Kingston University

Kingston University is a corporate body created by statute1 (PDF). The Chancellor2, Sir Peter Hall, is the ceremonial head of the University. This is an honorary post with no executive or strategic duties. The Board of Governors3 decides how the University is run. The Vice-Chancellor4, Sir Peter Scott5, implement's the Board's decisions on a day-to-day basis. The Deputy Vice Chancellor, Professor Mary Stuart6, and a number of Pro-Vice Chancellors help Sir Peter Scott5. The Executive Board7 advises the Vice Chancellor on key issues. The seven faculties8 of academic staff are divided into schools. The central and support departments9 help staff and students. The academic year10 is divided into three terms. Download the University's organisational chart11 (PDF) for more information. The University's missionOur mission and vision12 is to promote participation in Higher Education. The University's Strategic Plan13 assesses our progress and looks to the future. The Campus Development Plan14 is a multi-million pound investment in our estate to benefit students, staff and the local community. The University policies and regulations15 ensure we maintain high standards. Other bodies the University works withOur partner institutions16 include further education colleges. Our partnerships with LifeLong Learning Networks17 offer new progression routes for vocational learners. Our business and industry links18 provide a bridge between education and commerce. Local community19 involvement ranges from cultural events to sporting facilities. Through these networks, we aim to widen access to education and collaborate with key stakeholders.

Our missionThe mission of Kingston University is to:
promote participation in Higher Education, which it regards as a democratic entitlement strive for excellence in learning, teaching and research realise the creative potential and fire the imagination of all its members equip its students to make effective contributions to society and the economy Our visionThe University of the new millennium will occupy a key role in the production of wealth of all kinds – social, cultural and economic. It will be the pivotal institution in both the learning society and the knowledge economy.
The University faces new challenges – from rival knowledge institutions that do not subscribe to its liberal traditions and its commitment to critical learning, and from those who resist too close an engagement with society and the economy.
It also has new opportunities:
to develop the radical ideas and expert knowledge on which future society will depend while continuing to celebrate a liberal academic culture to establish a democratic entitlement to lifelong participation in higher education while safeguarding high standards in teaching and research The University is both the promoter of innovation and the protector of tradition. In an increasingly uncertain and volatile world it is both:
a dynamic change-agent creating new knowledge, moulding new skills and shaping new social identities an institution of stability, consolidation and discrimination The University, as a public institution, is confronted by new accounts of the public good and, as an autonomous institution, must engage in exciting new markets for higher education. It is against this background that Kingston University has developed its vision for the twenty-first century:
Kingston University is a comprehensive university – in its range of teaching and research programmes, in the diversity of its student population and in the variety of its engagements with society, culture and the economy. Kingston University is a university that defines its mission in terms of future possibilities rather than past roles, and transcends the historical hierarchies and demarcations of British higher education. Kingston University is a "knowledge" institution and a learning organisation. It recognises the key role knowledge will play in social and economic development in the new millennium while celebrating its traditional, and enduring, role in creating and sustaining human culture. A learning cultureKingston University seeks to establish a learning culture in which teaching and research of the highest quality are able to flourish equally. It aims to combine respect for traditional academic values with enthusiasm for novelty and innovation in higher education.
It remains committed to offering a comprehensive range of teaching and research programmes, to reflect the universality of knowledge and the vital connections between academic disciplines. But it is also committed to:
coherence, in its commitment to developing fundamental intellectual skills in all its students maintaining the highest possible academic standards offering all students a consistent and a rewarding, experience It recognises no contradiction between the need for critical learning and the demands of professional formation. It is as committed to providing its students with competences for employability as to developing the intellectual, expressive and social skills required to take full advantage of all their future life-chances.
Students firstKingston University puts students at the heart of its enterprise. It is committed to offering them the maximum degree of choice of academic programmes consistent with the need to maintain a rigorous and disciplined approach to higher education, partly through the development of a flexible but coherent modular system.
It is also determined to provide students with a satisfying experience outside the classroom by providing a comprehensive range of other services and support and by encouraging the development of a strong students' union.
An open universityKingston University seeks to be an open university. It is determined to encourage the widest possible participation, especially from individuals and groups hitherto excluded from the benefits of higher education.
It is committed to making the best possible use of new learning technologies, but also integrating these technologies with more traditional teaching methods in order to make its academic programmes more accessible to a wider range of students.
It welcomes the opportunity to put the knowledge it generates through research and teaching to work, in order to secure social improvement and to promote economic growth. It recognises its obligation to play a leading role in promoting intellectual and artistic culture in the local community and region, through public lectures, exhibitions, concerts and other means.
Working in partnershipKingston University seeks to work in partnership. It recognises that learning is a joint enterprise in which teachers and students (especially mature or postgraduate students) share experiences and perspectives.
It is committed to working with its partner Colleges not only to widen access and promote progression but also to provide a co-ordinated range of educational services and, in particular, to stimulate lifelong learning.
It rejects wasteful and selfish competition within higher education and instead aims to collaborate with other universities and colleges in south west London and Surrey. It welcomes the opportunity to build wider "coalitions of learning" with further education colleges, other higher education institutions, business and community organisations.
The University communityKingston University is its people. Their success is its success. It is committed to being a community in which the views of all its members – whether academic or non-academic staff, teachers or students, senior staff or junior – are treated with respect.
It accepts its responsibility to promote happiness and harmony in the work-place and to recognise the career, and other, aspirations of all its members. It believes that the liberal, critical and democratic values, which it celebrates and seeks to inculcate in its students, must also be reflected in its culture as an institution.
It recognises no contradiction between collegiality and leadership, effective management and democratic participation.
The University as an organisationKingston University seeks to operate in as business-like and cost-effective manner as possible. It recognises its responsibility to:
make the best use of scarce public resources, for which there are many other worthy claimants (not least in other parts of education) establish clear strategic priorities develop the most efficient academic and business processes to implement and evaluate these strategies secure the best (academic) value for money As a public institution it is committed to advancing the public good as well as the individual interests of students and other stake-holders.
But it recognises the diversity of markets for higher education, and embraces entrepreneurial opportunities. It seeks to be a flexible and adaptable organisation that does not allow present structures to inhibit its capacity to meet future needs.
The University in the worldKingston University celebrates the universality of knowledge, and of the human condition, through its teaching and research. It promotes understanding among nations by welcoming international students and by aspiring to offer all its students a more international curriculum.
It recognises its responsibility to prepare its students for global careers in the twenty-first century. It is committed to strengthening, and extending, its existing collaborative links with higher education institutions and other organisations outside the United Kingdom, especially in Europe and in the developing world.

U.K Universties

About us Universities UK the essential voice of UK universities Universities UK is the major representative body and membership organisation for the higher education sector. Our members are the executive heads of UK universities.
Together with Higher Education Wales and Universities Scotland, we work to advance the interests of universities and to spread good practice throughout the higher education sector.

What we do Related ContentAssociated OrganisationsSupporting universities’ autonomy, celebrating their diversity As the major representative body and membership organisation for the higher education sector, Universities UK speaks out in support of the sector, and to encourage an environment where our member institutions can flourish. Our specialist staff work to provide our members with foresight on policy issues and to help them shape the policy agenda. We aim to integrate our policy, parliamentary and media work to mount effective and timely campaigns on issues vital to the sector.
Universities are autonomous institutions, and Universities UK does not have any regulatory powers to impose changes. However, one of our key aims is to encourage and share good practice. Universities UK works closely with a wide variety of organisations and representative groups across the sector to achieve this aim

Our vision Related ContentOur missionUUK Corporate Plan 2007-2010Annual ReviewOur vision is of an autonomous university sector in the United Kingdom that, through excellence in teaching, research, and knowledge exploitation, raises aspirations, has an international reputation for innovation, and contributes to the wider economy and society.
Our mission Our mission is to be the essential voice and the best support for a vibrant, successful and diverse university sector, to influence and create policy for higher education, and to provide an environment where the interests of our sector can flourish.
We will work to deliver our mission by:
Providing members with foresight on policy issues and helping them shape the agenda. Mounting effective and timely advocacy campaigns on policy issues vital to the sector. Promoting the achievements of the sector and thereby securing support for continued investment Being recognised as having excellent and effective communication with decision makers, stakeholders and the media, and with members and their institutions. Collaborating with other sector bodies and where necessary coordinate sector-wide activities. Regularly reviewing our effectiveness and organisation to ensure it remains fit for purpose, well managed and supportive of our staff.

Technical School System

Due to restrictions on grade school curriculums which deviate from those currently approved, BVF has been officially granted a permit to design and build a multi-disciplinary technical school on 18 acres of donated land. Located in a pastoral setting of grassy hinterland, surrounded by mountain vistas, the site is conveniently located to maximize contacts with the large population of ethnic nomads. It forms a natural connection with the nomadic farmers.
Officially named “The Hungkar Dorje Technical School” in honor of its founder, its mission is to further the cultural heritage of indigenous ethnic groups and promote learning and mastery of the skills for modern technology. Our aim is to promote healthy economic and cultural growth in Tibetan society and to build a private educational facility complete with up to date teaching equipment and capabilities, in accordance with the “Educational Law of the People’s Republic of China”. Our goal is to Preserve and protect traditions and culture which would otherwise be lost.
Simply put, by providing young adults with practical skills, many based on Tibetan traditions, students will have a chance to earn a living and gain financial independence. The curriculum will initially include:
Introductory computer training Thangka Painting Woodworking (carpentry, wood carving, Stupa construction) Masonry (scripture and statue carving) Fashion Design (contemporary and traditional costumes) Machinery Maintenance Tibetan Medicine Culture Study

Army Public School And College System(APSACS)

Army Public School And College System Secretariat serves as a central unifying body which ensures uniformity and standardization amongst branches of Army Public Schools and Colleges spread across the breath and width of Pakistan. The Secretariat provides strategic support to the System in Academic planning and Staff Development and training. Its goal is to develop Army Public Schools & Colleges into a leading education system which is completely standardized and capable of imparting child friendly futuristic learning and quality education at affordable rates.
APSACS Secretariat, acts as a central resource which provides help and training to all schools throughout the year. It serves as a nerve centre of the system by regulating communication and coordination amongst schools. A total number of 106 schools operate under the jurisdiction of the APSACS Secretariat through a setup of 11 regional offices. The Secretariat strategically plans all activity for each Academic year including Textbooks, Curriculum, Weekly Syllabus Breakups and Paper setting etc. which is sent to each school through these regional offices. All Academic, Training and Evaluation calendars, all record keeping registers, student dairies and notebooks etc. are also designed and dispatched from the Secretariat.
APSACS Secretariat has an extensive training program, which schedules training workshops for teachers, school management and Regional Coordinators. An elaborate training program is being followed each year which trains teachers about state-of-the-art teaching methodologies, APSACS Curriculum and Assessment policies and other Curriculum Based and Book Based trainings. APSACS Secretariat has a strong team of experienced and highly skilled educationists, with experience in teaching and school staff management. The three main work domains where the Secretariat is assisting the schools are Curriculum Planning & Development, Assessments & Examination and Teachers Training & Evaluation. APSACS Secretariat operates in these three major domains with the help of specialized staff working in each field. To meet the ever-increasing demand of constant research in Educational Planning, Computer Research and Resource Cells have been set up in the Secretariat. To ensure quality and standard, a Review and Quality Assurance Cell has also been setup which reviews all publications and material being sent out of the Secretariat
Department of Training and Evaluation
When APSACS centralized the APSs education System, it became necessary that the users (school managers + teachers + students) be given dedicated trainings to ensure that the policies and procedures of System were explicitly comprehended and implemented.
Training and Evaluation Department devised a Training Programme which targeted the school?s managers as well as the teachers. The early trainings were done by the Training Department with the help of internal and external resource persons.
The goal of APSACS is to bring in the excellence in APS education system. To achieve it, mega objectives of training and evaluation system are:
Develop training modules for workshops, Certificates and Diploma courses Train school Heads and Teachers to ensure implementation of APSACS Policies and Procedures correctly Ensure that heads and teachers learn and use correct teaching methodologies for curriculum implementation Develop Master Trainers in the system so that APSACS Training may be cascaded in the letter and spirit Develop guidelines to evaluate and appraise the technical prowess of the personnel in the chain of schools Determine a timeline for different phases of training
Since 2006 with the inception of APSACS the Training and Evaluation launched a very aggressive and persistent Training Programme in which workshops on Orientation, Leadership & Management , Assessments ( Policy & Procedures ), English Skills Development, Four Skills of English language, Lesson planning ( All Subjects, all Levels ), Classroom Management (All Levels), Reinforcement of APSACS, Policies /Procedures, Montessori Training, Class Conduction Management ? Pre School (CCM), Appraisal of Teaching Staff , Evaluation of Schools / Principal?s ACR, APSACS Appraisal & Evaluation System (A&E System), Induction Training for Teachers (ITT), Orientation on Training & Evaluation Programme, Staff Development Certificate Course (SDCC), Staff Development Diploma Course and Curriculum Based teaching were conducted from 2006 to early 2007. After the trainings, informed evaluations were carried out to gauge the effectuation of training as well as get a feed back on the curriculum and examination policy implementation. After the first phase of formal evaluations the department carried out formal and informal evaluations of schools. On the basis of findings the schools were sent proper reports. During the training phase the schools were also directed to give their individual School Improvement Plan. The implementation of School Improvement Plans was also assessed during the visits. Within a span of two and half years the Training and Evaluation Department has been able to identify Master Trainers in its System, cascade its workshops and courses and above all create in schools an awareness that Evaluations are Not to ?Catch and Blame? they are to ?Identify and develop? the weak areas in institutions
First Round of Training
(Nov 05 - June 06)
Training in all Regions to representatives of all schools of APSACS. Topics covered:
Orientation ( for Principals and Section Heads )
Leadership & Management ( for Principals and Section Heads )
Assessments ( Policy & Procedures ) ( for Principals and Section Heads )
English Skills Development
Four Skills of English language
Lesson planning ( All Subjects, all Levels )
Classroom Management ( All Levels )
Second Round of Training
(Aug 06 - Dec 06)
Reinforcement of APSACS Policies /Procedures Curriculum based Training : English Language English Literature Urdu Language and Literature Student Centered Science Montessori Training Computer Subject Training. Teaching computer theory, practical and lab management. Third Round of Training
(Jan 07 - May 07)
Curriculum based Training : English Language and Literature Urdu Language and Literature Mathematics Science , Social Studies, Environmental Studies Geography, History Computer Appraisal of teaching staff Evaluation of Schools / Principal?s ACR Fourth Round of Training
(Jun 07 - Aug 07)
Staff Development Certificate Course (SDCC) Staff Development Certificate Course (SDCC) was conducted in two phases in Jun 07 & Aug 07, which constituted of four modules.
Module 1 ( Jun 07 )
Process & Planning
Self Evaluation Classroom Mgt Time Tabling Lesson Plan Report Writing Module 2 ( Aug 07 )
Teaching & Learning
Teaching &Learning Improving Teaching & Learning Module 3 ( Aug 07 )
Curriculum & Assessment
Curriculum & Assessment Teaching Techniques English Language English Literature Math + Science Hist / Geo + S.St / Env.St Urdu / Isl
Module 4 ( Aug 07 )
School Improvement Plan
Effective Schooling Managing change in Schools School Improvement Plan Fifth Round of Training
(Sep 07 - May 08)
APSACS Appraisal & Evaluation System (A&E System) Induction Training for Teachers (ITT) Class Conduction Management ? Pre School (CCM) Orientation to APSACS Training Programmes for Principals Staff Development Certificate Course (SDCC) Staff Development Diploma Course (SDDC) Subject Based Training (SBT) English Language and Literature Urdu Language and Literature & Islamiyat Mathematics & Science History, Geography & Social Studies Computer Studies Sixth Round of Training
(Jun 08 - May 09)
Induction Training for Teachers (ITT) Orientation on Training & Evaluation Programme Textbook Based Training on Move Ahead Maths is Fun Science is fun Staff Development Certificate Course (SDCC) Credit Hours 120 Module 1 (Jun 07) Process & Planning Self Evaluation Classroom Mgt Time Tabling Lesson Plan Report Writing Module 2 Teaching & Learning Teaching &Learning Improving Teaching & Learning Module 3 Curriculum & Assessment Teaching Techniques Module 4 School Improvement Plan Effective Schooling Managing change in Schools School Improvement Plan Staff Development Diploma Course Module 1: The Planning Process ? Contextual scanning
? Effective scanning
? Develop mission and vision statement
? Target key success factors
? SWOT-develop core strategies
? Develop annual plan
? School development plan
Module 2: School Effectiveness and Improvement ? What makes a good school
? Factors of a good school
? Classroom effectiveness
? Teacher effectiveness
? Factors in school effectiveness
? Conditions for school improvement
? Success factors
? Adult learning
? Needs analysis
? In-service training
Module 3: Developing effective leadership and managing practices ? Understanding roles and functions ? head teachers/teachers
? Understanding management practices
? Theories of motivation
? Policy making
? Communication skills
? Delegating skills
? Time management
? Managing meetings
? Managing teams
Module 4: Assessment and Evaluation ? Pupils? assessment and evaluation
? Written responses
? Non-written responses
? Recording and reporting
? Teachers? assessment and evaluation
? Learning and teaching
? Handling appraisal
? School assessment and evaluation
? School self-evaluation
? External evaluation

Allama Iqbal Open University (AIOU)

Allama Iqbal Open University (AIOU) is the first Open University in Asia. AIOU is a unique institution in Pakistan because of its philosophy, system, approach, functions and overall structure. The University with its main campus at Islamabad and huge network of regional centers spread all over the country is serving its clientele all over Pakistan and in the Middle East. AIOU is a Distance Education institution, which provides multi disciplinary education from basic to doctoral level programs.
The Allama Iqbal Open University was established in May, 1974, with the main objectives of providing educational opportunities to masses and to those who cannot leave their homes and jobs. In the last 34 years, the University has more than fulfilled this promise. It has opened up educational opportunities for the working people and has provided access to the females on their door steps. It has also done pioneering work in the field of Mass Education. It is now breaking new grounds in the fields of professional, scientific, and technical education. It is attempting to reach out to the remotest areas of Pakistan. It is also attempting to harness modern information Technology for spreading education in Pakistan. The idea of Distance Education was first mooted in UK in late 60s by the British Prime Minister, Mr. Harold Wilson. He was of the view, that educational opportunities must be provided to those who might have missed better education due to early employment and wish to upgrade, their knowledge and skills, in their spare times in the evenings at home. The UK Open University was, thus established in 1969. Since then it has become a major institution of learning in UK and has opened up opportunities for millions of working people. The gospel of distance and Open Learning has, since then spread throughout the world. More than sixty Open Universities are operating around the world on the basis of Distance Education. Modern information Technology has made the task of Distance Education much more easier and effective. The AIOU, when established in 1974, was the second Open University in the world and first in Asia and Africa. It, thus, speaks of the foresight of the policy-makers of that time. As the last 34 years of AIOU have proved, Distance Education has opened up new opportunities for millions, particularly women, and supplemented the efforts of the federal and provincial governments in a big way and that too without becoming a burden on their resources. The idea of Distance Education assumed greater relevance and acceptance in Pakistan due to the factors of poverty and relative deprivation of women. The rate of literacy, incidence of dropouts, and excess to higher education is much lower in the poorer classes of Pakistan. The incidence of poverty is much higher in the rural areas, where formal education is much less established. The rate of literacy and education is much lower for females in Pakistan, particularly in the rural areas, due to poverty and conservative traditions. Many conservative parents under the pressure of old age traditions do not allow their daughters to go out to the schools. The AIOU, through its system of Distance Education has, thus, provided educational opportunities to these housebound girls and women. This explains the reasons why the majority of the students enrolled with the University are females. Latterly, the University is trying to fulfill another current need. Professional and technical education in Pakistan is becoming very costly, especially in recent years, because of government policy to encourage private sector in these fields. The lower middle class and poorer classes are being marginalized and their children have very little chance to get high education in fields like Business Administration, Computer Science, Medicine and Engineering. The AIOU is attempting to meet this challenge and to keep a window open for these classes by keeping the costs at the minimum and by creating a Student Assistance Fund.

Ali Garh Muslim University

The invitation, the establishment and the role that has been played by the Aligarh Muslim University in the town of Aligarh, Uttar Pradesh- India, through all these past events to date is a clear indication of its importance and the potential it continues to have to play the most important role in future – to bring peace, contentment and harmony to the region of South Asia.
It may seem a little boastful, but only to those who don't conceive how great illuminaries and persons of great sacrifice and integrity have changed the tide of history towards harmony and peace by channeling all the forces, even the wicked ones, for constructive and positive thinking and actions. Moses, Buddha, Krishna, Jesus, Muhammad, Sir Syed, Matin Luther, Gandhi, Iqbal and Maudoodi made great sacrifices in thinking and acting upon the attainment of their cherished goals for the betterment of humanity.
Here we have the success story of Sir Syed Ahmad Khan in his Aligarh Movement, his education scheme, and his mobilisation for the establishment of an entirely unique and counter-current institution. His Education Movement was opposed with tooth and nail from every corner except for the help, cooperation and encouragement of his very few British friends and Indian companions of different classes and creeds.
Though, at the beginning, this scheme was designed for the most disillusioned, confused and degraded Muslim community in India in the last decade of the nineteenth century after the turmoil of the mass-killings by the British in 1857, basically it catered to the needs of the whole population of India in general and of North India in particular as it adopted the Indian culture of that time followed by all the people of different religions – Hindus, Muslims, Sikhs & Christian alike. The Aligarh Muslim University attracted the persons of different ethnic group that desired for education, culture, courage and righteous in all works of life. The AMU because the training centre for youth that wanted to take the leadership of the country for freedom struggle. What a great amazement that many Hindu and Muslim students both learnt the skill and positive thinking, presentation of their viewpoints in the most logical and orderly manner and played leading role in Congress, Communist Party, Socialist-group, INA, Bharatiya Sevak Sangh and of course Muslim League after graduating from the Aligarh Muslim University. This shows the freedom of the school of thought to be followed after getting the education in such an enlightened University.
Sir Syed inculcated a new spirit, a new outlook, a new direction to the Muslims of India in general and the Aligarh Muslim University in particular. The AMU has a deep-rooted tradition which can be observed consistently throughout its history.
Firstly, its motto is ‘to think and decide yourself without caring as to what the society or the ancestors will think’. Secondly ‘take the pragmatic and realistic approach. Don’t be utopian on one side nor the opportunist on the other hand ready to yield to anyone’s pressure for your material benefit.
The history of the AMU reveals how strictly it adheres with the above two basic principles of dealings. Let us analyse the past and then in its light, suggest the role for the future.
The AMU from the very first day of its inception has taken care and responsibility of leading the Muslim community of India.
In its first phase, the AMU was the only institution in India which carried the tradition of Oxford and Cambridge, that is to think and express freely. From the very beginning, the AMU students, whilst studying as well as after graduation, were bold to think independently and take a decision as to what they thought was right. The first era of the AMU can be considered a pro-British era in which the modern education was taken very seriously. The AMU produced the brilliant scholars of western education.
In the second era of the efforts for the freedom of India, the AMU again took an independent view and from it emerged all the three trends of the politics of freedom. The Muslim nationalists, the Muslim League’s and the Progressive Communist groups all the three carried their activities side by side in the AMU.
After the unplanned and non-envisaged partition of India, that is, the establishment of the countries Pakistan and India, the AMU played a very important role in both countries - Pakistan and India, the two sub-territories of the subcontinent of India.
The Muslim League’s went to Pakistan and they played the role of establishing the homeland of Muslims. It was a great role they tried to play in Pakistan but unfortunately they could not succeed. The Aligarians who went to Pakistan are still trying to put Pakistan on the right track.
The Muslim Nationalists and the secular group of the AMU were not disheartened after the partition. They took an active role and carried on their efforts in different ways.
In the meantime, just a decade before the partition a new trend was developed in the western-educated class of Muslims by the writings of Maulana Maudoodi (r). The AMU, being sensitive to any call warmly welcomed the idea of Maudoodi and a new class of Islamic-oriented Muslims emerged both in India and Pakistan, coordinating with the Muslim League in Pakistan and Muslim Nationalists in India. This movement of Islamic minded group was strengthened by the simple but effective movement of Tabligh by another great worker of Islam, Maulana Ilyas (r).
The AMU then had the trend of Islamic thinking and working of Islam since 1950 to 1970 about two decades. The Indian politics for 25 years since independence was quite stable and the Congress enjoyed the majority party to form the governments. As time passed on, Hindu communalism and in its reaction Muslim communalism came to the upper surface and for the last twenty five years there is political unrest in the country.
Unfortunately the leadership of the Muslims was unsure what strategy should be adopted for the peaceful living of Muslims in Hindu-majority India specially when a separate homeland was assigned for Muslims in Pakistan. Muslims in India could not live with the idea of the two-nation theory in their subconsciousness. The only thing which the Muslims and their leaders could think of was to fight for their rights as minorities. The Congress, the ruling party could not live upto its motto of multiculturalism and work for multi-religious society. Unfortunately Hindu communalism became dominant after the involvement and the dominance of the BJP in the political arena.
The background has been given to show the present situation of chaos and confusion. The leaders, the masses, the intelligentsia, the Islamic workers all are confused as to what step should be taken. Naturally the AMU is not playing any important role as the goal is not set and the destination is not clear. Having Muslim nationalism in their subconsciousness, the Indian Muslims still think in terms of the future of Muslims and not think deeply about the future of Islam. The result is that the totally unlslamic ideology of secularism is preferred over the religious Hinduism. How much distorted Hinduism may have become from the original teachings of the prophets who were sent to India, still there are morals, concepts about divinity, reverence for the messengers of God in Hinduism which is far better than the naked Western secularism with total refusal of God, and total freedom of man being sovereign to formulate his code of conduct without any guidance from God.
There is a need of taking a bold step by Indian Muslims. Again the education and leadership for the new and correct outlook should be taken by the AMU. Following should be the clear manifesto for the Indian Muslims propagated and acted upon by the AMU.
Muslims are not a group of any nation, country or ethnicity. They belong to the ideology of Islam and only those who adhere with Islam in theory and practice are Muslims in the real sense. Islam is not the property of born Muslims. The Holy Quran is the Word of God for all the humanity and the life of the Prophet Muhammad(s) is the model for the whole of humanity to follow. If a born Muslim has understood Islam and is willing to live for Islam, it is his/her duty to make the truth of Islam known to all his/her country fellow persons, to all Indians. A true advocate of Islam should not discriminate between the so called Muslims and the so called Hindus. For the daawah work of Islam, these denominations don’t mean anything. All human beings are required to listen to Islam, to think about it and then, being convinced about its truthfulness, must act upon it.
The Aligarh Muslim University, if it really means to exist honourably in India with the blessings of Allah, has to undergo a complete overhauling. First and foremost, it's task should be to teach Islam in each and every discipline, science, medicine, engineering and humanities etc. Without knowing Islam, the students and staff cannot determine their line of action. Secondly the AMU should concentrate on the development of India. There are many universities that can produce engineers, doctors and scientists but without proper training regarding the principles of living, without becoming aware of basic values, and without becoming the persons who can honestly, sincerely and positively build up the country on sound footings.
If the products of the AMU become true models of Islam, they will be honoured, respected even followed by the Hindus once they prove that they are not communal and they are not going to take the sides of the present Muslim community. They should be just and honest in all their dealings. They should have full
knowledge of the Quran, the ideal life of the Prophet(s) and the detailed teachings of Islam. Then they should act upon Islam in every walk of life. They should boldly preach Islam among the Hindus and Muslims alike and try to bring all of them towards Islam, not necessarily by converting and changing names. The main thing is to get all the Indians realise that Islam is the solution for all their social, political, economic and ethical problems.
It is the task of the AMU to establish the supremacy of the ideology of Islam and to convince all the Indians that Islam is not anything new but is true Hinduism, true message of the prophets and pious people of India. Islam is the real message of Krishna, Buddha, Jesus and others whom you respect and worship. Islam totally condemns any fight between Hindus and Muslims. The AMU should completely detach itself from the communal conflict between Hindus and Muslims. The AMU should neither be interested in Congress or BJP Dalits or Milli Majlis etc. The AMU has to convey its message to all and persuade them to correct themselves in the light of Islam.
It is the wrong adherence with dirty politics of the day. The Indian politics and politicians are the real hurdles in the path of peace and love. In the heat of the heart no Indian Hindu or Muslim is communal. The play of dirty politics and the vested interests of the politicians create communalism and hatred. Hence the time is now on to finish harping the melodies of politics. We all have to work for making each and every Indian educated in real sense and come for the socio-economic development of the whole community. To preach Islam does not mean toconvert to Islam. It means to convince the moral values to people and the servitude to the One Almighty in the correct perspective. Islam also teaches religion pluralism ie. To live with other religions without hatred against anyone in the world.
It looks very simple but when comes the question of acting upon this policy, the AMU should have the courage, wisdom and patience of the Prophet Muhammad(s). How he changed the life of Quraish - the idol-worshippers of his own country. The true Muslims of India can also do the same if they change themselves and then be willing to sacrifice all their individual and collective rights.
One word of caution! The AMU has to avoid the two extremes in which the Indian Muslims are at present motivated. One is to worry about the rights and demands of the Muslim community and always fight with the government and other agencies to gain maximum benefit for the Muslim Ummah. This is wrong. This will lead to hatred, and rivalry and help in the establishment of Hindu State. The other is to pacify the Muslim, condemn them and praise the government and its policies. This is wrong because of the opportunistic trend and getting some personal benefits at the destruction of the Muslim community.
The AMU has not to flatter the government and its agencies and should not beg any favour from them nor should it criticise the political regimes whoever they may be. For an ideal group of the followers of Islam it is redundant. A true Muslim should love all humanity and care for their success both in this world and the hereafter.
I sincerely believe that AMU India is the only place where the seeds of love, peace, prosperity for the entire subcontinent could be sown. It is the place where the seeds can sprout and develop in the form of a huge tree under whose shade the subcontinent may find tranquility, peace, love and cooperation.
But, and it is large BUT that Aligarh is allowed to play its role. Provided, and it is a strong proviso, that Aligarh itself rises to play this vital role in the future India. It is very unfortunate that still, even today there hangs a cord of mutual suspicion and misunderstanding between Aligarh and the ever-changing governments of India. We can be frank, even at the cost of being misunderstood that practically nothing has been done to remove the suspicions and misunderstandings till today. Aligarh for example
Aligarh, for example, suspects that the government is bent upon, by hook or by crook, to destroy the Aligarh character by making intrusions, explicitly or implicitly, to change the Aligarh complexion, by reducing to minority the number of Muslim students, teaching staff and the administrative staff, further by severing its relationship with the Muslim community of India at large. The Government of India suspects that Aligarh is a mini-Pakistan, that is the hotbed of machinations against the integrity and safety of the country, that it is an arsenal for carrying out communal activities, rebellious tendencies, and all types of anti-national efforts and striving.
I very sincerely urge that this atmosphere of mistrust that is charged with mutual suspicion, distrust, discontentment and misunderstanding must be cleared away.
This mutual distrust is neither in the best interest of Aligarh nor it serves any useful purpose for the government of India. I humbly and very emphatically appeal to all the patriotic Indians Muslim and Hindus to come forward and imprint in the minds of those Government Authorities who deal with Aligarh that being the more stronger of the two, they must show magnanimity towards Aligarh. Even a show of kindness, of leniency, of soft heartedness would be more than enough to win Aligarh over to their side. It is not enough that Aligarh has been declared as one of the centrally governed Universities of India or that the Government provides funds for Aligarh. A change of heart and attitude is what is the need of the time. It would do no good to the Government or Aligarh that it is ruled as a police state.
On the other hand, and more importantly, the Aligarians, especially we, living in Western countries, have this solemn duty towards our Alma-mater that we go to the students studying at Aligarh, contact the teaching staff there, meet the administrative staff and impress upon their mind the futility, the unreasonableness, the sheer nonsense of unnecessarily and without any reseanable cause , nurturing, creating, promoting distrust again the Government of India. Tell them with sympathy and love, but firmly and frankly that being Indians, being the sons of the soil, being the part and parcel of Indian nation, and being the successors of Sir Syed Ahmad Khan you as a Muslim must contribute towards the development, upliftment and advancement of not only Muslim community, but the Indian nation at large. We should hammer upon their minds that they should prove to be efficient and to be useful and highly qualified and indispensable for the progress and advancement of India. Otherwise they would not only lag behind, but would be discarded and the world would crush them as ants. If they prove ? to be efficient, highly qualified and indispensable, no amount of discrimination could seal their fate.

Ziauddin University Hospital

he realization of Dr. Ziauddin’s vision into reality began in the late 1950’s when his daughter Dr. Ejaz Fatima, and his son-in-law Dr. Tajammul Hussain, started a small maternity home in Nazimabad. Over the years, this small maternity home has grown into a busy 80-bedded hospital that serves the densely populated area of Nazimabad.
In 1968 the family of Dr. Ziauddin established Dr. Ziauddin Hospital Trust. In the same year this Trust established a second hospital in North Nazimabad, Dr. Ziauddin Hospital, which is now a 300 bedded tertiary care hospital, and caters to a large population of North Nazimabad. This hospital provides opportunities to students to gain knowledge and skills in assessing and evaluating a wide range of problems in a tertiary care setting. The Hospital is equipped with sophisticated equipment necessary to diagnose and manage problems effectively and efficiently.
In August 1994, through an Ordinance (No. XVII of 1994), the Government of Sindh granted permission for the establishment of the Dr. Ziauddin Post Graduate Institute of Medical Sciences. By virtue of this Ordinance, the Institute could grant its own postgraduate degrees and diplomas.
In October 1995 the Sindh Assembly passed an Act (No. VI of 1995) for the establishment of Ziauddin Medical University. At this time the University also established an association with community leaders of Sikanderabad, to set up a health centre, and entered into mutual partnership with the Karachi Municipal Corporation for training, research and services at the Sobhraj Maternity Hospital. The overall purpose is to improve the health status of the catchments population by providing services, health education and support.
In December 2006 Ziauddin Medical University was given the Charter as Ziauddin University vide 'The Ziauddin University' (Amendment) ACT 2003 dated 13th December, 2005.
Along with Medical Faculty following faculties are included:
Faculty of Arts Faculty of Law Faculty of Engineering Faculty of Business Administration Faculty of Fine Arts
SIR ZIAUDDIN AHMED was born in 1877 in the picturesque town of Meerut in India. An outstanding and versatile educationist and political figure, he was also the longest serving Vice-Chancellor in the history of Aligarh Muslim University. His close association with Sir Syed Ahmed Khan added to his stature and dignity. His untimely demise left a void in the university and in the lives of his followers and well wishers. He died on 23rd December 1947 in London, and was buried in the premises of the main mosque of Aligarh Muslim University along side Sir Syed Ahmed Khan.
Sir Ziauddin Ahmed did his Bachelor of Arts degree with distinction in 1895 from M.A.O. College, Aligarh, Master of Arts in Mathematics from Calcutta, and Allahabad Universities in the year 1897 and 1898 respectively. He joined Trinity College, Cambridge in 1901 for Honours degree in Mathematics, and graduated with excellence by securing first position. In 1904 Sir Ziauddin was awarded the Sir Isaac Newton Scholarship, a rare honour for a foreign graduate, and he was the first Indian to achieve this award. His thirst for knowledge took him to Gottingen University, Germany and in 1905 he completed his Ph.D. in Mathematics. In addition to this, Sir Ziauddin also visited Paris University in France, and Bologna University in Italy in the year 1905 for advanced studies in his chosen field of Mathematics.
On return from Europe, Sir Ziauddin Ahmed devoted the rest of his life to the Aligarh Muslim University. When M.A.O. College was given the status of a University in 1920, he became its first Pro Vice-Chancellor. In 1935 he was elected as the Vice-Chancellor and remained so until 1946, thus becoming the longest serving Vice-Chancellor in the history of Aligarh Muslim University to date. In 1946 he was appointed as Rector of the University and held the position until his death in 1947.
Sir Ziauddin Ahmed took keen interest in University affairs, and raised funds for the university time and again.
Sir Ziauddin Ahmed supported the Pakistan Movement and encouraged the students of Aligarh Muslim University to play an active role in this historic movement. He was also chosen by Quaid-e-Azam to be the General Secretary of the Muslim League Parliamentary Party.
Sir Ziauddin Ahmed's dream to start a medical college at Aligarh Muslim University, was not realised in his lifetime, but has come true with the establishment of the Ziauddin Medical University in Karachi, Pakistan.