سید سبط علی صبا(۱۹۳۵ء۔۱۹۸۰ء) کا اصل نام سبطِ علی اور صباؔ تخلص کرتے تھے۔ آپ سیالکوٹ کے قصبہ کوٹلی لوہاراں میں پیدا ہوئے۔ سبط علی صباؔ ابتدائی تعلیم کے بعد پاکستان فوج میں بھرتی ہو گئے۔ ۱۹۶۵ء کی جنگ میں لاہور محاذ پر بھارتی فوجیوں کا ڈٹ کر مقابلہ کیا۔ پاک بھارت جنگ کے دوران بھی آپ نے چند بڑی نظمیں لکھیں جو ہفت روزہ’’واہ کاریگر‘‘ واہ کینٹ اور ہفت روزہ’’ہلال‘‘ راولپنڈی میں شائع ہو چکی ہیں۔ آپ نے ۱۹۶۸ء کی عوامی جمہوری تحریک اور مقامی مزدور تحریکوں میں بھرپور حصہ لیا۔(۸۹۰)صباؔ کا شعری کلام ماہنامہ’’فنون‘‘ ماہنامہ’’ہلال‘‘ مجلہ’’ہماری زبان‘‘ دہلی’’ماہ نو‘‘ لاہور اور دیگر ملکی رسائل و جرائد میں شائع ہوتار ہا ہے۔ مجلس تصنیف و تالیف واہ کینٹ نے ۱۹۸۶ء کو سبط علی صبا کا شعری مجموعہ ’’طشت مراد‘‘ شائع کیا۔ سید سبط علی صباؔ نے پچاس کی دہائی میں باقاعدہ شاعری شروع کی تھی۔ صباؔ ابتدائے شاعری سے ہی طبقاتی اور رزمیہ طرز فکر کے حامل فنکا ر تھے۔ صبا ؔکی غزل کے مطالعہ سے معلوم ہوتا ہے کہ ان کے ہاں کسی تحریک یا نظریہ سے وابستہ طبقاتی شعور نہیں بلکہ وہ پوری دنیا کو ظالم اور مظلوم ،حاکم اور محکوم ،جابر اور مجبور ،امیر و غریب ،جاگیر دار اور کسان اور آجر اور مزدور کے حوالے سے دیکھتے ہیں۔ ان کی شاعری کرہ ارض کے ہر مظلوم کے ساتھ غیر مشروط و فاداری کا اعلان کرتی ہے۔ احمد ندیم قاسمی اس حوالے سے رقم طراز ہیں:
وہ اپنے آنگن سے باہر کی دنیا تک چار طرف جب چھینا جھپٹی کے مناظر دیکھتا تھا اور زر پرست معاشرے میں پسنے والے کروڑوں عوام پر نگاہ ڈالتا تھا تو ایسا ایسا قیامت کا شعر کہہ جاتا تھا کہ تجربات اور محسوسات کی اتنی صداقت اور ساتھ ہی خیال کی اتنی...
This study discusses how to integrate the values of moderate Islamic character in Islamic higher education institutions. Integration of the value of moderate Islamic character values can be implemented through learning in all subjects in Islamic higher education. Integration of Islamic character values can be done on all subjects in Islamic higher education by referring to the concepts, systems and theories of learning. Learning the value of moderate Islamic characters can give students a personality color better than before and can inspire lecturers as learners. In carrying out enlightenment and intelligence in shaping tough, courageous, honest, tolerant, responsible and consistent students, in order to answer the challenges of powerlessness and inability to build national identity, inability to reconstruct the nation's potential responsively and dynamically. The hope of the writer, with the integration of the value of moderate Islamic character in all courses in Islamic higher education, can be the basis for the formation of adherent behavior, and the value of character can be a declarator of glory on the face of the earth
The major purpose of the study was to examine the role of private sector in higher education in Pakistan by adopting descriptive method of research. The main objectives of the study were to compare the views of administrators, teachers and students about the quality of various aspects of higher education, to compare the views of administrators both male and female, permanent and contract based, about the quality of various aspects of higher education, to compare the views of male teachers and female teachers, permanent, contract based and visiting teaching faculty, about the quality of various aspects of higher education, to compare the views of male students and female students about the quality of various aspects of higher education, to determine the share of private sector of higher education in the term of students’ enrolment and teaching faculty and to suggest measures for improvement of private sector universities in Pakistan. As the study was conducted at national level, the population of the study constituted 270 administrators, 6180 teachers and 61108 students in existing 54 private universities and degree awarding institutions of Pakistan. Method of cluster sampling was used to select the study sample of 840 people, which was carried out in two stages. At the first stage, 12 clusters of universities were randomly chosen out of the total population of the private universities. At the second stage, 60 administrators, 180 teachers and 600 students were selected through random sampling procedure with five administrators, 15 teachers and 50 students from each selected cluster. Three questionnaires (one each for administrators, teachers and students), developed and refined through pre-testing, were used as measuring instruments to collect data. The researcher personally visited each university and collected data from the sample. The collected data was tabulated and interpreted by using t-test and ANOVA. It was concluded that the role played by private sector in higher education was of considerable value. All respondents were found to have positive opinion about the availability of internet facilities, encouragement of teachers for students class participation, teachers’ ability to create conducive class environment for learning and wholesome attitude of teachers toward their students. Nevertheless, they expressed slightly negative opinion about the appropriateness of instructional facilities, sufficiency of books/periodicals available in the library, professional training of teachers, teachers’ command over the subject matter, teachers’ encouragement in promoting critical and creative thinking among students, relevance of the subjects and the content to present and future needs of society and quality of research. All respondents exhibited fairly negative opinion about selection of students during admission on the basis of their merit and motivation and competitiveness of the private sector graduates with public sector universities. Male respondents exhibited more positive views about the quality of various aspects of higher education. Private sector universities shared the load of higher education to the extent of 15 percent in terms of student community and 16.5 percent in terms of teaching staff.