2.1 Guidance: Meaning and Importance 14 2.2 Guidance Services: An Overview 17 2.3 Significance of the Guidance Services 18 2.4 The Need of Guidance Services in General 19 2.5 Need of Guidance Services in Education 21 2.6 An Overview of the Dimensions of Concept of Guidance 22 Services 2.7 Islamic Concepts of Guidance 23 2.7.1 Development of Guidance Services in Islam 27 2.7.2 Philosophy of Guidance Services in Islam 28 2.7.3 The Nature of Guidance in Islam 29 2.7.3.1 Guidance for True Knowledge 29 2.7.3.2 Guidance for Hereafter 30 2.7.3.3 Guidance for Code of Life 31 2.7.3.4 Guidance for Character Building 31 2.7.3.5 Guidance for Right Path 32 2.7.3.6 Guidance for Administration 32 2.7.3.7 Guidance for Repentance 33 2.7.3.8 Guidance for the Public 33
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2.7.4 Sources of Guidance Services in Islam 33 2.7.4.1 Quran 34 2.7.4.2 About Prophets 34 2.7.4.3 Guidance about Believers 36 2.7.4.4 About Disbelievers 37 2.7.4.5 Guidance about Charity and Prayer 39 40 ﷺ Guidance Verses Address to Muhammad 2.7.4.6 2.7.5 Sunnah 42 2.7.6 Ijmah 45 2.7.7 Qiyas (Analogy) 46 2.8 Western Concept of Guidance 48 2.8.1 Development of Guidance Services in the West 49 2.8.2 Philosophy of Guidance Services in the West 51 2.8.3 The Essence of Guidance Services in the West 52 2.8.3.1 Guidance for Education and Profession 52 2.8.3.2 Guidance for Adjustment and Vocation 52 2.8.3.3 Guidance for Assistance 53 2.8.3.4 Function of a Guidance Service 53 2.8.3.5 Helpful in Effective Relationship 53 2.8.3.6 Guidance as a Continuous Process 53 2.8.3.7 Helpful with Individualized Education 54 2.8.4 Sources of Guidance Services in the West 54 2.8.4.1 Religion 54 2.8.4.2 Philosophical Reasoning 55 2.8.4.3 Common Sense 57 2.8.4.4 Scientific Development 58 2.9 Recent Development of Guidance Services in Pakistan 59 2.9.1 Guidance Services in Elementary Education in Pakistan 62 2.9.2 Guidance Services at Secondary and Tertiary Level 63 2.9.3 Guidance Services in Higher Education in Pakistan 65 2.9.3.1 Guidance Services in Allama Iqbal Open University 67 2.9.3.2 Guidance Services in Teacher Education in Pakistan 70 2.9.3.3 Teacher‟s Role and Need as A Counselor in Education 72 System in Pakistan 2.10 Major Earlier Studies in Guidance Services 75
3 Methods and Methodology 79
3.1 Research Methods 79 3.2 Research Design 80 3.3 Population 81 3.4 Sampling and access process 81 3.4.1 Public and Private sector universities 82 3.4.2 Christian Educational Institutions 82 3.5 Instruments for Data Collection 84 3.5.1 Structured Interviews 84 3.5.2 Questionnaire 85 3.6 Pilot Testing 86
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3.7 Geographical Limit of the Instruments 87 3.8 Procedure for Data Collection 89 3.9 Analysis of Data 90 3.10 Delimitation of the study 93 3.11 Limitation of the study 94
4 Interpretation of data, Results and Discussion 95
4.1 An Analytical Overview of Academic Respondents 95 4.2 Thematic Analysis of Data Collected through Interviews 127 4.2.1 Historical Background of Islamic Guidance Services 127 4.2.2 Western Background of Guidance Services 129 4.2.3 Islamic Guidance and Teacher Education in Pakistan 132 4.2.4 Western Guidance and Teacher Education in Pakistan 134 4.2.5 Thoughts on Teacher Education and Guidance in Syllabus 138 4.2.5.1 Respondent‟s Suggestions for Syllabus Reforms 138 4.2.5.2 Need for Islamization of Syllabi 139 4.2.6 The Present Status of Guidance Services in M. Phil Program 140 4.2.6.1 The Need to Improve Present Guidance Services at M. Phil 141 Level 4.2.6.2 The Focus on Practical Aspect of Guidance Services 141 4.2.6.3 The Need for Improvement of Guidance Services at M.Phil 142 Level 4.2.6.4 HEC Guidelines regarding Higher Education Programs 143 4.2.7 Challenges to Guidance Services in Pakistan 144 4.2.8 Amending the Guidance Services at M. Phil Level 148 4.2.8.1 Ways to Improve Guidance Services at M. Phil Level 148 4.2.8.2 Steps for Better Guidance Services at M. Phil Level 149 4.2.8.3 Ways to Enhance University Education 150 4.2.8.4 Maximizing Learning Opportunities at University 150 Education 4.3 Discussions 151
5 Summary, Findings, Conclusion and Recommendations 155
5.1 Summary 155 5.2 Findings 156 5.2.1 Questionnaire‟s Finding: Students‟ Perspective 156 5.2.1.1 The Findings of the Islamic Concept of Guidance Services 157 5.2.1.2 The Findings of the Western Guidance Services 160 5.2.1.3 Findings about Guidance Services at M. Phil in Education 164 Program 5.2.2 Interview‟s Finding: Teaching Community‟s Perspective 166 5.3 Conclusion 168 5.3.1 Summary of the Findings 168 5.3.2 Implication of the Findings 171 5.4 Recommendations 172
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Personal Interviews 177 References and Bibliography 179 Documentation 188 Appendices 191 Appedix A 191 Appedix B 192 Appedix C 194 Appedix D 195 Appedix E 196 Appedix F 197 Appedix G 198 Appedix H 199
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List of Tables
T. No. Content P. No. 3.1 Sample Universities 83 3.2 Christian Institution 84 3.3 Likert Scale Measures 91 4.1 Concept of Guidance Services in Islamic System 96 4.2 Concept of Islamic Guidance: Word Iqra 97 4.3 Parents and Teacher as Best Source of Guidance Services 98 4.4 Islamic Guidance: A Comprehensive Package of Human 99 Development 4.5 Universal Concept of Guidance in Islam 100 4.6 Islamic Guidance: For Everyone and for All the Time 101 4.7 Islamic Guidance Services and Teacher Education 102 4.8 Islamic Guidance Services and Present Education System 103 4.9 Islamic Guidance: Its Significance in Education System 104 4.10 Sources of Islamic Guidance used in the Teacher Education System 105 4.11 Islamic Guidance Services: Solution of Problems in Educational 106 Institutions 4.12 Favorable Environment for Islamic Guidance Services in Teacher 107 Education in Pakistan 4.13 Western Point of View: Guidance as Basic Need of Humankind 108 4.14 Initiation of the Concept of Guidance in the West 109 4.15 Western Guidance: Overall Development of Individual 110 4.16 Western Guidance System and Teacher Education System 111 4.17 Western Guidance: Its significance in Education System 112 4.18 Western Guidance Services: Opportunities for Individuals 113 4.19 Western Concept of Guidance: A Way of Guiding Individuals in 114 Teacher Education in Pakistan 4.20 Islamic and Western Concepts: A Comparative Overview 115 4.21 Benefits of Western Guidance Services: Achieving the Objectives of 116 Teacher Education 4.22 Western Guidance Services and its Importance in the Career 117 Guidance Services 4.23 Western Guidance System: Solution of Psychological Problems 118 4.24 Educational Institutions, Students‟ Problems and Western Guidance 119 Services 4.25 Guidance Services Available in M Phil Education Programs at 120 University Level 4.26 An Exercise of Guidance Services in M Phil in Education Program 121 4.27 Role of Guidance Services in M Phil in Education Program 122 4.28 M Phil Programs in Education and Guidance Services Opportunities 123 4.29 Guidance Services: Prevailing Practice in Teacher Education System 124 of Pakistan 4.30 Required Improvements in the Guidance Services in the Prevailing 125 Teacher Education System in Pakistan 4.31 Summary of the Outcome of Data Analysis 126 4.32 Responses of Eight Open Ended Interviews 151
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List of Figures
F. No. Content P. No 1.1 Graphical description of the conceptual framework of the study. 12 3.1 Model for Qualitative and Quantitative Sequential Data Interpretation 80 3.2 Map of Khyber Pakhtunkhwa 89 4.1 Concept of Guidance Services in Islamic System 96 4.2 Concept of Islamic Guidance: Word Iqra 97 4.3 Parents and Teacher as Best Source of Guidance Services 98 4.4 Islamic Guidance: A Comprehensive Package of Human 99 Development 4.5 Universal Concept of Guidance in Islam 100 4.6 Islamic Guidance: For Everyone and for All the Time 101 4.7 Islamic Guidance Services and Teacher Education 102 4.8 Islamic Guidance Services and Present Education System 103 4.9 Islamic Guidance: Its Significance in Education System 104 4.10 Sources of Islamic Guidance used in the Teacher Education System 105 4.11 Islamic Guidance Services: Solution of Problems in Educational 106 Institutions 4.12 Favorable Environment for Islamic Guidance Services in Teacher 107 Education in Pakistan 4.13 Western Point of View: Guidance as Basic Need of Humankind 108 4.14 Initiation of the Concept of Guidance in the West 109 4.15 Western Guidance: Overall Development of Individual 110 4.16 Western Guidance System and Teacher Education System 111 4.17 Western Guidance: Its significance in Education System 112 4.18 Western Guidance Services: Opportunities for Individuals 113 4.19 Western Concept of Guidance: A Way of Guiding Individuals in 114 Teacher Education in Pakistan 4.20 Islamic and Western Concepts: A Comparative Overview 115 4.21 Benefits of Western Guidance Services: Achieving the Objectives of 116 Teacher Education 4.22 Western Guidance Services and its Importance in the Career 117 Guidance Services 4.23 Western Guidance System: Solution of Psychological Problems 118 4.24 Educational Institutions, Students‟ Problems and Western Guidance 119 Services 4.25 Guidance Services Available in M Phil Education Programs at 120 University Level 4.26 An Exercise of Guidance Services in M Phil in Education Program 121 4.27 Role of Guidance Services in M Phil in Education Program 122 4.28 M Phil Programs in Education and Guidance Services Opportunities 123 4.29 Guidance Services: Prevailing Practice in Teacher Education System 124 of Pakistan 4.30 Required Improvements in the Guidance Services in the Prevailing 125 Teacher Education System in Pakistan
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ABBREVIATIONS
AIOU Allama Iqbal Open University ASRB Advanced Studies and Research Board ADE Associate Degree in Education B. Ed Bachelor of Education BC Before Christ BASR Board of Advanced Studies and Research BOS Board of Studies CT Certificate in Teaching DRS Director Regional Services FATA Federally Administered Tribal Areas GHS Government High School GHSS Government Higher Secondary School GSC Graduate Studies Committee HEC Higher Education Commission ICT Information Communication Technology IISI Italian Institute for Islamic Studies KP Khyber Pakhtunkhwa M. Ed Master of Education MS Master of Science M. Phil Master of philosophy in Education MSFR Ministry of States and Frontier Regions PTC Primary Teaching Certificate Ph.D Doctor of Philosophy PATA Provincially Administered Tribal Areas PDMA Public Database Management Agency RA Radhi Allahu‟unhu SWT Subhanau Wa Ta‟ala SPSS Statistical Package for Social Sciences UGC University Grant Commission US United States
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CHAPTER-1
INTRODUCTION
The guidance provides a foundation for human development and it is a continuous process of helping people in making important choices that positively affect their lives
(Gladding, 1996). The real objective of the guidance is to enable an individual to accept responsibility for his own decisions and to develop the ability for self-analysis, self-direction and the process of thinking with the desired end of achieving self- reliance (Khan, 1998). In this context, education molds the mind and soul of an individual, but it is impossible without proper guidance from a teacher. It is customary in developing countries that learners and researchers do not have much facility of guidance which is important for their professional and personal development. For this reason, many times they have no clear vision and direction for their future. Indirectly, this situation also creates an environment where various government departments and other organizations are not able to play an effective role in the overall development of the education sector.
Needless to say that the initial process of guidance starts from child development and its first stage is mother‟s lap. The next stage starts with the teacher where the use of textbooks is involved. After that, the same learner enters into practical life and encounters different challenges. Therefore, starting from early childhood to adulthood, every individual needs help in gaining the required skills for dealing with the challenges of day to day life. Providing young pupils with such assistance is an important function of every learning institution (Khizran, 2004). In the view of
Shirvastave (2003), it is the teacher‟s close and continuous communication with the learner that assists a teacher to observe the student with more vigilance, more
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regularly and under different situations. For instance, reported observation in the form of anecdotes, student‟s written expression and work, makes an important input to therapist and supervisors.
1.1 Guidance
With reference to learners and teachers, there are different definitions of guidance which deal with physical, mental, spiritual and psychological development. For instance, Husnain (2004) and Naryana (2006) refer to guidance as an expert assistance provided to individuals by experts encouraging them to make their own rational decisions and choices, and hence helping them in adjusting to their surroundings comfortably. Siddiqui (2008) termed that guidance is delivered by the educator to the learners to solve teaching-learning difficulties.
Similarly, Shahzad (2005) says that the teacher‟s role is to guide his students in order to plan their careers. The educators also evaluate and assess the weaknesses and strengths of their students so as to plan and solve their problems for better lifestyle and career. According to Bakare (1996), guidance service is educative and instructive in nature in order to assist students and the young generations. In the same context,
Idowu (1998) argues that guidance services provide a support just like the support provided by family members to each other in order to solve their problems - the same is the case with the school and college students and teachers.
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1.2 Background of Guidance and Guidance Services
The need and importance of guidance and its services is a continuous process of human development and prosperity. The overall social setup depends upon discipline, flexibility, cooperation, self-respect, and religious harmonious relations and trust. All the good values of society are closely related to the guidance and principles of an ideal state. Every young person needs support and advice while playing his role at home and in the society. Similarly, children also need guidance from their very beginning. When a child starts going to school, he faces a lot of problems such as social, religious, health, social adjustment, and curriculum challenges, etc. A child wants to solve problems which he encounters in the society and always seeks support at school as well as at home. Therefore, at every step of life, he seeks guidance from parents and teachers. Parents and teachers play the role of adviser and provide guidance at home and at school for children, but this service is sometimes not sufficient for the children in today‟s complex society. The guidance provides advice or support in the decision making process. It is mainly an act of counseling or directing someone in some specific issue. Through guidance and its services, are helped individuals to adjust in a new and challenging situation. In this way, the strengths and liabilities of the students are exposed when they try to solve their own problems. Shah (2008) refers to the Encarta Reference Dictionary that the main focus of the guidance service providers is to help learners to gain self-awareness and on the basis of it to have adequate planning and making rational decisions based on their self-realization.
It needs not to emphasize that as human needs are vast and diverse, the same is also true of guidance services. Guidance services not only cover child care in young age,
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but it also provides help to the students who are in their adolescence and need more attention in their mental, social, emotional and physical development. Guidance involves the difficult work of helping students to plan their own future wisely and in light of all those factors that shape the world in which they have to live and work
(Aggarwal, 1993).
1.3 Islamic Concept of Guidance Services
Islam is a complete code of life that provides guidance in every aspect of human life through its tenants mentioned in Quran and Sunnah in order to lead a successful life.
Guidance from Quran and Sunnah is essential for enabling Muslims in getting answers to every question that appears in their minds. Muslims recite Surah Fatiha in every prayer - its first four verses reflect that the true Muslims accept the supremacy of Almighty Allah in the whole universe (Quran, 1:1-4). In the last part of this Surah,
Muslims seek guidance from the Almighty Allah (SWT). It reflects that the concept of guidance is deeply rooted in the Quran. On different occasions and in differing forms, the concept of guidance has been mentioned 283 times in the Holy Quran. Needless to say that according to Muslims‟ belief, the Quran and Hadith are the keys to success for them in this life as well as in hereafter.
The Quran says: “It is He [Allah] Who has sent His Messenger with guidance and the religion of truth” (9: 33). This verse bears full witness, that the fountainhead of the
is (ﷺ) because Muhammad (ﷺ guidance is the Holy Prophet (Muhammad entrusted with the responsibilities to guide the entire mankind towards the right way.
According to the Holy Quran, guidance is not merely a matter of private concern, rather it belongs to everyone, be it an individual, family or community. At the
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individual level, guidance is mainly concerned with personal belief and ethical code of conduct towards other individuals. On a societal level, it revolves around prevailing justice in the society and human rights, with propagating tolerance and building civilization.
Islam and its teachings are harmoniously perceived and complement each other. As a result of complete and solid balance, the tenants and teachings of Islam create a powerful and everlasting impression on all humankind, believers and non-believers alike. Almighty Allah says in the Quran
“We have brought them a Book (the Quran) which, We have explained in detail with knowledge, a guidance and a mercy to people who believe” (7:52).
On another occasion says:
“Indeed, in their stories, there is a lesson for men of understanding. It (the
Quran) is not a forget statement, but a confirmation of (Allah„s existing
Books) which were before it (i.e., the Taurat, the Injeel and other scriptures of Allah) and a detailed explanation of everything and a guide and a mercy for the people who believe” (12:111).
It reflects that Islam provides a framework of guidance, which is totally beneficial for everyone who believes in Allah and the Holy book Quran.
1.4 Western Concept of Guidance Services
The Western countries have tried their best to develop their nations through science and technology. They did great revolutionary changes through education and adopted formulas of guidance and its services in different spheres of life. The ancient Greek and Roman civilizations emphasized the role of guidance because the philosophers of
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that time guided the people in many fields to achieve the objectives of progress and prosperity. Guidance services gained popularity in the Western society after the first
World War (1914-19) and then gained further momentum after the second World War
(1939-45). By the end of second World War, many people became crippled, handicapped, mentally disturbed and retarded. Therefore, to accommodate these people, the guidance services were considered necessary in the United States and other Western countries. The European society reflects the modern, social, cultural, traditional and psychological impact on people and they achieved highest objectives of educational development. The guidance and its services brought great changes in social setup of the Western culture. No one can deny the highest development of science and technology of the Western countries. The educational institutions of the
West used the phenomenon of guidance services in various fields and made policies for the implementations of guidance services and gave great importance to facilitators
/ counselors and teachers.
1.5 Guidance Services in Pakistan
In Pakistan‟s education system, there are different service providers and these services are made available in different universities. Some service providers are providing constant counseling and guidance at different levels. Some of the famous institutions are as follows:
a) Guidance about child health: Government College of Education for Men,
Lahore.
b) Guidance Center for Child: Government College of Education for Women,
Lahore.
c) Clinic of Psychological Help: Government College, Lahore.
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The Allama Iqbal Open University‟s network also has its center, which conducts workshops through video conferences, radio and television programs in order to provide guidance services at different levels with the aim to solve a variety of problems of students throughout the country. Earlier on, in the university of the
Punjab, there was a limited help available to B.Ed. (Bachelor of Education) students.
However, now these facilities have expanded a lot. No doubt, such facilities have become an essential tool to promote the theory and practical guidance for the benefit of future teachers and parents. The Commission of Education has also emphasized to provide suitable guidance and counseling services to students during different stages of their personal, educational and professional development. In 1960, the government selected a committee comprising of experts to explore ways and means to implement recommendations suggested by the Education Commission in the field of guidance.
Thus, to develop a plan for all educational institutions, the guidance services were prepared and implemented in subsequent years. The subsequent education policies also highlighted to develop plans for the provision of guidance services at school, college and at university level. Presently, there is further need for strengthening the guidance process in the educational system because the students are facing a number of problems such as rising crime, wrong career choices and the wrong subject combinations, etc.
1.6 Statement of the Problem
Aggarwal (1993) said that guidance is the most important for all the people from cradle to death. It is based on the concept that human beings always need each other‟s
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assistance in the entire life. It is also a process where guidance helps the students to plan wisely for their future in different life careers.
Guidance is an important term which is applicable in all over the world educational institutions. Guidance means a suggestion or an advice given to a person for problem solving. There are some areas where guidance plays a pivotal role like; educational guidance deals with the academic problems, psychological guidance deals with the psychological problems, career guidance deals with the career and vocational problems, emotional guidance deals with the emotional problems and social guidance deals with social adjustment issues.
Guidance services are very important component in education sector. The need and importance of guidance and its services are continuous process of human development and prosperity. Islam is actually first introduced the guidance services in the Holy Quran. Th Quran describes 283 times guidance services in different verses.
The Holy Prophet (SAW) was the most knowledgeable and effective guide. He provided outstanding guidance services to his companions; all the people got solutions of their problems from the Holy Prophet (SAW).
On the other hand Frank Parsons (1854-1908) was a famous social reformer and thinker in the Western society, he was considered as the father of modern guidance.
He launched his vocational guidance and vocational skills program at the university in
Boston, United State of America. This was the first clinic in the history for the guidance which covered a wide range of problems (Jones and Lawrence , 1994).
In the Western system of education, guidance services are provided to the students in school, college and at university level. Guidance facilitate individual of any age to help and manage, own life activities, develop own point of view, make own
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decisions and carry own burdens by qualified and trained people (Crow and Crow,
1962).
Pakistan is predominantly a Muslim country where Islam plays an important role in the daily lives of people. Very less number of scholars worked on the guidance services in Pakistan. Theoretically guidance and counseling are included in the curriculum of higher education in Pakistan but unfortunately the practices of guidance service are very rare. In this country, the majority of scholars in educational institutions face problems of guidance services. Therefore the researcher aimed to work on the guidance services of Islmaic and Western concepts.
In order to compare and analyze an overview of the Islamic and the Western concepts of guidance services in education. This research mainly focuses on comparing the nature of these two main concepts of guidance such as Islamic and
Western. This research is conducted with a purpose to explore these two concepts in detail. It attempts to explore various dimensions of these notions with the aim that how can this be further beneficial in the contemporary education, especially in teacher education system of Pakistan.
1.7 Significance of the Study
The study provides analytical information on the Islamic and the Western concepts of the guidance services in education. It is expected that the study would be of great importance and it will be helpful for the teaching faculty, scholars of both public and private sector universities, curriculum development and various teacher education programs. It will facilitate measure for improvement in the guidance services in
Pakistan. It will also provide various possibilities and opportunities for future researchers to analyze a variety of problems from various angles. It will be further
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helpful to researchers, teachers and educationists in improving the guidance services in Pakistan by providing significant strategic structure in the form of recommendations for future research.
1.8 Objectives of the Study
Following are the main objectives of this study:
i) To study the concept of guidance services within Islamic framework.
ii) To study the concept of guidance services from Western point of view.
iii) To investigate the present status of guidance services in Pakistan at M.Phil in
education.
1.9 Research Questions
In the perspective of above objectives, the present study will attempt to explore the possible answers of the following important questions:
i) What is the Islamic concept of guidance and what are its different
dimensions?
ii) What is the nature of Western guidance and what is the major debate in this
area, especially in country like Pakistan?
iii) What is the best practices guidance services to available in Pakistan at
M.Phil level?
iv) What are the major challenges in the implementation of guidance
services ?
v) What are the ways and means to implement the guidance system in
Pakistan?
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1.10 Methodologies
The detail methodology of this research is explained in chapter three. However, it is briefly mentioned here that the present study is analytical in nature and required a survey to collect the data, which focused on the judgment of teaching faculty, M Phil students in education programs of public and private sector universities, eminent teachers and professors of Christian educational institutions of the Khyber
Pakhtunkhwa province. It used qualitative and quantitative data for which mixed method techniques were applied for analysis. The study selected ten public and private sector universities which offered M.Phil education programs. The data were collected from 320 M.Phil students who were registered in the sampled universities through random sampling technique (appendix 1.1). The data collected through questionnaire were analyzed using SPSS software. For collecting qualitative data, twenty members of teaching faculty were interviewed through purposive sampling technique.
1.11 Conceptual Framework of Guidance Services
Conceptual framework of any study relates to the research questions and kind of data collection approaches used within context of the research study and its participants
(Yin, 2016). In the framwork described topic of the study “A comparative overview of Islamic and Western concept of guidance services in education”, then explored the guidance, its meaning, significance and need of this services. In addition, the researcher stated Islamic and Western concepst, its nature, philosophy , development and sources of both approaches. After word the study further extended that in
Pakistan context and situation, how these guidance services are exist in the
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elementary, secondary, tertiary and higher level as well as in teacher education program. Moreover, research methodology mixed method research design such as
Quantative (Qustionaaire) and Qualitative (Interviews) were explored . Results and discussion, findings, conclusions and recommendation were explained effectively.
“A comparative overview of Islamic and Western concept of guidance services in education”
Guidance, its meaning, Importance, significance and need of guidance services
Islamic concept Western concept
Nature, philosophy,Development Nature, philosophy,Development and sources of guidance services and sources of guidance services in Islam in the West
Pakistan‟context : Guidance in elementary, secondary,Higher and teacher education
Methodology: Mixed Method Research
Quantative Qualitative (Interviews (Quastionaaire) )
Results and Discussion Findings, Conclusions and Recommendations
The figure 1.1 Graphical representation of the conceptual framework 1.12 Structure of the Study
This study consisted of five chapters. The present chapter discussed the background and the main focus of this research. Chapter two discussed relevant literature and 12
presents an analytical overview of previous researches carried out in the field of guidance services in education and their different perspectives. In third chapter, the research design and methodologies are explained in detail. The results of the study are analyzed and presented in chapter four. The main findings are summarized and conclusions are drawn in chapter five. Additionally, some suggestions are also provided in this chapter.
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CHAPTER-2
LITERATURE REVIEW
2.1 Guidance: Meaning and Importance
Scientific and technological developments have brought about a lot of changes in the style of living, cognition and working in various sectors. As a result of these changes, a number of issues were raised in educational, social, moral, spiritual, political, emotional, health, vocational sectors etc. To overcome these individual and societal problems, there is a need for professional and expert help in the form of guidance services as a helpful activity in educational institutions defined by the Muslims and non-Muslims philosophers and authors.
Guidance is defined by many people in many ways. For instance, some people derive their meanings of the root word „guide‟, which means direct, polite, director or guidance led (AIOU, 2013). The word for guidance in Arabic is hidiyya. The word hadiyya or present also comes from the same root letters as the word for hidaya. The greatest gift that a person can possess is religious guidance.
Religious guidance is a blessing entirely, an act of infinite mercy and grace of Allah
(SWT), instead of being something that we can control on our own. There are different opinions on the definition of guidance. Some Muslims philosophers, scholars and authors have presented a different definition about guidance and its services such as Ibn Sina‟s ideas about guidance: He puts emphasis on the early guidance of the child and considers it as the duty of the parents to give a beautiful name to him and
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take good care of him. According to Ibn Sina, guidance of the child is divided into two parts, one is the development of good habits before the child is influenced by evil efforts and the second is the development of child„s intellect. For the development of good manners in the child, he disagrees with most of the ancient and medieval thinkers on giving corporal punishment to the child. He says that best way to keep the child away from bad habits is that instead of fear of punishment, motivation should be given, as fear may have an adverse effect on him. He says, an excessive punishment leads the child astray. He should be appreciated to make good habits through teaching. Furthermore, he says that intellectual guidance of the child should start with the Holy Quran. The child should be acquainted with the manners of society (AIOU,
2013).
Al-Gazali‟s idea of guidance: Al-Gazali takes the child as a mirror, who is ready to reflect all that is put in front of him, and so he holds parents responsible for rearing up the children in a proper manner. According to Gazali, guidance of children starts with table manners, as feeding is the first occupation in a child‟s life. He has given the detail of the manners as well as to what kind of dress he should wear (AIOU, 2013).
Shah Waliallah‟s idea of guidance: Shah Walialah was a good teacher of Tafseer,
Hadith, Fiqha and logic. He had a deep knowledge of the religion of Islam and he was eager to make the people real Muslims. He suggested the people should learn Islamic thoughts and adopt them in their lives. As a Muslim thinker, he stressed on the basic principles of Islam. He suggested giving awareness to the child about the relationship between Allah and man as well as the universe. He proposed to give awareness about the relationship between individual and society which is essential for the betterment of the individual (AIOU, 2013). Hussain (2006) realizes the integral role of guidance
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and counseling. He stated that it is the need of the hour to establish guidance and counseling clinics at all school, college and university levels of Pakistan.
Non-Muslims philosophers explained the definition of guidance and its services in this way. As mentioned previously Gladding (1996) considers guidance facility a vital process which aims to help the needed individuals to the informed choices having far important impacts on their lives and on the society as well.
Bhatnagar and Gupta (1999) defined guidance as a reform or procedure to help people to find answers for their difficulties and admit those difficulties as their own. They further showed that with evidences and said that the guidance is an integral part of education. According to Shertzer and Stone (1980) guidance provides a person with a reason to believe in himself as a leader and the world to follow him. This leads to the concept that guidance utilizes a particular viewpoint that makes an individual to be a leader in the subject field. Guidance services are deemed essential to cope with issues of awareness, time management, colleague stress, school harmony, exploring various careers, to investigate the work and job related skills searching relationship.
Guidance services include the actions designed to improve the attitude and values of the customers seeking it. Students are provided with these services to overcome their issues, to face their difficulties and to learn efficiently.
The term guidance was defined by Bakare 1996) who considered it as an organized educational assistance to others. Idowu (1996) indicated that guidance was an aim to assist the students in both community and educational systems. Similarly, Jones and
Lawrence (1994) reported that guidance is a personal help given by a learned person to the needy people. It is designed in a fashion as to help an individual to decide what
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he wants to do and shows him ways how to accomplish that thing in the best possible way. It helps in solving those problems that come from time to time in the life of an individual. Guidance and counseling services at school, college and university level are essential for creating such an environment that is profitable to learners of all levels, help them to develop life skills, having various qualities like intellectual, emotional and social intelligence.
Education Policy (1998-2010) states, that's acceptable guidance and occupational counseling materials are required at all educational levels of learners for providing them with a conducive environment for the realization of their goals .
2.2 Guidance Services: An Overview
Mishra (2004) describes guidance services as methods of involving and to respond to others, giving them such opportunities to explore and to work towards having a life that is more satisfying and resourceful. Nayak (2004) says that guidance and counseling is a process which is the most essential part of the professional life, which enables people in enhancing their potentials for the betterment and growth of their own lives as well as the well being of the society in order to have a better social life for the mankind.
According to Braddock (2001) the purpose of guidance services for students and scholars is to improve academic achievement, rear positive attitudes toward learning and work, boost achievements and in the application of conflict resolution skills and decrease the number of dropouts.
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The importance of guidance services for the personal, social, economic and psychological uplift of an individual is an established fact, especially developing his interpersonal relationships with the fellow human beings from the early stage of the life to death (Staley and Carey, 1997).
2.3 Significance of the Guidance Services
The significance of guidance services, is recognized as an integral part of the current education system. Throughout the last few decades, a great emphasis is put on the provision of guidance services in both Islamic and Western society. Many plans have been projected for the guidance services which covers all facets of the human spirit, such as personal, societal, educational, social and occupational. They provide individuals with necessary support for the maximum development.
For this purpose, discussion, collaboration, and coordination of all the stakeholders have been emphasized many times. A comprehensive guidance service is always relevant and has a specific purpose for the development of people. Guidance services are a continuous ongoing process which should cater for all individual needs. The schools, colleges and university guidance services program encompass a sequential, developmental program, specially designed to enable the students to take up the challenges of their future (Wilma and John , 2000). This type of program comprises of a curriculum especially organized around three areas vital for pupil‟s growth and development that is academic, professional, personal and social development etc.
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2.4 Need of Guidance Services in General
It has been stressed upon that at every point of personality development there is a need for counseling and guidance. But the question arises why guidance is crucial?
a) Does an individual work with guidance system?
b) Who should guide the younger generation?
c) In which areas, guidance should be given to the needy person?
A number of questions arise in the minds of individuals while analyzing these questions. In order to find the answers to such questions we all require the services of guidance and counseling experts in our daily lives for different uses. The basic question which comes to the mind is whether the development of an individual is possible without guidance. When we attempt to find out the answer to this really important question we come to recognize that development of an individual‟s personality is not a narrow word. It is a vast and comprehensive study which needs to be seen in proper context. For instance, if a mother is not guided about the upkeep of a newborn child by a doctor or a nurse or any experienced person, she may find it hard to take care of the child. Likewise, the child is trained how to eat, speak, or in the phase of toilet training, etc. Hence, guidance is such a service that is necessary for both the child and the mother in the development of the child. The next question is to whom guidance should be provided? Guidance is really a very importance life process. Everyone needs it at some stage of life provided individually or collectively.
For instance, a child, an adult and an aged person, all need guidance, likewise students, teachers, administrators etc.
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In current times, this complex life has built up the value of organized guidance and counseling system in the society (Kochhar, 1991). The third question is where the guidance should be given? Kothari Commission report (1964) described that there should be a well prepared guidance service which can fulfill the need of our scholars and younger generation for getting sound and well informed conclusions. According to this commission report, from primary to secondary stage adequate guidance services should be introduced.
Guidance is required for everyone, regardless of caste, color, religion or any other distinction. It is necessary for all human beings working in various professions such as humanities, social sciences, engineering, medicine, agriculture, the arts etc. Every human needs guidance at various stages of life. The guidance provides advice for a decision or a course of action. We all seek guidance from our parent, elders, teachers and peers at several stages in our lives as that guidance enlighten us and helps us making the right decision. As Farooq (1993) suggested that education is a collection of those activities through which people enhance their capabilities, attitudes and values in the society. Often we lack the experience and the wisdom that is required to take a decision in our lives and go along. A student requires guidance more than any other individual, being young and at the learning stage of life. If we analyze today‟s family and society setup, we will find clashes of the parents, breakup of joint family, absence of heredity occupation, lack of facilities, terrorism, poverty, crime, etc.
All the above mentioned problems need proper guidance in each and every field of life. Because at all stages of the learning process, students are facing various problems such as overcrowded classes, curriculum challenges, less student-teacher relationship,
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low standard of institutions. To overcome these problems, need of guidance services is strongly felt at school, college, and university level, and at home and society. The society can face such changes and challenges with proper planning which requires proper guidance. So guidance services are the need of the hour.
2.5 Need of Guidance Services in Education
Educational guidance is a well organized process where the main aim is the training and development of human potentials for the betterment of society. Its value is also important so as to develop the harmonious life capabilities ( Chaudhari, 2015).
Hamrin and Erikson (1939) stated that one of the primary facet of educational programs is the guidance, the aim of which is to enable the students adapt to the surroundings and assist them in planning their careers, enhance their capabilities for societal and social necessities and requirements.
Similarly, in the words of Jones and Hennery (1996) guidance services can be referred to as by using different terminologies like guidance, assistance, need and help for discussing it in a daily life. Sometime an individual thinks that he/she does not need other‟s help. He considers himself fully confident in solving his problems independently. Each individual faces many issues in his life. They might be different from the problems faced by others but it is an established fact that everyone encounters some sorts of problems in his life for which he needs the help of teachers, parents, friends, and other experts.
The students often encounter difficulties in understanding, what is taught in the classroom, outside the classroom, in laboratories and workshops. Failure in the
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examination and test, poor standard or assignments, wrong career choices and the wrong subject combinations, unsatisfactory involvement in the academic work subjects with the students, are some of the problems. These problems of the students could be addressed with the help of parents, teachers and trained guidance counselors.
Jones (2004) refers to the guidance as a continuous process that caters to identity crisis in the students and offers multiple options for the solutions of these issues.
Guidance services are specialized services that cater to the demands of all individuals according to their desires and their needs. Guidance services help both the learners and scholars alike, if they provide correct and precise information about themselves.
Actually the philosophy of guidance is based on human relationship and also the way of feeling and thinking (Blair, 1962). In addition to that educational guidance is intended to aid the students choosing a proper educational program and making progress on it. This involves:
a) To develop a person‟s interest and abilities.
b) To choose the area of his profession.
c) To measure the capacities of the students for future life.
d) To get all kinds of knowledge about the educational facilities and resources
for school and social life.
2.6 An Overview of the Dimensions of Concept of Guidance Services
Multiple complexities arose as a result of extraordinary changes during the last few years in the society standards that especially demand professional and expert guidance services. Undoubtedly, guidance is needed for both parents and their children for efficient survival. In the words of Shartzer and Shelly (1976), Crow and Crow (2004)
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guidance is not to impose the words or the opinion of one person to another, it is not a process to impose one will or point of view, it is not to make decisions about someone else life, it is not to be the part of the one free will for his / her life.
According to Rauf (2002) guidance show the proper way to an individual facing many issues in his life, like wrong decisions, unhealthy behavior and maladjustment.
Guidance cannot be separated from the education system. It is a dynamic process which assists students to know about their problems which are being faced in their personal as well as social life and to have adjusted to the traditional and moral values of the society (Kochhar, 2000). He further recommended that education is a useful tool for the adjustment of an individual. Guidance is the basic need and procedure which does not need any specific solid material and process (Hussain, 2006).
According to Tolbert (2004) guidance is the overall activities and programs of any institution which are essential for the betterment of a student‟s life adjustment in the educational system and society and makes career choices for the prosperous future and comfortable life. Counseling is a spiritual value as well as moral which deals with social and academic choices of a person (Hall and Lauwerys, 1955).
Hoppock (1935) explained and said about different career problems that need to be solved for the betterment of the society which include the personal work, environment and the situation in his / her capacities.
2.7 Islamic Concepts of Guidance
The concept of guidance goes back to the old ages. Initially, the family elders in
Islamic society provided guidance to the young as a duty. It was part of the respect
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and obedience to obey the guidance ordained through elders. With the influence of practical supremacy, guidance services gradually decreased in society and were replaced by institutional guidance, whether in education, vocational and personal matters. Yet in the Islamic society, family, parents still provide guidance as a moral duty, though it is highly subjective. In Islam, the concept of guidance is given through observation. For instance, children in a Muslim family observe their parents in their dealing right from their birth. In Islamic religion a boy or girl receives guidance up to the age of teenage through observations. The parents are instructed by religion in
Islam to ask his/her child to pray when he /she becomes seven years old. At this stage praying for them is optional. But at the age of ten years the parents are instructed to even use force in order to discipline their child follow the routine of prayer (Salah).
On the other hand, the reality is that in Islamic society the parents send their children to school at the age of three to five. After two to three years, the child is compelled to study a number of subjects. As a result this child is not given a chance to learn in his/her childhood through observation, this practice is in contradiction with the
Islamic concept of guidance. In Islamic society it is expected from counselors to have a sound knowledge related to their occupation. The role of the counselor is to act as a guide for the betterment of the students. In this part of the world the young generation is confronted with different problems related to the issues of their career choices and other related problems which need a proper process of guidance and counseling on the part of the well established system of guidance at the educational level (Kazem and
Muhammad, 1992).
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In fact, the concept of guidance has its starting point in the Quran. In its different perspectives, it has been mentioned 283 times in the Holy book Quran. Islam is a complete code of life because it encircles all aspects of human guidance. In this context, the Hadith and the Sunnah are the elaboration of the Quranic verses. The guidance given in the Quran and the Sunnah is the key to success in human life. This is because they address all issues of human needs. We recite Surah Fatihah, in every
Salah and the first four verses of this Surah are our total submission to the Almighty
Allah. In the later part of this Surah Fatihah, we beg to Allah for providing us His guidance. The Quran says:
“It is He who has sent His Messenger with guidance and the religion of truth”
(9:33). This verse bears full witness, that the true fountainhead of the guidance
because he is entrusted with the (ﷺ is the Holy Prophet (Muhammad responsibilities to show mankind the right path.
The verses of the Quran emphasize that guidance is not merely a personal matter, it is not a private concern. This matter belongs to everyone, the individual, family and the community. On the individual level guidance is focused primarily on personal belief, worship and ethical conduct towards others. At the societal level, it is concerned with social justice and human rights, with spreading understanding and building civilization.
Islam is the perfect code of life from the Almighty Allah, who is the creator of everything in the Shariah (Islamic law), which benefits us or wards off harm from us.
Islam, which is obedience to the orders of the Almighty Allah, is also a well-known
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and well-trodden trail, the pathway of all the Prophets and their groups. As Almighty
Allah says:
“Whoever obeys Allah and the Messenger will be with those whom Allah has blessed; the Prophets and the truthful, the martyrs and the righteous. What excellent company such people are!” (4:69).
The final universal revelation of Islam is wide and spacious and accommodates all, regardless of color, race or social status. And indeed the path of Islam leads to the desired destination, which is Allah's pleasure gained by obeying Him. Allah says
“Allah will admit those who believe in Him and hold fast to Him into His mercy and favor; He will guide them towards Him on a straight path” (4: 175).
Allah as declared by Himself in the Quran is the Rabble-Aalamin, the creator,
Evolver, Sustainer and cherished of all the creatures, and everything else in the world.
His providence encompasses not only the entire physical side of human being but it also furnishes them with the means of spiritual sustenance to enable them to attain the ideal of becoming his vicegerents on earth. For this reason the prophets (peace be upon him) were raised who, by their teaching, preaching and their practical application of life, tried to guide by making proper use of everything made available by Allah for realizing that ideal. With the use of his intellect, as mentioned in connection with Adam in the Quran, one cannot reach this stage of perfection.
Islam is a complete and comprehensive code of life as it provides every aspect of human life through the Quran and the Sunnah. Guidance from the Quran and the
Sunnah is essential in order to lead a better and successful life and getting answers to every question that spring up in our mind. In the words of Allama Muhammad Iqbal
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the ultimate aim of the ego is not to see something, but being something, it is in the ego‟s effort to be something that he discovers his final opportunity to shape his objectivity and acquire a more fundamental guidance of its reality (AIOU, 2013).
For the guidance of mankind Allah sends messengers and the Holy books, The Quran
with guidance and (ﷺ says: “It is He Who has sent His Messenger (Muhammad the religion of truth (Islam), to make it superior over all religions even though the
Mushrikun (polytheists, pagan, idolaters, disbelievers in the oneness of Allah) hate it” (9: 33). This verse bears ample testimony to the fact that the fountainhead of true
since he has been (ﷺ guidance and religion is the Holy prophet (Muhammad entrusted with the responsibility of showing mankind the right path.
2.7.1 Development of Guidance Services in Islam
According to Rauf (2002) guidance appears to be as old as the human race itself. The concept of guidance is deep seated in the minds of mankind. Islamic historical development of guidance services started fourteen hundered years ago with the
teachings of spiritual book, the Quran. The Holy (ﷺ Prophet‟s (Muhammad
established a center of teaching in Masjed-e-Nabvi at (ﷺ prophet (Muhammad
Medina city named “Suffa” to guide and train the Muslims. He divided the trained staff in four groups and each group guided the new Muslims in horse riding, use of weaponry in war and educated them to teach the teaching of the Quran and Fiqah.
Then all the groups exchanged their views, ideas, and services content with each
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other. They guided how to teach the Holy book„s teachings practically. They taught the new Muslims how to pray five times a day properly.
and His companions time, in Egypt, the (ﷺ After the prophet (Muhammad guidance started from home. The parents acted as a spiritual person who guided the children and taught them how to eat, how to wear etc, as in those days this kind of guidance was rare. Then the other guidance center was a mosque where the religious scholars guided the individual in the teaching of the Quran and the Sunnah and they also guide the students how to pass greetings, how to maswak (wood bursh) before the prayer. They also guided them in their professional lives. For instance, they practically demonstrated the process of stone cutting, how to excess the Dates tree, how to store the Dates for a longer period of time and seeding expansion etc. Hence, they used the content and services both to guide the people. The guidance services later traveled to the Mughal empire period. In those days there were two types of institutions in the subcontinent, one was Islamic teaching /guidance institutions which were called Maddares /Maktab and the other was Anglo-Saxons institutions where the Lord-Macaulay‟s teaching of the Western guidance concepts were taught to the students in formal missionary schools. When the subcontinent divided into two parts, i.e. Pakistan and India both concepts were implemented in the newly established countries.
2.7.2 Philosophy of Guidance Services in Islam
According to Hall and Lauwerys (1955) the philosophical concept of guidance services in Islam started from the Quran, and be obliged its practical beginning to the
The pre-Islamic traditional code of habitual respect to the .(ﷺ prophet (Muhammad
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authority and guidance of elders, whether parents or family leaders, based on blood relationship and mutual self-preservation, continued, no doubt in one form or another almost to the present time. But with the rise of Islam this code was transformed by a new one, which declares that true guidance is not human, but divine in origin, and is
.(ﷺ revealed by Almighty Allah to humanity in the Quran through (Muhammad
The Holy Quran says;
,truly my Lord has guided me to the straight path (ﷺ Say (O Muhammad“ a right religion, the religion of Ibrahim Hanifa [i.e., the true Islamic monotheism to believe in one God (Allah, i.e., to worship none but Allah, alone)] and he was not from Al-Mushrikun” (6: 161).
In another place the Quran says;
“Mankind was one community, and Allah sent prophets with glad tidings and warnings with them. He sent down the scripture in truth to judge between people in matters wherein they differed. And only those whom (the scripture) was given differed concerning it after clear proofs had come unto them through hatred, one to another. Then Allah by His leave guided those who believed to the truth of that wherein they differed. “And Allah guides whom He wills to the straight path”
(2: 213).
2.7.3 The Nature of Guidance in Islam
The nature of guidance turns from the Holy Quran out as:
2.7.3.1 Guidance for True Knowledge
Man„s superiority lies in his knowledge, the Quran says, This is the quality which elevates him above the angels. Therefore, under the Islamic system of education it is
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the duty of the educators to devote themselves sincerely to the acquisition of knowledge and the Quran provides information regarding the true knowledge. As the
Quran says;
“Allah has sent down the Best statement, a book (the Quran), and its
parts resembling each other (in goodness and truth) (and) after
repeated. The skins of those who fear their Lord shiver from it (when
they recite it or hear it) then their skin and their heart soften to the
remembrance of Allah that is the guidance of Allah. He guides
sufficient for me is Allah; in Him those who trust (i.e. believers) must
put their trust” (39: 23).
2.7.3.2 Guidance for Hereafter
The Quran asserts that present life is a minute part of the totality of existence.
According to the teachings of the Holy Quran, man has to face another life of a very different nature from the life of this world, of infinite duration. The Quran gives guidance to mankind to prepare for the life hereafter. The Quran says,
“See you not (O men) that Allah has subjected for you whatsoever is in
the heavens and whatsoever is in the earth and he completed and
perfected His grace upon you (both) apparent (i.e. Islamic monotheism
and the lawful pleasure of this world, including health, good looks, etc.)
and hidden [(i.e. one is faith in Allah (of Islamic monotheism)
knowledge of wisdom ,guidance for doing righteous deeds and also the
pleasures and delights of the Hereafter in paradise)] yet of mankind is
he who disputes about Allah without knowledge or guidance or a book
giving light” (49:20).
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In Surah Al-Imran Allah says:
“And believe no one except the one who follows your religion. Say (O
verily! Right guidance is the guidance of Allah and (ﷺ Muhammad
do not believe that anyone can receive like that which you have
received; otherwise they would engage you in argument before your
Allah the bounty is in the Hand of him (ﷺ Lord. Say (O Muhammad
and in the Hereafter he will be one of the losers” (3: 73).
2.7.3.3 Guidance for Code of Life
The Holy Quran is a practical code of life for all the Muslima. In each and every law, principle and command gives full conviction to the mind and removes all types of doubts, suspicions, uncertainties and mental complexes. Allah says:
“This (Quran) is a clear insight and evidence for mankind and
guidance as a mercy for people who have faith with certainty” (45:
20).
2.7.3.4 Guidance for Character Building
In the Islamic system of education, character building of the students is considered as the ultimate aim. In this connection the Quran provides clear cut and strong guidelines to educators, under the Islamic system of education.
“And we made them leaders guiding (mankind) by our command, and
we revealed to them the doing of good deeds, performing salah
(Iqamat-as-salah) and the giving of zakah and of us (alone) they were
the worshippers” (21:73).
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2.7.3.5 Guidance for Right Path
Educators are asking Allah„s help, guidance and help in order to keep and lead their lives on the right path. The Quran tells us the path we have to follow and the ways through which we can win Allah‟s pleasure. As the Quran says:
“And indeed we have guided them to the straightway” (4:68).
In Surah Al-Maidah the Quran says:
“Where with Allah guides all those who seek, His good pleasure to
ways of peace and He (Allah Almighty) brings them out of darkness by
His will unto light and guides them to the straightway (Islamic
monotheism)” (5:16). Similarly: “We have indeed sent down (in this
Quran) manifest Ayat (proofs, evidences verses, lessons, signs,
revelation, lawful and unlawful things and the set boundaries of
Islamic religion,etc. That makes things clearer showing the right path
of Allah). And Allah guides whom He wills to the straight path”
(24:46).
constantly emphasized on the point that human (ﷺ The Holy prophet (Muhammad nature is patterned on the right path and no human beings has the power to change or modify the path endorsed by Allah (Sahih Bukhari Vol. 1, p. 185).
2.7.3.6 Guidance for Administration
The Quran provides a clear guideline in politics, emirates and in administration. It teaches us how to exercise the administration with justice in all decisions and in
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disputes. A believer ascertains the truth if he is confused in any case. He should always honor everyone. The Quran says:
“Those who do not judge by the law which Allah has sent down are
indeed the disbelievers” (5:44).
2.7.3.7 Guidance for Repentance
In guidance for repentance concerned the Quran says that:
“Except those who repent and believe and do righteous deeds; for those, Allah
will change their sins into good deeds, and Allah is oft-Forgiving, Most
Merciful.” ( 25:70).
2.7.3.8 Guidance for the Public
In the Islamic system of education, it is the duty of public servants to discharge his obligation with care and faith. He must obey those who charged with authority. When authority asks for consultation, then advice to them kindly, and if in case differ in
.(ﷺ anything. Then refers it to Allah and His Apostle (Muhammad
2.7.4 Sources of Guidance Services in Islam
In Islam, there are four main sources of guidance, i.e. the Quran, the Sunnah, Ijmah and Qiyas. Their detail is given in the following paragraphs.
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2.7.4.1 Quran
The highest source of guidance in Islam is the Quran which is the last and the complete the Holy book of Almighty Allah. The purpose of the Holy book is to guide the humanity. It has 30 parts, 114 chapter and 6666 verses. Muslims believe the
Quran to be the book of divine guidance revealed from Almighty Allah to
through the angel Gabriel over a period of 23 years and view the ﷺ Muhammad
Quran as Allah‟s final revelation to humanity. The Holy book lessons are concerned with the fundamental Islamic way of life, stories and historical events of the early prophets, ethical and legal subjects, historical events of Muhammad's time, the life hereafter, charity and prayer, fasting, Hajj, Jehad etc. which are given below:
2.7.4.2 About Prophets
Guidance comes to every human being through prophets and revealed from the Holy books. Prophets of God, received revelations and delivered them to the human beings.
There are stories and historical events of the early prophets in the Quranic verses.
“And We sent not a Messenger except with the language of his
people, in order that he might make (the message) clear for them.
Then Allah misleads whom He wills and guides whom He will. And
He is the All-Mighty, the All-Wise” (14: 4).
Quran further says:
“And verily We have sent among every Ummah (community, nation)
a Messenger (proclaiming) worship Allah (Alone) and avoid (or
keep away from) Taghut (all false deities i.e. do not worship Taghut
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besides Allah) Then of them were some whom Allah guided and of them were some upon whom the straying was justified. So travel through the land and see what was the end of those who denied (the truth)” (16:36).
“And they said [to Musa (Moses)]: O you sorcerer! Invoke your
Lord for us according to what He has covenanted with you. Verily,
We guide ourselves (aright)” (43:49).
“O my people! Yours is the kingdom today, you being dominant in the land. But who will save us from the Torment of Allah, should it befall us? Firaun (pharaoh) said, I should you only that which I see
(correct) and I guide you only to the path of right policy! (40:29).
Then his Lord chose him and turned to him with forgiveness and gave him guidance” (20:122).
“He (Allah) has ordained for you the same religion (Islamic monotheism) which He ordained for Nuh, and that which We have
And that which we ordained .(ﷺ revealed to you (O Muhammad for Ibrahim, Musa and Isa saying you should establish religion (i.e.
To do what it orders you to do practically) and make no division in it
(religion) (i.e. Various sects in religion). Intolerable for the
Mushrikun, is that (Islamic monotheism) to which you (Muhammad
call them. “Allah chooses for Himself whom He wills, and (ﷺ guides unto Himself who turns to Him in repentance and in obedience” (42:13).
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2.7.4.3 Guidance about Believers
Belief is a basic characteristic of ethics in the Quran. There are many verses in the
Quran about the people who believe in it. The Quran addressed them as Al–Muttaqun the pious believers and guided people. As the Quran says:
“This is the book (the Quran) where of there is no doubt a
guidance to those who are Al–Muttaqun the pious believers of
Islamic Monotheism, who fear Allah much (abstain from all kinds
of sins and evil deeds which he has forbidden) and love Allah much
(perform all kinds of good deeds which he has ordained)” (2:2).
“This (the Quran) is a plain statement for mankind, a guidance and
instruction to those who are Al- Muttaqun (the pious)” (3:138).
“And their footsteps, we sent Isa (Jesus), son of Maryam,
confirming the Taurat that had come before him, and We gave him
the Injeel (Gospel) in which was guidance and light and
confirmation of the Taurat that had come before it, a guidance and
an admonition for Al-Muttaqun” (5:46).
“They are on (true) guidance from their Lord, and they are the
successful” (2:5).
“And We have placed on the earth firm mountains, lest it should
shake with them and we placed there in broad highways for them
to pass through, that they may be guided” (21:31).
“They are they whom Allah had guided. So follow their guidance,
say; „‟No reward I ask of you for this (the Quran) It is only a
reminder for the Alamin (mankind and Jinn)” (6: 90).
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that they (ﷺ They regard as favors to your (O Muhammad“
have embraced Islam. Say: count not your Islam as a favors to me.
Nay, but Allah has conferred a favor upon you that He has guided
you to the Faith if you indeed are true” (49:17).
2.7.4.4 About Disbelievers
Many verses in the Quran about the people who disbelieve in it. The Quran addressed them as Zalimun (wrong doers) and says that:
“Have you not looked at him who disputed with Ibrahim about his
Lord (Allah) because Allah has given him the kingdom? When
Ibrahim said (to Him) my Lord (Allah) is He Who gives life and
causes death. He said, „‟I give life and cause death.‟‟ Ibrahim said,
“Verily Allah brings the sun from the east, then you bring it from
the West, So the disbeliever was utterly defeated. And Allah guides
not the people, who are Zalimun (wrong doers)” (2:258).
“How shall Allah guide people who disbelieved after their belief
is (ﷺ and after they bore witness that the messenger (Muhammad
true and after clear proofs had come unto them? And Allah guides
not the people who are Zalimun (polytheists and wrongdoers)” (6:
86).
“And of the camels, two (male and female) and of oxen, two (male
and female), Say, Has He forbidden the two males and two females
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or (the young) which the wombs of the two females enclose? Or were you present when Allah ordered you such a thing? Then who does more wrong than one who invents a lie against Allah, to lead mankind astray without knowledge. Certainly Allah guides not the people who are Zalimun (polytheists and wrongdoers)” (6:144).
“And the people of Musa made in his absence, out of their ornaments the image of a calf (for worship). It had a sound (as if it was mooing). Did they not see that it could neither speak to them nor guide them in the way? They took it (for worship) and they were
Zulimun (wrong doers)” (7:148).
“Do you consider the providing of drinking water to the pilgrims and the maintenance of Al- Masjid al- Haram (at Makkah) as equal to the worth of those who believe in Allah and the last Day, and strive hard and fight in the cause of Allah? They are not equal before Allah. And Allah guides not those who are the Zalimun
(wrong doers)” (9:19).
“But if they answer you not (i.e. Do not bring the Book nor believe in your doctrine of Islamic monotheism), then know that they only follow their own lusts. And who is more astray than one who follows his own lusts, without guidance from Allah? Verily Allah guides not the people who are Zalimun (polytheists and wrongdoers)” (28: 50).
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“Say tell me! If this (Quran) is from Allah and you deny it, and a
witness from among the children of Israel (Abdullah bin Salam)
testifies that this Quran is from Allah [like the Taurat (Torah) and
he believed (embraced Islam) while you are too proud (to believe).
Verily Allah guides not the people who are Zalimun (polytheists and
wrongdoers)” (46:10).
2.7.4.5 Guidance about Charity and Prayer
There are many verses about charity and prayer in the Quran.
“O you have believed! Do not render in vain your Sadaqah
(charity) by reminders of your generosity or by injury, like him who
spends his wealth to be seen of men, and he does not believe in
Allah or in the last day. His likeness is the likeness of the smooth
rock which is a little dusty, on it fall heavy rain which leaves it
bare. They are not able to do anything with what they have earned.
And Allah does not guide the disbelieving people” (2:264).
And “We made them leaders guiding (mankind) by our command,
and We revealed to them the doing of good deeds, performing salah
(Iqamat-as-salah) and the giving of zakah and of us (Alone) they
were the worshippers” (21:73).
“The Mosque of Allah shall be maintained only by those who
believe in Allah and the Last Day, perform Salah and give zakah
and fear none but Allah. It is they who are on true guidance” (9:18).
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“And stay in your houses, and do not display yourselves like that of
the time of ignorance and perform Salat and give zakat and obey
Allah and His Messenger. Allah wishes only to remove Ar-Rijis (evil
deeds and sins) from you „O‟ members of the family (of the prophet
”and to purify you with thorough purification (ﷺ Muhammad)
(33:33).
ﷺ Guidance Verses Address to Muhammad 2.7.4.6
about guidance (ﷺ In the Quranic verses,Allah Almighty addressed to (Muhammad services.
“(They say) our Lord, let not our hearts deviate (from the truth) after
you have guided us, and grant us mercy from you. Truly, you are the
bestowed” (6:8).
say “I have submitted (ﷺ So if they dispute with you (Muhammad
myself to Allah (in Islam) and (so have) those who follow me, and
say to those who were given the scripture (Jews and Christians) and
to those who are illiterates (Arab Pagans). Do you (also) submit
yourselves (to Allah in Islam)? If they do. They are rightly guided,
but if they turn away, your duty is only to convey the message, and
Allah‟s All-seer of (his) slaves” (6:20).
“And believe no one except the one who follows your religion. Say
verily! Right guidance is the guidance of (ﷺ O (Muhammad)
Allah and do not believe that anyone can receive like that which you
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have received, otherwise they would engage you in argument before
Allah the bounty is in the (ﷺ your Lord”. Say (O (Muhammad
Hand of him and in the Hereafter he will be one of the losers”
(3:73).
Proclaim the message which has (ﷺ O Messenger (Muhammad“ been sent down to you from your Lord. And if you do not, then you have not conveyed His message. Allah will protect you from mankind. Verily Allah guides not the people who disbelieve” (5:67).
shall we invoke others beside Allah :(ﷺ Say (O (Muhammad“
(false deities) that can do us neither good nor harm, and shall we turn back on our heels after Allah has guided us (to true monotheism)? Like one whom the Shayatin (devils) have made to go astray in the land in confusion, his companions calling him to guidance (saying) come to us say:
“Verily Allah‟s guidance is the only guidance, and we have been commanded to, submit (ourselves) to the Lord of the Alamin
(mankind, jinn and all that exists)” (6:71).
and from that (ﷺ If their aversion (from you, O Muhammad“ with which you have been sent) is hard on you,(and you cannot be patient of their harm to you), then if you were able to seek a tunnel in the earth or a ladder to the sky, so that you may bring them a sign (and you cannot do it, so be patient). And had Allah willed, He
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could have gathered them together (all) on the guidance, so be not
you one of those who are Al-Jahilun (the ignorant)” (6:35).
2.7.5 Sunnah
The second source of guidance services in Islam is the Sunnah, which is what the
said, did or proved of, and refers to the way in which the (ﷺ Prophet (Muhammad
is looked (ﷺ lived his life. In the life of (Muhammad (ﷺ prophet (Muhammad upon in order to seek guidance from it, for instance, our Holy prophet (Muhammad
used to fill one part of his stomach with ﷺ ate simple food. Muhammad (ﷺ food, second with water and the last part was left for breathing. He (Muhammad
used to drink water while sitting on the floor and drank it in three parts. Thus (ﷺ being a Muslim we should also follow this habit if want to live a healthy life in this complex world. Modern research has proved that these kinds of practices keep the people away from disease. Secondly, they keep them healthy and fit. On one
has said that he led his life the way he (ﷺ occasion, our Holy prophet (Muhammad was instructed to do what Allah said in the Quran concerning the Prophet
.(ﷺ Muhammad)
does not speak on his own, out of his own desire, but a (ﷺ He (Muhammad“
Revelation that is revealed to him” (53:4).
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In other words, when Muslims follow the Holy prophet‟s Sunnah that means they are followed the instruction of Almighty Allah. Similarly, Muslims throughout the world try to seek guidance from the Quran because it is the Holy book for them, as mentioned in Quran:
“This (Quran) is a clear insight and evidence for mankind and guidance and a mercy for people who have faith with certainty” (45:20).
It is important because Allah Himself gave authority to the Prophet (Muhammad
:to make laws. The Quran says (ﷺ
“So take what the messenger gives you and refrain from what, He prohibits you” (59:7).
Sunnah is important to the Quran, since they are linked to each other. It is difficult to understand the Quran without its interpretation in the Sunnah. The Quran is the
ﷺ message, and the Sunnah is the explanation of the message by the Muhammad himself. The protection of the Quran was not limited to, protecting its wording from change. Was that the case, its meanings could be directed according to human desires while maintaining its wording. However, Allah also protected its essential meanings from change by entrusting the explanation of the meanings of the Quran to the
himself. Allah states the following in the Quran is (ﷺ Prophet (Muhammad regarding its interpretation:
“(We sent them) with clear signs and books of dark prediction and We
the Message that thou must (ﷺ have sent down unto the (Muhammad
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explain clearly to men what is sent for them, and that they may give
thought” (16:44).
Therefore, if one wants to understand the meanings of the Quran, the Muslims must
,said or made regarding it. For example (ﷺ consider what the Prophet (Muhammad in the Quran, Allah instructs the believers to offer Salah (formal prayers) and pay zakah (charity).
“And we made them leaders guiding (mankind) by our command, and
we revealed to them the doing of good deeds, performing salah(Iqamat-
as-salah) and the giving of zakah and of Us (Alone) they were the
worshippers‟‟ (21:73).
“The Mosque of Allah shall be maintained only by those who believe in
Allah and the Last Day perform Al–Salah and give Zakah and fear
none but Allah. It is they who are on true guidance” (9:18). “And stay
in your houses, and do not display yourselves like that of the time of
ignorance and perform Salah and give Zakah and obey Allah and His
Messenger. Allah wishes only to remove Ar- Rijis (evil deeds and sins)
(ﷺ from you O members of the family (of the prophet Muhammad
and to purify you with thorough purification” (33: 33).
However, in order to obey these instructions correctly, one must study the Sunnah of
in this regard. Among his many clarifications (ﷺ the Prophet (Muhammad
instructed his (ﷺ concerning prayers and charity, the prophet (Muhammad
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followers saying “Pray as you saw me pray” and sacrifice that surplus wealth, unused for a year, should be given as Zakah (Sahih Bukhari, vol. 1, no. 604).
2.7.6 Ijmah
The third source of guidance services is Ijmah (consensus), which involves the interpretation and analysis of newly arising issues by eminent qualified scholars of
Fiqah who will arrive at a consensus or ruling about the issues in question. There are two meanings of ijmah, one is determined effort and the other is the agreement. For instance, when someone decides to do something, then it is said that person has
said “this person who has not (ﷺ decided to do so. The prophet (Muhammad decided to fast at night-the fasting of that person will not be right”. The word Ijmah is taken for a single person or for more than one person (Jamil Ahmed Scrodvi, p. 349).
said that “my people will not (ﷺ According to the hadith the prophet (Muhammad agree on something against the principles of Islam”. The thing which is good in the eyes of the Muslims is also less by Almighty Allah. All the saying in Hadith narrates that our people (Ummah) will not make a mistake collectively. There are four types of
Ijmah.
agreed on one (ﷺ a) When all the companions of the prophet (Muhammad
thing.
agreed on one (ﷺ b) When some companions of the prophet (Muhammad
thing, but a few do not participate in the decision, for instance, in the regime
of Hazart Umer Farooq (RA) it was decided that once a man divorce his wife
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three times then it would occur. On this decision few companions of the
remained silent. This act of theirs proved that they (ﷺ prophet (Muhammad
agreed upon this decision.
c) When no guidance and decision of the companions of our prophet
is present on a certain problem then the practice of Ijmah (ﷺ Muhammad)
would be followed.
the people (ﷺ Among the sayings of the companions of our prophet (Muhammad agreed on any one of it (Jamil Ahmed Scrodvi, p350). According to the writer all four types of Ijmah are not equal in their strength and validity. For instance, the first kind is extremely valid up to the point that if someone disagreed with it, then he would be considered nonbeliever (Kafer). But the second type is news. It is necessary for a person to act on it, but the one who does not believe in it would not be considered nonbeliever (Kafer). Thus the second kind comparatively weighs less than the first one.
The third kind of Ijmah is like famous news and it comparatively weighs less than the second one for as its validity is concerned. Similarly, the fourth type of Ijmah weighs less in its validity as compare to the third kind. As said by the prophet (Muhammad
that Allah will not let my people agreed upon something which is against the (ﷺ principle of Islam (Jamil Ahmed, p. 349).
2.7.7 Qiyas (Analogy)
The fourth source of guidance services in Islam is Qiyas (analogy) which is the process of analogical reasoning from known injunction to a new injunction. The word
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Qiyas means comparing two things or to conclude that they are equal. Four things are vital for Qiyas.
a) The thing (object) on which Qiyas is done.
b) Why this object has been selected? (Reason).
c) On the basis of which characteristics that particular object has been selected.
d) The conclusion or result is called “order‟‟.
According to the writer Qiyas is based upon the golden principle of Islam. However, many religious scholars rejected the validity of Qiyas. Their rejection is based upon the following sayings. “O mankind! There has come to you a good advice from your
Lord (i.e. The Quran enjoins all that is good and forbidding all that is evil) and is a healing for that (disease of ignorance, doubt, hypocrisy and differences) which is in your breasts a guidance and a mercy (explaining lawful and unlawful things) for the believers” (10: 57).
These scholars conclude when everything is present in the Quran then why we should look into other things for guidance. On the other hand, those scholars who are in favor of it narrate that the practices of Qiyas explain the things in the Quran. Thus it is
was going to send Hazrat ﷺ related to it or based upon it. Once Muhammad
asked him “how would you solve the (ﷺ Maadh (RA) to Yamen. He (Muhammad problem of the people”. He replied that first I will look into the Quran, and then I will follow the Sunnah. But even then if I will not be able to solve the problems of the people, then I will follow the practice of Qiyas. After listening this Holy prophet
.approved his practice of solving the problems of the people (ﷺ Muhammad)
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2.8 Western Concept of Guidance
Frank Parsons (1854-1908) was a famous social reformer and thinker. In modern secular circles, he is considered as the father of modern management guidance. He launched his vocational guidance and vocational skills program at the university in
Boston, United State of America. This was the first clinic in the history for the guidance which covered a wide range of problems (Jones and Lawernce,1994).
Katz (1996) described that guidance in perspective of culture is the role of education to give and transfer the value of a society to the young generation and help them to make choices within the culture of that person. A person should ask the most important question as to what are my values and from where it has come and how to work on it and how they will affect his personal and professional life. He further stated that a careful consideration of this situation reflects that guidance is a concept as well as a process. As a notion, guidance is the best progress of the individual which is necessary for future careers. As a course, guidance services help the person who is self- indulgent and is on the self - path.
The above discussion also reflects that guidance is an umbrella term embracing counseling services, appraisal services, information services, referral services, research and evaluation services, all of which help an individual to grow in self- understanding and consequently in making wise decisions for best adjustment in the life. It also reflects that although Islamic and secular approaches of guidance have several similarities, there are many differences in their philosophies.
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No doubt, a study of exploring the nature of these concepts and their implications in daily life would be an interesting and important project and will be helpful in the field of education.
2.8.1 Development of Guidance Services in the West
In medieval times, the Roman Catholic Church played a significant role in the social and political fields. At that time the church exercised ultimate power over the monarch. Through the middle Ages, clergy enjoyed political power. In other words, at that time the church was the ultimate sources of power in the Western society. But with the progress of time, the Western society felt the need to get rid of the hold of the church over the monarch. In the 12th century, the Western society was transforming through art and learning. From 14th to 17th century the technological and artistic advancement occurred in the West. In these circumstances, the role of the church from 18th to 20th century became limited in the Western society (Nasr, 1993). The similar role it plays in the 21st century as well. The historical development of guidance services took place during the 20th century in different parts of the Western world as an interesting field of study. Actually the guidance from vocational, occupation professional started at the United State of America. In 1902 for the vocational guidance, progress was forwarded to Wisconsin city of the United States of
America. Brewer (1942) stated that the history of guidance and counseling services has roots in the vocational counseling, which started in 1898 in Detroit, Michigan.
The evolution was started by Jessie Davis and Frank Parsons. Jessie Davis helped the students as counselors to solve their educational and vocational problems. In 1905,
Frank Parsons started guidance services for vocational and occupational aptitude in
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Boston. This was the first clinic in the history of guidance, which provided all types of guidance and covered a wide range of problems. In this connection Frank Parsons wrote a book on guidance “Choosing a Vocation,” in this book he described:
a) Clear Understanding of self.
b) Knowledge of the requirements and conditions for success in different lines of
work.
c) The relationship of that work with facts.
In 1909, a vocational Bureau of Boston was established, this was about funds materials. While in 1910, Nash designed the recommendations for vocational guidance of the Boston School. He suggested occupational studies experts and visited the business school. In 1911, organized guidance was established by Fran Good Wine in Ohio city. While in 1913, Richard Allen distributed pamphlet about vocational guidance in Boston. As a result of the work of Davis, Parsons and others like them, educators started to recognize the need for vocational guidance and established the
National Vocational Guidance Association in 1913 at Grand Rapids, Michigan
(McDaniels, 1965).
During the late 1920s, psychologists like Bennett, Cattle, Truman and Thorndike introduced psychological testing in the field of guidance. The middle of 1930s, the guidance services shifted to economic problems and more emphasis was given to employment and occupational trends for economic needs. Aggarwal (1993) added that guidance is the most important for the people and for all time. Further , he added that guidance is based on the concept of human beings which is needed of each other‟s assistance in the entire life. It is also a process where guidance helps the students to plan wisely for their future in different life careers.
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At the end of Second World War (1939-1945) most of the people became crippled, handicapped and mentally disturbed and restarted their lives. To accommodate these types of people guidance services was considered necessary at the United State of
America and other Western countries. They succeeded in solving the problems of people related to social, religious, economical, health, adjustment at home and school.
Nowadays, the West is in a position to provide different services such as appraisal, informational, referral, research and evaluation, etc. There is a guidance center / clinic within a 12 kilometer range to solve human problems.
2.8.2 Philosophy of Guidance Services in the West
Actually the philosophy of guidance services started from Frank Parsons‟ era.
According to the Western„s philosophers, philosophy of guidance is to guide the individuals in the learning process with love and respect because early expression of love and respect help the child‟s sense of worth and self-respect. The Western education systems impart the education to their masses with love and respect from the elementary to higher level teaching. Kochhar (2006) quoted Hollis and Hollis„s eight principles of guidance philosophies. According to him, these eight principles are based on any guidance program. The principles are:
a) The self-esteem of a person is highest
b) Every person is different from another individual
c) The primary concern of guidance is the person in his/ her social life
d) The stance and personal knowledge of the personality are the bases on
which he/she actions
e) The human beings generally act to improve their future life
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f) Each individual has the inborn aptitude to learn and can be helped to make
choices that will lead to the self-direction consistent with social
development
g) Everyone requires a guidance procedure from early childhood through
adulthood
h) Every individual needs the information and help from guidance services for
the best capable specialized employees
2.8.3 Essence of Guidance in the West
In the West the nature of guidance is as follows;
2.8.3.1 Essence of Guidance for Education and Profession in the west
Aggrawal (1993) quoted Ruch and Segel that at the elementary school level guidance is mainly enlightening, they viewed the objects of physical and psychological health and well-rounded social development to use time and resources properly.
2.8.3.2 Guidance for Adjustment and Vocation
In the West, there are two phases of guidance; one is distributive and the other is adjustive or flexible. In distributive phase whereby youths are distributed to educational and vocational opportunities as effectively as possible. In adjustive phase whereby the individual is assisted to make the optimum adjustment to the opportunities he gets (Aggrawal, 1993).
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2.8.3.3 Guidance for Assistance
In the Western system of education, guidance services are provided to the students in school, college and at university level. Guidance is assistance made available to an individual of any age to help and manage life activities , make decisions and carried out burdens (Crow and Crow, 1962).
2.8.3.4 Function of a Guidance Service
Aggrawal (1993) quoted Spears and states that the guidance program helps an individual to see clearly following things:
a) Where he was
b) Where she / he is going or want to be
c) And where to go and how to get there
2.8.3.5 Helpful in Effective Relationship
The student personal work, may be regarded as a means of helpful relationship between his total education experience and his personal needs and potentialities in an effective way (Aggrawal 1993).
2.8.3.6 Guidance as a Continuous Process
According to Mathewson (1962) guidance is a constant and all-encompassing process as a good way upon value social behavior, personal efficiency in everyday affairs, and educational and related achievements in the life of a person. So guidance is the most important need of the society.
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2.8.3.7 Helpful with Individualized Education
Aggrawal (1993) quoted Kitson and stated that Guidance is an individualized education. According to him each student is to be helped to develop himself to the examination possible degree in all respects.
2.8.4 Sources of Guidance Services in the West
It is noteworthy that in the West, religion, philosophical reasoning, common sense and the scientific development are the main sources of guidance. The details are given here under.
2.8.4.1 Religion
The first and foremost source of guidance in the West is Religion. The history proves that in the Western society the role of the church had a strong effect on schooling, medical care, art and culture, etc. It also remained a strong influential power in politics and religion. For many centuries it has promulgated the teachings of Jews within the Western world. In the Western society Easter and Christmas are marked as public holidays. In the middle ages, the church rose to replace the Roman Empire because it was considered in the Western society the only unifying force in Europe.
Most of the Europe‟s universities were also founded by the church at that time.
Christianity played a role in ending practices such as human sacrifice, slavery, infanticide, divorce, birth control, abortion and marital infidelity. Actually women have played extremely important roles in the Western society, particularly in education, health as theologians and mystics (Dawson, 2010).
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Similarly, Christian ideas have been used both to support and to end slavery. After the fall of Rome, the papacy served as a source of authority and continuity. At last even the military related matters were brought under the control of the pope. Gregory the great (CE 540-604) controlled the church and introduced strict reforms. Due to his efforts at the time of his death the papacy was the greatest power in Italy. The
Christian historian, Geoffery Blainey, had linked the Catholic Church activities during the middle ages to the welfare state. It constructed hospitals for the sick people, hostels for homeless people, provided food for the poor etc. This system was funded at that time by collecting taxes on a large scale and possessing large farmlands and estate.
In the 11th century, the church had successfully established itself as an autonomous legal and political entity. In the next several hundred years, the church held great influence in the Western society. At that time, popes were powerful enough to challenge the authority of the kings. The court of holy Rome King Frederick II in
Sicily got into a tension and rivalry with papacy over the control of northern Italy.
The Calvinist leadership granted asylum to philosophers who were responsible for relatively liberal interpretation of the Bible. Calvin‟s views greatly changed the
Western society such as the English Civil War, Oliver Cromwell, John Milton, John
Locke, the Glorious Revolution, and the English Bill of Human Rights etc. Later on, the British people took their ideas to their colonies e.g. Australia, New Zealand and
India (Abulafia, 1988)
2.8.4.2 Philosophical Reasoning
Different philosophers define philosophy in different ways. Few philosophers think that it is a search for wisdom or wish for wisdom or an effort to recognize the cosmos
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or an assessment of humankind‟s ethical tasks and communal obligations etc. Western philosophy is generally said to begin in the Greek cities. Thales of Miletus was active around 585 B.C. His renowned students were Anaximander, Anaximenes of Miletus, and Pythagoras etc. The main figure in Greek philosophy is Socrates. Plato was the student of Socrates. He founded the Academy of Athens. Aristotle was the first student of Plato. He was the first truly systematic philosopher and scientist. He wrote books on physics, biology, zoology, metaphysics, aesthetics, poetry, theater, music, rhetoric, politics and logic. Alexander the great was the student of Aristotle.
Aristotelian philosophy greatly influenced all the Western philosophers. Greek,
Roman, Christian, Jewish and Islamic scholars also respected his views and ideas.
Western philosophical thoughts that when Christianity was the state religion of the
Roman Empire and later in the Renaissance, and Greek and other related philosophical thoughts and theories of the famous philosophers for instance St.
Augustine, who preached the philosophy of Plato as a thought which need to be understood by the social scientists for the reformation of the Dark ages in Europe
(Ralph, 1963).
The Western philosophy is based upon science, logic, Christianity and rationalism. It allows its citizens to feel oneself as an element of the divine. It also states that life‟s main principle is to serve God, work for your family to earn money and to do business, etc. It allows the Western people to take a linear view of the universe and life which is based on the Christian philosophy where everything has its beginning and the end. Western philosophy also states that the outer world is dependent. It allows the citizens of the Western world to search for the goals of life vision, success, happiness, etc. through self-dedication, the concept of “Me” in Western world means here and now. (Mc Namara 1999).
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It is stated that true “Me” in every human being is a part of the divine which is already given. This philosophy guides us to find absolute truth by keeping focus on individual events and the role of these events on the individual. In order to find absolute truth, we must search outside ourselves and this stage can be found through research and analysis. According to this state of mind, the truth needs to be proved .
2.8.4.3 Common Sense
The definition of common sense is a basic ability to perceive, understand and judge things which are shared by nearly all people without the need for debate. Some people think it means, “Good Sense” .
According to different philosophers everyone has a similar and sufficient amount of common sense, but it is really used well. They think that human beings should not heavily rely upon it. In the 18th century people started to see it as the basis for modern thinking. In the 18th century, Thomas Paine described it as the most influential political pamphlet because it had affected both the American and French revolutions.
Aristotle had discussed common sense in his philosophical teachings. He thought that human beings and various animals used it to reach many types of basic judgments. He was also of the view that only human has real reasoned thinking which takes them beyond their common sense. Catholic theologians such as Franco Fenelon and
Claude Buffier thought that the common sense provided a foundation for knowledge
(Kaya, 2005).
Lewis wrote a book called “Mere Christianity”. American teachers chose this book as the most influential religious book of the 20th century. In this book Lewis described that Christianity seemed a common sense solution to the world„s most basic
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questions. He lost his faith and regained it after 17 years. He becomes atheist at the age of 15. In his book “Mere Christianity” he talked about the existence of an instinct anger, God given natural law or universal morality. He argued that there must be someone or something behind those universal principles. The state or argument proves the very existence of God. Lewis thought that Christianity seems to be a common sensible solution of the world‟s most basic questions. Common sense apologetic explains common sense christianity. The two fundamental laws of intelligence are as follows.
a) The law of non-contradiction states that a thing cannot both be and not be at
the same times, place and respect.
b) The law of sufficient cause states that every event must be explained by a
cause sufficient to do the explanations.
Everyone in the Western world used these two laws to make sense of their daily life
(Lewis, 1972).
2.8.4.4 Scientific Development
The Western world also depends on the science as a source of guidance for the people. The scientific development of 16thand 17th century played a crucial rule in the development of human thought and progress in the Western world. Many well-known scientist, mathematicians, physicists and astronomers of the era were engaged in a dynamic debate over on the scientific development.
One of the outstanding themes of the scientific revolution was the origin and nature of the universe. Until the 16th century, a geocentric model of the universe as envisioned by Aristotle and Ptolemy, was accepted by society and endorsed by the
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church. Now the Western world considered scientific development was the only way to help the people in every walk of life ( Lucio, 1996).
With the development of science the Western society solved all the major problems of the human being. Even today„s science makes the life of every person easier and comfortable for him ( Clagett, 1961).
The Western society turns all the potential in the scientific development for the betterment of the people and made wonderful inventions in the world. They discovered all the diseases and other problems related to the human beings and found their solution in science. They treated the patients in a modern scientific way of psychiatric therapy, by counseling and guidance in their mental diseases. They also discovered the solution of educational problems of the students by giving treatment.
In the Western countries, there are full time facilitator and counselor‟s vacancy for students and scholars at school, college and university level to facilitate them in problems related to education. So now a days the Western world totally depends on the science as a source of guidance and counseling to the people.
2.9 Recent Development of Guidance Services in Pakistan
In Pakistan, the concepts of guidance services exist in the national documents. The
Pakistan Educational Conference, which held from 27th November to first December,
1947 also recommended “The integration of spiritual, social and vocational fundamentals of education are essential” (Educational Conference, 1947). There were various commissions and the national education policies stressed on the need of guidance and its services in overall educational institutions of Pakistan especially in universities. Later on, some programs relating to the guidance and counseling services
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were offered at some of the teacher education colleges, but still there is a need of a well established system of guidance services even in higher educational institutions which are preparing the future teachers (Khan, 1998). In 1959, National Education
Commission (Sharif Commission) reported on the use of guidance in the education system. This report views as follows:
“The need of proper guidance system at different educational level
is well justified since the modern age is the age of information,
scientific innovation and the future multifarious of the society. The
report also recommended in its guidelines that there should be
proper testing system and instruments which should be available to
the students of the classes of 8th, 9th and 10th in order to enable the
students to select from the diverse fields of educational facilities and
to have specializations in professional life.”
Contexts specific tests should be made in order to know about our student„s general and particular aptitude and attitude about the future life in education and profession.
For this purpose, it is recommended that at each higher, technical and secondary level of educational institution there should be guidance and counseling services under the supervision of a qualified person. For this purpose the Education Ministry should arrange a branch or a cell to construct the tests by trained persons to be administered for student„s guidance.
The national education policy (1992) under the title of “Guidance and Counseling” explained that “A suitable institutional structure shall be established for the
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management of guidance and career counseling programs to be introduced at the school, college and university levels”. These documents have placed continuous emphasis on guidance services, but these services have not been started yet in
Pakistan. These documents have placed continuous emphasis on guidance services started in the teacher education program, but the practical aspect gets no encouragement, and thus our students and teachers face a lot of problems at school, college and university level. Lack of support for this program has created many problems in term of vocation, profession and academics.
According to Rao and Hari (2005) there is vital case for strengthening and introducing the guidance and its services in universities, colleges and at school levels in our country to meet the challenges of the students who are facing problem in their educational career and stages. The following are some of the guidelines in this regard:
a) To assist the overall development of the students and learners.
b) To facilitate the students regarding their proper choices in educational
fields.
c) To assist the students in their career choice and progress.
d) To assist the students in professional growth.
e) To enable the students to make an adjustment to the educational
environment of the institutions and at home.
f ) To facilitate the parents' effort.
g) To overcome the confusion among the educational institutions and
employees.
h) To explore and encourage the students from poor families of the society.
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i) To remove the wastage of time and resource in order to speed up the
educational and career choices of the students.
j) To explore and assist the students who deserve special needs.
k) To manage proper utilization of time used up outside the educational
institution.
l) To keep the prestige and status of an institution high in the society.
m) To make the school, college and university education system successful.
n) To decrease the rate of indiscipline.
2.9.1 Guidance Services in Elementary Education in Pakistan
Guidance in Elementary stage assists the child to develop a harmonious and integrated personality through carefully planned school experiences which reflect the integration of the forces impinging on the individual. According to Khalid (1976), we cannot meet the needs of all out of school children. Several other countries of the world tried experimenting or developing other forms of education with greater flexibility in the contents and methods. The various innovations were tried include multi- grade teaching, combination of grade and new admission on alternative years.
The education policy 1998-2010 has emphasized that effort should be made to develop such attitude in the students of the elementary stage, which will create in them the motivation for production services for the welfare of the community
(Education policy, 1998-2010). Elementary school teachers play a vital role in the education of a nation. The early years of the childhood are the learning years.
Children learn not only skills in academic learning, but also acquire habits and attitudes. This has long lasting effects upon the personality of children (AIOU, 1999).
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The National Commission (1959) on elementary education has given the objectives about guidance and its services (quoted by Khalid, 1976) which are as follows:
a) The provisions of such activities which develop all aspects of a child's
personality which include moral, intellectual, religious and social guidance
b) To guide a child according to his/ her skills, interests and aptitude/ability
levels in order to strive further in his/her educational career
c) To develop a sense of responsibility among the students to be useful
citizens of the country
d) To develop a proper attitude about hard work, reliability and personal
honesty
The possibilities of education for an individual are limited by his aptitude and interest.
One of the major causes of failure and low standard in our schools, colleges and universities, according to the Commission on National Education (1959) is the lack of proper counseling and guidance provided to our students in the course of their education. In order to meet the need of educational guidance in our schools, colleges etc., a long range program should be arranged. This program may be based on psychological theory. It must include the application of Islamic and modern Western psychological methods for the selection and classification of students using tests of intelligence and specific aptitude, cumulative record and use of modern techniques for assisting, reporting and recording the student„s educational progress and social adjustment.
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2.9.2 Guidance Services at Secondary and Tertiary Level
In the educational process, as the children proceed from the elementary school to secondary and tertiary level, there should be proper guidance and counseling services provided to students. At this stage of life, students get matured and sensitive about their relations with other people in their social set up. In secondary education, there should be emphasis on the occupational and social awareness to be provided to the young generation in order to make sound choices related to their future career goals and demands.
During the secondary school period young children in developed countries become more concerned about external placement i.e. apprenticeship, college and professional career program, etc. Secondary school guidance according to Gladding (1988) concentrates on.
a) Classroom curricula should be presented stage wise and in an organized
form
b) For career and professional planning, there should be proper information
facilities available for the students
c) The students should be enabled to know and evaluate their personal abilities
and capacities
d) There has to be remedial measures for those who are handicapped or
special children
Secondary and tertiary education has the central position in any country of the world„s education system. As it holds a central position in the development of education system in the national economy to provide human resource for society.
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According to Gall and Borg (2007) secondary education is the crucial phase in the whole structure of education system. It is a really important period for students and there should be sound aims and objectives for them to put a positive impact on the society and to solve their problems in a better way. The individual‟s role in a society should be given due value and should be dealt with very carefully. The younger generation‟s abilities and potentialities should be guided in order to divert them from disparaging activities in social life. The youth of a society is a raw material just like a tree which needs to be furnished and then should be used for the betterment of society and development of nation over all. Keeping in view the essential magnitude and expanded nature of secondary education, there should be curricula to suit different talents and aptitudes and provision of guidance services to overcome educational, vocational and personal problems at this stage has great importance.
2.9.3 Guidance Services in Higher Education in Pakistan
Higher education is the system in which the inputs are secondary students and the outputs are the graduates and postgraduates who either go into the labor market or join the ranks of frustrated and unemployed educated young men or woman. The university structure is determined by philosophical aims and ambitions of its faculty, by the goals of its patrons as well as the students by its own inertia or resistance to change and by the inner logic or need for consistency in its curricula and programs.
Universities are like a greenhouse where various types of seeds grow into plants and are sent out throughout the world. The green house must be good and produce healthy plants otherwise the society may throw stones and destroy them (Kapur,
1977). Higher Education also meant to enable graduates to meet various challenges in a dynamic world and create in them strong adaptability to a changing society (AIOU,
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2013). On the historical occasion of National Education conference 1947, the great
Quaid Muhammad Ali Jinnah said that there is a need of building up the character of our youth.This could be done with proper education and inculcating into them the traits of wit, integrity,responsibility and objective behavior towards the country and countrymen.We should make them capable of playing their vital role, in all aspects of national life, for our country Pakistan in a respectable way.
The then UGC (University Grant Commission) and now HEC (Higher Education
Commission) have emphasized the universities of the country to establish guidance services on their campuses. Here, the main focus has been to facilitate students and teachers to solve their immediate problems. Several clinics and counseling centers have been established in various universities of the country. For instance, guidance services in Lahore, regular counseling services are available and there are following institutions established in the city.
a) Child Guidance Clinic: Government College of Education for Men,
Lahore
b) Child Guidance Center: Government College of Education for Women,
Lahore
c) Psychological Clinic: Government College, Lahore
Earlier, in the University of the Punjab, there was a limited help available to B.Ed.
Students. However, now these facilities have been expanded and, no doubt, such facilities become an essential tool to promote the theory and practical guidance for the benefit of teachers and scholars. According to Kochhar (1984) the guidance and counseling services have the following pattern in the universities.
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a) Employment exchange agencies helpful in finding proper career
b) Professional Guidance with proper vocational information, use of library
and aptitude tests preparation
c) General Guidance services are truly helpful for students for finding
practical solution to their personal, societal and other general issues,
mostly related to their emotional attachments with their university, their
relation with parents, teachers and society at large
d) Other Services available at university level:
i) Medical Facility
ii) Activities done by the union, providing legal help too
iii) Accomodation for Students
2.9.3.1 Guidance Services at Allama Iqbal Open University
Allama Iqbal Open University is the only university in Pakistan practicing the guidance services through Distance mode of education. The university was established in 1974 with an aim to provide education to all the people at their doorsteps. Its students get guidance services throughout the country. The AIOU is a unique system of education consisting of a main campus along with forty four regional offices across the country. The purpose of this education system is to provide information and advice to the students who are beyond the geographical reach of the university. The directorate which is located on the main campus is responsible for the coordination of all the activities of the sub-campus located throughout the country to facilitate the students in different disciplines of their chosen studies and courses
(Rashid, 1996).
Bernadette (1996) delineated the major functions of a regional office are:
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a) To provide academic help to the students in the particular area b) Creation of awareness programs for university admissions c) Marketing of Universtity programs with billboards, flyers and brochures
and letters to heads of different Institutions d) Tutor appointments and allotting the number of students for each course,
according to the guidelines of DRS e) Making arrangements for proper study centers in some renowned
institutions as well as at AIOU own Regional Centers f) Organizing workshops for all Professional Education Programs such as
PTC, CT, ATTC, B. Ed, M.Ed, ADE and for postgraduate programs such
as Pakistan studies, Islamic studies, Urdu, Sociology, History, Library
Science and Mass communication g) Arrangement of workshops at the completion of each postgraduate course. h) Allocation of supervisors and getting proper Institutions for terminal
exams i) Managing assignments collection and cumulative results and sending to
proper examination departments j) Arrangement of different co-curricular activities for the student of that area k) Commemorating national days, according to government directions l) Scholarships for deserving students m) Monitoring of academic help and institutions for examination centers n) Maintaining a close relationship with the local educational authorities for
utilizing their services for support of educational facilities in the state
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At every regional office there is vacancy for student counselor. In these offices the student counselors assist the potential students in choosing the programs in their perspective of qualification. Besides this, the principal function of the regional centers is organizing the tutorial support in various courses for the students at regional level.
Regional workforces are representative of the university in the region. Their responsibilities are beyond local administration and organizing tutorial support services. With the emergence of Allama Iqbal Open University as a great guidance service in the region, student‟s counselor has been appointed at regional campuses to start their work (Musvi, 2012). According to Iqbal (2002) the responsibilities assigned to the student counselors by the DRS (Director Regional Services) are as follows.
a) Pre-admission and post admission guidance and inquiry redress
b) Prompt response to the student‟s general queries/complaints
c) To assist regional heads in the arrangement of the student‟s activities
d) Any other task assigned by the regional head
e) Besides this student advice and guidance services cell was also established at
Allama Iqbal Open University. The main objectives of this cell are:
i) To provide guidance services to students with the help of electronic
and social media
ii) Providing individual as well as specialized help at the main
campus plus regional offices
iii) It will bridge the gap between student and university
iv) To provide students with current informations and remedial
solution to their problems through Jamia Nama and by writing a
weekly Radio program
v) Providing solutions to general issues of students‟ daily lives
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vi) Finding solutions to students‟ issues by approaching concerned
and related academic and administrative departments
vii) Arrangement of various co-curricular activities for the university
students in order to motivate them and get healthy interaction with
each other and with the university
viii) Provision of complete guidance to the aspiring students for
University programs, admissions and examination schedule
2.9.3.2 Guidance Services in Teacher Education of Pakistan
Guidance services for teacher education in Pakistan can be divided into various groups. In the perspective of all other profession teaching is a very special profession
.Therefore it is also a challaning and demanding activity.Interpersonal skill is the key to be a successful teacher.This is also directly linkied to the counseling function of the overall process of teaching. In the same content ,the understanding of the emotional condition of students also essential which in fact is considered as the pre- requisite of the instructional program(Gustafson, 1977).
Jumani (2006) quoted Richards (1999) narrated that education is a nation building activity. The quality of education depends upon the ability and efficiency of the teachers. This necessitates better and more elaborate mental equipment to enable a person to participate in civilized activities. Good teacher counselors act like a friend with the learner. A youngsters asking for help to a counselor or a teacher about a problem is not asking any friend. He is sought under the assumption that the teacher is a leading figure capable of providing guidance that helps to resolve a problem. In
Pakistan‟s first educational conference held on 27th November to 1st December 1947 at Karachi, Muhammad Ali Jinnah laid down a set of aims that provided guidance to
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all endeavors in the country. The following principles for guidance of teacher education were explained in the conference (AIOU, 1999).
a) The main objectives of education should be peace, humanity and social justice
for all.
b) Each person must learn the basic values of relegion.
c) The guidance services should be the part of system in a way that they enable
all the individuals fully prepared to take up their future social,spiritual and
professional challenges with courage and confidence.The education is really
essential and dynamic process in which a teacher plays the vital role .He is the
main source through which the core values of society are inculcated from one
generation to another In order to improve the education system we need to
enhance the capabilities of our teachers as both are directly related to each
other. It has wisely been said to improve teacher is to improve teaching; to
improve teaching is to improve schools, to improve schools is to strengthen
the next generation which is the social duty of the first magnitude. Eduction
provides the individuals with the awareness of themselves by imparting in
themself –consciousness. Its aim is to train the individuals of nation mentally,
ideologically, physically and morally in order to give them complete
self-realization as well as the realization of their goals in life (AIOU, 2000).
According to Educational policies (1972 -1998) of Pakistan following objectives were identified for guidance of teacher education. Education is a powerful catalyzing agent,
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which provides mental, physical, ideological and moral training to individuals, so as to enable them.
a) To be fully aware of their purpose in life and equip them with proper
training for achieving those goals
b) Education develops the people spiritually and helps him satisfy his
material needs too
c) According to Islamic perspective, education is a powerful tool to develop
the character of individuals keeping in view the core values of
righteousness for building a strong Islamic society (AIOU, 2000)
Teacher education is a program and process of enabling the students to educate and train the young generation in the school, college and at university level. Mohanty
(2003) states that a complete teacher education program combines strong subject matter, pedagogical knowledge, the ability to collaborate with diverse actions and the capacity to continue developing these skills and to understand in depth context of schools in which they teach.
2.9.3.3 Teacher‟s Role and Need as a Counselor in Education System of
Pakistan
The main objective of education is the overall development of human beings. The teacher is the key component of transmitting the education to the next generation. It is the teachers who make the instructional process meaningful and purposeful. To attain the goal of total development of individuals, it is important for the teacher to assess varied needs of the students, keeping in view their interests and abilities and then identify the appropriate strategy. A teacher must guide the student according to the
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aptitude and overall behavior of students. According to Timperly (2008) teacher is the most important and significant element in any educational program as he is responsible for the implementation of an educational process. The future of the nation can be secured by preparing the teachers in such a way that may change the destiny of the nation in the desired direction. It is only possible through the training and enhancement of teachers' capabilities, facilitators and student counselors in helping the students to find solutions for their professional problems.
There is a dire need for the appointment of a trained guidance service personnel at school, college and university level. Guidance and counseling services must be included as a subject in the syllabus (course outline) of PTC, CT, B. Ed, M.Ed and now in the new professional courses such as ADE and MS, etc. The teacher training institutes of teacher education also train teachers to deal with the students facing psychological social, spiritual, moral and religious problems. According to Kochhar
(2006) guidance is a service which provides a change in the personality of someone with the help of a trained and experienced one for the betterment of individual as well as the society. It enables the person to know his/her troubles and helps to solve the problems in the light of guidance services. Similarly, counseling is also seen as a spiritual and ethical, as well as a communal and educational affair (Hall and
Lauwerys, 1955).
In the words of Abruckle (1965) counseling is a word that usually comes along with guidance. In Islamic society it is expected from counselors to have a sound knowledge and an acceptance of the values of Islam, and use them to work with learners. This is inaccessible, difficult and not an easy duty. At present, the nation in broad-spectrum
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and youth in particular, are confronted with new thoughts and morals related to development efforts and the introduction of Western technology.
Kazem and Muhammad (1992) quotes Saleh (1987) that, part of the counselor‟s role is to act as a steadying influence, guiding those confused by exposure to conflicting values, and upholding Islamic principles.
Guidance mainly takes place informally in all places. In training sessions the importance of counselor is highlighted, but unfortunately in educational institutions, there is a lack of this facility. They must understand the importance and a key role which a qualified and trained counselor can play in their institutions. Now-a-days, it is expected from a teacher to play the role of a guidance worker and counselor as well.
Actually, this is the duty of a trained counselor.A trained guide and counselor can only guide and aid students in finding the solutions of of their psychological and physical issues in the Islamic and Western societies.
The Commission of Education emphasized to provide appropriate guidance and counseling services to students in different stages of their development. In 1960, the government appointed a committee of experts to explore ways and means to implement the recommendations of the Education Commission in the field of guidance. Thus, to develop a plan for all the educational institutions, the guidance services were prepared and implemented in subsequent years. The subsequent education policies also highlighted the same measures. The same is also true of the present education policy of the country. There is further need for strengthening the guidance process in the present day educational system because the students are facing a number of problems such as rising crime, the wrong career choices and the
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wrong subject combinations, etc. A strong guidance services in the educational system will benefit students by addressing their mental, emotional, social and psychological needs.
2.10 Major Earlier Studies in Guidance Services
A few studies have been carried out in secondary school and college level for guidance and counseling services in Pakistan (Tariq, 1986; Khan, 1998; Rabia, 2012;
Khizran, 2004; Safdar, 2007; Shah, 2008; Ahmed, 2009). These studies have pointed out the fallacy among teachers and students about the role of guidance and counseling services in the education system. Tariq (1986) in his research study about the organizational model of guidance and counseling at school level recommended vocational guidance to be the main section of the education system of the country.
A research study conducted by professor Khan (1998) entitled “Evaluation of
Guidance and Counseling in the teacher training institutions of Pakistan” concluded guidance and counseling is an objective to free the individual to accept responsibility for his own decision and to develop the ability of self-analysis and self-direction, the process of thinking with the desired end of achieving self-reliance.
Rabia (2012) conducted her research on the need of secondary school students‟ guidance services. Her research was descriptive and she collected the required data from three hundred (300) school teachers and students in the geographical limits of
Karachi. She says that it is a process which facilitates a person or students in every walk of life till death. It is a kind of assistance which helps a person to find the potentialities and the hidden skills and to live a very satisfactory life. She concluded
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that the importance of guidance services is very effective at school level, which helps the students to develop a humble personality and social life. In this regard Khizran
(2004) conducted his research on the topic of use and availability of guidance services for the secondary school students. He also says that there are no formal guidance services in place for the students and even for the teacher community.
According to Safdar (2007) the guidance makes students really confident in resolving their problems and responsible human beings by molding their attitude towards their daily lives. However, in our country modern information and communication technologies are not being used in order to enhance the guidance services in our dear homeland. Therefore the students in these courses are not satisfied with the overall performance of guidance services. So he proposed to appoint student‟s counselor at all the campuses of universities of the country at the analogy of Alllama Iqbal Open
University Islamabad.
A research study with the name of teachers and students views and perception about guidance and counseling in the Nigerian secondary education system showed enable students to have strong adjustment in the society and there should be quality guidance and counseling system in each and every school. This study also shows the importance and value of guidance for the students who are enrolled at the secondary level (Egboducku, 2008). Shah (2008) conducted his research study on the topic of secondary schools‟ needs and the provisions related to the guidance and counseling services in different cities like Wah Cantt, and Texila and concluded that a comprehensive guidance and counseling service is the need of the hour for school going children.
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Guidance and counseling services are the key to solve different kinds of problems of the students. There are various complex issues which were really simple in earlier times, but they have turned into very complex issues now and are very difficult to handle in the modern technological era, because of the complexities of human minds and rapidly changing societies with many new inventions daily . The geographical limits of this study were district Kohat. The study proposed that a school head may be provided with the necessary guidance and counseling facilities to be given to the students according to their potentials and mental capabilities. The Researcher concluded that there were lacks of guidance and counseling services in these schools related to the educational and personal issues (Ahmed, 2012).
Doger (2011) conducted his research on the topic of the students‟ need for guidance and counseling services among school students. He carried out his study in girl school related to the social, vocational, emotional and behavioral problems. He carried out his study on sixty girls who were enrolled in 9th and 10th classes in the five selected schools in Lahore city. He recommended that at this level guidance and counseling services are more essential for the students to solve the vocational and emotional problems faced by them.
In order to effectively implement guidance services in universities of Pakistan it should clearly mention its goals and objectives, all the stakeholders are to be made the part of higher education and related institutions should be regularly evaluated.
Similarly, some important and initial measures must be taken as to appoint the counselors/facilitators at school, college and university level for the betterment of the students and scholars. Along with this there should be other trained people who work
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at the university for the provision of guidance services to the scholars in various aspects. These people may be the professors of the universities, teachers of the schools, lecturers of colleges, parents, doctors, psychologist, and peer group.
As we know that the teacher community is the most important which are directly associated with the scholars and students and they are well aware of their educational and other related problems, such as social, spiritual, economical. They can easily solve the students and scholars‟ problems and provide useful guidance to get trainings in the respective field. Doctors can easily provide data about the diseases that might affect the performance of the learner, which can be remedied through having strong guidance and counseling by trained professional psychologists. Muslim educators, teachers and professors should be trained to think deeply and to connect the Islamic tradition with modern trends in the field of teacher education in a way to empower them to serve in an education institution with deep appreciation. They should be trained to develop a high standard of morals in the school, colleges and universities which should be the basic purpose of education.
The researcher conducted the review of the related literature to facilitate the research design of the study, which includes the collection of relevant data, through the application of appropriate research instruments, the findings of the data and developing themes according to the objectives of the study. As a whole the review of related literature is setting the ground for the study of Islamic and Western concepts of guidance services in education for university level scholars.
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CHAPTER-3
METHOD AND METHODLOGY
3.1 Research Methods
Research is systematic activity that is directed towards discovery and the development of an organized body of knowledge (Cohen, Manion and Morrison, 2007).
This process consists of accessing new raw form of data through using research instruments and then analyzing through a set procedure (Best and Kahn, 1992; Khan,
2009). This research study is based on two sources one was primary and the other was secondary.
a) Primary Sources: Primary sources consisted of personal interviews and
questionnaires. Personal interviews were arranged with relevant prominent
academic teachers of Christian educational institutions and university teachers
and professors. Questionnaires were collected from Master of philosophy in
education students enrolled in public and private universities of Khyber
Pakhtunkhwa.
b) Secondary Sources: Secondary sources included all types of published allied
material, books, journals, research reports and internet sources. Furthermore,
in this research mostly the Islamic guidance data were taken from the Holy
Quran and books of Hadith and related journals and internet.
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3.2 Research Design
The nature of this study demanded that quantitative and qualitative sequential explanatory mixed method research design should be followed for conducting research studies. In the mixed method research design a researcher accesses the information through different methods. Here the researcher used different research tools / instruments in order to get the appropriate data and then through a set of analysis procedure analyzed the data so as to solve the problem under research
(Creswell, 2003).
Hoover and Donovan (2011) and Rohilla, (2010) said that in mixed method research design, the qualitative and quantitative research designs are combined to carry out the inquiry. Qualitative and quantitative sequential explanatory mixed method research design is clearly explained in the following figure.
Figure 3.1: Model for Qualitative and Quantitative Sequential Data Interpretation
Interpret Quantitative Quantitative Qualitative data Qualitative Qualitative data Results collection and Results data collection and Themaic analysis Quantitative ana Results Results Source: John Creswell (2003)
For this study, the researcher first visited the universities to collect the student data and also got the information about the teacher education department„s faculty with their contact numbers. After analyzing the student„s data the researcher again visited the universities for interviews. For the conduction of interviews the researcher first
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fixed time frame with teacheing community in the teacher education department of the university as the sample places were on one day traveling from the researcher„s staying place. Here researcher wanted to mention psychological aspects of the respondents, most of them were not willing for recorded interview, however they agreed to the written format. The researcher personally visited the sample department for interview purpose.
3.3 Population
Every research should start from the population size and then proceed to sampling strategy (Cohen, Manion and Morrison, 2007; Gay, 1996). The target area of this study was all the public and private universities of Khyber Pakhtunkhwa which were thirty one. Furthermore, the population of this study was teaching community of the universities of Khyber Pakhtunkhwa Pakistan who tought Master of philosophy in education programs and twelve Christian educational institutions of the above mentioned province (Population universities/institutions in Appendix G and I ).
3.4 Sampling and Access Process
Ghaffar (2005) and Gay, Mill and Airasian (2011) described nonethless that statistical sample is a minor part of statistical population selected for learning, however it has all the features of statistical population from which it is taken. Cohen,
Manion and Morrison (2011) emphasized paying critical and care vigilant consideration to the sampling issues and access which enhance the quality of the research. A modified sampling procedure and access was followed of Ghaffar
(2005) and Gay, Mill and Airasian (2011) as well as Cohen, Manion and Morrison
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(2011) respectively. The study was used random and purposive sampling procedure.
3.4.1 Public and Private Sector Universities
In order to select the universities for this study, prepared the list of recognized private and public sector universities from the Khyber Pakhtunkhwa, which are thirty one in total .Those universities which are not offering Master of philosophy in Education program not considerd. For sampling, ten universities were selected out of nineteen offering MPhil program.
For interview purpose the respondents‟s personal information were obtained from web. They were contacted to make appointment with them to brief them about the nature of the study. At the time of appointment respondents were personally interviewed in the sample universities. These respondents were employees of the respective universities.
In order to select the students, the researcher contacted the education departments of the sample universities. After the approval and permission of the head of the departments the researcher randomly selected 320 students of sample universities and distributed the questionnaires among them personally. If there was any discrepancy during the filling of the questionnaires the researcher cleared on the spot in order to get accurate responses from them.
3.4.2 Christian Educational Institutions
It is noteworthy to mention that in KP as well as in Pakistan there is no independent Christian universities, therefore Christian educational institutions were
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selected for comparative study in the sampling province. In order to get access to the Christian respondents, list of the institutions obtained from the official website
(Appendix I). There are twelve well known Christian educational institutions
(school/colleges) in Khyber Pakhtunkhwa. For the purpose of this study six institutions were selected by purposive sampling process. The Christian respondents were contacted and appointment were made brief them about the nature of the study.
At the time of appointment respondents were personally interviewed.
Table 3.1: Sample Universities
Rank Universities/Institutions Public / Location Private 1 Abdul Wali Khan University, Mardan Public Mardan 2 Abasyn University, Peshawar Private Peshawar
3 City University of Science and Private Peshawar Information Technology, Peshawar 4 Gomal university Dera Ismail Khan Public Dera Ismail Khan 5 Hazara University, Dodhial, Mansehra Public Mansehra 6 Kohat University Science and Public Kohat Technology 7 Northern University, Nowshera Private Nowshera
8 Qurtuba University of Science and Private D.I. Khan Information Technology, D.I. Khan 9 Sarhad University of Science and Private Peshawar Information Technology, Peshawar 10 University of Peshawar, Peshawar Public Peshawar
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Table 3.2: Sample Christian Educational Institutions
Rank Universities/Institutions Public/ Location Private 1 St. Marry High School Peshawar Private Peshawar
2 St. Francis High School Peshawar Private Peshawar
3 St. Marry Girls High School Peshawar Private Peshawar 4 Edward College Peshawar Private Peshawar
5 Father; Saint Helen School&College Dera Private Dera Ismail Khan Ismial Khan. 6 Presentation Convent High School Private Peshawar
3.5 Instruments for Data Collection
There were two instruments used for data collection “structured interviews and
Questionnaire”. The required objectives of data collection were achieved through research Instruments. Structured interviews with the teaching community of teacher education department from the public and private sector universities and eminent academic teaching community from the Christian educational institutions of Khyber
Pakhtunkhwa. While the questionnaire data were collected from MPhil students of education department of the sample universities. The detail of these instruments are given in the succeeding text.
3.5.1 Structured Interview
Interview means face to face or by phone as appropriate thematic analysis, qualitative review to support certified conclusions with a much bigger sample size (Khan, 2009,
Gay, 1993 and Creswell, 2007). Interviews are considered the most useful data
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collection method to know the inner story of the phenomenon behind a participation„s understanding. Through application of the interview method, a scholar gets a much deeper understanding of the topic of inquiry. Interviews can be valuable for research respondents and questionnaires fully analyze the responses of the participants
(Seidman, 2006).
After studying the relevant literature review the researcher designed the interview questions in the light of the objectives of the study. The main target of the interview process was to study the views and the responses of relevant subject teachers and renowned academic teachers of Christianity on the concepts of the Islamic and the
Western Guidance services in Education, and to find out the similarities and dissimilarities between the Islamic and the Western approaches, related problems and suggestion for its improvements in the respective organization. According to Roulston
(2010) the aim of an interview process is to access the opinion of the respondents to make the situation easy and later on to describe them to the readers in an easy way of writing style. The main objective of the interview is to comprehend the meaning of the responses to the interview questions of the respondents. (Interview question format in Appendix C).
3.5.2 Questionnaire
Questionnaire for students (Questionnaire format in Appendix B) was created to acquire related and exact data about their information and understanding related to the concepts. Gay, Mill and Airasian (2011) questionnaires were devised to obtain responses to questions and the respondents answered these questions themselves. A questionnaire was prepared to probe students for getting first hand data regarding the importance of guidance services. It is an admitted fact that poorly constructed
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questionnaires creates a certain amount of misconception and confusion and results show a flimsy basis for generalization. While a carefully constructed questionnaire has unique advantages and would serve its purpose and is appropriate, of time, patience, skill and hard work. A tentative questionnaire was prepared for the student of sample universities, remolded and modified after the elimination of unnecessary clauses under the guidance of the advisor in the light of the following criteria.
a) It is relevant to the field of the study
b) It is clear and unambiguous
c) It is consistent with the scope of the study
The Questionnaire consisted of thirty statements of the Lickert scale with five alternative point‟s options. The researcher did work hard in order to prepare a simple and accurate questionnaire and strived to not to ask main questions at the initial stage of the interviews. The questionnaire covered all important areas concerning the students, especially the spiritual, social, teaching and learning problems related to the
Islamic and the Western concepts of guidance services. The researcher followed
Krejcie and Morgan (1970) determined (table for determining population is in appendix A) sample size for research activity areas of the questionnaire data collection. The questionnaire for data collection was changed, modified and improved by having discussion with the supervisor and with the help of related literature review.
3.6 Pilot Testing
Seidman (2006) and Willington (2006) said that a pre-test in the form of a pilot study is a small portion of the study in order to check the future research process, cost, benefit and the feasibility in order to see what kind of problems may come in the
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research process. The acceptance and structural accuracy of the nature and the validity of the research instrument was checked and confirmed by two external experts and taking a pilot study to test thirty M. Phil students. The reliability of the tool was made through Alpha Cronbach which is 0.7.
The similar study was carried out for collecting qualitative research data in the form of interviews of two university level professors and Christians teaching staff. The data collected through interview process was found very useful for future qualitative data research. The respondents here put forward some important suggestions for the improvement of the interview questions which were incorporated in the interview text .
3.7 Geographical Limit of the Instruments
The study was undertaken in Khyber Pakhtunkhwa, one of the five provinces of
Pakistan, in the Northern-Western part of Pakistan. The Khyber Pakhtunkhwa has an average size of 74,521 kilometers. Its population is 26.9 million (Statistical Census
Bureau of Pakistan, 2001). This province is divided into two main administrative units, Settled Areas, and Provincially Administered Tribal Areas. Provincially
Administered Tribal Areas (PATA) is included in Khyber Pakhtunkhwa. Settled
Areas comprise of six Administrative Divisions: Hazara, Mardan, Peshawar, Kohat,
Bannu, and Dera Ismail Khan. PATA contains one Administrative Division of
Malakand.
Kohat Division has three districts: Kohat, Hangu, and Karak. Bannu Division has two districts: Bannu and Lakki Marwat. Dera Ismail Khan Division has two districts: Dera
Ismail Khan and Tank. Major cities of Khyber Pakhtunkhwa include Peshawar,
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Chitral, Abbotabad, Dera Ismail Khan, Bannu, Charsadda, Hangu, Manshera, Tank,
Mardan, Kohat, Swabi, and Swat. Though FATA is not a part of the KP‟s area, it is under the administrative control of the governor of KP as a proxy to the President of
Pakistan, under the direction of the Ministry of States and Frontier Regions. KP province has seven divisions with twenty-four Districts: Malakand Divisions has seven districts: Chitral, Upper Dir, Lower Dir, Buner, Swat, Shangla, and Malakand.
Hazara Division has six districts: Kohistan, Mansehra, Battagram, Abbotabad,
Haripur, and Tor Ghar. Mardan Division has two districts: Mardan and Swabi while
Peshawar Division has three districts: Charsadda, Peshawar, and Nowshera.
The researcher was motivated to make a study on a comparative overview of Islamic and Western concepts of Guidance services in Education within the Khyber
Pakhtunkhwa province. The study adopted a mixed method explanatory sequential research design. The Khyber Pakhtunkhwa has a total of thirty one Public and Private sector universities. The areas for study were ten public and private sector universities of Khyber Pakhtunkhwa.
The researcher selected students of Master of Philosophy in Education program semester, spring/autumn 2015, from selected areas of the district Mansehra,
Mardan, Deara Ismail Khan, Nowshera, Kohat and Peshawar universities. It is necessary to point out that in the sample province there is no separate Christian universities. So there are twelve well known Christian educational institutions
(school/colleges) in Khyber Pakhtunkhwa. Six were selected for the present research study.
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Figure 3.2: Map of Khyber Pakhtunkhwa
Sources: Blogspot.com/images/Khyber % 20 Pakhtunkhwa % 20 map
3.8 Procedure of Data Collection
There are two instruments for data collection. One major instrument is an interview and the other is a questionnaire of the research for the collection of data from varied population study (Cohen, Manion and Morrison, 2007; Gay, 1993). However to
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access and get the desired data for this study, the researcher personally visited the sampled universities. The main instruments used for the data collecting phase were questionnaire for quantitative part and interview for qualitative part of the research.
Both instruments (interview and questionnaire) were administrated to total twenty teaching community from teacher education department of public and private sector universities and eminent academic teaching community from Christian educational institutions and 320 students of the sample universities of Khyber Pakhtunkhwa province of Pakistan.
The researcher personally contacted the research participants in order to discuss some points of the research project and got them agreed for her research study. The students paid due attention to the ethical considerations before giving questionnaires and conducting interviews with research participants. In the data collecting process the consent form (Appendix1.3) was given to the research participants in order to convince them that data of this study will not be used for any other purpose and will be purely used for this research project. It was also stated to the research participants that confidentiality will be maintained at all levels of the research study and the data will not be disclosed to anybody. In the same way all the research participants were convinced that the information will not be disclosed to anybody as well as it will not be shared with someone. The interviews were taken in the written form since most of the respondents were hesitant for recorded interview so the respondent‟s views were given importance. The data were analyzed when all the data process was completed.
3.9 Analysis of Data
Keeping in view the research objectives and aims, the collected data was brought in order and organized and then analysis was carried out. The usual data were interpreted
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through SPSS and carrying out thematic analysis processes. The quantitative data were analyzed by the application of SPSS version 16 by using statistical formulas of probability value and chi-square as a numerical tool ( Mill and Airasian, 2011; Gay,
1993). And thematic analysis was used for qualitative data (Cohen, Manion and
Morrison, 2007; Willington, 2006). The received data were analyzed in two phases.
At first phase the data received from the questionnaire were classified, tabulated and analyzed by using tables and graphs statistically through SPSS. The opinions of students of Master of Philosophy in Education program were collected through questionnaires. The finally approved questionnaire contained thirty questions for each student and consisted of Likert scale (Khan, 2009; Rohilla, 2010) which were very much clear and unambiguous. As there is comparatsion of Islamic and Western concepts of Guidance services,so chi squares (χ²) was used for quantitative data.
The obtained data were tabulated and analyzed according to the below prescribe table.
The following scale value was assigned to each of the five responses.
Table 3.3: Likert Scale Measure
Strongly Agreed SA 1
Agreed A 2
Undecided UND 3
Disagreed DA 4
Strongly Disagreed SDA 5
From the score of rating scale probability value was calculated. To calculate the probability value following formula with chi square (χ²) was applied to data collected
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through the questionnaires of the students to compare the results. For this chi square in contingency tables formula was used (Guliford and Fruchter, 1978).
The symbols stand for: df = (r-1) (k-1) fo = frequency observed fe = frequency expected fe (rk) = expected frequency for a cell in row and column
Fr = sum total of the frequencies of the row
Fk = sum total of the frequencies of the column
N = sum total of frequencies df = degree of freedom in a contingency table r = Numbers of row
K = Number of columns
At second phase the researcher conducted the structured interviews from the respondents for more accurate results. The data received from the interviews were interpreted in the form of themes. The researcher set up a sequence of all the questions of the interviews which consisted of eight structured interview questions.
The themes that were made and analyzed in the qualitative process and checked with the process of participant checking before finalizing the quantitative data analyzed.
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Both results received from the data were compared and generalized with each other
(Cohen, Manion and Morrison, 2007). Together with the findings of interview and questionnaire a broader picture emerged. Recommendations were induced from the findings of this study in order to meet the aims and objectives of this study.
3.10 Delimitations of the Study
The study was delimited to M.Phil Education students/scholars only.
The study was delimited to randomly selected 320 students enrolled in
M.Phil Education program from different universities of Khyber
Pakhtunkhwa.
The study was set the limits of 10 selected universities which offer M.Phil
Education program in Khyber Pakhtunkhwa.
For present study only 10 faculty of teacher education departments
Lecturers, Assistant Professors and Professors were selected .
The study was delimited to Christian educational institutions of Khyber
Pakhtunkhwa because there are no separate universities for chirsitian
community in KP as well as Pakistan.
The study delimited to those private institutions which governed by the non
Muslims and Christian managers.
For research study only 10 faculty of Christian educational institutions of
Khyber Pakhtunkhwa were selected .
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3.11 Limitations of the Study
There were a number of limitations faced by the scholar during this research study, particularly the lack of sufficient reliable information for the comparative study of
Islamic and Western concepts in education. In several cases, the available data from various private and public sector universities and Christian institutions were not up to the mark. Moreover, the lack of interest from some circles of the faculty of teaching community of the sample university was another challenge to face. In some other cases, the lack of understanding and non-cooperation of the faculty members of universities and their educational institutions / departments was another problem.
Therefore, the researcher visited twice each sample university. Some of the teaching staff of the education department which namely recognized with IER and faculty of education was not very cooperative. In this situation, the researcher faced a lot of problems in collecting required information for the study. Moreover, the well reputed non Muslim educational institutions personals were reluctant to give recoreded interview to the researcher in face to face meeting, however they agreed to give the interview in written form which was another shortcoming during this research study. Time and financial resources created problems. Time bound was also a big problem because it was difficult to collect data in certain interval of time. Being a female researcher it was almost impossible to collect data from far off universities and stay there for a night as the sample universities were on long distance from researcher „s base. However, This study with its limitations might be instrumental for students, teaching community, curriculum developers of higher educational institutions and for researchers.
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CHAPTER-4
INTERPRETATION OF DATA , RESULTS AND DISCUSSIONS
The research thesis on a comparative overview of the Islamic and Western concepts of guidance services in education consist of questionnaires for students. The questionnaires contained Lickert scale of closed ended statement (Gay, Mill and
Airasian, 2011). Lickert scale statements were constructed to ascertain the viewpoints of students about the Islamic and Western concepts of guidance services in education, their historical backgrounds, importance, needs and availability of facilities and hurdles at university level. Besides this, interviews of teaching community were included from education department of the public and private sector universities and eminent academic teaching community from Christian educational institutions.
4.1 An Analytical Overview of Academic Respondents
The analysis of students‟ questionnaires covered different aspects of guidance services at university level of the Islamic and the Western concepts in education , the historical backgrounds of both concepts, the significance of these services, various problems faced by the students at Master of philosophy in education program due to non-availability and the need of proper guidance for solving students problems, the role of these services within Islamic and Western point of view, hurdles and challenges in its implementation and suggestion for improving these services at university level. Interview data of the sample teachers /professors were thematically analyzed and the analysis of the students‟s questionnaire data has been presented and interpreted in general and in separate tables as listed below.
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Table 4.1: Concept of Guidance Services in Islamic System
Guidance Service SA A UD D SD χ² p-value d.f in Education
Islamic point of 270 41 9 0 0 379.96 0.00 2 view
Percentage 84% 13% 3% 0 0 - - -
The above statement was significant, because the probability value of chi-square is less than the 5 % level of significance. It shows that 84% students strongly agreed 13% agreed, and 3% undecided and nobody disagreed with the statement. The analysis reveals that the overall results are strongly agreed in respect of table 4.1. The p - value is 0.00, which is less than 00.5. Therefore, it is concluded from the above that the statement was significant of the Islamic concept of guidance service which is very important in the Islamic system of education. The same results are shown in figure 4.1.
Figure 4.1: Concept of Guidance Services in Islamic System
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Table 4.2: Concept of Islamic Guidance and Word Iqra
Guidance Service SA A UD D SD χ² p-value d.f in Education
Islamic point of 254 44 22 0 0 307.52 0.000 2 view
Percentage 79% 14% 7% 0 0 - - -
The above statement was significant, because the probability value of chi-square is less than the 5% level of significance. It shows that 79% students strongly agreed, 14% agreed and 7% were undecided and nobody disagreed with the above statement. The analysis shows that the overall results are strongly agreed in respect of table 4.2. The probability computed value is 0.00, less than 0.05. Therefore, it is concluded from the above, that the statement was statistically significant that the concept of Islamic guidance started with the word Iqra fourteen years ago. The same results are shown in figure 4. 2.
Figure 4.2: Concept of Islamic Guidance and Word Iqra
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Table 4.3: Parents and Teacher as best Source of Guidance in Islam
Guidance Service SA A UD D SD χ² p- d.f in Education value Islamic point of 217 97 6 0 0 210.01 0.00 2 view
Percentage 68% 30% 2% 0 0 - - -
The above statement was significant, because the probability value of chi-square is less than the 5 % level of significance. It indicates that 68% students strongly agreed, 30% agreed, and 2% were undecided and none of them disagreed with the above statement. The analysis shows that the overall results are strongly agreed in respect of table 4.3. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from the above that the statement was significant that a teacher is the best source of guidance from Islamic point of view and is very much essential. The same results are also shown in figure 4.3.
Figure 4.3: Parents and Teacher as best Source of Guidance from Islam
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Table 4.4: Islamic Guidance helps in the wholesome Development of Individual
Guidance Service SA A UD D SD χ² p- d.f in Education value
Islamic point of 231 74 11 4 0 425.12 0.00 3 view
Percentage 72% 23% 3% 1% 0 - - -
The above statement was significant, because the probability value of chi-square is less than the 5% level of significance. It indicates that 72% students strongly agreed , 23% agreed, and 3% were undecided and remaining 1% disagreed with the above statement. The analysis shows that the overall results are strongly agreed in respect of table 4.4. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from the above that the statement was statistically significant that Islamic guidance helps in the wholesome development of individual in the education system. The same results are also shown in figure 4.4.
Figure 4.4: Islamic Guidance helps in the wholesome Development of Individual
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Table 4.5: Universal Concept of Guidance in Islam
Guidance Service SA A UD D SD χ² p-value d.f in Education Islamic point of 207 101 9 3 0 344.25 0.00 3 view Percentage 64% 32% 3% 1% 0 - - -
The above statement was significant, because, it indicates that 64% students strongly agreed, 32% agreed, and 3% were undecided and remaining 1% disagreed with the above statement. The analysis shows that the overall results are strongly agreed in respect of table 4.5. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from the above that the statement was significant regarding that the concept of the universal guidance in Islam is very much essential. The same results are also shown in figure 4.5.
Figure 4.5: Universal Concept of Guidance in Islam
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Table 4.6: Islamic Guidance need of all times and for people of all ages
Guidance Service SA A UD D SD χ² p-value d.f in Education
Islamic point of 201 80 33 5 1 430.19 0.00 4 view
Percentage 63% 25% 10% 2% 0.3% - - -
The above statement was significant, because the probability value of chi-square is less than the 5 % level of significance. It indicates that 63% students strongly agreed, 25% agreed, and 10% were undecided and remaining 2% disagreed with the above statement. The analysis shows that the overall results are strongly agreed in respect of table 4.6. The probability computed value is 0.00, which is less than 0.05. Therefore, it is inferred from the above that the statement was significant that the Islamic guidance which is need of all times and for people of all ages is very much necessary. The same results are also shown in figure 4.6.
Figure 4.6: Islamic Guidance need of all times and for people of all ages
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Table 4.7: Islamic Guidance Services beneficial in achieving the Objectives of Teacher Education
Guidance SA A UD D SD χ² p-value d.f Service in Education
Islamic point of 186 122 7 4 1 290.58 0.00 3 view
Percentage 58% 38% 2% 1% 0.3% - - -
The above statement was significant, because the probability value of chi-square is less than the 5 % level of significance. It indicates that 58% students strongly agreed, 38% agreed and 2% were undecided and 1% disagreed with the above statement. The analysis shows that the overall results are strongly agreed in respect of table 4.7. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from the above that the statement was significant of the fact that the Islamic guidance services are beneficial in achieving the goals in education and are really important for the growth of people. The same results are also shown in figure 4.7.
Figure 4.7: Islamic Guidance Services beneficial in achieving the Objectives of Teacher Education
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Table 4.8: Islamic Guidance Services, the need of present Education System
Guidance Service SA A UD D SD χ² p- d.f in Education value Islamic point of 197 98 22 3 0 291.5 0.00 3 view
Percentage 62% 31% 7% 0.9% 0 - - -
The above statement was significant, because the probability value of chi-square is less than the 5 % level of significance. It indicates that 62% students strongly agreed, 31% agreed, and 7% were undecided and 0.09% disagreed with the above statement. The analysis shows that the overall results are strongly agreed in respect of table 4.8. The probability computed value is 0.00, which is less than 0.05. Therefore, it is inferred from the above statement statistically shown that Islamic guidance services are the need of present education system. The same results are also shown in figure 4.8.
Figure 4.8: Islamic Guidance Services, the need of present Education System
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Table 4.9: Islamic Guidance an Important Component of Education System
Guidance SA A UD D SD χ² P- d.f Service in value Education
Islamic point of 190 90 38 1 1 384.28 0.00 4 view
Percentage 59% 28% 12% 0.3% 0.3% - - -
The above statement was significant, because the probability value of chi-square is less than the 5 % level of significance. It indicates that 59% students strongly agreed, 28% agreed, and 12% were undecided and remaining 0.06% disagreed with the above statement. The analysis reveals that the overall results are strongly agreed in respect of table-4.9. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from the above statement, that Islamic guidance is the important component of education system. The same results are also shown in figure 4.9.
Figure 4.9: Islamic Guidance an Important Component of Education System
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Table 4.10: Adequate Sources of Islamic Guidance used in the Teacher Education System
Guidance Service SA A UD D SD χ² p-value d.f in Education
Islamic point of 92 62 50 99 18 137.66 0.00 4 view
Percentage 29% 19% 16% 31% 6% - - -
The above statement was significant, because the probability value of chi-square is less than the 5 % level of significance. It indicates that 29% students strongly agreed, 19% agreed, and 16% were undecided while remaining 31% disagreed with it. And only 6% disagreed with the above statement. The analysis shows that the overall results are strongly agreed in respect of table 4.10. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from the above specified statement which was significant, that the sources of Islamic guidance used in teacher education system are adequate. The same results are also shown in figure 4.10.
Figure 4.10: Adequate Sources of Islamic Guidance used in Teacher Education System
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Table 4.11: Educational Institutions used Islamic Guidance Services to Solve Problems
Guidance Service SA A UD D SD χ² p- d.f in Education value Islamic point of 37 71 67 127 18 86 0.00 4 view
Percentage 12% 22% 21% 40% 6% - - -
The above statement was significant, because the probability value of chi-square is less than the 5 % level of significance. It indicates that 12% students strongly agreed with the above statement , 22% agreed, and 21% were undecided and remaining 46% disagreed with the above statement. The analysis reveals the overall results are disagreed with respect of table 4.11. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from the above statement that the majority of respondents disagreed with the statement that educational institutions use Islamic guidance services to solve the problems. The same results are also shown in figure 4.11.
Figure 4.11: Educational Institutions used Islamic Guidance Services to Solve Problems
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Table 4.12: Favorable Environment for Islamic Guidance Services in Teacher Education of Pakistan
Guidance Service SA A UD D SD χ² p- d.f in Education value Islamic point of 32 88 49 136 16 115.16 0.00 4 view
Percentage 10% 28% 15% 43% 5% - - -
The above statement was significant because the probability value of chi-square is less than the 5 % level of significance. It indicates that 10% students strongly agreed, 28% agreed, and 15% were undecided and remaining 43% disagreed and 5% strongly disagreed with the statement. The analysis reveals that the overall results are disagreed with respect of table 4.12. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from the above that the majority of the respondents disagreed with the statement that there is a favorable environment for Islamic guidance services in teacher education in the universities of Pakistan. The same results are also shown in figure 4.12.
Figure 4.12: Favorable Environment for Islamic Guidance Services in Teacher Education of Pakistan
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Table 4.13: Guidance as Basic need of Human beings from Western point of view
Guidance SA A UD D SD χ² p- d.f Service in value Education
Western point of 80 125 72 22 21 110.44 0.00 4 view
Percentage 25% 39% 23% 7% 7% - - -
The above statement was significant because the probability value of chi-square is less than the 5 % level of significance. It indicates that 25% students strongly agreed, 39% agreed, and 23% were undecided and remaining 14% disagreed with the above statement. The analysis reveals that the overall results are strongly agreed in respect of table 4.13. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from the above statement that guidance is the basic need of human beings from a Western point of view in education. The same results are also shown in figure 4. 13.
Figure 4.13: Guidance as Basic need of Human beings from Western point of view
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Table 4.14: Concept of Western Guidance Services Introduced in Nineteen Century
Guidance Service SA A UD D SD χ² p- d.f in Education value Western point of 34 81 157 41 7 200.03 0.00 4 view Percentage 11% 25% 49% 13% 2% - - -
The above statement was significant because the probability value of chi-square is less than the 5 % level of significance. It indicates that 11% students strongly agreed, 25% agreed, and 49% were undecided and remaining 15% students disagreed with the above statement. The analysis reveals that the overall results are undecided in respect of table 4.14. The probability computed value is 0.00, which is smaller than 0.05. Therefore, it is concluded from the above that the majority of the scholars were unaware of the concept that Western guidance was first introduced in nineteen century in the Western education system. The same results are also shown in figure 4.14.
Figure 4.14: Concept of Western Guidance Service Introduced in Nineteen century
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Table 4.15: Western Guidance helps in the Wholesome Development of individual
Guidance SA A UD D SD χ² p- d.f Service in value Education
Western point of 28 87 88 87 30 63.88 0.00 4 view
Percentage 9% 27% 28% 27% 9% - - -
The above statement was significant because the probability value of chi-square is less than the 5 % level of significance. It indicates that 9% students strongly agreed, 27% agreed, and 28% were undecided and remaining 27% and 9% students disagreed with the above statement. The analysis reveals that the overall results are undecided and disagreed with respect of table 4.15. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from the above that majority of the respondents were unknown and disagreed with the statement, that the Western guidance helps in the wholesome development of individual in education. The same results are also shown in figure 4.15.
Figure 4.15: Western Guidance helps in the Wholesome Development of Individual
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Table 4.16: Western Guidance covers all Components of Guidance Services in Teacher Education System
Guidance Service SA A UD D SD χ² p- d.f in Education value
Western point of 21 83 78 113 25 103.53 0.00 4 view
Percentage 7% 26% 24% 35% 8% - - -
The above statement was significant because the probability value of chi-square is less than the 5 % level of significance. It indicates that 7% students strongly agreed, 26% agreed, and 24% were undecided and remaining 35% scholars disagreed with the above statement. The analysis reveals that the overall results are disagreed with respect to table 4.16. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from the above that the majority of the respondents were unaware and disagreed with the statement that the Western guidance covers all components of guidance services and activities in the teacher education system. The same results are also shown in figure 4.16.
Figure 4.16: Western Guidance covers all Components of Guidance Services in Teacher Education System
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Table 4.17: Western Guidance an Important Component of Education System
Guidance Service SA A UD D SD χ² p- d.f in Education value
Western point of 30 107 91 86 6 119.66 0.00 4 view
Percentage 9% 33% 28% 27% 2% - - -
The above statement was significant because the probability value of chi-square is less than the 5 % level of significance. It indicates that 9% students strongly agreed, 33% agreed, and 28% were undecided and remaining 27% disagreed with the above statement. The analysis reveals that the overall results are up to some extent strongly agreed in respect of table 4.17. The probability computed value is 0.00, which is smaller than 0.05. Therefore, it is concluded from above, that the statement was statistically significant about Western guidance is the important component of education system. The same results are also shown in figure 4.17.
Figure 4.17: Western Guidance an Important Component of Education System
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Table 4.18: Western Guidance Services provide enough opportunities to the Individual
Guidance Service SA A UD D SD χ² p- d.f in Education value
Western point of 31 182 54 44 9 253.78 0.00 4 view
Percentage 10% 57% 17% 14% 3% - - -
The above statement was significant because the probability value of chi-square is less than the 5 % level of significance. It indicates that 10% students strongly agreed, 57% agreed, and 17% were undecided and remaining 14% students disagreed with the above statement. The analysis reveals that the overall results are agreed in respect of table 4.18. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from the above statement that Western guidance services provide enough opportunities to the individual in education. The same results are also shown in figure 4.18.
Figure 4.18: Western Guidance Services provide enough opportunities to the Individual
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Table 4.19: Western Concepts of Guidance Services guide the individuals in Teacher Education of Pakistan Guidance Service SA A UD D SD χ² p-value d.f in Education
Western point of 12 64 95 132 17 148.94 0.00 4 view
Percentage 4% 20% 30% 41% 5% - - -
The above statement was significant because the probability value of chi-square is less than the 5 % level of significance. It indicates that 4% students strongly agreed, 20% agreed, and 30% were undecided and remaining 41% scholars disagreed with the above statement. The analysis reveals that the overall results are disagreed with respect to table 4.19. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from the above that the majority of the respondents were unknown and disagreed with a statement that the Western concepts of guidance are fully able to guide the individuals in teacher education set up in Pakistan„s education system. The same results are also shown in figure 4.19.
Figure 4.19: Western Concepts of Guidance Services guide the individuals
in Teacher Education in Pakistan
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Table 4.20: Western Concepts of Guidance leading as Compared to Islam
Guidance Service SA A UD D SD χ² p- d.f in Education value
Western point of 11 42 75 157 35 161.38 0.00 4 view
Percentage 3% 13% 23% 49% 11% - - -
The above statement was significant because the probability value of chi-square is less than the 5 % level of significance. It indicates that 3% students strongly agreed, 13% agreed, and 23% were undecided and remaining 60% students strongly disagreed with the above statement. The analysis reveals that the overall results are strongly disagreed with respect of table 4.20. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from the above that the majority of the respondents disagreed with the statement that the Western concepts of guidance were leading as compared to Islamic concept in education. The same results are also shown in figure 4.20.
Figure 4.20: Western Concepts of Guidance leading as Compared to Islam
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Table 4.21: Western Guidance Services beneficial in achieving the Objectives of Teacher Education Guidance SA A UD D SD χ² p-value d.f Service in Education
Western point of 32 159 92 30 7 227.56 0.00 4 view
Percentage 10% 50% 26% 9% 2% - - -
The above statement was significant because the probability value of chi-square is less than the 5 % level of significance. It indicates that 10% students strongly agreed, 50% agreed, and 26% were undecided and remaining 11% disagreed with the above statement. The analysis reveals that the overall results are agreed in respect of table 4.21. The probability computed value is 0.00, which is smaller than 0.05. Therefore, it is concluded from the above statement that the Western guidance services are beneficial in achieving the objectives of teacher education. The same results are also shown in figure 4.21.
Figure 4.21: Western Guidance Services beneficial in achieving the Objectives of Teacher Education
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Table 4.22: Western Concept gives Importance to the Career Guidance Services
Guidance Service SA A UD D SD χ² p- d.f in Education value
Western point of 46 176 63 31 4 262.91 0.00 4 view
Percentage 14% 55% 20% 10% 1% - - -
The above statement was significant because the probability value of chi-square is less than the 5 % level of significance. It indicates that 14% students strongly agreed, 55% agreed, and 20% were undecided and remaining 10% students disagreed with the above statement. The analysis reveals that the overall results are strongly agreed in respect of table 4.22. The probability computed value is 0.00, which is less than 0.05. Therefore, it is inferred that Western concept gives importance to the career guidance services in education. The same results are also shown in figure 4.22.
Figure 4.22: Western Concepts give Importance to the Career Guidance Services
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Table 4.23: Western Guidance System successful in Solving Psychological Problems
Guidance Service SA A UD D SD χ² p- d.f in Education value Western point of 61 126 80 53 0 42.7 0.00 3 view Percentage 19% 39% 25% 17% 0 - - -
The above statement was significant because the probability value of chi-square is less than the 5 % level of significance. It indicates that 19% students strongly agreed, 39% agreed, and 25% were undecided and remaining 17% disagreed with the above statement. The analysis reveals that the overall results are agreed in respect of table 4.23. The probability computed value is 0.00, which is less than0.05. Therefore, it is concluded from the above statement; that the Western guidance system is successful in solving psychological problems in education. The same results are also shown in figure 4.23.
Figure 4.23: Western Guidance System successful in Solving Psychological Problems
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Table 4.24: Educational Institutions successfully Solve students Problems with Western Guidance Services
Guidance Service SA A UD D SD χ² p-value d.f in Education
Western point of 16 57 107 137 3 183.97 0.00 4 view
Percentage 5% 18% 33% 43% 1% - - -
The above statement was significant because the probability value of chi-square is less than the 5 % level of significance. It indicates that 5% students strongly agreed, 18% agreed, and 33% were undecided and remaining 43% disagreed with the above statement. The analysis reveals that the overall results are disagreed with respect of table 4.24. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from the above that the majority of the respondents disagreed with the statement that the educational institutions can successfully solve students‟ problems with Western guidance services in education. The same results are also shown in figure 4.24.
Figure 4.24: Educational Institutions successfully solve students Problems with Western Guidance Services
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Table 4.25: Proper Guidance available in the Master of Philosophy in Education Program at University level
Status of SA A UD D SD χ² p-value d.f Guidance Services in Education M.Phil Education 28 74 69 130 19 109.94 0.00 4 Programs Percentage 9% 23% 22% 41% 6% - - -
The above statement was significant because the probability value of chi-square is less than the 5 % level of significance. It indicates that 9% students strongly agreed, 23% agreed, and 22% were undecided and remaining 47% students disagreed with the above statement. The analysis reveals that the overall results are disagreed with respect of table 4.25. The probability computed value is 0.00, which is smaller than 0.05. Therefore, it is concluded from above that the majority of the respondents disagreed with statement that proper guidance is available in the Master of philosophy in education program at the university level. The same results are also shown in figure 4.25.
Figure 4.25: Proper Guidance available in the Master of Philosophy in Education Program at University level
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Table 4.26: Slight Exercise of Guidance Services in Master of Philosophy in Education Program
Status of SA A UD D SD χ² p- d.f Guidance value Services in Education M.Phil Education 53 143 57 61 6 135.09 0.00 4 Programs Percentage 17% 45% 18% 19% 2% - - -
The above statement was significant because the probability value of chi-square is less than the 5 % level of significance. It indicates that 17% students strongly agreed, 45% agreed, and 18% were undecided and remaining 21% students disagreed with the above statement. The analysis reveals that the overall results are agreed in respect of table 4.26. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from the above statement that there is a slight exercise of guidance services in Master of philosophy in education program. The same results are also shown in figure 4.26.
Figure 4.26: Slight Exercise of Guidance Services in Master of Philosophy in Education Program
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Table 4.27: Guidance Services have an effective Role in Master of Philosophy in Education Program Status of SA A UD D SD χ² p-value d.f Guidance Services in Education M.Phil Education 54 102 75 86 3 92.22 0.00 4 Programs Percentage 17% 32% 23% 27% 1% - - -
The above statement was significant because the probability value of chi-square is less than the 5 % level of significance. It indicates that 17% students strongly agreed, 32% agreed, and 23% were undecided and remaining 28% students disagreed with the above statement. The analysis reveals that the overall results are agreed in respect of table 4.27. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from the above that the statement was significant, that guidance services have been effective and played a crucial role in Master of philosophy in education program. The same results are also shown in figure 4.27.
Figure 4.27: Guidance Services have an effective Role in Master of Philosophy in Education program
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Table 4.28: The Present System of Pakistan‟s Master of Philosophy in Education
Program Cover Up Adequate Guidance Services Opportunities
Status of Guidance SA A UD D SD χ² p- d.f Services in value Education M.Phil Education 18 53 88 140 21 158.5 0.00 4 Programs Percentage 6% 17% 28% 44% 7% - - -
The above statement was significant because the probability value of chi-square is less than the 5 % level of significance. It indicates that 6% students strongly agreed, 17% agreed, and 28% were undecided and remaining 51% disagreed with the above statement. The analysis reveals that the overall results are disagreed with respect of table 4.28. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from above that majority of the respondents disagreed with the statement that present system of Pakistan‟s Master of philosophy in education program has an appropriate guidance services opportunity. The same results are also shown in figure 4.28.
Figure 4.28: The Present System of Pakistan‟s Master of Philosophy in Education program cover up Adequate Guidance Services Opportunities
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Table 4.29: Guidance Services partially put into Practice in Teacher Education System of Pakistan. Status of SA A UD D SD χ² p- d.f Guidance value Services in Education M.Phil Education 36 146 97 39 2 192.094 0.00 4 Programs Percentage 11% 46% 30% 12% 1% - - -
The above statement was significant because the probability value of chi-square is less than the 5%, level of significance. It indicates that 11% students strongly agreed, 46% agreed, and 30% were undecided and remaining disagreed with the above statement. The analysis shows that the overall results are strongly agreed in respect of table 4.29. The probability computed value in table 4.29 is 0.00, which is less than 0.05. Therefore, it is concluded from above, that the statement was statistically significant regarding guidance services are partially put into practice in teacher education system of Pakistan. The same results are also shown in figure 4.29.
Figure 4.29: Guidance Services partially put into Practice in Teacher Education System of Pakistan.
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Table 4.30: Need to Improve the Guidance Services in the current Teacher Education System of Pakistan
Status of SA A UD D SD χ² p-value d.f Guidance Services in Education M.Phil Education 199 95 18 7 1 402.781 0.00 4 Programs Percentage 62% 30% 6% 2% 0.3% - - -
The above statement was significant because the probability value of chi-square is less than the 5%, level of significance. It indicates that 62% students strongly agreed, 30% agreed, and 6% were undecided and remaining disagreed with the above statement. The analysis reveals that the overall results are strongly agreed in respect of table 4.30. The probability computed value is 0.00, which is less than 0.05. Therefore, it is concluded from above, that the statement was significant; that there is a need to improve the guidance services in the current teacher education system of Pakistan. The same results are also shown in figure 4.30.
Figure 4.30: Need to Improve the Guidance Services in the current Teacher Education System of Pakistan
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Table 4.31: Summarize Data Analysis of all Questionnaire
Strongly Strongly Agreed Undecided Disagreed Agreed Disagreed Total X2 p- Rank 1 2 3 4 5 value F % F % F % F % F % F % Table 4. 1 270 84 41 13 9 3 0 0 0 0 320 100 397.96 0.00 Table 4.2 254 79 44 14 22 7 0 0 0 0 320 100 307.52 0.00 Table 4.3 217 68 97 30 6 2 0 0 0 0 320 100 210.01 0.00 Table 4.4 231 72 74 23 11 3 4 1 0 0 320 100 425.12 0.00 Table 4.5 297 64 101 32 9 3 3 1 0 0 320 100 344.25 0.00 Table 4.6 201 63 80 25 33 10 5 2 1 0.3 320 100 430.19 0.00 Table 4.7 186 58 122 38 7 2 4 1 1 0.3 320 100 290.58 0.00 Table 4.8 197 62 98 31 22 7 3 0.9 0 0 320 100 291.5 0.00 Table 4.9 190 59 90 28 38 12 1 0.3 1 0.3 320 100 384.28 0.00 Table 4.10 92 29 62 19 50 16 99 31 18 6 320 100 137.66 0.00 Table 4.11 37 12 71 22 67 21 127 40 18 6 320 100 86.00 0.00 Table 4.12 32 10 88 28 49 15 136 43 16 5 320 100 115.16 0.00 Table 4.13 80 25 125 39 72 23 22 7 21 7 320 100 110.44 0.00 Table 4.14 34 11 81 25 157 49 41 13 7 2 320 100 200.03 0.00 Table 4.15 28 9 87 27 88 28 87 27 30 9 320 100 63.88 0.00 Table 4.16 21 7 83 26 78 24 113 35 25 8 320 100 103.53 0.00 Table 4.17 30 9 107 33 91 28 86 27 6 2 320 100 119.66 0.00 Table 4.18 31 10 182 57 54 17 44 14 9 3 320 100 253.78 0.00 Table 4.19 12 4 64 20 95 30 132 41 17 5 320 100 148.94 0.00 Table 4.20 11 3 42 13 75 23 157 49 35 11 320 100 161.38 0.00 Table 4.21 32 11 159 50 92 26 30 9 7 2 320 100 227.56 0.00 Table 4.22 46 14 176 55 63 20 31 10 4 1 320 100 262.91 00.0 Table 4.23 61 19 126 39 80 25 53 17 0 0 320 100 42.7 00.0 Table 4.24 16 5 57 18 107 33 137 43 3 1 320 100 183.97 00.0 Table 4.25 28 9 74 23 69 22 130 41 19 6 320 100 109.94 00.0 Table 4.26 53 17 143 45 57 18 61 19 6 2 320 100 135.09 00.0 Table 4.27 54 17 102 32 75 23 86 27 3 1 320 100 92.22 00.0 Table 4.28 18 6 53 17 88 28 140 44 21 7 320 100 158.5 00.0 Table 4.29 36 11 146 46 97 30 39 12 2 1 320 100 192.09 00.0 Table 4.30 199 62 95 30 18 6 7 2 1 0.3 320 100 402.78 00.0
The above table show the universial cross-sections / discussing the total preseeding table data (displayed) the questionaair
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4.2 Thematic Analysis of Data Collected through Interviews
The data collected through interviews of teaching community from education departments of the public and private sector universities and eminent academic teaching community from Christian educational institutions of Khyber Pakhtunkhwa province was thematically analyzed as follows:
4.2.1 Historical Background of Islamic Guidance Services
Most of the interviewees opined that the Islamic guidance started from the revelation
Their .(ﷺ of the Holy Quran and the teachings of the Holy Prophet (Muhammad views are as follows:
(ﷺ a) Islamic guidance begins from the time of the Holy prophet (Muhammad
till Hazart Umer bin Abdul Aziz era. This time show the complete guidance
services towards Muslims and especially towards humanity.
b) From the Holy Quran and the Hadith, we can get a clear message of guidance
when we perform our prayer and say “Oh Allah! Guide us towards the right
path”.
c) Islam has provided a very effective guidance service to all human beings. It is
universal in nature. It is in the Holy Quran and in the teaching of the Holy
Islamic guidance has given certain principle like .(ﷺ prophet ((Muhammad
kindness, forgiveness, love, practical demonstration, individual‟s difference
to the students.
d) We daily pray five times a day and recite the Surah Fatiha and we say “
Guide us on the right path” so the concepts of guidance is the main theme of
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the Islamic thoughts. It is a fact that the concept of guidance is the root and
the key word in the teaching of Islam. e) Islamic guidance starts right from the Quranic word “Iqra”. Islam stands for
the guidance of humanity belonging to various professions irrespective of
creed,caste and religion. f) Guidance is the process of helping an individual to explore his potentials,
overcome obstacles and put his potentials to the best possible use of his own
self and the society. Islam carries out this process very effectively by giving
step-by-step guidelines in the Quran and the Sunnah. As far as regular and
organized guidance in education is concerned, during the early centuries of
Islam, this was done very effectively. In those days, the mosque was the
center of teaching and learning. g) Of course, there is an effective historical background of Islamic guidance in
the form of the Quran and the Hadith. h) There is an effective historical background of Islamic guidance services. All
the prophets sent to this earth by Almighty Allah (with their Holly books) are
the source of guidance for the humanity. This chair has been carried out by
the followers of Islam as they preach for the betterment of humanity. We
is actually the (ﷺ believe that the Sunnah of the prophet (Muhammad
Islamic guidance services not only for the Muslims but for all humanity. i) Of course, there is historical background of guidance services in the form of
books revealed by Almighty Allah, such as the Quran, Bible, Anjeel and
Turat which proved the history of guidance.
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j) In my view, it is based on the verses with regard to education and knowledge
contained in the Holy Quran. In Surah Al Baqarah, Ayat no 2, 31, 34 and in
Surah Taha Ayat no 20, 114 clearly indicate the guidance services in Islam.
k) Islam provides a complete code of life. All the messengers of Almighty Allah
were sent to mankind for guidance and all the Holy books provided complete
and comprehensive guidance services for human being.
l) Of course, there is historical background of guidance services, if we go back
provided (ﷺ in the Islamic history, we find that prophet (Muhammad
guidance to His followers as well as to all other people.
4.2.2 Western Background of Guidance Services
When the respondents were asked to comment on the background of Western guidance services they mentioned:
a) If we look at the Western background of guidance service there are some
prominent scholars who provided the solid foundation for the Western
guidance and counseling services like John Dewy and Francis Bacon who
was an empiricist and he offered a lot of guidance through his own
empiricist philosophy where as John Dewy extended his views on guidance
from his own ontological perspective in the Western society.
b) No doubt, the United State of America and the Western countries have
developed remarkably by profiting through the guidance and counseling
services right from the early 20thcentury.
c) The Western background of guidance services has more established system
at school, college and university level. They have specialists in the field of
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guidance services. They have developed a guidance center and provide
services according to the need of students. The most important guidance
among them is regarding realistic career choices. There was a social
reformer, named Frank Parsons considered the father of career guidance
started this services in the Western society . He gave three stages of that
approach. d) In the West, the concept of guidance surfaced much later than the Islamic
concept. The concept of guidance was incorporated in the Western
education system towards the end of the 19th century. Its importance was
still not realized well till the 20th century. However, in the last half of the
20th century, its importance was very well understood and it turned out to
be a vital component of the education systems. At present, guidance
services in the Western education system are doing very well. e) The Western guidance services have also been derived from the principles
of Islamic guidance, but it believes in liberalism to some extent. f) The United States of America, which got the lead in the field of scientific
research related to the guidance and counseling. Likewise, it was
Americans who initiated scientific writing and huge literature was produced
in this regard as compared to the rest of the world. Later on, the Western
world speeded up the work in the field of students guidance and counseling,
especially in the field of education, scientific research, art and industrial
work in order to pace up the proper utilization of human and natural
resources of the state in good manners. These services in those countries are
organized on a democratic basis so that they are available to every
individual irrespective of his caste, creed or socioeconomic status.
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g) The base of the Western guidance services is believed to be the life of this
world. The Western systems ensure basic human rights and facilities, but
they do not provide any guidance of the hereafter. h) The Western guidance services are exactly like that are found Islamic
guidance –both being derived from the divine books (Bible and Quran) and
also believe in the modern philosophy of liberalism. Actually the Western
guidance services are the implemented shape of Islamic guidance services.
The Western educationists have offered some experimental services along
with their religious school preaching. i) The Western background of guidance services is contained in the Jewish
Bible. This view is based on the relevant verses with regard to education
and knowledge referred to on websites, but checked by the respondent
from the Jewish Bible testament and new testament which are as under:
a) Jewish Bible:
“You shall teach them to your children, talking of them
when you are sitting in your house and when you are
walking by him way and when you lie down and when
rise” Deuteronomy (11:19).
“As for these four youth, God gave them knowledge and
intelligence in every branch of literature and wisdom,
Daniel even understood all kinds of visions and dreams”
Daniel (1:17).
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b) New Testament:
“Moses was educated in all the learning of the Egyptians,
and He was a man of power in words and deeds” Act
(7:22).
In Tiomthly mentioned as;
“And that from childhood you have known the sacred writings which
are able to give you the wisdom that leads to recovery through the
faith which is in Christ Jesus. All scripture is inspired by God and
profitable for teaching, reproof, correction and training in
righteousness ‟‟ (http:// www,openbible .info/topics/education ).
4.2.3 Islamic Guidance and Teacher Education in Pakistan
When the respondents were asked to comment on the Islamic guidance services regarding the Teacher Education in Pakistan they mentioned:
a) According to each and every policy the government has stressed on religious
foundations. In teacher education programs, from bachelor to master, different
subjects are taught to the prospective teachers under the ideas of Islam and
guidance is one of the subjects.
b) I think no such efforts have been made so far to incorporate and inculcate
Islamic concepts of guidance in our teacher education program.
c) I am personally not satisfied of the current role of the subject taught in our
universities about the guidance. There is a big room for improvement in our
existing syllabus of guidance, but we see nothing like that in the teacher
training program in Pakistan.
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d) There is plenty of room for teachers to guide the students socially, spiritually
and morally. This can be done through the process of proper guidance. For this
purpose there has to be strong curriculum which can equip our new teachers to
guide our coming generation on the right path. Our higher education at
university level is lacking the system of solid guidance curriculum. What are
being taught, are out of date nowadays. e) There is an Islamic environment in teacher education program„s content, but
practically it is not enriched as well as considered necessary. This one
is enough to quote here “I am (ﷺ statement of our prophet (Muhammad
sending a teacher to serve the humanity.” f) There is a dearth of Islamic guidance services in teacher education programs
of Pakistan. Since we have adopted most of the part of the curriculum from the
West, so we don‟t see much of Islamic guidance principles incorporated in our
teacher education system. g) Islamic guidance in teacher education program is not being used practically as
required. It is based on modern pedagogy being taught in teaching strategies. h) Islamic guidance in teacher education programs in Pakistan has not been
incorporated the way it should have been. i) We have no proper system of Islamic guidance services in our teacher
education program, neither the Islamic historical educationists as teacher
background history provided to us as guidance which is errantly required for
teachers. j) Guidance occupies an important place in the educational program not only in
Pakistan but throughout the world. Though in our higher education system,
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guidance is taught as a subject, but the quality of this subject is not up to date
and needs substantial improvement.
k) Aims and objectives of education in Islam and sources of knowledge in Islam
are part of the syllabus of M.A education and other teacher training programs.
The prospective teachers also study and learn about these contents. While
undertaking the in-service training the teachers enhance /update such
knowledge. Further, the majority of Pakistan„s population is Muslims. As
such, they pay due respect to the Islamic thoughts and ideas.
l) In some pre-services teachers program, there is some course content for
Islamic guidance. However, it is mostly included in the hidden curriculum of
teacher education program. This indicates that Islamic guidance was not given
proper place in the curriculum of teacher education.
m) As far as the Islamic guidance is concerned, it is needed from primary till the
university level. In Pakistan, in teacher training program the individuals need
proper guidance keeping in view the Islamic system.
4.2.4 Western Guidance and Teacher Education in Pakistan
When the respondents were asked to comment on the Western guidance services regarding the Teacher Education in Pakistan they mentioned:
a) Definitely teacher education program has developed a complete hierarchy
from Latin era, middle ages, Renaissance period to till date. It showed that in
different aspects of the above mentioned era, people have contributed to
teacher education, according to the needs of the prospective teacher education
program.
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b) West has made efforts, but keeping in view their own culture and values. Most
of our syllabus of guidance is based on the Western concepts and related
literature. c) No doubt guidance is accepted as integral part of education in the modern
world. Whatever the aims of education are students need assistance from a
proper guide to select correct field and chose future profession. Our guidance
curriculum at higher education level is lacking the quality to provide career
related guidance, so our curriculum is not up to the mark as compared to the
modern world requirements. d) In the West there is a full-fledged program for teacher education. They have
got a vacancy for a full time counselor at each and every school in the United
State of America and Western countries. It means that they have got a
comprehensive guidance services program for the teachers. There is a more
systematic program for guidance; they are making maximum use of that
knowledge which is useful for pre-service teachers. If we compare this with
our system of education, the situation is totally different and opposite to ours.
So there is a big gap between our guidance and West concept and
implementation of guidance programs. e) In West different guidance and counseling clinics have been opened inside the
educational institution to serve the students to the best of their satisfaction
under the supervision of sound professional psychologists. However, in
Pakistan the situation is not very encouraging. f) The Western guidance services are a vital component of our teachers‟
education system. Most of the concepts in our curriculum have been borrowed
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from the West and we are expected to take them as the perspective of our
guiding services.
g) Theoretical concepts of such services are being taught in teacher education
institution, but not practically observed under structured and planned program.
h) In Pakistan, for instance, a number of guidance clinics and centers have lately
been established in various university towns, e.g. in Karachi, Lahore and
Peshawar.
i) Guidance services in Lahore: Regular guidance services are now available in
Lahore, especially at the following guidance organizations.
i. There is a Child Guidance Centre in Government college of Education
for Men, Lahore
ii. Another one present in The Child Guidance Clinic, Government
college of education for Women, Lahore
iii. The psychological Clinic, Government College, Lahore
Luckly all of these guidance establishments have reasonable support of the provincial education department. They are staffed by young, enthusiastic, highly qualified and trained personnel. Additionally the present education policy of
Pakistan also give high priority to guidance.
a) The Western guidance services took high places in teachers‟ education which
we can‟t fully implement due to cultural difference. We would need only to
adopt a modern way of teaching according to our society.
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b) The place of the Western guidance services in teachers‟ education programs is
enabling the students to be bold, confident and liberal. In order to capitalize on
the human and natural resources of a country and to enable the students to
know about their potentials, skills, abilities and natural aptitude, specific
professions, social, and psychological wellbeing role of guidance and its
service in education is very vital in the human affairs. Some point like
encouraging liberal attitude, and too much independence should be neglected
in Islamic guidance services in teacher education programs in Pakistan. c) The Western guidance services in teachers‟ education programs are more
effective in content, but in practical aspect, it is not in use like in the West. d) The Western thought is a part of the syllabus of each and every subject being
taught in the universities of Pakistan. The same is also true about teacher
training programs. e) Present teacher education programs are based on the Western guidance
services. The pre-service training program like B. Ed (4 years) and ADE do
not have any component of Islamic guidance. There are mostly the Western
concepts in a professional course of teacher training program. There is a dire
need to include the Islamic syllabus in the teacher training program. f) When we talk about the place of the Western guidance services in teacher„s
education programs in Pakistan obviously these services may be effective in
the entire program. But the point which is most important and should be kept
in view is “liberalism”. In Islamic society we cannot allow individuals to be
liberal as in the Western society.
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4.2.5 Thoughts on Teacher Education and Guidance in Syllabus
Commenting on the question that what kind of changes can be brought in the existing syllabus of guidance in the higher education, the respondents replied with the following statements.
4.2.5.1 Respondent‟s Suggestions for Syllabus Reforms
a) Islamic guidance principles are important for guidance services in teacher
education because being a Muslim it is important to strengthen our roots as
well as the Western knowledge to meet the new challenges of the globe.
b) The main source of guidance in Islam is the Quran and the Hadith. Therefore,
the proper logical sequence; an integration strategy should be developed
regarding implementation.
c) Guidance services that are introduced meant to focus on teacher education
and training program. For this purpose, we have to study the Islamic tradition
and the Islamic way of guidance and give training to our teachers within an
Islamic perspective as told by the Holy prophet and followed by his followers.
This is the only way for proper guidance in this world and the world hereafter.
d) There is no doubt in my mind that we must follow our religion in teacher
education programs. We have got world„s guidance to the straight path, we
recite the Surah Fatiha fifty two times in five times prayers. I strongly
recommend the teaching of Islam.
e) It is the duty of the teacher training institution to open and practice guidance
services by prominent professionals and should have them copied inside the
educational institution.
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f) It is never a good idea to opt for only one type. Of course, the basis of our
guidance system should be Islam, but we should also keep up with the
Western guidance systems to stay side by side with the rest of the world. It is
also very important to keep in mind that we must tailor the Western concepts
according to the needs of our own society and be careful not to implement
them as they are. A blend of Islamic and Western system is the best approach
in my opinion.
g) Pakistan is an Islamic state and got independence under the ideology of Islam.
So it is necessary that the proper teaching style of a prophet (Muhammad
.should be adopted in a teacher training program (ﷺ
h) The following areas should be focused in the teacher education system of
Pakistan because of the burning need of the students and focus should be on
the Islamic nature of guidance in the following areas:
Biological needs and related problems Psychological needs and related problems, and Social needs and related problems Professional and career guidance
4.2.5.2 Need for Islamic Thoughts Inculcated in Syllabus
a) We need to mix modern techniques of education with Islamic education,
creating and making moderate and civilized students who can easily cope with
new challenges. b) Being an Islamic country, we love to develop in our younger generation the
patriotic spirit and desirous of enabling them to be true citizens of our
country and practicing Muslims. Not to rely on others and learn from our past
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leaders /personalities as there is a lot of potential in our younger generation,
but they have to be guided by professionally skilled motivated teachers on the
right track.
c) Being a Muslim we do have complete faith in Islam. While having discussions
with non-Muslims, we need to convince them by comparing Islamic thoughts
and ideas with those of other religion as well as non-believers. As such a
hybrid approach is needed in this respect. This means we should learn the
Islamic thoughts and ideas as well as the Western.
d) As far as in my view, the Islamic concept of guidance services is preferred in
teacher education programs. Because we live in an Islamic society so the
Islamic concept of guidance services is most suitable for the teacher education
system of Pakistan.
e) Following model can be included in the teacher education program:
Islamic value system
Islamic brotherhood
as counselor (ﷺ Role of the Prophet (Muhammad
Islamic principles of counseling
4.2.6 Present Status of Guidance Services at M. Phil Level
Commenting on the question that, Present Status of Guidance Services at M. Phil level, the respondents replied with the following statements.
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4.2.6.1 Need to Improve Present Guidance Services at M. Phil Level
a) It is effective because each and every institution and bodies such as GSC,
BOS, ASRB or BASR are playing their role, according to the rules and
regulation prescribed by the authorities in this regard.
b) Existing guidance services are not effective because students at this level
only focus on the examination and not on their utilization.
c) The present guidance services are not sufficient according to the mental
capabilities of students. Research culture should be developed to improve
guidance services at this level.
4.2.6.2 Focus on Practical Aspect of Guidance Services
a) Theoretical orientation to a certain extent is ok. There is a full-fledged course
at B. Ed, M.Ed level of guidance services, but in these courses there is a lack
of practical component. I recommend that at M. Phil and PhD level the
students should have some prior acquaintance with the knowledge of
guidance and counseling. These courses which are equivalent of M. Phil and
PhD must be a practical aspect in them. They should not be taught
theoretically only because the students already know about the theories. They
must have counseling skill, for example, without the skill of driving a car one
will not be able to drive it. If a counselor does have not the skill of
counseling he will not be able to counsel the students effectively. My
recommendation is that at M. Phil and Ph.D level when guidance and
counseling courses are offered, they must focus on practical aspects, i.e.
counseling skill is much more important.
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d) I do not think that at any level of education in Pakistan some practical steps
have been taken yet. It is limited to books only.
4.2.6.3 Need for Improvement of Guidance Services at M.Phil Level
a) The existing guidance services are not at all effective. They rely mostly on
the Western concepts and fail to fulfill the needs of our students and society.
They do not take into consideration our society and religion.
b) Universities focus on their M. Phil and PhD program just for completion of
course work to increase the number of PhD and M. Phil degree holders in the
country.
c) Existing guidance services are not effective because students at this level
only focus on their examination and not on its utilization.
d) No, I don‟t think so that there is sound and practical oriented guidance
syllabus at university level, because our educational institutions sell degree
and do not provide the real core of education.
e) There is a lot of need to improve the existing guidance services of M. Phil in
Education, as many students follow short cut methods and try their best to
copy and paste others‟ research work to save time and effort. The main
responsibility lies with the teachers to supervise and guide the students to be
honest and do original research in order to gain knowledge not degree.
f) There is a lot of need to improve the existing guidance services of M. Phil in
education. The main responsibility lies on the supervisor to guide the
students to be honest while doing research as it is the only way of success.
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g) The present system does not fulfill the needs of the students. There is no such
courses at M. Phil level in Pakistan in which guidance services are
described.
h) The existing guidance services of M. Phil in Education level is more
effective and fulfill the students‟ needs in content, but practically it is not
enriched.
4.2.6.4. HEC Guidelines regarding Higher Education Programs
The HEC guidelines regarding the effectiveness of guidance services at M. Phil
level are as under:
a) A professor who is a leading scholar in the field of research is supposed to
have full-fledged cooperation and good relations with students who are
pursuing PhD.
b) They are supposed to put aside all of their personal bias. The supervisor
also has to train the students in emotional matters which are the part and
parcel of the research process.
c) The side guidelines for supervisor should also include the section as to
what type of research topics, being not in public/ national interest, should
not be selected for research. The supervisor should also share the list of
prescribed materials with the students. This will be really helpful for them
as they will be prepared for this.
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4.2.7 Challenges to Guidance Services in Pakistan: Respondents‟ Views
Commenting on the question that challenges to guidance services in Pakistan, the respondents replied with the following statements:
According to my view, great challenges are a communication gap between the students and lack of trained teachers for guidance services.
a) Communication Gap- A Great Challenge
i) No zeal of learning on the part of students
ii) Lack of background knowledge
iii) Non proper guidance corners at school level
iv) No qualified teachers for guidance services
v. No professional development of guidance services
vi. Lack of basic facilities for guidance services
vii. Lack of implementation
b) Rapid Changes in the Field of Education
Rapid changes have occurred in education and in all other fields of life. These changes make the services of guidance difficult. There are different challenges with regard to guidance services like personal, internal and external challenges etc.
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c) Lack of Trained Teachers and Counselors
Pre-services training institutions do not train the future teachers to be the counselors.
There is an urgent requirement to change the curriculum. These training institutions offer short term courses. A one year complete course for counselors should be initiated. There are many shortcomings, such as lack of listening skill, or lack of observation quality, etc. When a teacher is not equipped with observational skill, he won‟t able to see clearly whether a student in the class got some problem. And once if equipped with observational skill he can identify the student who has some issues, e.g., emotional problems. Another requirement is to equip the teachers with proper listening skill, in order to guide their students and to resolve their problems effectively. In our system of education, there is a need of such facilities for teachers to observe and handle problems of students regarding family issues on a personal and professional level. We hardly see the students paying attention to the teachers. The students don‟t pay much heed to heed to their lectures which results in their lack of understanding.These issues should be given more attention, and a trained counselor can resolve them easily.
d) Main Hurdles in the Improvement
There are the many hurdles like:
i) Financial constrains
ii) Non- professional people
iii) No preference of the government
iv) No posts for such experts
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e) Dated Western Concepts not related to Our Society
The guidance services in Pakistan are not up to the mark. We are still following the outdated Western concepts and which are not much relevant to our society and religion. In todays‟circumstances, we find uncertainty, fears, frustration and several other emotional problems prevailing in our country, so there is a need to create a custom built guidance system for Pakistani society.
f) Drawbacks of the Current System
The current system in vogue will just cause trouble for us. Following are the main issues:
i) Scholars‟ lack of interest
ii) Teaching faculty‟s lack of dedication, interest and professional
honesty
iii) Cooperation among the faculty members
iv) Political stress
v) Support from the government
g) Challenges for Students
Following are the main challenges for the students .
i) Little passion for learning among students
ii) Less knowledge
iii) No appropriate guidance corners at school, college and university level
iv) No skilled counselor for guidance services
v) No professional development for guidance
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vi) Lack of essential services of guidance
vii) Lack of accomplishment
i) Three Types of Eduction Systems
Another very big challenge with regard to guidance services in Pakistan is three schools of thought, the Maddars‟ education, the Cambridge public school and government schools, which is too much culturally different not only for students but but for teachers too. Lack of skilled people is also challenging.
j) Challenge in the implementation of Gudinance Services
i) Lack of financial resources.
ii) Lack of proper implementation.
iii) Non- serious behavior of the people to seek guidance.
iv) Lack of monitoring and supervision.
k) Challenges at University Level
The main challenges are the lack of guidance service at university level. It should be the part of the teacher education program. So that the teachers get proper education and training of guidance services.
l) Challenges in Pakistani Society
These are the main challenges with regard to guidance service in Pakistan :
i) Biased attitude of the colleagues
ii) Non availability of relevant material
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iii) Multicultural society
4.2.8 Amending the Guidance Services at M. Phil Level
Commenting on the question that, Suggestions for Improvement for Guidance
Services at M. Phil level the respondents replied with the following statements;
a) For the improvement of the present situation, guidance services should be a
part of teacher education at university level
b) Through the following mechanism can improve the guidance program at
M. Phil level
4.2.8.1 Ways to Improve Guidance Services at M. Phil Level
i) Developing a well-structured course outline for the guidance program in
the light of the Islamic system of Education
ii) Changing the mode of instruction into a pragmatic one
iii) Establishing guidance corners in institutions
iv) Training human resource for guidance services
v) Preparing literature on case studies of guidance services
vi) Developing a culture of guidance in educational institutions
vii) Conducting seminars and workshops on guidance
viii) Using media for awareness regarding guidance
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4.2.8.2 Steps for Better Guidance Services at M. Phil Level
j) Proper data should be collected for future needs of the students. Proper
guidance centers should be established, where occupational information
should be provided to the future teachers. Some specific objectives of the
education system should be set.
ii) Our guidance system should be 75% practical; there should be guidance
center lab. We should say goodbye to theory. There must be trained
people who can build the capacity of our coming students.
iii) We can open guidance clinic in order to see and observe the practical
aspect, not only the theoretical. It should be taught as a subject at every
stage of education, including M. Phil.
iv) We can improve the present situation by incorporating Islamic concepts of
guidance. Moreover, we need to understand the need of the present era.
We need to seek help from those students who are aware of the current
challenges in the society.
v) The teacher training program should be revised according to the Islamic
system of education in Pakistan.
vi) The curriculum at university level should be revised and enhanced with
new concepts of guidance services, especially in teacher education
programs.
vii) We can improve the present situation of guidance at M.Phil in education
program at university level by inducting motivated scholars who are more
interested in research, well guided by a supervisor; familiar with the use
of modern equipment who can compete with other students of
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academically advanced countries. HEC should encourage university
students in all respects of the guidance services.
4.2.8.3 Ways to Enhance University Education
The respondents said that , the present situation may be improved by the following steps;
i) Set up a counseling service at university level
ii) The counselor should be appointed at each university
iii) Specialization courses (educational guidance and counseling) should be
introduced at M/Phil level
4.2.8.4 Maximizing Learning Opportunities at University Education
We can improve the present situation of guidance services at M. Phil in education program by taking the following steps:
i) Provision of guidance opportunities for the students
ii) Providing a congenial environment for the students
iii) Providing easy approach to the library
iv) Providing latest ICT facilities
v) Providing maximum learning opportunities
vi) Availability of easy access to the experts
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Table 4.32: Responses of Eight Open Ended Interview Questions: Categories of Respondents n = 20
No Statement Respondent (%)
1. Do you think that there is an effective historical background of 12/20 60% Islamic guidance services? 2. What do you think about Western background of guidance 12/20 60% services? 3. What is the place of the Islamic guidance in teacher education 13/20 65% programs of Pakistan? 4. What is the place of Western guidance services in teachers‟ 14/20 70% education programs in Pakistan? 5 Which concept of guidance services you prefer in the teacher 13/20 65% education system of Pakistan and why? 6. Do you think that existing guidance services of M. Phil in 13/20 65% Education level are effective and fulfill the students‟ needs? 7. What are the main challenges in the implementation of 12/20 60% guidance services in Pakistan? 8. How can we improve the present situation of guidance at M. 14/20 70% Phil in Education program of universities in Pakistan?
4.3 Discussions
The study was fully supported by Islamic thinkers and philosophers i,e, Al-Gazali
(AIOU, 2013) and Shah Wali Ullah (AIOU, 2013) who stated that guidance services
are helpful activity in educational institutions. Kochhar (2000) suggested that students
should be guided in developing a study habit and to perform better in the
examination. Similarly the Kothari Commission Report (1964-1966) also
recommended that guidance should be an integral part of the education program.
Guidance services are available in Islam, but not in an organized manner. It is urged
that committees are to be organized to provide guidance services to students and
teachers at university level.
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The students further explored that there is a clear notion of guidance in the West and teachers play the role of counselors.This statement is in fair agreement with Glading
(1996); Bhatnagar and Gupta (1999) who define the concept of guidance as a way to make important choices of life and as an integral part of education. According to the
Western concept, the need of guidance is a basic requirement of human beings. In the perception of students, Western concept gives importance to the career guidance services and in achieving the learning objectives in the selection of appropriate profession and success in solving psychological problems of the society extended by teaching community.
The M. Phil students agreed that guidance and its services have great importance in the lives of the students as they help in taking their future social responsibilities in a better manner and to serve the fellow human beings. The students statement was in full agreement to Hamrin and Erikson (1939) who said that the guidance aims to support students in their adjustment to future life options..
As far as the guidance is concerned, the Almighty Allah directs us to seek His guidance to follow the right path. In five times prayer a day, we pray that “O, Allah!
Guide us on the right path” (1:4). So the concept of guidance is healing for each and every human being. And that Almighty Allah says “We must seek guidance from the creature”, so that we could be on the right path. The world guidance literally means self-knowledge and from Islamic perspective a lot of stress has been laid on efforts to have the knowledge of self, on the purpose of our creation, and so far. So there is no denying the fact that the concept of guidance is the root and the key word in the teachings of Islam. Guidance is the process of helping an individual to explore his potential, overcome the obstacles of life and to put one‟s potential to the best possible
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use of oneself and the society. Islam carries out this process very effectively by giving step-by-step guidelines in the Quran and Sunnah. As far as regular and organized guidance in education is concerned, during the early centuries of Islam, this was done very effectively. In those days, the mosque was the center of teaching and learning.
Shah (2008) and Hussain (2006) agreed on the idea that Guidance has become the need of the hour. So the students had a direct approach to the sources of guidance in the teachings of Islam. It is confirmed by the results that teachers and professors agreed with the concept that guidance services helped the students to abide by the rules and regulations of the institution and maintain discipline necessary for the smooth teaching and learning process. Rabia (2012) also reported that guidance services are very important in our lives as they play an important role in the overall development of personality. In later times, with the separation of religious and secular education, two separate streams were seen. However, the madrassas kept on working on this track and provided affective Islamic educational guidance to the students.
If look at the Western background of guidance service, they played a dynamic role for the guidance of the society. Numerous authors like John Dewy, Francis Bacon have provided guidance services in the Western society. Western background of guidance services has a more established system at school, college and university level. They have specialists in the field of guidance services. They have developed guidance centers and provide services according to the need of students. Guidance services boost the industrial development in Western countries. This, however, started at the United State of America in 1879. At that time social reforms were there on the view that some sort of services must be available for youngsters that could help them to make realistic career choices.
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As anyone entering into a profession without the ability required for that profession will experience job dissatisfaction on one hand and will not grow professionally in that particular career. There was a renowned social reformer in the West named Frank
Parsons, who is considered the father of career guidance. He gave three stages of that approach. A cursory glance at the developments in other Western countries like
France, Belgium, Norway, Denmark, Holland, Switzerland, Sweden, Russia, etc., reveals that the people in those parts of the world are rapidly becoming guidance- oriented. In most of these countries adequate guidance services for the schools and for the general population are available in nearly every major town Jones (2004) supported the scholars and stated that guidance may be needed for everyone in the community.
As concerned the present system of Pakistan‟s Master of philosophy in education program provides adequate guidance service opportunities.This services in the teacher education has not been incorporated the way it should have been. Islamic guidance services are not being used in teacher education program as they are based on the modern the Western pedagogy and teaching strategies. There is a dearth of
Islamic guidance services in teacher‟s education programs in Pakistan. Since most parts of the curriculum have been adopted from the West, therefore, Islamic guidance principles are not incorporated in our teachers‟ education system. There is a gap between in both concepts i.e. the Islamic and the Western regarding guidance and its services.
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CHAPTER-5
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
The research study was aimed to explore a comparative overview of the Islamic and
Western concept of guidance services in education at university level. In this perspective, the main focus of this research was to explore the concept of guidance services within Islamic framework, the concept of guidance services from the
Western point of view and to analyze the present status of guidance services in
Masters of Philosophy in education program.
The study was a survey type in nature. The research tools for the study comprised of quantitative and qualitative explanatory sequential mixed method research design. For the quantitative study a questionnaire was constructed for data collection from the students of sample universities. For qualitative study, interview was conducted for the opinions of the teaching community of the sample universities and eminent academic teaching community from Christian educational institutions. The research instrument for this study was designed on the basis of a broad literature review of the related materials with reference to guidance services. A proper judgmental validation was used in order to prove the validity of the research tool.
In order to test the research tool a pilot test was carried out to finalize the application of this research study. The population spread in some of the public and private sector universities of Khyber Pakhtunkhwa and eminent Christian educational institutions.
The questionnaire was administered to 320 students randomly selected from public and private sector universities of Khyber Pakhtunkhwa for the purpose of data
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collection. A structured interview of the twenty teaching community of the sample universities and eminent academic teaching community from Christian educational institutions was also conducted.
The data was arranged and the score of the rating scale, probability value was calculated. Chi square (χ²) was applied to the data collected through the questionnaires and both of the results were compared. The data were analyzed and interpreted in illustrations to show the findings of this study. These findings proved the importance and value of the study to achieve the facts finding task. The process of findings, discussion and conclusion helped to put forward recommendations which showed guidelines for the future research in the field of guidance and its services in order to enhance important further in the education system.
5.2 Findings
A categorical overview of the findings of the study of the data analysis was based on the responses of the students, on their understanding and knowledge about a comparative overview of the Islamic and the Western concept of guidance services in education. The findings were divided into two categories, comprised of questionnaire and the interview‟s findings .
5.2.1 Questionnaire„s Findings: Students‟ Perspective
The questionnaire was administered to the students randomly selected from the public and private sector universities of Khyber Pakhtunkhwa for the purpose of data collection. The findings related to respondents of the closed ended questionnaire are given below.
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5.2.1.1 Findings of the Islamic Concept of Guidance Services
The researcher when got the opinions of respondents they suggested some ways
to integrate Islamic guidance services as they considered it helpful for their
wholesome development and educational programs.
Clear Concept of Islamic Guidance
The analysis revealed that overall results were strongly agreed in respect of table-4.1, that there is a clear concept of guidance in Islam. The probability computed value is 0.00, which is less than 5%. Therefore, it is concluded that the statement was significant regarding Islamic concept of guidance service which is very important in the Islamic system of education.
Iqra as the First Word of Islamic Guidance
The analysis shows that the overall results were strongly agreed upon in respect
of table-4.2, that the concept of Islamic guidance started from word Iqra in
Islam. The probability computed value is 0.00, which is less than 5%.
Therefore, it is concluded that concept of Islamic guidance initiated with the
first word of Islamic revelation, i. e, Iqra.
Teacher as a Source of Islamic Guidance
The majority of the respondents strongly agreed on the table-4.3, that the
teacher is the best source of guidance in Islam. The probability computed value
is 0.00, which is less than 5%. Therefore, it is concluded that the statement
about the idea that a teacher is the best source of guidance in Islam was
significant.
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The Wholesome Development with Islamic Guidance Services
Results show that the majority of the students strongly agreed with the table-4.4,
regarding the point that the guidance services help in the wholesome
development of the individuals in Islam. The probability computed value is
0.00, which is less than 5%. Therefore, the statement about the idea that Islamic
guidance helps in the wholesome development of individual in Islam was
significant.
The Concept of Guidance is Universal in Islam
A result shows that the majority of the students strongly agreed in respect of
table-4.5, regarding the idea that a concept of guidance is universal in Islam.
The probability computed value is 0.00, which is less than 5%. Therefore, it is
concluded from the statement that the concept of guidance is universal in Islam.
Islamic Guidance the Need of Hour and for People of all Ages
The majority of the respondents strongly agreed in respect of table 4.6, that
Islamic guidance is the need of all times and for the people of all ages. The
probability computed value is 0.00, which is less than 5%. Therefore, it is
concluded that the Islamic guidance is the need of all times and for the people
of all ages was important.
Islamic Guidance Services Beneficial in getting the objectives of Teacher
Education
The analysis shows that the majority of the respondents strongly agreed in
respect of table 4.7, that Islamic guidance services are beneficial in achieving
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the objectives of teacher education. The probability computed value is 0.00,
which is less than 5%. Therefore, it is concluded that the statement was
significant about the idea that Islamic guidance services are beneficial in
achieving the goals of teacher education.
Islamic Guidance Services Need of Present Teacher Education System
Results show that the majority of the students strongly agreed in respect of table
4.8, that Islamic guidance services are the need of the present education system
in Islam. The probability computed value is 0.00, which is less than 5%.
Therefore, it is inferred that the statement was statistically significant about
Islamic guidance services as the need of the present system of teacher
education.
Islamic Guidance An Important Component of Education System in Islam
The majority of the respondents strongly agreed in respect of table 4.9, that
Islamic guidance is the important component of education system in Islam. The
probability computed value is 0.00, which is less than 5%. Therefore, it is
concluded that the statement was significant of the idea that the Islamic
guidance is the important component of the education system.
Adequate Sources of Islamic Guidance In teacher Education System
In Islamic point of view, majority respondents were disagreed in respect of table
4.10, because probability calculated value is less than from 0.05, it indicates that
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29% students were strongly agreed with the statement that the sources of
Islamic guidance used in teacher education system are adequate, 19% agreed,
and 16% undecided and remaining 37%disagreed with the above statement.
Non usage of Islamic Guidance in Educational Institutions
The majority of the respondents disagreed in respect of table 4.11, that all
educational institutions use Islamic guidance services to solve the psychological
problems. The probability computed value is 0.00, which is less than 5%.
Therefore, it is concluded that the students did not have the opinion that all
educational institutions use Islamic guidance services to solve the psychological
problems in education.
Non-Conducive Environment for Islamic Guidance In teacher Education
The majority of the respondents disagreed with respect of table 4.12. The
probability computed value is 0.00, which is less than 5%. Therefore, it is
inferred that the statement was rejected by the students that there is a favorable
environment for Islamic guidance services in teacher education in the
universities of Pakistan is very much important.
5.2.1.2 Findings of the Western Concept of Guidance Services
The respondents gave their views about the value, use and integration of the
Western guidance Services in the education programs and especially in at higher
education level in all the universities. These views of respondents are as under:
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Guidance a Basic Need of Human Beings according to Western Point of View
The majority of the respondents agreed in respect of table-4.13. The probability
computed value is 0.00, which is less than 5%. Therefore, it is concluded that
the statement was significant regarding guidance is the basic need of human
beings from a Western point of view in education.
Concept of Western Guidance Introduced in Nineteen Century
The majority of the respondents were undecided in respect of table-4.14. The
probability computed value is 0.00, which is smaller than 0.05 which clarified
that the students were unaware about the concept of Western guidance which
was first introduced in nineteen hundred.
Western Guidance Helpful in Wholesome Development
The majority of the respondents were undecided in respect of table-4.15. The
probability computed value is 0.00, which is less than 5%. It was concluded that
the respondents were not familiar about the idea that the Western concept of
guidance services helps in the wholesome development of the individual.
Western Guidance Cover Activities of Teacher Education
The majority of the respondents were undecided in respect of table-4.16, that
Western guidance covers all components of services and activities in the teacher
education system in Islam. The probability computed value is 0.00, which is less
than 5%, which clarified that the students were unaware regarding this
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statement that the Western guidance covers all components of services and
activities in teacher education.
Western Guidance Important Component of Education System
The majority of the respondents agreed in respect of table-4.17, that Western
guidance is the important component of the education system. The probability
computed value is 0.00, which is smaller than 5%. Therefore, it is concluded
with the statement that Western guidance service is an important component of
the education system.
Western Guidance Service Provide Enough Opportunity
The majority of the respondents agreed in respect of table-4.18, that Western
guidance service provides enough opportunities for the individual. The
probability computed value is 0.00, which is less than 5%. Therefore, it is
verified from the statement that Western guidance services provide enough
opportunities for the individual.
Western Guidance Guide the Individuals in Teacher Education
The majority of the respondents disagreed in respect of table-4.19. The
probability computed value is 0.00, which is less than 5%, which indicated that
the students disagreed with the statement that the Western concepts of guidance
are fully able to guide the individuals in teacher education set up in Pakistan.
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The Islamic Concepts of Guidance Services are Leading
The majority of the respondents disagreed in respect of table 4.20. The
probability computed value is 0.00, which is less than 5%, which indicated that
the students disagreed with the statement that the Western concepts of
guidance is leading as compared to Islamic concept in education.
Western Guidance Helpful in Getting the Objectives of Teacher Education
The majority of the respondents agreed in respect of table 4.21. The probability
computed value is 0.00, which is smaller than 5%. Therefore, it is concluded
that the statement was significant regarding the Western guidance services are
beneficial in achieving the objectives of teacher education.
Western Guidance Gives Importance to the Career Guidance Services
The majority of the respondents strongly agreed in respect of table 4.22, that
Western concept give importance to the career guidance services.The
probability computed value is 0.00, which is less than 5%. Therefore, it is
concluded that statement was significant regarding the Western concept gives
importance to the career guidance services.
Western Guidance Successful in Solving Psychological Problems
The majority of the respondents agreed in respect of table 4.23, that the Western
guidance system is successful in solving psychological problems. The
probability computed value is 0.00, which is less than 5%, which indicate that
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the students agreed with the statement that the Western guidance system is
successful in solving psychological problems.
Educational Institutions Can‟t Solve Students‟ Problems with Western
Guidance
The majority of the respondents disagreed in respect of table 4.24. The
probability computed value is 0.00, which is less than 5%, which verified that
the students rejected the statement that the educational institutions can
successfully solve students‟ problems with Western guidance.
5.2.1.3 Findings about Guidance Services at Master of Philosophy in Education
Program.
While discussing about the role of guidance services in M. Phil in education programs, the respondents provided their detailed answers and suggested it more use in educational programs. Their views are as under:
Lack of Proper Guidance in Master of Philosophy in Education Program
The majority of the respondents disagreed with respect of table 4.25. The
probability computed value is 0.00, which is smaller than 5%, which confirmed
that the students rejected the statement related to proper guidance is available in
the Master of Philosophy in education program at the university level.
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Slight Use of Guidance Services in the M.Phil in Education Program
The majority of the respondents agreed in respect of table 4.26. The probability computed value is 0.00, which is less than 5%, which indicate that the students agreed with the statement that there is a slight exercise of guidance services in the Master of Philosophy in education program.
Crucial Role of Guidance Services in the M. Phil in Education Program
The majority of the respondents agreed in respect of table 4. 27. The probability computed value is 0.00, which is less than 5%, which confirmed that the students agreed with the statement related to that the guidance services have been effective and played a crucial role in Master of philosophy in education program.
Lack of Adequate Guidance Services in the M. Phil in Education Program
The majority of the respondents disagreed in respect of table 4.28. The probability computed value is 0.00, which is less than 5%. It was confirmed that the students rejected the statement related to the present system of Pakistan‟s
Master of philosophy in education program cover up adequate guidance service opportunities.
Partial Practice of Guidance Services in the M. Phil in Education Program
The majority of the respondents strongly agreed in respect of table 4.29. The probability computed value is 0.00, which is less than 5%, which indicate that
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the students agreed with the statement that guidance services are partially put
into practice in teacher education system of Pakistan.
Need to Improve of Guidance Services in Teacher Education Program
The majority of the respondents strongly agreed in respect of table 4.30. The
probability computed value is 0.00, which is smaller than 5%. It indicates that
the students agreed with the statement that there is a need to improve the
guidance services in the current teacher education system of Pakistan.
5.2.2 Interview‟s Findings: Teaching Community‟s Perspective
After analyzing the students‟ questionnaire presents findings are gained from the structured interviews held by the teaching community in their offices at university campuses and with eminent academic Christian teachers in respective educational institutions. The study showed the following findings which came from the analysis of the interviews conducted. These findings are arranged in group order.
Effective Background of Islamic Guidance Services:
Most of the interviewees shared their opinions regarding that there is an
effective historical background of Islamic guidance services which was
originated from the revelation of the Holy Quran and the instructions of the
.(ﷺ Holy Prophet (Muhammad
The Commencement of Guidance Services in the West:
The majority of the respondents agreed with the statement that in the Western
countries the guidance services commenced in nineteen century. In most of
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these countries adequate guidance services for the schools and for the general
population are available in nearly every major town.
The Role of Islamic Guidance Services in Teacher Education:
Most of the interviewees shared their views regarding the value of Islamic
guidance in teacher education programs in Pakistan. According to their
statement, there is plenty of room for teachers in order to guide the
students/teachers and has a broad scope of guidance services from Islamic
perspectives too in teacher education programs.
Preference for the Islamic Guidance Services:
The majority of the respondents agreed with the statement of Islamic guidance
services that should be preferred in the teacher education system of Pakistan.
Improvement of Guidance Services at University Level:
The majority of the respondents agreed with the statement that existing
guidance services of Master of philosophy in education level are effective and
fulfill the students‟ needs. However, it is required to improve it at university
level.
The Hurdles in the Present Master of Philosophy in Education Programs:
Commenting on the question that what kind of challenges exist in the present
Master of philosophy in education program, the respondents pointed out all the
hurdles which are faced in the existing teacher education system.
The Need of Curriculum Revisions in M-Phil Programs:
The majority of the respondents opined that the improvement is essential in the
present curriculum of Master of philosophy in education program at the
university level in Pakistan. The respondents were of the view that public and
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private sector universities should establish guidance service centers in teacher
education programs.
5.3 Conclusion
The present research is aimed to explore a comparative overview of Islamic and
Western concepts of guidance services in education with its particular focus to analyze the present status of guidance services at M Phil program in education. The study was based both on primary and secondary sources of information. In order to explore the objectives of the study, mixed method research design was used. As far as the collection of quantitative data was concerned, a well developed questionnaire was prepared for the students. For the collection of qualitative data, interview questions are arranged for the members of the teaching faculty of education department and Christian teachers of education institutions. The data was analyzed in two phases. In the first phase, the quantitative information received from questionnaires (student community) was classified, tabulated and analyzed through
SPSS version 16, especially by using the probability values and chi-square methods.
In the second phase, open-ended interviews of academicians are conducted to collect qualitative data. This data was interpreted in the form of themes. The outcomes of results were interpreted in such a way which allows the researcher to draw specific conclusion. Further, the study explored a comprehensive knowledge about guidance services from both communities (students and teachers). Their ideas and responses provided very important information for the research study.
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5.3.1 Summary of the Findings
The following conclusions have been drawn on the basis of the findings of the research study.
When the researcher took opinion of the students, they agreed that:
There is a clear concept of guidance in Islam which has started from word Iqra1400 years ago. Secondly, Islamic guidance is the need of all times and for all people of all ages. It is favorable in achieving the objectives of teacher education. Furthermore,
Islamic and Western guidance services are important elements of the present education system.
Western guidance services are the basic need of human beings which provided enough opportunities for the individuals. It helps individuals to pick and choose their career and also fulfills the objectives of teacher education. Moreover, it is also effective in solving psychological problems of the students as well. In addition to that, there is still a need to improve the guidance services of the teacher education system in Pakistan.
When the researcher took opinion of the students, they disagreed as far as following issues are concerned;
The Western concepts of guidance are able to guide the individuals in teacher education program. Secondly, educational institutions can successfully solve student‟s problems. Furthermore; the present system of Pakistan‟s Master of Philosophy in education program covers adequate guidance service opportunities. In addition, it needs to improve a slight exercise of guidance services at M.Phil level.
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On the other hand, conclusion of the interviews of teaching community has been drawn on the basis of research findings. Respondents of the interviews were well aware of the historical background of the guidance services. All of them were of the view that there is a complete concept of these services in Islam, which is proven from the Holy Quran and the Sunnah. Furthermore, they agreed with the statement that guidance services promoted by Islam are unique not only for the Muslims but for all humanity. In addition, Islamic guidance has given certain principles like kindness, forgiveness, love, practical demonstration, individual‟s difference to the students.
According to the respondents of teaching faculty, the Muslims pray five times a day and recite Surah Fatiha [“O Allah; Guide us on the right path”] (1: 4) which proclaim that the concepts of guidance are significant for every Muslim.
The Western backgrounds of guidance service are played a very vital role for the guidance of the society (Braddock, 2001). When asked during discussion with teaching community about the Western guidance services, they provided their ideas and expressed their views that there is an effective historical background within the
Western point of view. Furthermore, the teaching community opined that the Western background of guidance services are more established system at school, college and university level. They have well developed guidance centers and specialists in the field of guidance services for students. As far as the guidance services are concerned, they started with the industrial revolution in the United States in 1879. At that time, the social reformer Frank Parsons launched some sort of services for youngsters which could help them in making realistic career choices (Jones and Lawrence, 1994).
It would not be an exaggeration to say that the remarkable progress has been made during the present century by the people of the Western world in the fields of education, sciences, arts and industry and all of these are due to proper organization
170
and utilization of guidance services. These services in the Western countries are organized on a democratic basis so that they are available to every individual irrespective of caste, creed or socio-economic status. Furthermore, the participants viewed that the guidance and its services are of great importance for all students and researchers but current guidance services are inadequate and need improvements in
Pakistan. In addition to that the respondents suggested that special guidance facilities may be established in all public and private sector universities under the supervision of the experts and professionals in the relevant fields of guidance services. Moreover, teachers should be trained according to Islamic traditions in the field of teacher education to empower them to serve in educational institutions with deep appreciation. . However, the respondents opined that guidance services have a wide scope from Islamic perspectives as well. There is a dearth of Islamic guidance services in teacher education programs of Pakistan. Furthermore, they said that the
Islamic guidance principles incorporated in teacher education system are rare and it should be established in public and private sector universities.
5.3.2 Implication of the Findings
The findings of this research reflect that in spite of some similarities, the guidance services provided by Islam and Western concepts are predominantly different from each other. Islam lays the foundations of guidance spirituality and considers the
Quran and the Sunnah as the primary and ultimate sources of guidance. However, the
Western thoughts are based mainly on observations and reasoning. No doubt, both concepts are working for the development of humanity, but the difference lies in their approaches and means to achieve the goal. It is clear that guidance services provide an opportunity and a road map through which individual and societal objectives can be achieved in a systematized way. The study of these services would be helpful to
171
benefit the community to accomplish their needs systematically and strategically.
Consequently, a strong channel of communication is essential to bridge the gap between the Islamic and the Western concepts. The study further suggested that guidance service is the need of the hour in the prevailing circumstances of Pakistan.
There is a dire need to developed research culture and to improve guidance services at university level. It is also debated that there should be a main focus on teacher training programs. Pakistan is primarily an Islamic state where religion plays a significant role in the daily lives of its people; therefore guidance services should be formulated in accordance with the Islamic teachings compatible to their norms and culture.
5.4 Recommendations
The results derived from the findings, following recommendations are given that need to be incorporated in order to achieve a blend of Islamic and Western philosophies of guidance services for the betterment of the students and wide community.
Establishments of Guidance Services Centers:
There are no proper guidance services for the students at universities. It is
recommended that there should be well established and result oriented
guidance services at all universities of Pakistan . These service facilities
should be under the supervision of trained psychologists in the related field of
expertise to guide the students in different dominos like personal, social and
spiritual emotional problems.
Arrangement of Seminars and Workshops At University Level
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It is recommended that in teacher education programs from bachelor to master,
different subjects may be taught under the ideas of Islamic guidance. Muslims
educators must be trained to think deeply and link the Islamic tradition and
values with modern trends in the field of Pakistan„s teacher education
program. Moreover there is a need to develop a well-structured course outline
for guidance program in the light of the Islamic system of education. With this
mechanism, the guidance program of Pakistani universities at M. Phil level
can be improved, especially by:
Establishing guidance corners in institutions
Training human resource for guidance services
Developing a culture of guidance in educational institutions
Using media for awareness regarding guidance
Changing the mode of instruction into pragmatic way
Need Analysis of Scholars for Professional Development:
It is recommended to prepare a literature on case studies of guidance services.
Proper data should be collected about the future needs of the students and
scholars in Pakistan‟s educational system at universities level. Proper guidance
centers should be established where occupational information should be
provided to students and scholars.
Incorporation of Islamic Concepts in Guidance Services Curriculum:
We can improve the present situation by incorporating Islamic concepts of
guidance service in the curriculum of the course taught across Pakistan .
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Moreover, it is needed to understand the need of the present era and to seek
help from the scholars who are aware of the current challenges in the society.
Guidance Services As a Subject in Higher Education:
It is recommended to open guidance clinics in Pakistan on the analogy of the
Western countries so as to see and observe the practical aspect, not only the
theoretical. It is recommended that guidance services taught as a subject at
many stages, including Master of philosophy in education program.
Induction of Motivated Scholars for Guidance Services Curriculum:
It is recommended to improve the present situation of guidance of Master of
philosophy in education program at university level in our country by
inducting motivated scholars who are more interested in research, well-guided
by the supervisors, familiar with the use of modern equipment who can
compete with other scholars of academically advanced countries. The Higher
Education Commission should encourage university scholars in all respects of
the guidance services.
Improvement of Curriculum in Teacher Education Programs:
There is a need to improve the curriculum of teacher education program in our
country. Practical training regarding guidance service should be a core subject
of the teacher education to equip the trainee scholars with knowledge and
skills of guidance service. Teacher education courses may be comprised of 75
percent practical work like chemistry, physics lab applied and 25 percent work
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should be devoted to theory. That is the only ways to think of improving the
situation in future regarding guidance services.
Appointment of Permanent Counselors for Guidance Services
Full-fledge counselor facilitator‟s vacancies may be created at school, college
and university levels across Pakistan as practiced in the Western countries.
Training of Theology Teachers with Islamic and Modern Techniques:
Theology teachers and lecturers may be trained in Islamic and modern
techniques of guidance services at universities levels across the country .
Training of Scholars at M. Phil and PhD Levels:
The teaching community must train students in M.Phil and PhD in education
program instantly in Pakistan to provide possible help to students in
effective manners within Islamic perspective. Therefore it is recommended
that:
The university‟s competent authority may invite professionals from
different professions to acquaint the scholars with different profession
according to the Islamic principle.
The guidance service is the need of the hour so there should be
developed a research culture to improve guidance services at the
university level.
Guidance services should be introduced as a subject in teacher
education training program. For the purpose of studying the Islamic
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tradition and the Islamic way of guidance services training should be
given (teacher training) within Islamic preoperative which can bridge
the gap between the Islamic and the Western concepts.
More reliable and authentic instruments should be developed and
used with such scale options so that no option appears superfluous
and un-attempted by the respondents.
Need of a Strong Channel of Communication:
A strong channel of communication is also recommended to bridge the gap
between Islamic and Western concepts in Pakistan‟s educational system.
Further Research should be Conducted:
Further research should be conducted for validation, improvement and for
more development in this area and in the contemporary education system of
Pakistan. Further recommended studies are;
Guidance service with Quranic perspective in Pakistan‟s educational system
Islamic Guidance service in secondary education program
Islamic and modern approaches of Guidance in teacher training programs.
Assesment and need Guidance service for Higher education program
Training of teacher towards provision of Guidance service at elementary level
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Personal Interviews
Following is a list of people who were interviewed for this research thesis. The researcher personally contacted them to collect the required information in the form of interviews. The interview phase consists of eight structured in-depth interview questions with twenty teaching community of the sample public and private sector universities and eminent Christian educational institutions. The researcher has taken the prior permission from the respondents before conducting the interviews with the faculty of educational personsel (Appendix 1.2). The majority of the respondents agreed to give it in written form according to their curiosity. Some of the respondents gave interviews on the condition that their name will not be mentioned in the research documents. However the researcher agreed with them and wrote it with a specific symbol instead of their actual name.
1. Shah Ali Azmat, lecturer, Department of Education, Abdul Wali Khan
University Mardan.
2. Khan Hanifullah, principal government Higher Secondary school Landikotal
Khyber Agency and visiting teacher/professor Abbasin University Peshawar.
3. Ajes Naiz Head of Education, Department Sarhad University Peshawar.
4. Khan Wasil Assistant Professor of Education, Department Sarhad University
Peshawar.
5. Parvez Vic principal, St. Marry High School Peshawar.
6. Adil Jehangir Assistant professor City University of Information Technology
Peshawar.
7. Pervious Naeem principal, St. Francis High School Peshawar. 177
8. Khan Rahim, Assistant Professor Qurutba University of Science and
Information Technology Peshawar Campus.
9. Hussain Iffit, Assistant Professor Qurutba University of Science and
Information Technology Peshawar Campus.
10. Farden, Assistant professor, Department of Education Abdul Wali Khan
University Mardan.
11. Zuhil, principal St. Marry Girls High School Peshawar.
12. Br,Sunil Liyange, principal St. Marry High School Peshawar.
13. Rehman, Abdul, Chairman, Department of IER Hazara University Mansehra.
14. Shah Hussain Manzoor, Dean, Department of IER Hazara University
Mansehra.
15. Noor Allah, Assistant professor, Department IER Gomal University, Dera
Ismial Khan.
16. Respondent no 15 Edward College Peshawar.
17. Respondent no 16 Edward College Peshawar.
18. Jamil George, Principal Father School Dera Ismial Khan.
19. Caven, Regional Vice Principal Father School Dera Ismial Khan.
20. Rehman Fazal, Chairman, Department of Elementary Education Allama Iqbal
Open University.
21. Ahmad Munir, Federal Sectary (retired) Islamabad.
22. Khan, Arshad, professor, Department IER Peshawar
23. Khan Noman, Assistant professor, Department of Education Kohat
24. Francesca bocca, Italian Institute for Islamic Studies (IISI)Italy.
25. Ahsan Muhammad, Deputy Vice chancellor (Academic)International Open
University ,Gambia.
178
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Srivastava, K. K. (2003). Principles of Guidance and Counseling. New Delhi: Kanishk Publishers. Staley, W. L. and Carey, A. L. (1997). The role of school counselor in facilitating a quality twenty-first century workforce.School Counselor, 44(5), 377-383. Steiner, K. (1996). Introduction to Qualitative Research Interviewing. London: Sage Publications. Tanveer, K. (1976). Education. Karachi: National Book Foundation. Tariq,N.P. (1986) Vocational Guidance .Islamabad:National institute of Psychology, QAU. Timperley, H. (2008). Teacher Professional Learning and Development.Paris :UNESCO. Todd, Z., Nerlich, B., Mckeown, S., and Clarke, D. D. (2011). Mixing methods in Psychology. London: Taylor and Francis Group Tolbert, E. L. (2004). Introduction to Counselling. Mc Graw Hill Book Company, New York Wazim, K. (1998). Evaluation of Guidance and Counseling in the teacher training institution of Pak, PhD thesis institute of Education and Research university of Pakistan. Willington, J. (2006). Educational Research: Contemporary Issues and Practical
Approaches. New Dheli: ViVa-Continum.
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Documentation
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Education, M. o. (1947). The proceedings of the Pakistan Educational Conference held in Karachi from 27th November to 1st December. Karachi: Printman.
Government of Pakistan; Proceeding of the Pakistan. Educational Conference held in
Karachi from 27th November to 1st December 1947. Karachi; Ministry of
Interior (Education Division). https://en.wikipedia.org/wiki/List_of_educational_institutions_in_Peshawar.
National Education Commission Report (1959) Karachi; Ministry of Education
National Education Policy 1992 Islamabad; Ministry of Education.
National Education Policy 1998-2010, Ministry of Education; Government of
Pakistan.
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Pakinformatio.com/Khyber-pakhtunkhwa.district.html.
Sahih Bukhari Vol, 1 p, 185.
Surah 1, Ayat 1,2, 3, 4.
188
Surah 10, Ayat 57.
Surah 12 Ayat 111.
Surah 14, Ayat 4.
Surah 16, Ayat 16,44.
Surah 2, Ayat 2, 5, 213, 258, 264.
Surah 20, Ayat 122.
Surah 21, Ayat 31, 73.
Surah 24, Ayat 46.
Surah 25 Ayat 70
Surah 27, Ayat 2, 24, 141, 63, 77.
Surah 28, Ayat 50.
Surah 3, Ayat 73, 138.
Surah 32, Ayat 3, 13, 23, 24, 26.
Surah 33, Ayat 4, 33.
Surah 39, Ayat 23.
Surah 4, Ayat 68, 69, 175.
Surah 40, Ayat 29.
Surah 42, Ayat 13 .
Surah 43, Ayat 49.
Surah 45, Ayat 20.
189
Surah 46, Ayat 10.
Surah 49, Ayat 17, 20.
Surah 5, Ayat 16, 44, 46, 67.
Surah 53, Ayat 4.
Surah 59, Ayat 7.
Surah 6 Ayat, 8, 35, 20, 71, 86, 90, 144,161 .
Surah 9 Ayat 18, 19, 33.
Surah, 7 Ayat 52, 148.
www.pakstudyinfo.com/universities/KP.html.
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APPENDICES Appendix A
Table for Determining Sample Size from a Given Population
N S N S N S 10 10 220 140 1200 291 15 14 230 144 1300 297 20 19 240 148 1400 302 25 24 250 152 1500 306 30 28 260 155 1600 310 35 32 270 159 1700 313 40 36 280 162 1800 317 45 40 290 165 1900 320 50 44 300 169 2000 322 55 48 320 175 2200 327 60 52 340 181 2400 331 65 56 360 186 2600 335 70 59 380 191 2800 338 75 63 400 196 3000 341 80 66 420 201 3500 346 85 70 440 205 4000 351 90 73 460 210 4500 354 95 76 480 214 5000 357 100 80 500 217 6000 361 110 86 550 226 7000 364 120 92 600 234 8000 367 130 97 650 242 9000 368 140 103 700 248 10000 370 150 108 750 254 15000 375 160 113 800 260 20000 377 170 118 850 265 30000 379 180 123 900 269 40000 380 190 127 950 274 50000 381 200 132 1000 278 75000 381 210 136 1100 285 100000 384
Source: Krejcie .R.V. and Morgan D .W. (1970) Determining Sample Size for Research Activities.
( N= population size, S = sample size )
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Appendix B
Topic: A Comparative Overview of Islamic and Western Concepts of Guidance Services in Education (Name of PhD Scholar: Nafees Bibi) (Questionnaire for Students)
Name of the Student (interviewee): ______
Educational Program (M.Phil Education): ______
The name of the Institution: ______
Please encircle the relevant number against each statement as, 1-Strongly Agreed (SA),
2-Agreed (A), 3-Udecided (UD) 4-Disagreed (D) or 5-Strongly Disagreed (SD).
Concept of guidance services within Islamic framework SA, A, UD, D, SD 1. There is a clear concept of guidance in Islam. 1 2, 3, 4, 5
2. Concept of Islamic guidance was started from word Iqra1400 years ago. 1, 2, 3, 4, 5
3. After parents, teacher is the best source of guidance from Islamic point 1, 2, 3, 4, 5 of view. 4. Islamic guidance helps in the wholesome development of the 1, 2, 3, 4, 5 individual. 5. The concept of guidance is universal in Islam. 1, 2, 3, 4, 5 6. Islamic guidance is the need of all times and for all people of all ages. 1, 2, 3, 4, 5
7. Islamic guidance services are beneficial in achieving the objectives of 1, 2, 3, 4, 5 teacher education. 8. Islamic guidance services are the needed of the present education 1, 2, 3, 4, 5 system. 9. Islamic guidance is an important component of the education system. 1, 2, 3, 4, 5
10. The sources of Islamic guidance used in teacher education system are 1, 2, 3, 4, 5 adequate. 11. Educational institutions use Islamic guidance services to solve the 1, 2, 3, 4, 5 problems. 12. There is a favorable environment for Islamic guidance services in 1, 2, 3, 4, 5 teacher education in the universities of Pakistan.
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Concept of Guidance Services from Western Point of View
13. Guidance is the basic need of human beings from a Western point of 1, 2, 3, 4, 5 view.
14. Concept of Western guidance was first introduced in 1900. 1, 2, 3, 4, 5
15. Western guidance helps in the wholesome development of the 1, 2, 3, 4, 5 individual. 16. Western guidance covers all components of services and activities in 1, 2, 3, 4, 5 the teacher education system. 17. Western guidance is an important component of the education system. 1, 2, 3, 4, 5
18. Western guidance services provide enough opportunities for the 1, 2, 3, 4, 5 individual. 19. The Western concepts of guidance are able to guide the individuals in 1, 2, 3, 4, 5 teacher education set up in Pakistan. 20. The Western concept of guidance is leading as compared to Islamic 1, 2, 3, 4, 5 concept. 21. Western guidance services are beneficial in achieving the objectives of 1, 2, 3, 4, 5 teacher education. 22. Western concept gives importance to the career guidance services. 1, 2, 3, 4, 5 23. The Western guidance system is successful in solving psychological 1, 2, 3, 4, 5 problems. 24. Educational institutions can successfully solve students‟ problems with 1, 2, 3, 4, 5 Western guidance services. Status of Guidance Services in Master of Philosophy in Education Program 25. Proper guidance is available in the Master of Philosophy in education 1, 2, 3, 4, 5 program at the university level. 26. There is a slight exercise of guidance services in Master of philosophy 1, 2, 3, 4, 5 in Education program. 27. Guidance services have been effective and played a crucial role in 1, 2, 3, 4, 5 Master of Philosophy in education program. 28. The present system of Pakistan‟s Master of Philosophy in education 1, 2, 3, 4, 5 program covers up adequate guidance service opportunities. 29. Guidance services partially put into practice in teacher education system 1, 2, 3, 4, 5 of Pakistan. 30. There is a need to improve the guidance services in the current teacher 1, 2, 3, 4, 5 education system of Pakistan.
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Appendix C
Topic of PhD Research:
A Comparative Overview of Islamic and Western
Concepts of Guidance Services in Education
(Name of PhD Scholar: Nafees Bibi)
Date of Interview: ______
Name of the university Teacher ______
Designation ______
Address: ______
Contact Number: ______
Present or past affiliation(s)
With university / universities: ______1 What do you think about the perception of the historical background of Islamic guidance services? 2 What do you think about the perception of the historical background of Western guidance services? 3 What is the place of Islamic guidance in teacher education programs in Pakistan? 4 What is the place of Western guidance services in teachers‟ education programs in Pakistan? 5 What concept of guidance services you prefer for the teacher education system of Pakistan and why? 6 Do you think that existing guidance services of M. Phil in Education level are effective and fulfill the students‟ needs? 7 What are the major challenges in the implementation of guidance services ? 8 How can we improve the present situation of guidance at M. Phil in Education program of universities in Pakistan?
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APPENDIX D
Qurtuba University of Science and Information Technology,
Peshawar Campus
To Whom It May Concern
It is certified that Ms Nafees Bibi D/o Seyed-ul-Abrar shah I.D.No 8855 is a PhD
Research Scholar at Qurtuba University of Science & Information Technology,
Peshawar campus. She has successfully completed her course work, while research work is in progress and also she is authorized to conduct interview related to his research work thesis.
Program Coordinator M.Phil & Ph.D
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Appendix E
Qurtuba University Of Science and Information Technology Peshawar Campus Subject: Fill the questionnaire of PhD Research Scholar, Ms Nafees Bibi My dear Sir/Madam, Hope it will find in the best of your health and physique. Ms Nafees Bibi is a PhD Research Scholar. She is doing her research on“A Comparative Overview of Islamic and Western Concepts of Guidance Services in Education”. For this purpose, she has developed a questionnaire. The target population is students Master of philosophy in Education program at the university level.
With your scholastic attitude, I hope you will appreciate the questionnaire and the efforts of Qurtuba University of Science & Information Technology, Peshawar in describing the concepts of both approaches regarding the guidance services in education.
The study of Ms Nafeesa Bibi would certainly be useful for all universities of Pakistan.
I shall be grateful; if you would kindly facilitate the students in administration her questionnaire and join them back.
With warmest regards. Yours sincerely
Prof. Dr. Wazim Khan Dean, Faculty of Education
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Appendix F
Qurtuba University Of Science and Information Technology, Peshawar Campus
Subject: Request for Interview to conduct for PhD Research
Dear Sir /Madam
Hoping your good self would be fine.I am conducting research for my PhD
(Specialization in Teacher Education).My research is entitled “A Comparative
Overview of Islamic and Western Concepts of Guidance Services in Education”.
In view your good self„s vast experience in the subject area, you are the relevant person to give useful and appropriate information. For this purpose, a structure interview questions are planned for your useful opinion. The information is provided by you will be kept secret and used only for the purpose mentioned above. It requested to give me time and date for an interview in your respective office at the university campus.
With warmest regards.
Yours obediently NAFEES BIBI PhD scholar
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Appendix G
Population Universities; Table 3.2
Public Rank Universities/Institutes and Location private 1 Abdul Wali Khan University, Mardan Public District Mardan 2 Bacha Khan University, Charsadda Public District Charsadda 3 Frontier Women University, Peshawar Public Peshawar 4 Gomal university Dera Ismail Khan Public Dera Ismail Khan 5 Hazara University, Dodhial, Mansehra Public District Mansehra 6 Institute of M. Science, Peshawar Public Peshawar 7 Islamia College, University, Peshawar Public Peshawar Khyber Medical University, Peshawar Public Peshawar 8
9 Agricultural University, Peshawar Public Peshawar 10 Khushal Khan Khattak University, Karak Public District Karak 11 Kohat University Science and Technology Public District Kohat 12 University of Engineering& Technology, Public Peshawar 13 Pakistan Military Academy, Abbottabad Public District, Abbottabad 14 Shaheed Benazir Bhutto University, Sheringal, Public District Sheringal, Dir 15 University of Malakand, Chakdara, Dir Public District Malakand, 16 University of Peshawar, Peshawar Public Peshawar 17 University of FATA, Kohat Public FR Peshawar 18 University of Science & Technology, Bannu Public DistrictBannu 19 University of Swat, Swat Public District Swat 20 University of Haripur, Public District Haripur 21 University of Swabi Public District, Swabi 22 Abasyn University, Peshawar Private Peshawar CECOS University of Information Technology, 23 Private Peshawar Peshawar 24 City University of Science and Information Private Peshawar 25 Gandhara University, Peshawar Private Peshawar Ghulam Ishaq Khan Institute of Engineering Tehsil Topi District 26 Private Sciences & Technology, Swabi 27 Iqra National University, Peshawar Private Peshawar 28 Northern University, Nowshera Private District, Nowshera 29 Preston University, Kohat Private District, Kohat Qurtaba University of Science and Information 30 Private District, D.I. Khan Technology, D.I. Khan Sarhad University of Science and Information 31 Private Peshawar Technology, Peshawar
Source: www.pakstudyinfo.com/universities/KP.html.
198
Appendix H
Population Christian‟s Institutes (Table 3.3)
Rank Universities/Institutions Location Website 1 St. Marry High School Peshawar. Peshawar https://www.facebook. com/StMarys-High- School-Peshawar 2 St. Francis High School Peshawar. Peshawar https://www.facebook. com/St.Francisbatch 3 The Eductors https://www.facebook. Abbottabad com/The-educators- abbottabad-campus
4 Edward College Peshawar Peshawar www.peshawar.co/pes hawar/Edwardes- College-Peshawar- 5 Root Millenium High School https://www.facebook. Nowshera com/rootsmillenniums chools
6 Beacon house School System (Pakistan) Peshawar https://www.beaconho use.net/branch/khyber- campus-peshawar 7 St. John High School Peshawar https://www.facebook. com/pages/St-John- High-School-Peshawar 8 Presentation Convent High School Peshawar https://www.facebook. com/Presentation- Convent-High-School 9 Presentation Convent Girls High School Peshawar https://www acebook.com.presentat ion-convent-f girls- high-school 10 St. Marry Girls High School Peshawar. Peshawar www.epop.pk/portal/st -mary‟s-high-school- peshawar 11 Father; Saint Helen School&College Dera Dera Ismail https://www.facebook. Ismial Khan. Khan com/SaintHelensScho ol 12 The Smart School Peshawar https://www.facebook. com/stmarypeshawar.e du.pk
Source: https://en.wikipedia.org/wiki/List_of_educational_institutions_in_Peshawar.
199