INTRODUCTION

In this research I focus on students involvement in party politics. To clarify the concept, it is important to distinguish different levels of student politics. Politics is an activity that requires at least two people; therefore, student politics also requires at least two students. Consequently, just two students united activities in pursuance of certain aims can be identified as student politics. Then again, there are different types of student politics and it must be borne in mind that the types identified by different authors are based on time/region/country/culture. Below, I have distinguished below three types of student politics. Student unity It is probable that student unity is one of the oldest structures of student politics. When a number of students, whether just some students or the whole student body of a school, country or region, form themselves into a unity for executing a certain aim or a number of aims, or campaign in favour of their rights or agitate to receive their entitlement, they can be characterised by the term student unity. Students union In some countries, the student forum/club is also known as union. When a group of students who have religion, region, or any other interest in common form an organization under certain conditions within a school, country or even an international context, this is known as a students union. So every different group of students having one or more interests or aspects in common can form a different student union within a school, country or international context. Each student union will campaign in favour of its own outlook or agitate to receive its entitlement. Therefore, sometimes student unions can be in competition with each other. Students involvement in party politics Every country has different national political parties except the countries where martial law or dictatorships exist. These national political parties usually have their associated or affiliated organizations for different professional groups. To discuss this situation, I will use examples from the Pakistani context.

When students are involve in political activities then it called student politics. Modern student activist movements vary widely in subject, size, and success, with all kinds of students in all kinds of educational settings participating, including public and private school students; elementary, middle, senior, undergraduate, and graduate students; and all races, socio-economic backgrounds, and political perspectives. Popular issues include youth voice, student rights, school funding, drug policy reform, anti-racism in education, tuition increases in colleges, supporting campus workers' struggles, environment, and many other areas. Students' participation has certain disadvantages; mainly it is immense loss to students because of waste of their valuable time. Several students through participation in politics start indiscipline in colleges. This leads to groupisam among students which is harmful to the interest of students itself. Many students for these activities are rusticated from educational institutions. This politics mainly starts from the diff student unions in college/university levels. Now politicians are giving focus to university election to show their power. But some advantages also there. First of all a student who starts actively participating in politics, generally develop fine qualities of public speaking. Many impressive leaders were known to have become good speakers in their college days .This gives them fine training in early stages.

Before student unions were banned by the Ziaul Haq dictatorship in 1984, their activities were conducted through regular annual elections in universities and colleges. Before student unions were banned by the Ziaul Haq dictatorship in 1984, their activities were conducted through regular annual elections in universities and colleges. Before student unions were banned by the Ziaul Haq dictatorship in 1984, their activities were conducted through regular annual elections in universities and colleges. Student parties that participated in these elections played an important role in looking after vital academic, cultural and political interests of the students.

All of the administrative structure of the university as protests, such as the ones at the University of California at Berkeley in 1964 that centered on the creation and enforcement of campus policies around political activity and ended in the resignation of the president. After

the Berkeley protests, many other students used similar protests on other campuses to fight for changes (Boren, 2001).

Students who participated in service activities contributed to outcomes such as increased personal commitment to communities, increased use of energy and time in helping others, development of personal leadership skills, increased social confidence, added skills in conflict resolution, and an increased sense of societal locus of control (Vogelgesang, 2001).

Educating citizens to participate in democratic systems has never been the only purpose of public education systems. Over time, more emphasis was placed on functional and job-related applications of education. Some colleges also embraced a more scientific than liberal education focus. The institution of the Morrill Act in 1860 to provide for agricultural education was a significant milestone in the history of higher education that influenced this direction towards a more utilitarian educational purpose and propelled both the development of institutions of higher learning and the enrollment of students from groups other than the most privileged (Barber, 2002).

Although voter turnout and overall political involvement has been on a steady decline over the past decades, there has been a recent increase in voting , political engagement and participation in community problem solving. Students are reporting more positive attitudes about olitics than in the past (Young, 2004).

The subjects who had the greatest involvement in high school also clearly expressed a sense of political efficacy. Two of their peers from the group that was less involved in high school shared concurring perspectives that add to the strength of this theme. Although the literature suggests a divide between community activism through service versus politics given the methodological construct of this study, it is not surprising that these students felt a high degree of both internal and external efficacy. Not only did they believe they were capable contributors (internal efficacy) but they also believed that the political system can be effective (external efficacy), (Longo, 2004).

Political involvement as a part of the college education experience is not something new. Educating citizens for participation in the democracy was a founding principle in the development of universities in the United States. Political involvement, in the form of student activism, has been a part of the history of U. S. and European universities since at least the thirteenth century. In the United States, activism peaked in the 1960s with significant challenges to university governance and involvement in nationwide organizing around political issues. In the last three decades of the twentieth century rates and types of student political participation declined, even after the 1971 passage of the 26th amendment giving 18 to 20 year olds the right to vote (Lopez, et al., 2005).

Forms of political activism have also changed. Instead of marching protests in the street and non-violent "sit in's," many students volunteer their time in endeavors that can be construed as political activities. Positive outcomes in other areas of civic engagement, such as community service and service learning, have increased and have been demonstrated to impact young peoples' understanding of both why and how they can make a difference in their communities (Lipka, 2007).

In higher education, many universities have adopted mission statements that include a strong commitment to helping nurture a sense of civic responsibility and willingness to participate in civic life. Evidence of the breadth of this commitment can be found by examining the membership of a national organization of college and university presidents that has a mission of promoting colleges and universities as public agents that can positively impact their communities. These presidents represent institutions committed to teaching individual skills for civic engagement and social responsibility. This organization, Campus Compact, was founded in 1985 and now has over 1,100 member institutions working to promote their mission, (Campus Compact, 2008).

There are students that are highly politically involved: students working on campaigns, students participating in voter registration, and students becoming civically involved in other ways. However, there are also students that do not get involved in politics. In campus wide voter registration drives, while I have encountered many students excited to

vote. Evaluating the claim that students are politically apathetic is critical to this discussion. If students dont participate in political processes then policy makers are not held accountable for decisions about issues important to students. When legislators are held accountable to specific groups to remain in office it seems logically that they would be more likely to make decisions in support of that group. Students can participate in government to help ensure that their interests are supported and valued in decision making from the local to national government. Engagement as students could help to break cycles of political apathy that are also found in the US population post college graduation. Students involved in politics may also become more educated public officials. Political engagement helps individuals to evaluate their belief systems and think critically about issues. (Rachel, W, 2012).

Objectives of the Study

1. To find out the causes that why students involved in student politics 2. To Examine the effects of student politics on the institutions 3. To check its effects on those who are involved in such type of politics

Review of Literature
Verba, et al. (1995) said that political participation is defined as action intended to influence actions of the government. Their landmark study is based upon empirical evidence of a sample of 15,000 people. Their Civic Voluntarism Model purports that resources Gobs, time, and money, re required for political involvement. However, because these activities are voluntary, here must also exist a disposition toward political engagement rather than some other type volunteer activity, such as coaching youth sports. For individuals with adequate resources Gobs, time and money, interest in politics, sense of political efficacy, acquiring information on how political systems work and party affiliation are engagement elements that can lead to participation.

Rashid (2001) notes that large numbers of students have been killed as a result of student politics since 1971. It is very simple to understand that if students are frequently killed in situations of unrest caused by student politics, the unrest does not remain confined to HE campuses but spreads throughout the country. When a daughter reaches adulthood, parents are afraid to send their daughter to school and away from home because of their fear of student leaders. Nobody knows when and where the fighting will be started. Such circumstances hinder not only the development of HE but also of the overall social freedom. Barton, H., (2004) said that todays college students are not an apathetic generation. Most are engaged in their communities through volunteering, and most believe that volunteerism is an effective means for addressing problems in their communities and around the nations shown by their high degree of involvement in community service activities, college students are interested in making positive change. The political process, however, lacks important components that community service provides to students who are seeking participate: structural support and immediate and tangible results. The gap between high levels of community service and low levels of political engagement among students is a cause for concern, and a call for solutions. These findings suggest that the remedy to this problem is not to make students politically aware: they already are.

Hollister, M.R., (2005) said that encourage students at different institutions to collaborate. Peer effects are powerful; by concentrating young people who are civically engaged and academically successful on certain campuses.Deliberate efforts should be made to bring young people from different campuses together in civic projects. Strengthen research about youth civic engagement. The further development of this area of research can support, guide and reinforce educational programming. Overall campus climate matters; it has a powerful effort on this dimension of student learning.

Jarvis, et al. (2005, c) found that having a job while being a college student was a greater indicator of political engagement than just having a job or being a college student and not working. Working students reported more interest in politics, greater likeliness to read the newspaper, and more frequent conversations with their friends about politics. This supports the Civic Voluntarism Models assertion that employment is an asset to both the development of civic skills and having access to information and networks that lead to political participation.

Javrvis, E.S., et al., (2005,a) said that young workers, report lower levels of political socialization and interest as well as fewer civic skills, group memberships and mobilization opportunities than college students, and are less likely to engage in a set of political acts than their college attending peers. The data also reveal, however, heretofore unknown patterns for this group, including that: political socialization and political interest are the most powerful predictors of participation for young workers; the cultivation of civic skills is a stronger predictor of participation for young workers than for college students; and workers who belong to groups and express an interest in politics may be the most ripe for mobilization efforts. Javrvis, E.S., et al., (2005, b) said that education has long been a powerful predictor in understanding political participation and yet the paths toward earning a college degree have changed considerably in recent years. As tuition costs increase and as schooling option burgeon, todays youth are taking longer to finish their academic programs and are increasingly working as they do so. To learn more about the intersection of education, work and political participation, this paper reports data from a phone survey of over 1,000 19-23

year olds on their schooling and work paths and the political resources, opportunities and participation levels for three categories of young people: college students, working students, and non-college (working) youth. The data show that the most common path for this age group is that of the student worker. The data also show that these student workers report higher levels of political interest, political skills, political mobilization and political participation than their college student and working youth peers.

Snellinger, A., (2005) said that the basic tenet of democracy is participation. In Nepals current political context this is understood and emphasized by many sections of Nepals population. The gap has widened between the politically active and non-active students, and this has become a central factor in political analysts articulation of the uncertainty of democracys future.

Khan, Ahmad, T., (2006) said that student wings of Islamist parties have developed a political dynamic of their own and expect to play an important role in capturing state power. In Sindh and Balochistan, students have become the cutting edge of sub-national assertion. An economy that increases educated unemployment cannot depoliticise the student body. The cynical self-aggrandising politics that we have at present can only alienate the youth further. Pakistan has to return one day to unfettered multi-party democracy. Many students have the right to vote; they will also canvass for the party of their choice. They must be trained today to express themselves politically without losing sight of their academic pursuits. Pakistani NGOs have not shown much imagination in creating an interface with students in developing programmes for the poor and the needy. Redressing environmental degradation, dissemination of civic information in an educationally disadvantaged society, spread of literacy and preventive healthcare are amongst the several areas where such cooperation can be greatly enhanced.

Longo, V.N., and Meyer, R.P., (2006) said that more robust understanding of the emerging movement among college students to define an alternative politics that is more participatory, inclusive, open, creative, and deliberativea trend first noted in the forward to College Students Talk Politics, which has only grown in the decade since. Greater analysis of

the significance of recent trends toward increased participation in conventional politics. While survey data on college students is important to set a baseline, this data often fails to allow young people to define their politics for themselves, using their own language, and in their own words. That is why focus group data similar to that which emerged from College Students Talk Politics just more than a dozen years ago, and student writings, such as the New Student Politics, are so important.

Anonymous, (2008) said students contesting elections are usually good debaters; individually some of the have doubtlessly great potential merit. They act on party lines without much regard for the interests of the University. Those who are elected and those who are not constitute rival groups in confrontation with each other. It is very sad that they should rarely agree on any joint programme conducive to the advancement of academic standards. Most of the Union Leaders rarely attend classes and their rooms are public places where boys gather from morning till evening. They are invariably short of lectures, yet by sheer dint pressure they manage to be sent up for examinations. Riles of discipline and conduct meant for students are not applicable to them. They violate the rules and get away with it, with the result that disciplinary rules are no longer effective in the Universities. They always come asking for application of rules relating to discipline against their opponents but never to their own party- men with the result that the University administration cannot punish anyone for misconduct. Besides, in the statutes the President of Students Union is a member of Discipline Committee and power given to such a body can hardly be applied justly or fairly when the Union is invariably involved either for or against the offending students.

Butt, Iqbal, H., (2009) said that student politics has been pivotal to the public visibility of political forces in Pakistan, and a mass communication tool for many mainstream and fringe social movements. Its promise for recruitment and injection of fresh entrants into politics has been a hallmark contribution to the weak political parties and unstable democratic system. It has also provided cases of resource building for individuals and groups outside the domain of traditional sources of political power based on kinship, caste and creed. The political Islamist movements were especially the key beneficiaries with connivance of the martial law regimes to capitalize upon opportunities of the cold war and a proxy war

between Soviet Russia and the USA. The rise of campus violence and subsequent ban on student unions, however, broke the link between student organizations and their outside the campus mentors. Now that the lifting on ban on student union is in discussion and principally declared by the government, the student politics faces a huge challenge of justifying its existence not only due to its violent past and the changing political and ideological contexts but because of visible shifts in academic environment and growth of education sector, societal changes, access to new technologies having advances in political communication and the ever-expanding incentives for alternative sources of resource building and activism within the campuses. Paracha, N.F., (2011) said that the rapid withering away of conventional student politics, colleges and universities are being subtly and silently penetrated by some elusive socio-political groups. These groups were unsuccessful in getting a foothold on state-owned campuses, mainly due to the presence of conventional student parties there. The target audience of these new groups are the new urban middle-class caught between a corrupt democracy and politicised clergy. Thats what their analysis was as they saw th e new generation open up to new ideas. These groups (at least in educational institutions) do not operate like the conventional student groups. In fact they claim to shun politics and pretend to help the students become better and more successful Muslims. This is so because the two main groups having access to private-owned campuses are both Islamic in orientation. Solyom, A., (2011) said that age, educational level and locality differences proved to be significant. High school students perceive social relations among groups as graver than university students. Among high school students, those who live in rural settlements seem to perceive social gaps as graver, than those who live in town. Political awareness is associated with dissatisfaction. The groups created by political opinion among Hungarian-speaking university students do not differ in social background, political interest, media consumption or awareness. It must be noted though, that the small number of cases hinders the statistical relevancy of the results. Among Romanian-speaking university students the group that is well informed about the political left-right and democracy and interested in politics seems to be more optimistic than the less informed and less interested groups.

Hussain, Mahboob., (2012) said that since the creation of Pakistan the students, one of the most important and influential political actors in Pakistans politics, expanded their role and established their primacy to the political process which manifested in different forms, i.e., active role in the political setup, agitational role as a pressure group, and penetration into the policy-making and the political processes. They played a very significant role in the political development during the first parliamentary phase of Pakistans political history. The present study hopes to have a comprehensive and full analysis of the role of students as a pressure group in the politics during parliamentary period 1947-58. The underlying hypothesis is that the students role as a pressure group in national politics during that era was highly significant in nature. It not only filled the void created by the crisis of leadership, but also initialized at least the struggle against the policies of political leadership. Pakistan, Today, (2012) said that politics in educational institutes has always been a problem for us. If we do not allow it, political parties and students claim a violation of their basic rights; but if we do, they clash with other student political wings, thus start learning the ropes of politics rather ironically. But, this is not what should make up student political parties. Thats not even the question. The question is how come the environment is made so conducive for violence and other disruptions by these student politicians in academic activities. For starters, student political wings are considered to be an extension of the main political parties albeit without any check and balance as they are not answerable to the public. This in turn gives them an unchecked license to be violent and otherwise disruptive to the environment of a campus. Student politics could become a positive activity only if it is regulated by students, and to some extent the faculty, but not at all by political parties. Their vested interests make all the difference. Pritzker, S., et al., (2012) said that to inform universities capacity to encourage student political participation, we examine associations between four civic influences civic instruction, deliberative course-based discussion, community service, and service learning and youth participation during the 2008 presidential election. These four influences were selected because they are commonly integrated into higher education environments. Using an original survey, we employ a broad definition of political behavior to explore ways college students express themselves politically and to examine potential influences on their participation.

Anonymous (2013) said that politics is always considered to be a negative approach to obtain and acquire the personal interest and when it comes to the students of Pakistan here the politics is one of the most common practices which are being performed on regular basis to achieve the personal goals and interests. In Pakistan the competition in the education is to one extreme where the students are willing to do anything to get on to the top and this is the most suitable condition for the performance of politics. The students in Pakistan are willing to do any work either ethical or unethical to obtain their goals and once these intentions and activities are unveiled they are astonished, shocking and most importantly embarrassing. Here are few critical political activities which are being commonly observed amongst the students of Pakistan; One of the very common practices amongst the students of Pakistan is the buttering to their teachers. This is the most performed activity by the students in which they give extra protocol to their teachers and tries hard to get more and closer to them so that they can make themselves eligible for the extra favor from the teachers. Jafri, Owais (2013) said that students are involved in these kind of activities to get their self-interest. Five students at the Bahauddin Zakariya University were arrested on Monday for protesting against the vice chancellor for expelling 30 students the day before. Ijaz Bashir, the BZU public relations officer, told The Express Tribune that the students had been expelled for firing on the university premises and starting scuffles that had resulted in several students getting injured. He said several incidents had been reported against the students in the past few months. These included the brawl between members of the Peoples Student Federation, the student wing of the Pakistan Peoples Party and the Jamiat Talba Islam, the student wing of the Jamiat Ulema Pakistan; the scuffle in Hamza Hall and firing in DVM Department and Usman Hall. A number of students had gathered in front of the administration block. They shouted slogans against the VC and some of them threatened to damage university property if they were not taken back into the university. Police were called. According to Bashir, it took the university administration and the police 10 hours to free the premises of outsiders. Five of the protesting students were arrested for trying to enter the administrating block. The students guilty of involvement in militant activities and was thus expelled from the university.

REFERENCES

Anonymous, 2008. Proposed, Revival of Students Unions in Pakistan Discussion Paper, Revised: September 2008 pp: 1-27 Anonymous, 2013. Politics Among Students In Pakistan, article available on: http://sekho.com.pk/educational-articles/politics-among-students-in-pakistan/ Barber, B. (2002). The educated global citizen or global consumer. Liberal Education. Spring, 2-28. Barton, H., 2004.Political Participation of College Students: The Case of Berea College Kentucky Political Science Associations Annual Meeting Faculty Sponsor: Michael Berheide, Berea College Rifai Award Submission February 16, 2004 Boren, M. (2001). Student resistance: A history ofthe unruly subject. New York: Routledge. Butt, Iqbal, H., 2009. Revisiting Student Politics in Pakistan. Campus Compact. (2008). Vision and mission statement. Retrieved from

http://www.compact.org/about/vision on August 8, 2008. Hollister, M.R., Wilson, N., and Levine, P., 2005. Invited article submitted to peer review journal, published by American association of college and universities student political engagement: how to educate politically active and effective citizens, PP: 114. http://www.pakistantoday.com.pk/2012/05/19/comment/editorials/student-politics-2/ Hussain, Mahboob., 2012. Students as the Pressure Group in Pakistans Politics 1947-1958, Pakistan Journal of History and Culture, Vol.XXXIII, No.1 PP:158-172 Jafri, Owais, 2013. Student politics: Five arrested for protesting expulsion, Article published in The Express Tribune, April 16th, 2013.

Jarvis, S., Montoya, L., & Mulvoy, E. (2005). The political participation of college students, working students and working youth. Retrieved from

http://www.civicyouth.org/PopUps/WorkingPapers/WP37Jarvis.pdf on August Javrvis, E.S., Montoya L., and Emily, 2005, a. The Political Participation of College Students, Working Students and Working Youth, The Annette Strauss Institute for Civic Participation, The University of Texas at Austin, The center for information and research on civic learning and engagement (CIRCLE) working paper 37. Javrvis, E.S., Montoya L., and Emily, 2005, b. The Political Participation of Working Youth and College Students, The Annette Strauss Institute for Civic Participation, The University of Texas at Austin, The center for information and research on civic learning and engagement (CIRCLE) working paper 36. Khan, Ahmad, T., 2006. Students and politics, article published in daily times, Friday, Februaru 24, 2006. Lipka, S. (2007, January 26). Freshmen increasingly talk about politics, worry about money, survey finds. Chronicle of Higher Education, 53 (21), A21. Lodhi, Adnan, 2008. Student unions ecstatic at lifting of ban, Article published in dailytimes, Sunday, March 30, 2008. Article available at:

http://www.dailytimes.com.pk/default.asp?page=2008%5C03%5C30%5Cstory_303-2008_pg13_7 Longo, N. (2004). The new student politics: Listening to the political voice of students. Journal ofPublic Affairs, 7 (1),61-74. Longo, V.N., and Meyer, R.P., 2006. College Students and Politics: A Literature Review, The center for information and research on civic learning and engagement (CIRCLE) working paper 46.

Lopez, M. H., Kirby, E. H., & Sagoff, J. (2005). The youth vote. CIRCLE: Washington, D.C. Retrieved from http://www.civicyouth.org/PopUps/FactSheets/FS_Youth_Voting_72-04.pdf on August 15,2006. Paracha, N.F., 2011. A History of student politics in Pakistan, Part-6: The great withering, article available on: http://www.siasat.pk/forum/showthread.php?85271-A-Historyof-student-politics-in-Pakistan Pritzker, S., Springer, M.J., and McBride, A.M., 2012. Learning to Vote: Informing Political Participation among College Students, George Warren Brown School of Social Work Center for Social Development, CSD Working paper, No. 1246, PP: 1-18 Rashid, H, (2001) Politics Watch: Banning student Politics Rachal, W. 2012. A Students Perspective: The Importance of Student Political Involvement and Activism, article published in 2012. Snellinger, A., 2005. A Crisis in Nepali Student Politics? Analyzing the Gap between Politically Active and Non-Active Students, Peace and Democracy in South Asia, Volume 1, Issue 2, PP: 18-44 Solyom, A., 2011. High school and university students opinions about politics, Journal Of Comparative Research In Anthropology And Sociology, Volume 2, Number 1, PP: 153-182, http://compaso.ro Young, J. (2004, January 30). Students' political awareness hits highest level in a decade. Chronicle ofHigher Education, A30-A32. 15,2006.

TOPIC: EFFECTS OF STUDENT POLITICS ON ENVIRONMENT OF EDUCATIONAL INSTITUTIONS INTERVIEW SCHEDULE

3. Family type of respondents: (a) Nuclear (b) Joint (c) Extended

4. Total monthly income from all sources? 1) Up to 8000 2) 8001- 16000 3) 16001- 24000 4) 24001- 32000 5) 32001-40000 6) above 40000 5. Have you ever been a member of any student union or organization? (a) Yes (b) No

6. Do you think that students should established their unions? (a) Yes (b) No

7. Do you agree that all the students male/female should actively participate in such associations? (a) Yes (b) No

8. Do you think that student unions should have political affiliations? (a) Yes (b) No

9. Do you agree that in our institute students organizations are operating within their limits? (a) Yes (b) No

10. Do you agree that students politics have worse effects on the education of those who are participating in such type of politics? (a) Yes (b) No

11. Do you agree that such activities also effect the whole educational activities of institutions? (a) Yes (b) No

12. Do you think such unions are working for the rights of students? (a) Yes (b) No

13. Do you think that there should be a proper code of conduct and limitations of such activities? (a) Yes (b) No

14. Do you agree that such type of educational politics should be banned? (a) Yes (b) No

15. Do you think that such activities are done only to pressurize the administration? (a) Yes (b) No

16. Student union should be elected? (a) Yes (b) No

17. Student organization properly declares their sources of funding and assets? (a) Yes (b) No

18. It is important that the university administration imposes of strict code of conduct on student organization to insure that there is no violence in campus? (a) Yes (b) No

19. Possession of weapon within the university campus is ? (a) Bad (b) Crime (c) good

20. Is a teacher and a student or from same student union, it has positive effect on educational institutions? (a) Yes (b) No

21. Have you ever been an activist member or representative of an organization? (a) Yes (b) No

22. Are you in fever of student politics? (a) Yes (b) No

23. Student politics should be limited to educational institutions? (a) Yes (b) No

24. There should be minimum reserved quota for girls student in the main body of university student union? (a) Yes (b) No

25. Is student union helps the needy student? (a) Yes (b) No

26. Impact of student union on individual personality? (a) Do, not Know (b) Good (c) Bad