Information Issues

Faisal Bari

I CAN always tell when Javed, a cook working in our neighbourhood, is worried about something. When I ask him how he is his worry is the first thing he mentions. And a lot of times it is about the health of his very young granddaughter. She is a healthy child. But she does fall sick once in a while. When she does, Javed’s face reveals it before his words do.

“Have you been to the doctor?” I ask. “I took her yesterday. He gave her an injection. She is better now.” Every visit to the doctor involves an injection. “But what did the doctor say? What was wrong with the child?” I ask. “She had fever and loose motions.” “Yes, those were the symptoms that made you consult the doctor. But what was causing the fever and diarrhoea?” “The doctor did not tell us anything. He just gave her an injection and she is better now.” This is more or less the typical exchange I have with Javed when his granddaughter falls sick.

Infant and child malnutrition and stunting rates are worryingly high in Pakistan. Infant and maternal mortality rates have stopped coming down as fast as they used to. The trends in nutrition, stunting and child deaths are even more worrying given that our numbers, across sources, are showing that poverty rates have been declining in Pakistan for the last couple of decades or so. If poverty is coming down, meaning people have more resources than before, what is making the child malnutrition, stunting and ill health numbers so high?

There are a number of hypotheses that are worth looking into. Drinking water quality and lack of sanitation facilities might have the power to explain a lot about health/nutrition outcomes. Reports on water quality, from across the country have recently been quite alarming. Lack of sanitation facilities, mixing of drinking water with sewage, and few toilets for defecation are linked to the spread of diseases as well.

Lack of effective immunisation as well as lack of access to effective medicines might be another issue worth looking into. The immunisation rate is still a problem. But so is the quality of medicines that immunised children get: if medicines have not been stored properly, are past their due date, or are not of the quality they are supposed to be even high immunisation rates are not going to be of much help.

Some of the literature also points towards information gaps and lack of knowledge as a possible explanatory factor. Do parents, especially mothers, know what they need to know to ensure the nutritional needs of their children? Do parents know what to do when their child is not well? Do they know how well their child is doing compared to other children at a similar stage of development and how, if their child is not doing as well, to remedy the situation?

My interaction with Javed points to the issue of poor information. Does Javed’s granddaughter become unwell too often? The doctors Javed visits, and these are usually general physicians in our locality, almost never give any feedback to Javed or the parents of the child. It is almost always an injection and/or some medicines that is administered but without the parents’ knowing what ailed their daughter and what the drugs are meant to cure.

These doctors also do not tell the parents how well or poorly the child is doing compared to other children. Javed and the parents of the child never know if three episodes of fever in 15 days is too much, if the child’s weight or height is below par or not and/or if her cranial circumference is increasing within tolerable limits. If they had this knowledge, if they do not face extreme poverty issues and if other things are constant would they not be able to make better decisions about the health of their child?

Though I have used Javed’s example, I know of too many other cases of a similar nature. Given some of the administrative work I do, I get to see how many days of the week colleagues don’t come in because a child at home is ill. The numbers tend to be substantial especially among blue-collar and unskilled workers.

In some cases, parents even delay treatment of a sick child as they cannot afford to be absent from work. But in almost all these cases when I have talked to parents, the issue of information, according to my reading of the situation, has come up in one form or another. Parents do not get proper feedback from healthcare providers; they do not know what preventive measures they can take, what medicines they can use or are given by caregivers; they do not know why their child got sick in the first place and they are almost never told how their child is doing compared to other children.

There is some research in Pakistan on the impact of poverty on nutritional outcomes and researchers have recently also started looking at connections between public good investments (water, sanitation and immunisation) and health outcomes. But we know very little about the connections between knowledge/information issues and health/nutrition outcomes. Is the last one an important issue or not? We need household-level research to figure this out.

Fortunately, information/knowledge issues can be remedied with low-cost interventions. If information/knowledge issues are also contributing to the poor outcomes we are seeing on the nutrition and health side, carefully crafted but low-cost feedback loops for parents can readily and easily remedy the situation. Given the potential, public health researchers should look at such issues on a priority basis.

From the Dawn, Pakistan, published Friday 8th September, 2017.

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An Educational Chasm

Faisal Bari

I WAS visiting government high schools for girls in Khyber Pakhtunkhwa for some research work. At each school, I would ask the head teacher if I could have an opportunity to interact with the students of grades 9/10.

At a Peshawar school, I asked Grade 9 students what they wanted to be when they finished their education. Some wanted to be doctors or teachers, a few wanted to be engineers, and one student wanted to be a pilot. The girls had a fair idea of what they would have to do, beyond school education, to get where they wanted to be.

While we were having this conversation, their teacher, a young and fairly recently recruited science graduate, started talking: “All of these girls come from very poor economic and social backgrounds. Many of them are first-time Grade 9 students in their families, their mothers are mostly illiterate, and even the fathers of many are barely literate.” Then she started pointing to some of the girls — “her father is a daily wage earner, her father sells fruit in the local area and her father is unemployed these days”. I had to quickly find a polite and respectful way of stopping her from continuing.

It was clear from the way the teacher referred to the families and the economic and social background of the students that she felt the students came from a much ‘lower’ background than she did.

This experience, of social distance between teachers and students in government schools, was repeated at a number of schools as I travelled across five to six KP districts. A few months later, I had the same experience when I visited a number of government primary and secondary schools for boys in a couple of districts of Punjab.

Teachers and head teachers in government schools generally believe that their schools get the poorest of poor children, that these children come from households where parents are not likely to be very educated or do not have a good understanding or appreciation of the value of education. They feel the parents, as well as the children, have fairly limited ambitions.

Many teachers also said that their own children were not going to government schools and were enrolled in nearby private schools; some teachers openly stated that they did not want their own children to mix with the students enrolled in their schools.

Our data does show that enrolment in the type of school (public/private) and income levels is highly correlated, and among many people from poorer households it is the first generation that is going to school, especially in the case of women.

As the private provision of schooling has expanded, people who can afford it have chosen to send their children to private schools. The trend of withdrawal from public schools by the rich and middle classes continues and is now reaching the rural areas of Punjab, KP and some parts of Sindh as well.

All provincial governments have changed teacher-recruitment policies in recent times. Entry requirements for the teaching profession have been raised to at least Bachelor’s level instead of matriculation or intermediate, teacher salaries have seen significant increases over the last 10 to 15 years, and salary scales have also been revised.

We are getting more educated and trained teachers who are better compensated and have better career paths. All of this is positive. But there are unintended consequences of policy changes as well. As we get more educated people, the latter are more likely to come from the urban rather than the rural areas.

More educated people are also likely to come from households that had a higher income in the last generation than households with lower educational attainments today. Both these factors are likely to further increase the social distance between teachers and students.

The policy of recruiting more educated teachers and compensating them at a higher level is a good one and should not be abandoned. But the issue of social distance should be addressed. The best way to do this is through changing the content and style of pre-service and in-service teacher training.

The former refers to the Bachelor’s or Master’s level degrees — B. Ed./M. Ed. Courses relating to these degrees should have a lot more content on managing issues like social distance, the needs of children from different backgrounds and students with a diversity of abilities and potential. There should also be courses on pedagogy techniques that should be employed to manage diverse classrooms. These courses will provide teachers who are training some tools to help them relate better to students hailing from diverse socioeconomic backgrounds.

In-service training, provided by government teachers training departments in all provinces in the form of induction training (at the start of one’s career) and continuous professional development (throughout one’s teaching career), can further consolidate the introduction and ensure we have a way of imparting modern techniques to teachers for the management of diverse classrooms throughout their careers.

Improving the quality of education for our children will require us to get more educated and better trained teachers, to compensate them at higher levels, incentivise and motivate them, and help them manage their careers well. But this can, at the same time, result in an increase in the socioeconomic and cultural distance between teachers and students in public-sector schools, especially in the rural areas.

We have to address this issue as it can undermine, significantly, our ability to reach out to and retain children from diverse backgrounds, especially those from challenging backgrounds or those facing physical, mental or learning problems. While continuing to improve the condition of teachers, the problem of social distance and its consequences should be handled through better pre-service and in-service training.

From the Dawn, Pakistan, published Friday 30th June, 2017.

An Uncertain Career Path

FAISAL BARI

ZUBAIR has been working as a salesperson at an upscale cosmetic and general supplies store in Islamabad for the last three years. His monthly salary, at Rs15,000, though above the minimum wage level set by the state, does not, by most recent calculations of living wage, constitute enough to provide even a basic standard of living for a family in an expensive city such as Islamabad.

Zubair manages to survive as he is still single and shares his living space with three other young men. He keeps his expenses at a minimum and sends whatever he saves to his parents who live in a village near Multan.

Zubair did his graduation from Bahauddin Zakariya University in Multan. He could not study more as he needed to support his family. His quest for a job brought him to Islamabad and the only job he has been able to find has been at this store.

I met Zubair at the store. After we had interacted a few times he asked me what I did, and when he found out that I was a teacher he started having longer conversations with me.

Though Zubair is a graduate, is very street-smart, has a keen mind and a good intellect, he has been very poorly educated and trained. His language skills, both Urdu and English, are quite poor and even though he studied economics for his Bachelor’s degree, his understanding of the subject is at best rudimentary. His knowledge is based almost totally on memorisation. Over the last three years since his graduation he has forgotten a lot of what he had memorised.

At one point in our conversations he asked for my help to find a better job. I told him that I, a teacher, was one of the least connected people in this society, but would do whatever was possible. I shared his resumé with many potential employers. I have not been able to find a better job for him thus far.

At some point, Zubair paid Rs40,000 out of his savings to someone who promised to get him a job in the UAE. The guy disappeared with the money. We have been trying to locate the guy and see if we can get the money back. But it does not look as if we will succeed.

Zubair wants to earn more. He wants a more satisfying career path. Eventually, he wants to get married and raise his own family, and wants his children to have a better life than him. These are all things that most of us want. He does not see a path that will allow him to do any of this.

Zubair’s predicament is not unique. Unemployment rates amongst young people in Pakistan are quite high and even higher amongst graduates. Government jobs have all but disappeared as we have liberalised, privatised, decentralised and right-sized enterprises. The pace of job creation has not been very high in the private sector either. Manufacturing has not been doing very well over the last decade or so and though the services sector has seen some expansion, most of the jobs in this sector, such as Zubair’s, do not offer decent wage and opportunities for an attractive career path. What can young people do?

There is a very strong inequity story embedded here too. Had Zubair’s parents been able to send Zubair to an elite, high-fee, private school and a better university here or abroad, had they been richer or more connected, Zubair would be working at a management-level job at a multinational or a local firm.

His education, especially his language skills, would have been much better. So would have been his confidence level. Clearly, intelligence endowment is not enough.

We did a small study earlier this year on career paths and returning to education. The fragmentation of our education system did not surprise us — we knew that already. But what did surprise us were the extent of the fragmentation and the dependence of returning to this fragmented system. The initial salary differential, on average, if one had studied at an elite English-medium school as opposed to a low-fee private or government school was more than 100 per cent. The career trajectories of people from these streams are very different — children from elite schools rise much faster in their respective organisations.

Where there is no doubt that the private provision of education has increased choices for parents and has expanded access as well, it has further fragmented an already fragmented and class-ridden society.

The lack of connections shows up in other ways too. Once when he was going home after work, around midnight, Zubair was stopped at a police picket and then detained. He was roughed up by a couple of police constables and taken to the thana. Luckily, he had his phone with him and he was able to make a call. He still had to spend four hours at the thana.

The state has a role to play in creating a more equitable society. It seems that the state in Pakistan has given up on this role almost completely. Social protection programmes such as BISP can play a role in ameliorating some of the worst forms of poverty; they cannot address or reverse the increasing fragmentation and inequity.

Can we offer any hope to young people in Pakistan? We talk a lot about the ‘demographic dividend’ and how the large number of young people in the country should be seen as an asset and not a liability. But given the right-wing economic ideologies of all political parties and government expenditure priorities, should the majority of young people have any hope? The honest answer seems to be an emphatic ‘no’.

From the Dawn, Pakistan, published Friday 16th December, 2016.

Managing Diversity

FAISAL BARI

ONE hundred and seventy-odd children, four teachers, and two old and dingy rooms. We visited a government boy’s primary school in a village just outside Sargodha. The two rooms had been built quite some time back and were not really fit for classes. Most of the classes were held in the open with children sitting on the ground. The weather was pleasant at the time, but what must children go through in the summer or the height of winter?

Most children clearly came from very poor households: many did not have uniforms, proper clothing or even shoes. I could not spot a single overweight kid among the150-odd children that I could see — you would expect some in any sample of children. In fact, most of the kids were very thin, some looked emaciated and many appeared to have an unhealthy hair and skin tone. Some were clearly malnourished and stunted. Quite a few must have come to school without having had their breakfast.

But there was a silver lining. Even in these trying circumstances the four teachers were doing their best to educate these children. The system could help them more and the results could get even better.

Any group of children would have a certain diversity of abilities among them: some would be quick learners, others would take longer, some would be more coordinated than others, some would have a better memory, some would be good at physical activities, and so on. Teachers have to be not only aware of this, they have to make sure all children learn despite the diversity and, more importantly, they have to ensure that the diversity works to the advantage of the class they teach.

The diversity in children is not confined to ability differentials only. Household and community circumstances and differences also add to the diversity that children bring to classes and schools. Wealth and income level, level of parental education, gender of the child and occupation of the parents make a difference in shaping and determining what a child brings to class. A class in a rural area is likely to be quite different, in at least the background knowledge and preoccupations of children, than one in an urban area.

Household characteristics impact child ability issues at a deeper level too. If a child was not provided enough nutrition in the early years of her life, her mental or physical development might have been hampered by that deprivation. If a child is coming hungry to school, she is not likely to learn a lot in class. And our national level surveys are pointing out alarmingly high numbers for child malnutrition, even stunting.

Teachers have a responsibility to ensure all children in their class learn, and learn to the best of every child’s potential. But the job gets a lot harder if children are coming hungry to classes and/or are coming from more marginalised backgrounds.

One of our ongoing research projects is looking at the various forms of marginalisation that children encounter. Poverty, gender, geographic location and child health (including disability) are important in this regard. We are also looking at ways in which children, their families and teachers can cope with these challenges.

We find that teachers are not only aware of these challenges and issues of diversity, they, despite the constrained circumstances they work in, have some coping mechanisms for dealing with these issues. Teachers, on average, know the students who need extra help with their school work: in some schools we found that teachers had identified ‘slow learners’ in every class so that they could be singled out for extra attention. Giving extra time and/or attention to students who need help is the most common coping strategy. In some cases we found teachers experimenting with peer group mechanisms to ensure help for children with more challenges: classmates helping classmates through in-class interaction.

But, all these practices are happening at an individual teacher or school level. Student diversity is, as of now, not acknowledged as a concern by the education department and/or teacher-training department. Student diversity is a fact and we also know that given the economic and social circumstances of most Pakistanis, a large number of our children, especially in public schools, will come from marginalised backgrounds. We need to purposefully and explicitly train our teachers to deal with the needs of marginalised children.

Furthermore, teachers can only do so much to manage some issues of marginalisation. The coping mechanisms they offer in class or in school cannot level the playing field for all, nor can they address all concerns stemming from marginalisation issues.

Teachers cannot provide food to hungry children, and they cannot give uniforms and school supplies to children out of their pockets. Teachers cannot undo what malnutrition and deprivation in early childhood might have done to some of our children. For this, the government needs to step in with options like school-feeding programmes, cash-transfer programmes for poor families, nutrition programmes for young women of childbearing age, and early childhood programmes. If these are not offered, teacher efforts at ensuring that all children can learn, and explore their potential, will always be stymied.

Do we want all of our children to learn? Do we want education to level the playing field for all, give opportunities to all and allow each child to develop to his/her full potential? If so, a ‘same size fits all’ approach to managing classes and education will not do.

Children come from diverse backgrounds and bring a diversity of abilities to classes. This is especially the case for children coming from marginalised backgrounds. They need a lot more support and attention. Given the large number of children coming from such backgrounds, especially in government schools, the imperative to focus on both in-school and out-of-school interventions cannot be overemphasised.

From the Dawn, Pakistan, published Friday 2nd December, 2016.

A Flawed Development Model

EACH time we have had a growth spurt in Pakistan, it has been based on investments in physical infrastructure or investments in physical capital. Expansion in the 1960s was based on gains in industrial and agricultural production. There were gains from increased agricultural productivity but these were based on research that had mostly been done elsewhere.

The expansion in the 1980s was again a similar combination. We did get some benefits from opening up the economy in the early 2000s but most of the gains even then were consumption-led. Now we are again hoping investments in the energy sector, roads and other infrastructure projects, through the China-Pakistan Economic Corridor (CPEC) or otherwise, will get us the economic growth we need.

In all previous instances, reasonable or high growth rates vanished fairly quickly. The last years of reasonable growth were almost a decade ago. Recently, we have even been struggling to reach growth rates of five to six per cent. Low growth rates of the economy limit our ability both to tackle poverty and offer good employment opportunities to the millions who join the working-age population every year.

There might be a number of hypotheses that could, quite reasonably, be created to explain why we have not been able to sustain high or reasonable growth rates. Corruption, overregulation, weak institutions, poor infrastructure, state incompetence and institutional inefficiencies could all provide alternative explanations. But I want to focus on another candidate: the poor state of our human capital. I feel this, more than anything else, explains where we stand today.

Many experts have commented on the human development gap in Pakistan over the last two to three decades. They have pointed out that for our growth rates and level of income Pakistan’s achievements in the area of human development has been much lower when we compare them to other countries in similar situations. We could and should have been doing much better in terms of education, health and other human development indicators.

Going further, my contention is that the reason we have not been able to sustain high growth rates, even when various events have afforded us a few years of higher growth is that we just do not have the human capital: we do not have enough creative, educated, trained and healthy people who can sustain growth.

Historically, we have never invested very much in our people. And you can see the difference in countries that have. When East Asian states started to invest in their people they were not very different from where we were at that time. Today, the comparison appears unwarranted and decades of investments have created the difference. But the conditions back in the 1950s were not terribly different.

We have good examples closer to home too. Sri Lanka is an excellent example of a country that invested heavily in its people and that is now reaping the benefits. Despite decades of civil strife, Sri Lanka’s life expectancy today is 77.9 years, its infant mortality rate is 8.5 per 1,000 births and maternal mortality 0.39 per 1,000 births. Its overall literacy rate is 92.5pc, while the youth literacy rate is 98pc. In addition, 87.3pc of the population has access to safe drinking water. All of the above statistics are comparable to developed countries and are several orders of magnitude better than where we stand today.

The numbers mentioned here are indubitable. But some experts have been arguing that Sri Lanka’s higher achievements in the area of human development in that country have been achieved at the cost of GDP growth: by diverting resources to health, education and other human development sectors, Sri Lanka has had to live with lower growth rates of GDP.

There are two responses to this. One, this story might have been a good reading of Sri Lanka until a decade or so ago, but it is no longer the case. Sri Lanka has doubled its per capita income since 2005. Poverty levels stand at 7.6pc only and the current unemployment rate is 4.9pc.

But secondly, and far more importantly, so what? If growth has been a little slower, so what? Is the quality of life of the people there not the metric by which to judge the success or failure of the policies of a country? If the people are educated and healthy, and have a reasonable standard of living, why should it matter if growth rates do not match those of China or East Asia?

Sri Lanka offered free education, for nine years of schooling, for all children, in 1945. Their motorways were built only recently. And even now the motorway they built is a four-lane one (we have a six-lane one). We announced free and compulsory education only six years ago. And we have not been able to implement this responsibility to date.

Visit Sri Lanka. Talk to ordinary Sri Lankans and see the impact education has had on their approach to work and life and their aspirations. You will immediately see the point of having a human development-focused development model or policy.

Will CPEC give us high growth rates? Maybe it will. If the volumes of investment that are being talked about do come through, higher growth rates will be the result. But will we be able to sustain these growth rates given the human development levels we are at currently? It seems impossible. Will CPEC and other infrastructure investments be able to transform us into a developed society and allow our people to be a lot more educated and healthy? Not likely. Our model of growth and development is a deeply flawed one. It might deliver some elections for the government, it is unlikely to lead to sustainable growth and development.

From the Dawn, Pakistan, Friday September 23rd, 2016

Goal 2 of SDGs: Inequality and impact on Hunger Issues

Pakistan’s challenges: Sustainable Development Goals 2015-2030
Agenda 2030 comprises 17 SDGs with 169 targets.

Inequality: detrimental to food security

• Pakistan is ranked 79th out of 109 countries on the Global Food Security Index

• 60pc of Pakistanis are food insecure

• 50pc of women and children under five are malnourished

• Poor nutrition causes an estimated 45pc of deaths in children under the age of five
By Faisal Bari

It was a late evening in Islamabad, a few months after the 2005 earthquake, when I spotted an old man standing by a road. I pulled up beside him, assuming he needed a ride. When I asked if I could take him somewhere, he pulled a young boy from behind him to his side and said, “If you want to help, take him with you and give him a decent life. This is my grandson and I cannot feed him anymore. His parents are no more and I am too old to work. And I cannot see him hungry.” A decade later, I still get teary-eyed when recalling this moment.

One would want to believe, as popular myth goes, that people do not go to bed hungry in Pakistan. In 2016, Pakistan ranks 79th out of 109 countries according to the Global Food Security Index. Approximately 40pc of children under the age of five are underweight according to a World Health Organisation (WHO) survey. Iodine, iron and protein deficiencies result in an annual loss of 3 to 4pc of the GDP. And with millions of children compelled to attend schools hungry, the situation couldn’t get worse. It is impossible for a hungry child to focus on learning when adequate nutrition is needed for optimal mental and physical development. The UN Food and Agriculture Organisation (FAO) estimates 37.5mn people in Pakistan are not adequately nourished. To add, an estimated 45pc of deaths in children under the age of five are caused by poor nutrition. If pregnant and lactating women are malnourished and if children do not get adequate nutrition in the first few years of their life, mental and physical deficiencies become endemic.

The Food and Agricultural Organisation (FAO) of the UN defines hunger as the daily consumption of fewer than 1,800 kcal by an individual.
Adequate nutrition is a basic right as Goal 2 of the Sustainable Development Goals (SDGs) relates to ending hunger, achieving food security and improving nutrition with the objective to promote sustainable agriculture. By 2030, Pakistan is supposed to “end hunger and ensure access for all, especially for the poor and vulnerable, to nutritious and sufficient food the year round.” By signing on the SDGs, the government has committed to ending all forms of malnutrition. However, independent of these commitments, if the country wants to achieve high growth rates and sustain the latter to ensure development, hunger and food insecurity need to end. The tragedy is that it is not the case that Pakistan is not producing enough food. It can easily afford to provide adequate nutrition for all citizens. It is a question about asymmetric income and wealth distribution which, in turn, results in iniquitous access to food. Poverty is one reason for insufficient access – the vast majority of the world’s hungry people live in developing countriess where 12.9pc of the population is undernourished. Overall economic deprivation is the reason for a certain percentage of people with poor nourishment in Pakistan. However, by almost all measures of poverty, the latter has decreased significantly over the last three decades. Nonetheless, at the same time, food insecurity still remains high, thereby stagnating maternal and infant mortality rates. About 50pc of women and children under the age of five are malnourished, according to WFP.
It is incomprehensible, then, that larger numbers of adults are malnourished and choose to keep their children poorly nourished even when poverty has decreased over the past few decades. The reason is a lack of investment in public services, such as access to portable water, sanitation, public, and preventive and curative healthcare. Wealthier segments of society have access to better quality, privately provided social services whereas the underprivileged and vulnerable rely on the state’s provision of public services. So, even if ‘poor’ families – from low-to-middle-income segments – have an income above a minimum threshold, they stile have access only to poor quality drinking water, limited access to quality liquid and solid waste management services, and no decent healthcare services – implying poor health outcomes. An unhealthy individual is likely to have reduced nutrition absorption as well.
Another factor imperative to ending hunger is climate and environmental changes, predicted to play havoc with future agricultural output. If, with adequate food availability and a fairly robust agricultural sector, the country is presently beset with severe malnutrition challenges – almost 60pc of Pakistanis are food insecure – what is the possibility for a future with acute food and water shortages? Agriculture also supplies a large percentage of jobs and income opportunities in rural areas. If it becomes more unpredictable, such shifts are likely to impact job and income opportunities. If increased inequalities remain unchecked and there is minimal investment in public services, then it is hard to imagine how the government will even come close to its target of eliminating hunger and ensuring access to adequate nourishment for all by 2030. Current inequality trends are, in fact, detrimental to eliminating hunger. To add, if climate change is even half as disruptive as predicted, then ensuring adequate nutrition will become more elusive. Reorienting policies to include greater social sector investment in health, education, water, sanitation, employment and income guarantees, and food and nutrition programmes in schools are required urgently. Despite the adverse socio-economic impact of poor development policies, social sector development – especially mandated to the provinces under the 18th Amendment – is not even under discussion at policy tables in Pakistan today.

From the Dawn, Pakistan, published Wednesday 21st September, 2016