Brigadier Ghulam Raza SI (M), Principal Cadet College Larkana, belongs to the latter.

Brigadier Ghulam Raza SI (M) has undoubtedly become one of those personalities in the history of Cadet College Larkana.

Brigadier Ghulam Raza did not merely pass through Cadet College Larkana.

Some people serve an institution for a certain period of time, while some leave behind a legacy that continues to live long after they have moved on. Brigadier Ghulam Raza SI (M), Principal Cadet College Larkana, belongs to the latter. His tenure at the college has been a remarkable chapter of dedication, development, compassion and educational excellence. He did not simply lead the college as its Principal; he became an integral part of its journey and contributed to shaping its future.

His commitment to education remained unwavering throughout his tenure. For him, education was never limited to classrooms, textbooks and examinations. He believed in educating the whole person by developing character, confidence, discipline, creativity and a sense of responsibility among young cadets. His vision was to see Cadet College Larkana not merely as an institution producing good academic results, but as a place where young people could discover their abilities, develop their personalities and prepare themselves to serve society and the country with distinction.

One of the most admirable qualities of Brigadier Ghulam Raza was the way he remained connected with people. For faculty members, officers, staff and cadets, he was always a source of guidance and support. He understood that an institution cannot move forward unless its people feel valued and encouraged. He listened to concerns, appreciated sincere efforts and guided those who needed direction. At times, he was strict, particularly when discipline or responsibility was involved, but even his strictness carried a purpose. Those who worked closely with him knew that his intention was always improvement and the betterment of the individual as well as the institution.

For cadets, he was much more than an administrator. He took a keen interest in their academic progress, discipline, conduct and personal development. His interactions with them often carried a message of........

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