The need for character building in Higher Education Institutions
a pressing need to steer them in
Parents need to be involved
right
IN recent years, there has been a noticeable rise in behavioural challenges among students particularly at one of Islamabad s leading public universities The transition of students from intermediate college to university life at the bachelor s level has exposed a significant gap in their preparedness for the responsibilities and decorum expected in higher education settings This lack of preparedness has manifested in various forms of misconduct and disruption Instances include student involvement in unlawful activities such as organizing unauthorized strikes, engaging in verbal and physical altercations with faculty and staff frequent violations of university rules and regulations and attempts to challenge official systems such as grading policies Additionally patterns of academic neglect are apparent, such as habitual class bunking, poor attendance throughout the semester, and appearing only during examinations Some students have even gone to the extent of sabotaging university infrastructure including damaging CCTV cameras to evade surveillance obstructing the transport system and disrupting examination schedules Clashes with security personnel and administrative staff from time to time further highlight the severity of the issue
These behaviours not only affect the learning environment but also undermine the overall discipline and integrity of the institution This growing concern indicates a pressing need to integrate character-building programmes and ethical education as essential components of the academic curriculum Emphasizing values such as respect responsibility empathy civic sense and discipline can help shape students into well-rounded individuals who are not only academically competent but also socially
and morally responsible Universities must take proactive steps through counselling services, mentorship programmes, co-curricular activities, and regular workshops on life skills ethics and emotional intelligence Only through such holistic development can institutions foster a conducive learning environment and prepare students to contribute positively to society While academic institutions play a crucial role in shaping societies by nurturing future leaders a troubling trend has emerged wherein students increasingly take their institutions for granted A recent incident at a leading public university in Islamabad has raised serious concerns In this episode, students forcefully shut down the institution by initiating a strike, locking the entry and exit gates halting the transportation system indefinitely and disrupting inperson classes for over a week
Unfortunately this is not an isolated incident Similar disruptions have occurred periodically, with students justifying their actions as part of their right to protest However, the methods often involve unethical and unlawful behaviour Rather than engaging in dialogue some students resort to extreme measures to push forward their demands which in many cases are either unreasonable or exaggerated Demands have ranged from issues such as weak WiFi signals, additional hostel facilities, and the renovation or demolition of existing structures like cafeteria walls to resisting police presence on campus overstaying in hostels after the completion of studies and organizing celebrations of non-academic events such as the recent request to celebrate Holi
The call to celebrate Holi a festival rooted in Indian culture has sparked controversy especially considering the strained political relations and ongoing conflict between Pakistan and India Many have questioned the appropriateness of promoting such events on a large scale under the current circumstances
Moreover, the conduct of some students toward faculty members is increasingly alarming Reports have surfaced of teachers being harassed, misbehaved with, and even held hostage during protests Attempts by faculty to guide students or maintain discipline are often mischaracterized as harassment undermining the authority and safety of the teaching staff This situation calls for a balanced approach While students do have the right to voice their concerns, it must be done through lawful and ethical means There is an urgent need for counselling policy reinforcement and institutional accountability to ensure that campuses remain centres of learning, not arenas of disruption The current situation within the institution is deeply concerning There is an urgent need to focus on character building and instilling core values among students
A critical question arises: How have students been allowed to reach a point where they misuse institutional grounds for personal or political activities? This behaviour is not only inappropriate but is also tarnishing the reputation of both the institution and its genuinely dedicated students It is alarming that some students appear to have forgotten their fundamental role that of a learner It is equally troubling that teachers are repeatedly required to remind them of their responsibilities, even at this advanced stage of their academic journey Where have the basic manners and etiquettes gone? Why is the university dress code being disregarded? What has led to such aggression in pursuing demands?
These questions demand reflection and decisive action While such behavior is disappointing, it also presents a responsibility: to guide these students back onto the right path Many are wasting not only their time but also the hard-earned money of their parents Their actions are negatively impacting the overall academic environment To address this, individual counselling ses-
sions are strongly recommended not just with the students involved but also with their parents Students who disrupt the institution must be dealt with compassionately but firmly At the same time rules and regulations must be strictly and lawfully enforced to prevent further disturbances Institutions have every right and responsibility to maintain order and discipline without compromise Students must understand their role and place within the academic hierarchy Disrespecting teachers is unacceptable and disheartening especially when compared to the once-cherished teacher-student bond that was built on mutual respect and admiration It is evident that group dynamics sometimes lead to collective indiscipline, influenced by a few individuals While students certainly have the right to raise genuine concerns and seek improvements in facilities disrupting the entire institutional system is an extreme and unjustified measure It is imperative to restore a culture of respect, discipline, and academic focus for the betterment of students and the institution alike
It is likely that many parents are unaware of their children s hidden behaviours and intentions Now is the time for parental involvement to extend to the university level as well These students, who should be contributing to constructive endeavours, are unfortunately engaging in destructive actions The drive for self-improvement appears to have diminished in many cases Rather than focusing on personal growth some students are seeking recognition and fame through unethical and unlawful means, often under the guise of leadership
It is disheartening to witness this mindset among members of Generation Z Compared to previous generations they seem to require more guidance and counselling The vast exposure to media and numerous digital platforms is often leading them astray from a meaningful and responsible path There is
Both obser ved and anticipated outcomes sugg est that such positive educational inputs can lead to improved academic performance , reduced behavioral issues, enhanced social and emotional well-being, and the development of strong er communities Ultimately, we must prepare future g enerations to embody strong values and make lasting, meaningful contributions to society through their commendable actions
rection and help them resist the distractions that can so easily derail their potential
However, character building or development should focus on fostering ethical values and positive traits in students
Firstly it is essential to nurture social skills moral reasoning and emotional intelligence, rather than allowing destructive behaviours to affect the environment
A recent unfortunate incident highlighted the consequences of neglecting these aspects leading to prolonged academic disruption just as teachers were striving to complete the semester Secondly there must be a strong emphasis on character education
This includes teaching communication and collaboration skills, encouraging respect for others in speech and writing developing empathy instilling civic virtues and helping students understand their responsibilities and limitations Thirdly positive traits such as honesty responsibility patience respect resilience, compassion, integrity, passion, and kindness should be actively developed and encouraged Lastly, academic focus must remain a top priority as it forms the foundation of students future success Character development and academic achievement should go hand in hand to produce responsible capable, and ethical individuals In addition, character education should be integrated into the curriculum as a compulsory component of degree programs Increased interaction with positive role models is essential to help students adopt and
African slaves primarily ser ved as troops Some gained prominence – Bengal’s Rukh-ud- din Barbak repor tedly maintained an Ethiopian army of 8,000, his son expanding it to 20,000. Others, like Malik Ambar, rose even fur ther
aging the cultivation of previously unproductive areas
Tans in their own country
H E role of African slaves in India and the participation of Indians in slave administration has until recently received little attention Africans were not the first people enslaved in India, but Arab traders trafficked them to the subcontinent as early as the 6th century CE One of the first known cases involved an Ethiopian Jamal ud-Din Yaqut who became Master of the Royal Stables in Delhi in 1236 By the 14th century African slave trading grew as Indian authorities exploited maritime networks linking Africa and India Indian goods were highly prized in Africa and were exchanged for gold, ivory and Ethiopian slaves Trade in slaves was one of several exchanges connecting the Indian subcontinent with East Africa, creating a diverse and interconnected commercial system that thrived for centuries Arab dhows crossed the Indian Ocean in regular monsoon-driven voyages carrying slaves spices textiles and metals These maritime routes helped entrench African presence along India’s coastal cities, such as Surat, Calicut and Cochin, which functioned as critical nodes in this transoceanic slave network
AN EYEWITNESS: The diversity of African arrivals also complicates the simplistic binary of slave and free Some Africans arrived as merchants or seafarers in their own right, contributing to the cosmopolitan character of port cities like Cambay and Bharuch
The famed Berber traveller Ibn Battuta who was born in Tangier in 1304 journeyed extensively across vast parts of Asia and Africa in the 14th century He encountered thousands of African slaves during his travels observing Abyssinian guards shipmen and warriors deployed across the subcontinent
It was during his second journey that Ibn Battuta made his way across the Indian subcontinent, the Maldives Sri Lanka and China before returning to North Africa During his time in India he came across Habashis (as the Ethiopian slaves were known) distributed throughout the subcontinent from northern India to Ceylon They were employed primarily as guards or men-at-arms on land or at sea In July 1342, for example, he was south-east of Delhi, in the town of Allapur in Uttar Pradesh: “The governor of Alabur [Allapur] was the Abyssinian Badr a slave of the sultan’s a man whose bravery passed into a proverb He was continually making raids on
Ibn Battuta encountered African slaves in the southern Indian city called Qandahar (today the village of Ghandar on the mouth of the Dhandar river in Gujarat), where he describes meeting Ibrahim the owner of six ships Ibn Battuta then travelled to Colombo in Ceylon (Sri Lanka) where he again found the ruler guarded by about five hundred Abyssinians When Ibn Battuta arrived in the Indian port of Calicut he saw a fleet of huge Chinese junks, each with four decks carrying up to 1,000 troops on board The ships were highly sophisticated, with sailors having their wives and slave-girls living in their cabins which were complete with latrines Security was – once more – provided by Africans The owner s factor [or agent] on board ship is like a great amir When he goes on shore he is preceded by archers and Abyssinians with javelins, swords, drums, bugles and trumpets ’
The African presence in India particularly in military contexts also had a psychological and symbolic dimension Africans were often perceived as loyal physically strong and strategically useful because they were outside traditional kinship networks This made them ideal as bodyguards, palace guards, and elite soldiers, as their loyalty was presumed to lie solely with their patron Their position within Indian courts and armies was sometimes precarious but it could also be a pathway to influence and even power Importantly African troops played a stabilizing role in many of India s volatile princely states serving as both protectors and enforcers, their foreign origins ensuring loyalty that transcended local rivalries
AFRICAN SLAVES BECOME RULERS: African slaves primarily served as troops Some gained prominence – Bengal s Rukh-ud-din Barbak reportedly maintained an Ethiopian army of 8 000 his son expanding it to 20,000 Others, like Malik Ambar, rose even further Born in Harangue, Ethiopia, Ambar was enslaved and brought to Baghdad, then India He served under Chengiz Khan, a former Ethiopian slave turned statesman Freed after his master’s death Ambar joined the military of various Indian rulers By the 1590s he led a cavalry force in Ahmednagar and resisted Mughal incursions using guerrilla tactics He backed a new sultan and married his daughter into the royal family, consolidating his influence As regent, Ambar implemented reforms and infrastructure projects, including a water system still in use today He repeatedly thwarted Mughal forces – even Emperor Jahangir who had insulted Ambar racially Jahangir s frustration with Ambar is evident in his pejorative references calling him the black-faced one or the crafty one but these slights ultimately gave way to reluctant admiration In his official memoir, the Emperor Jahangir reversed his assessment of his opponent, declaring that although a slave Ambar was nonetheless ‘an able man In warfare in command in sound judgement and in administration he had no rival or equal He maintained his exalted position to the end of his life and closed his career in honour History records no other instance of an Abyssinian slave arriving at such eminence Ambar ’s political acumen extended beyond the battlefield He maintained a complex network of alliances with other regional powers and made use of marriage diplomacy to strengthen his hold over Ahmednagar He also sought to establish a bureaucratic apparatus that could outlast him, introducing land reforms and encour-
Ambar died in 1626 Though his son surrendered Ahmednagar to the Mughals in 1633, Ambar ’s transformation from slave to kingmaker remains remarkable Between 1486 and 1493 alone four Ethiopian commanders rose to rule Indian states
Their stories highlight how military slavery in India differed from other parts of the world The unique context of Indo-African relations, especially within Islamic polities, often facilitated the elevation of capable individuals, regardless of origin
INDIANS ADMINISTER THE SLAVE TRADE: India s involvement in African slavery extended abroad Indian merchants were key players in the Omani-led East African slave trade From the 1st century CE, Omanis traded along the Swahili coast, importing slaves – especially light-skinned women – for domestic service Many of these slaves were destined for service in elite households as concubines wet nurses or servants Indian traders especially in Muscat and later Zanzibar dominated commerce in coffee and pearls served as bankers and helped administer the slave trade Under Sultan Said bin Sultan (r 1804–1856), Zanzibar became the new capital, centred on clove plantations worked by slaves Indian merchants followed forming a major commercial presence along the coast
Although Britain abolished slavery in 1833 enforcement was slow By 1860 over 8 000 slaves owned by Indians were officially freed in Zanzibar The Indian community in Zanzibar and East Africa often maintained cultural and commercial links with Gujarat and Bombay, reinforcing the transoceanic dimensions of this trade
The entanglement of Indians in the East African slave trade was not limited to merchants alone Clerks shipbuilders and middlemen were all complicit in the system Some Indians served as slave overseers or worked in ports where captured Africans were processed and sold Sir Bartle Frere, the British governor of Bombay who visited Zanzibar in 1873, remarked that ‘Throughout the Zanzibar coastline all banking and mortgage business passes through Indian hands Hardly a single loan can be negotiated a mortgage effected or a bill cashed without Indian agency This complicity is rarely acknowledged today, yet it is essential for understanding the full scope of the Indian Ocean slave trade
THE LEGACY TODAY: In India the Sidis – descendants of African slaves – were gradually integrated Janjira and Sachin princely states ruled by Sidis existed until Indian independence in 1947
The rulers of these states, though relatively minor in comparison to larger princely territories, held real power and maintained their autonomy under British indirect rule Their courts often mirrored Indian traditions, but also retained distinct African elements such as Sidi drumming and Swahili phrases in ceremonial contexts
The Sidi community itself is diverse with roots tracing back to different waves of African migration and enslavement While some Sidis were brought as slaves, others arrived as soldiers, traders, or musicians
The integration process varied regionally: in Gujarat, for instance Sidis maintained a distinct identity while in other parts of India they assimilated more fully into local populations Oral histories religious rituals and festivals continue to reflect the syncretic nature of their heritage blending African, Islamic, and Hindu influences
Today, around 100,000 Sidis live in Gujarat, Karnataka and other regions of India Many retain Swahili musical traditions Sidi drumming and dance performances are popular in some areas and have gained recognition in India s cultural landscape In Pakistan a further 150 000 Sidis reside often in
Dr Saira Kazmi