National Human Development Report

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Pakistan National Human Development Report Unleashing the Potential of a Young Pakistan The front cover of this report represents a visual exercise depicting Pakistan’s youth as a 100 young people. Our wheel of many colours represents the multiple dimensions of what it means to be young in Pakistan today. Based on national data as well as results of our own surveys, the Wheel presents a collage of information on Pakistan’s young people (details in Chap- ter 2). This tapestry shows the diversity as well as vibrance of our youth, while also highlighting the inequities and hurdles they face as young Pakistanis. We chose the Wheel as this Report’s motif and cover art, because it represents not only the basis of our hopes for the future, but also our concerns.

Diagram inspired by Jack Hagley’s ‘The world as100 people’. Pakistan National Human Development Report 2017*

Unleashing the Potential of a Young Pakistan

*NOTE: The data (including national statistics, survey results and consultations) in this report was mostly completed in 2016.

Published for the United Nations Development Programme (UNDP) Human Development Reports: In 1990, Dr. Mahbub ul Haq produced the first Human Develop- ment Report, introducing a new concept of human development focusing on expanding people’s opportunities and choices, and measuring a country’s development progress though the richness of human life rather than simply the wealth of its economy. The report featured a Human Devel- opment Index (HDI) created to assess the people’s capabilities. The HDI measures achievements in key dimensions of human development: individuals enabled to live long and healthy lives, to be knowledgeable, and have a decent standard of living. Subsequent Human Development Reports (HDRs) released most years have explored different themes using the human development approach. These Reports, produced by the UNDP’s Human Development Report Office and ensured editorial independence by UNGA, have extensively influenced the development debate worldwide.

National Human Development Reports: Since the first national Human Development Reports (NHDRs) were released in 1992, local editorial teams in 135 countries have produced over 700 NHDRs with UNDP support. These reports bring a human development perspective to national policy concerns through local consultations and research. National HDRs have covered key development issues ranging from climate change to youth employment, to inequalities driven by gender or ethnicity. This is Pakistan’s first National Human Development Report in over a decade. The last one in 2003, the NHDR on Poverty, focusing on growth and governance, was authored by Dr. Akmal Hussain.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by means, electronic, mechanical, photocopying, recording or otherwise, without prior permission.

Disclaimer: The views expressed in this publication are those of the authors and do not necessarily represent those of the United Nations, including UNDP or the UN Member States.

UNDP has copyrights to all photographs used in the report, taken during the National Youth Consultations.

For contributions and feedback, please email us at: [email protected]

ISBN: 978-969-8736-19-4 Printed in Pakistan by Khursheed Printers

For a list of errors or omissions found after printing, please visit our website at http://www.pk.undp.org/ Pakistan National Human Development Report 2017 team

Lead authors Dr. Adil Najam and Dr. Faisal Bari

UNDP oversight Shakeel Ahmad (Assistant Country Director, Development Policy Unit)

Management and writing team Umer Akhlaq Malik, Sonia Atallah, and Gemma Stevenson (Coordinators), Dr. Rizwan ul Haq (Statistician), Beena Sarwar (Editor), Muntazir Ali, Saira Talha, Saeed Ahmed, Meeran Jamal, Fazilda Nabeel, Saba Shahid, Nadia Ali Syed, Hina Sheikh, and Beenisch Tahir (Communication)

Layout and Information Design Nida Salman

Operations and administration Naveeda Nazir (Administration) and Azam Khan (Operations)

PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 | iii Special message

The Government of Pakistan is well-aware placing youth at the very centre of the Gov- of the importance of the youth as a crucial ernment’s efforts to develop of Pakistan’s force for our country’s human development human and social capital. It also comes at and economic prosperity. We welcome this a time when provincial policies are being landmark National Human Development agreed upon and road maps are being put in Report 2017, a seminal publication which place. These developments are even more highlights the critical juncture at which important as national and sub-national Pakistan finds itself today with the unique governments are either developing or in opportunity to take advantage of its youth early stages of implementing policy frame- bulge. works to address the issues facing Pakistan’s This report comes at an auspicious mo- youth. Following devolution through Pa- ment. Pakistan is undergoing the most kistan’s 18th Constitutional Amendment, rapid demographic transition in its histo- there is an urgent need for an all-inclusive ry. The resultant youth bulge is leading to framework for youth empowerment. The young adults entering the labour market production of this National Human De- at an unprecedented speed. This transi- velopment Report on youth will guide nation offers Pakistan a golden opportunity tional policy discourse towards developing to benefit from a potential “demographic inclusive national and provincial youth pol- dividend”. The rising share of working-age icies and ensuring their implementation. adults among our population could well It was an honour to be the chairperson of catalyse growth and raise living standards. a multi-party, multi-stakeholder Advisory But if we fail to harness the potential of our Council for this Report. On behalf of the youth, this demographic dividend could Government and my fellow members of turn into a liability. Prospects will be bleak the Advisory Council, I offer my sincere if the growing pool of youth entering the appreciation to UNDP for their support of labour market cannot secure jobs that offer Pakistan’s efforts to improve human devel- them better earnings and opportunities. opment outcomes for its people. The youth bulge in Pakistan raises some It is time for Pakistan to stand with its sharp questions for the future. Will Paki- youth and work with them for a brighter stan be, as some have augured, one of the future. I am confident that this Report will countries to grow older before it grows help us along this path. richer? To address this situation, the report starts with the premise that whatever the potential of the much feted “youth dividend”, it will be affected by the state of the country’s human development indicators in education, employment, engagement, health, and poverty. NHDR 2017 is particularly welcome as it aligns with the Government’s recogni- Ahsan Iqbal tion of youth as a critical force for human Minister, Ministry of Planning and development. It complements our vision, Development Reform, Pakistan. outlined in the document Vision 2025, of Chair, NHDR 2017 Advisory Council

iv | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 Foreword

Pakistan is not only one of the youngest The first lever is education for knowledge countries in its region, but also in the world. empowerment of the young. It is the most Sixty four percent of the country’s popula- important tool for improving human de- tion is under the age of 29, with some 30 velopment outcomes as education enhanc- percent between the ages of 15 and 29. For es the capabilities, freedoms and choices at least the next three decades, Pakistan will amongst the young. The NHDR’s resound- continue to be a younger country. ing call is that to enhance human develop- Never have the opportunities for social, ment outcomes both the quantity and qual- economic and political progress been so ity of Pakistan’s education system will have great. Nor have the challenges facing us ever to be improved. been more pressing. As in many countries, The second lever of youth empowerment but more than in most, Pakistan faces an is gainful employment for economic em- important opportunity – indeed, a respon- powerment. From a human development sibility – to place its young at the very cen- perspective, providing decent employment tre of its development priorities. If there is is not just about economic opportunity but one most important lesson of this Report, also about increasing self worth, dignity and it is the need to invest in Pakistan’s youth an expanding capability for social impact. today, to ensure a better future tomorrow. The NHDR views youth unemployment as We have chosen ‘youth’ as the focal top- one of the biggest emerging challenges in ic of Pakistan’s National Human Develop- Pakistan even as it views entrepreneurship ment Report 2017 because we believe in as a great new opportunity. It emphasizes this simple, unequivocal truth: the youth the need to improve the quality of employ- are a powerful force, possibly the most pow- ment, focusing on reducing unpaid and ca- erful force, for transformational change. sual employment. With their demographic size and more The third lever of transformation and importantly their fresh ideas and energy, meaningful engagement for social em- if provided with a conducive environment, powerment as identified by this Report is they can lead the way to sustainable human about voice, identity, inclusion and citi- development. zenship – meaningful social, political and This, the country’s first National Human institutional integration of youth into the Development Report (NHDR) in over a fabric of society and its collective decisions. decade, seeks to understand Pakistan’s hu- The NHDR 2017 reveals the existence of man development challenges and opportu- starkly limited open spaces and inadequate nities from the prism of youth. It focuses engagement opportunities for Pakistan’s on how to improve human development youth to be young. This is especially true outcomes – by empowering young people, for young women. addressing the root causes of the obstacles The NHDR concludes that to utilise they face, and by proposing innovative the youth’s potential as a positive force ways to surmount these challenges. Offer- for transformation and as a human devel- ing first-rate analysis and evidenced-based opment enhancement tool, it is of critical policy recommendations, this Report looks importance to provide them with inclusive at three key drivers of youth empowerment: open spaces to voice their concerns as well quality education, gainful employment and as meaningful engagement opportunities meaningful engagement. These, we believe, in both the social and political spheres. are levers of change that can harness the This Report celebrates the idea of hu- potential of young people and catapult Pa- man development, the invention of one of kistan on a path of greater human develop- Pakistan’s finest intellectuals, Dr. Mahbub ment. ul Haq. The lead authors of this Report,

Foreword | v Dr. Adil Najam and Dr. Faisal Bari, have Gohar, Jan Muhammad Khan Achakzai, meticulously constructed a framework that Marvi Memon, Qazi Azmat Isa, Shahnaz is true to Dr. Haq’s ideas of what human de- Wazir Ali and Dr. Umar Saif. Bringing their velopment is and how it can be actualised. wisdom and advice from a wide variety of Most importantly, they have done so by perspectives and encouraging the authors reaching out and listening carefully to what of this Report the freedom to think boldly the young of Pakistan are saying. Behind has made the process as well as the product this Report lies an intensely participatory most rewarding. process involving 81 youth consultations, I am also grateful to the very dynamic besides one-on-one interviews, a national team that worked on this Report and to the survey on youth perceptions and other out- wide community of civil society activists, of-the-box outreach methods, directly en- subject experts and international, nation- gaging over 10,000 young Pakistanis. I am al and provincial policymakers who were proud to say that this Report truly is “for deeply engaged and consulted in the pro- the youth and by the youth”. cess. I take great pride in knowing that this Maintaining a long and cherished tra- is deeply and truly a country owned Report: dition that also goes back to Dr. Mahbub an NHDR made for, by and in Pakistan. ul Haq’s vision, this Human Development Report is an intellectually independent effort supported by UNDP-Pakistan and its partners. It has benefited from the expertise, experience and participation of a wide array of stakeholders. Most importantly, we owe a special thanks to the Advisory Council chaired by Ahsan Iqbal, Federal Neil Buhne Minister of Planning Development and Re- Resident Representative forms, and including Dr. Akmal Hussain, United Nations Development Programme, Asad Umar, Dr. Baela Raza Jamil, Bushra Pakistan

vi | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 Acknowledgements

This report could not have been possible and Technology and former Advisor to without the collective efforts and wisdom the Prime Minister on the Social Sector; of many organizations, experts and, most and Dr. Umar Saif, Chairman of the Pun- importantly, the young people of Pakistan. jab Information Technology Board and We are sincerely grateful to all our collabo- Vice Chancellor Informational Technology rators and partners for this collective effort. University. This report is a product of the United Particular appreciation is due for the spe- Nations Development Programme in Paki- cial contributions from Malala Yousafzai, stan, with financial contributions from the 2014 Nobel Peace Prize awardee; Ahmad ONE-UN Fund and UNFPA. The support Alhendawi, former UN Secretary-General’s from UNDP Pakistan has been truly exem- Envoy on Youth; Abdul Sattar Edhi, late plary, most so in enabling the intellectual founder of the Edhi Foundation; I. A. Reh- space, time and resources to craft a truly man, former Director Human Rights Com- independent and deeply consultative pro- mission of Pakistan; Sana Mir, Captain of cess that allowed us to listen to and reflect the Pakistan Women’s Cricket team; Dr. upon the voices of the young from across Baela Raza Jamil, director of Programmes all of Pakistan. In particular we owe a debt at ITA; Dr. Ali Cheema, head of the Eco- of gratitude to Marc-André Franche, for- nomics Department, Lahore University mer UNDP Pakistan Country Director, of Management Sciences; Prof. Zakia Sar- who conceived the project and whose deep war, founder member Society of Pakistan commitment to sustainable human devel- English Language Teachers; Dr. Moeed opment in Pakistan has inspired us all. We Yusuf, director South Asia programmes at are also thankful to his successor, Ignacio the U.S. Institute of Peace; Dr. M. Amjad Artaza, and to Neil Buhne, UN Resident Saqib, executive director Akhuwat Foun- Representative in Pakistan, for their patient dation; Nabeel Qadeer, director Punjab In- support and enthusiasm. formation Technology Board; Dr. Taimur The Advisory Council deserves special Rahman, assistant professor of political sci- thanks for its advice which helped shape ence, LUMS. We appreciate the invaluable the contents of this report in many im- advice, information and materials provided portant ways. The committee was chaired by Dr. Durr-e-Nayab, Chief of Research at by Ahsan Iqbal, Federal Minister for Plan- PIDE’s Department of Health Economics; ning, Development and Reform and In- Niloufer Siddiqui, Yale University; Dr. Ir- terior Minister. The members comprised fan Muzzaffar, associate fellow IDEAS; Dr. Akmal Hussain, founding Dean of the Mosharraf Zaidi, campaign director Alif School of Humanities and Social Sciences Ailaan; Raza Ahmad Rumi, writer and pub- at the Information Technology University; lic policy specialist; Dr. Muhammad Ni- Asad Umar, member of the National As- zamuddin, Chairperson Punjab Higher Ed- sembly; Dr. Baela Raza Jamil, Director of ucation Commission; and Dr. Zeba Sathar, Programmes at Idara-e-Taleem-o-Aagahi; Country Director Pakistan Population Senator Bushra Gohar; Jan Muhammad Council. We are in debt to Dr. Ali Cheema Khan Achakzai, former Media Advisor for his support and supervisory role in the to Chief Minister of Balochistan; Marvi early drafts of the employment chapter. Memon, Member of Parliament and Chair- We also thank Valerie Khan, Chairper- person of the Benazir Income Support Pro- son for the National Action Coordination gramme; Qazi Azmat Isa, Chief Executive Group to Eradicate Violence Against Chil- of the Pakistan Poverty Alleviation Fund; dren; Nasreen Ghufran, author, Institute of Shahnaz Wazir Ali, President of Shaheed Policy Studies; Dr. Altaf Khan, Chairman Zulfikar Ali Bhutto Institute of Science of the Journalism department, University

Acknowledgements | vii of Peshawar; Syeda Ghulam Fatima, human laboration of civil society, UN agencies and and labour rights activist; Sardar Vickas the private sector. Thanks to the following Hassan Mokal, former chairman Youth institutions and individuals for helping us Caucus, Punjab Parliament; Shaza Kha- organise these consultations: Aga Khan war, British Council Regional Director; Rural Support Programme, Alif Ailaan, All Dr. Syed Khawaja Alqama, former Vice Pakistan Hindu Rights Movement, Aware Chancellor Bahauddin Zakariya Universi- Girls, Bargad, BasicNeeds, Civil Society ty; Saad Hamid, CEO Demo Enterprises; Support Programme, College of Youth Ac- Senator Nauman Wazir; Emrys Schoemak- tivism and Development, Church World er, senior Research Director Caribou Dig- Service Pakistan-Afghanistan, UNAIDS, ital; Sehar Tariq, Country Representative, BUITEMS, Children Global Network, USIP; Khawar Mumtaz, Chairperson Paki- Hands Pakistan, HWA Foundation, Hu- stan National Commission for the Status of man Resource Development Network, Isp- Women; Annette Fisher, former specialist, ru Youth Forum, Karakoram International governance and accountability, Paladium; University, Milo Shaheed Trust National Rebecca Calder, technical director Spring; Youth Assembly, Pakathon, Pakistan 2.0, Sabiha Shaheen, executive director Bargad; Peshawar 2.0, Pireh Sehat Markaz, Sami Dr. Faisal Khan, Peshawar 2.0; Andrew Foundation, Swat Youth Front, Social Collingwood former Principal at Coffey Youth Council of Patriots, Unique Devel- International; Jan Muhammad Jamali, for- opment Organization, University of Sar- mer Speaker, Balochistan Assembly; Anwar godha, Voices of New Generation, Pakistan Saleem Kasi, Provincial Director, USAID; Youth Organization, Ashraf Hanif, Gulalai Dr. Zahoor Ahmad Bazai, Director, Qual- Ismail, Khalid Khosa, Kanwar Tariq, Javed ity Assurance Directorate/Associate Pro- Iqbal, Liaquat Jibran, Luke Rehman, Saba fessor of Botany, University of Balochistan; Ismail, Tahmas Durrani, Zafar Habib, Za- and Qaisar Jamali provincial coordinator hoor Ul Haq, Hasham Cheema, Hassan Be- Baluchistan, UNESCO. Thanks also to lal Zaidi, Faizan Lakhani and Qasim Aslam. representatives from IDEAS and CERP We wish to acknowledge the contribution who have who have been extremely helpful of the government, development partners, at various stages of research and data anal- civil society, academic institutions and in- ysis. dividuals who attended various stakeholder We are in debt to British Council for pro- consultations, seminars and brainstorming viding data obtained for their “Next Gen- sessions as participants or speakers, and eration series”. The accuracy and clarity of who helped reach key stakeholders; a list the statistical analysis of this Report have too long to mention here. Special thanks benefited from discussions in the Statistics to: Sustainable Development Policy Insti- Colloquium, especially with Dr. Akmal tute, the Civil Services Academy, Lahore, Hussain, founding Dean of the School of and the Institute of Management Sciences, Humanities and Social Sciences, ITU; Dr. Peshawar, who organised seminars with us Muhammad Farooq Naseer, Assistant Pro- on specific youth issues; the young panel- fessor LUMS; Dr. Asad Zaman, Vice Chan- lists at the Lahore Literary Festival 2016 cellor PIDE; Dr. Ghulam Muhammad Arif, – Gulalai Ismail, founder Aware Girls; former Joint Director PIDE; Dr. Zahid Muzamil Hassan Zaidi, founder LOLz Stu- Asghar, Associate Professor, Department dio; Senator Nawabzada Saifullah Magsi; of Statistics, QAU; and Dr. Naushin Mah- Waqas Ali, founder Markhor; and Sana mood, former Joint Director PIDE. Mir, Captain, Pakistan National Women We carried out a total of 81 grassroots Cricket Team. Special thanks also to Sha- level youth consultations with different za Fatima Khawaja, Member of Parliament groups of youth, most of them from mar- and Secretary General of the National As- ginalised communities throughout Paki- sembly’s Young Parliamentarian Forum, stan’s provinces and regions, with the col- and all the volunteers who joined forces to viii | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 organise the International Youth Day Con- opment issues and supporting us through- ference 2015. We are also grateful to civil out the research process. Special thanks to society organisations working with youth Jonathan Hall, head of the Unit Human and individuals, most notably Bargad, the Development Report Office, youth policy British Council, CYADD, Idara-e-Taleem- specialist Noella Richard, Beniam Geb- o-Aagahi, School of Leadership, Emerging rezghi, Programme Specialist, Civil Society Leaders of Pakistan, Malala Fund, Ziaud- and Youth, Asia-Pacific Region, and Vugar din Yousafzai. Allahverdiyev, associate Programme Offi- We are especially grateful to the youth of cer, Office of the Secretary-General’s Envoy Pakistan who participated in the National on Youth. Youth Perception Survey 2015, National We owe special gratitude to Shakeel Youth Consultations, brainstorming ses- Ahmed, ACD of the Development Poli- sions, and key informant interviews be- cy Unit and head of the NHDR team for sides sharing their views through social his oversight and encouragement to make media, radio shows, video messages, and this a truly inclusive and nationally owned other platforms. Thanks to the inspiring process. This report would not have been youth who participated in #khwabpakistan brought to completion without the un- (Dream Pakistan) and our razakars (volun- tiring efforts of Umer Akhlaq Malik, and teers) -- too many to mention individually. before him of Sonia Attalah and Gemma We are thankful to Nielsen Pakistan, who Stevenson. We would also like to thank undertook fieldwork for Youth Perception Naveeda Nazir for administrative support, Survey, and to SAC Consulting and Mo- Azam Khan for operational support, and to rango Films for assisting with our outreach Amal Masud, Sabrina Khan, Sana Riaz, and efforts. Ruya Leghari who contributed in the early This Report was enriched by the sup- stages of the process. port, advice and material provided by the Most importantly, it was the project’s UN Resident Coordinator Office, UNDP young team that put life – and youth – Country Team and other UN Agencies into this report. It has been a pleasure to in Pakistan especially representatives of be infused by the passion and dedication UNIC, UNFPA, UNODC, ILO, UN- of our core research and writing team. At AIDS, OCHA, UN Women, FAO, WFP, UNDP, this included Dr. Rizwan ul Haq, UNICEF and UNV. Special thanks to Saira Talha, Saeed Ahmed, Muntazir Ali, colleagues of UNDP who were part of Meeran Jamal and Beenisch Tahir. In the several advocacy and communication ac- finalization stages it also included Fazilda tivities related to this Report, and to Kay Nabeel, Saba Shahid, Nadia Ali Sayed, and Schwendinger and Zarar Khan, ONE UN; Hina Sheikh. The editorial skills of Beena Sadia Mehmood, UNFPA; Saad Gilani, Sarwar and the graphic design sensibility of ILO; Yanthe Connelissen, UN Women; Nida Salman of CreateOriginal have been and Fahmida Iqbal, UNAIDS. Special men- absolutely central to the final shape the re- tion goes to our technical partners UNFPA port has taken. A most sincere ‘thank you’ and ILO who supported youth consulta- to all of them. tions, and to representatives from the gov- It has been a pleasure and privilege for us ernment, technical and vocational institu- to shape and be associated with this team tions, microfinance institutions, employers’ effort. It belongs to all who have contribut- unions, and workers’ representatives. ed efforts and ideas to this report, but most We are appreciative of the UNDP’s Hu- of all to the young people of Pakistan who man Development Report Office, the UN have inspired it. Office of the Secretary-General’s Envoy on Youth and the Asia-Pacific Regional Centre, Bangkok Office for sharing key research material on youth and human devel- Dr. Adil Najam Dr. Faisal Bari

Acknowledgements | ix Contents

Foreword v STATISTICAL ANNEX Acknowledgements vii Readers’ guide 151 Statistical tables 153 CHAPTER 1 Technical note 1. Human Development Index 180 A human development approach to youth 1 Technical note 2. Youth Development Index 183 Why this Report? 2 Technical Note 3. Youth Gender Inequality Index (YGII) 186 Tapping a nation’s real wealth 3 Technical note 4. Multidimensional Poverty Index 188 How this Report came about: Methodology and a little madness 8 National Youth Perception Survey 2015 192 Tools that capture our learning 14 Data sources 195 Regional divisions of Pakistan 196 CHAPTER 2 The state of youth in Pakistan 21 BIBLIOGRAPHY 198 Population dynamics and the youth bulge 23 FIGURES Measuring development 25 The Youth of Pakistan as 100 people 32 1.1 Dimensions of human development 4 Looking ahead 34 1.2 Human development index (HDI) 5 1.3 National Human Development Report 2017: an inclusive, participatory and youth-led process 9 CHAPTER 3 1.4 Pakistan National Human Development Report – National Education for the youth’s human development 41 Youth Consultations 10 Harnessing the potential 41 1.5 Sentiment Meter - NHDR National Youth Consultations 16 State of education in Pakistan 46 2.1 Population and its growth rate in selected age groups: 1950-2100 23 Through the voices of the youth 53 2.2 Share of youth in working age population 24 Beyond formal education 60 2.3 Timing of the ‘window of opportunity’: dependency ratios 25 2.4 The changing shape of Pakistan 26 CHAPTER 4 2.5 Share of youth in the total population: 1950-2100 28 30 Youth employment and human development 73 2.6 A conceptual framework of the YDI 2.7 Dimensions and indicators used in the YGII 32 Dimensions of youth employment 74 2.8 Pakistan is the only non-African country amongst the bottom Delivering quality employment 80 ten Commonwealth countries in YDI. 34 Barriers to quality employment 85 2.9 The youth of Pakistan as 100 people 35 Leveraging opportunities for quality employment 89 3.1 Comparison of the youth’s education rankings for selected countries 45 3.2 Different scenarios to achieve zero out-of-school children 47 CHAPTER 5 3.3 Literacy rate of population above 10 years 48 Youth engagement and human development 101 3.4 Pakistan’s youth literacy rate varies widely across provinces, regions and gender 48 Engagement as human development 104 3.5 Enrolment drastically drops at middle and matric level 49 Youth action: political and civic engagement 114 3.6 Comparison of retention rates from class 1 to 10 for the years Youth development: health and social norms 119 1996-2006 and 2006-2016 49 Reflections and the way forward 127 3.7 Proportion of out-of-school children belonging to the poorest backgrounds is twice that of the richest 51 CHAPTER 6 3.8 Education attainment levels of youth at the time of their first job 52 Enhancing human development through youth 133 3.9 While a significant number of youth (25–29 years) in urban areas manage to attain at least matric, a major proportion in Necessary steps in the areas of the three Es 134 rural areas has never been to school 52 Policy-wise, what is to be done? 141 3.10 A significant percentage of Pakistani youth have never been

x | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 enrolled in schools; however, the situation is worse for older 5.14 Not many young people, especially young women, decide groups 54 themselves when and who to marry 125 3.11 The majority of youth in Pakistan enrolled in higher education is 5.15 Majority of youth do not have access to recreational facilities doing B.A./B.Sc./B.Ed./B.CS degrees 58 and events 126 3.12 Youth with no formal education swell the ranks of unskilled 5.16 Internet connected, but not well connected 127 workers 63 5.17 How do young people compare their quality of life with their 128 3.13 There are strong returns to education but only at higher levels of parents’? education 63 5.18 The top priority of young people in the next five years 129 3.14 A significant portion of young dropouts in all groups aspire for a second chance to education 66 MAPS 4.1 Youth unemployment rates in Pakistan: 2004-2015 75 4.2 Regional comparison of unemployment rates amongst youth 2.1 Pakistan Human Development Index (2015 data) 29 (15-24 years) 75 2.2 Pakistan Youth Development Index (2015 data) 31 4.3 Unemployment rates across age groups 75 2.3 Pakistan Youth Gender Inequality Index (2015 data) 33 4.4 Number of additional jobs required under different labour force participation rates (2015-2045) 77 BOXES 4.5 Young women participate at a much lower rate than young men 3.1 Human capital versus human development 43 in the labour market 78 3.2 Sustainable Development Goals — Goal 4: Quality education 4.6 Adjusted labour force participation by education attainment 44 across age groups among young women 79 3.3 Elitism in education 53 4.7 Divergence in urban-rural female participation rates continues 3.4 Cheating – the new normal, a growing threat to the education due to stagnant urban rates and increasing rural rates 79 system 56 4.8 There are significant provincial disparities in the unemployment 3.5 Rising phenomenon of youth not in education, employment or rate 80 training (Neet) — the expectation gap 62 4.9 Unpaid family workers outnumber paid employees 81 3.6 Evolution of Asia’s successful skills development systems 65 4.10 A major proportion of youth in all provinces is engaged in low 3.7 Mainstreaming madrassas 67 82 quality work 4.1 Work and human development 74 4.11 Only a small percentage of youth attain vocational training; 4.2 Additional employment opportunities to match the youth bulge 76 females are even worse off 87 4.3 Where will 0.9 million jobs come from? 76 5.1 Mutually reinforcing capabilities 105 4.4 The China-Pakistan Economic Corridor — an opportunity for 5.2 Youth perceptions about Pakistan’s progress in the selected employment 80 domains 108 4.5 Casualization of employment 83 5.3 Perceptions of how to relate to people of other faiths 110 111 4.6 Exploitative employment at its worst — bonded and child 5.4 Youth preferences mapped on the radicalisation continuum labour 86 5.5 Majority of young Pakistanis believe their nationality and religion 4.7 Start-ups in Pakistan 92 are the most important parts of their identity 114 117 4.8 Understanding the youth population subgroup — better data- 5.6 Young people’s trust in various public figures and institutions analysis for better policies 96 117 5.7 Future voting behaviour of youth by province/region 4.9 Working time and decent work 97 118 5.8 Roger Hart’s ladder of participation 5.1 Youth and disability 109 5.9 Political party affiliation increases in older age cohorts for young 118 5.2 Engaging youth to combat climate change and natural males but remains low and consistent for females disasters 112 119 5.10 Youth voting behaviour by gender 5.3 Youth in local government bodies: opportunity and 5.11 Percentage of youth which believes that these issues need 119 responsibility 120 immediate attention 5.4 The health of Pakistan’s youth 121 5.12 Comparison of Pakistan’s maternal mortality ratios with selected 5.5 Maternal health and young women 122 countries 122 5.6 Child marriage 123 5.13 Percentage of women (aged 20-24) who marry before the age of 18 123

Contents | xi SPECIAL CONTRIBUTIONS Human development and youth in the context of public private partnerships in Pakistan - Dr. Baela Raza 69 Valuing philanthropy to build a justice, peaceful and inclusive society - Vocational training today: challenges and opportunities - Abdul Sattar Edhi 3 Dr. Ali Cheema 88 Youth and human development - Ahmad Alhendawi 22 Entrepreneurship and education - Nabeel A. Qadeer 91 The importance of girls’ education - Malala Yousafzai 54 Citizenship and the youth – I. A. Rehman Sports for youth development - Sana Mir 126 103 Youth radicalisation in Pakistan – Dr. Moeed Yusuf 111 Youth volunteerism - Dr. Muhammad Amjad Saqib 116 EXPERT OPINIONS Information technology: connected identities - Beena Sarwar 130 The importance of teaching teachers to teach - Zakia Sarwar 61 Converting the Internet’s potential into reality - Dr. Taimur Rahman 68

xii | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 1

A human development approach to youth

Ispru Volunteers, Booni Upper Chitral “The real wealth of a nation is its people. And the purpose of development is to create an enabling environment for people to enjoy long, healthy, and creative lives. This simple but powerful truth is too often forgotten in the pursuit of material and financial wealth”

- Dr. Mahbub ul Haq CHAPTER 1 A human development approach to youth

On 17 December 2010, a 26-year old fruit and vegetable vendor in a small town in Tunisia set himself on fire following a confrontation with a municipal official about where his cart was parked. While the specifics of what led to Mohamed Bouazizi’s death are unclear, what is indisputable is his fatal self-immolation, which catalysed protests that toppled Tunisia’s dictator and led to a string of uprisings in the region that came to be called the Arab Spring. The aim of mentioning this situation here is not to recount what happened in Tunis that day, or in the other countries of the Arab Spring subsequently. This Report concerns itself with Pakistan’s youth. So, fast forward to Pakistan. Can you imagine a situation anywhere in Pakistan, where a young person feels so frustrated by unemployment or so disheartened, unempowered and marginalized that he takes a measure as extreme as Bouazizi did in Tunisia? One certainly hopes not. But hope alone is not enough. It is the responsibility of state as well as society to enable an environment for our youth where such a fate is not even imaginable. Not even in our worst nightmares.

Overview The dramatic increase in the numbers of Pakistan’s young people – potentially its The 2017 Pakistan National Human De- human capital – should define develop- velopment Report (NHDR) focuses on ment priorities for the next two decades. the country’s youth as a critical force for The NHDR’s revelations include the shaping human development in the coun- projection that at the current annual try. This Report covers three drivers of growth rate of net school enrolments, it youth empowerment – education, employ- will be 2076 before Pakistan can achieve its ment and engagement – with the objective goal of zero out-of-school children. And, of informing public policy discourse and with the highest youth unemployment in improving the policy landscape for young the region, Pakistan must generate nearly people. a million jobs every year for the next 30 Pakistan currently has the largest gen- years, without interruption, in order to eration of young people ever in its histo- even maintain unemployment at the cur- ry. Approximately, two-thirds of the total rent levels. Another surprising finding is population is below the age of 30. The that far from being apathetic, Pakistan’s presence of this youth bulge raises critical youth are eager to be engaged and make a questions for the future. Will Pakistan be, difference. They are held back by various as some have augured, one of the countries factors including lack of quality in educa- to grow older before it becomes richer? tion and employment, and lack of oppor- With this question hanging over us, the tunity. NHDR 2017 is based on the premise that The NHDR 2017 posits that although regardless of the potential of the much fet- dire, the situation is salvageable. Thought- ed ‘youth dividend’, it will necessarily be ful and immediate investment in youth de- affected by the state of the country’s hu- velopment – providing them with quality man development indicators in education, education, gainful employment and mean- employment, and engagement. ingful engagement opportunities – can yet

Chapter 1 A human development approach to youth | 1 turn the tide and move the country in the phenomenon – has yielded a massive crop right direction. In order to do this, and of youngsters. Children of the generation convert the youth bulge into a win-win sit- of Pakistanis born between the 1960s uation, it is first essential to understand Pa- and 1980s are today the country’s youth. kistan’s youth, their thoughts, their needs While, the definition of youth varies from and their aspirations. Yet there has never country to country and region to region, been a comprehensive survey encompass- most United Nations documents catego- ing all aspects of the Pakistani youth and rise youth as individuals between 15 and their lives. The NHDR 2017 is the first 24 years of age. This NHDR uses the 15 step in this direction.1 to 29-year range for analysis, reflecting also The preparation time behind the writing the age range of youth defined by the gov- of this Report was spent trying to under- ernment of Pakistan. stand the youth’s perspectives, the issues Pakistan’s total population barely two they face with respect to the NHDR’s key decades ago was around 120 million.2 To - themes, their fears, and aspirations regard- day, that is the number of Pakistanis under ing their country. The aim was to not only the age of 30, around 64 percent of the understand youth and identify relevant country’s 189 million population.3 Among evidence-informed policy interventions to under-30s, some 54 million youths (15-29 improve development in Pakistan through years) comprise nearly a third (29 percent) youth empowerment, but also to generate of the total population. Clearly, this is not informed debate and analysis on youth only a very young country, but it will re- issues between policy-makers, the youth, main a very young country for another and other stakeholders in Pakistan. couple of decades, until at least 2040. The Report’s findings are substantiated This burgeoning human capital presents by an array of statistical indices and compu- a simple demographic advantage to Paki- tations, compiled as the Statistical Annex. stan, an opportunity to convert this advan- These include the district-representative tage into a generational dividend, as youth Human Development Index, the Youth are one of the most important forces that Development Index, the Youth Gender In- will forge the future of Pakistan (special equality Index, the Multidimensional Pov- contribution: Adul Sattar Edhi). These erty Index, and other social development youth will be tomorrow’s leaders and de- indicators. This Report also uses a combi- cisions makers. To them falls the task of nation of qualitative research methodolo- steering Pakistan through this century, as gies and innovative outreach activities to the current generation of adults (30-64 seek the inputs of youth throughout the years old) ages and starts to thin out. There preparation period. Through its intensely are three main points to consider. inclusive and participatory process, the Pa- kistan NHDR 2017 reached out to nearly • Pakistan’s youth bulge presents an oppor 130,000 individual across the country, 90% tunity – but risks turning into a disaster if of whom where youth, making it essential- not dealt with appropriately: The youth ly a Report “by the youth, for the youth”. bulge has the potential to be a force for good, generating socio-economic and political growth. The risk, if the youth Why this Report? are not steered in the right direction, entails the fallouts of large segments be- Pakistan is a country currently defined, coming unemployed, uneducated, disen- among other things, by its youth -- for the gaged and disempowered. simple reason that there are so many of them. The unbridled population explo- • The youth can serve as catalysts for the sion that continued until the 1980s be- Sustainable Development Goals (SDGs) if fore gradually slowing down – an ongoing engaged and steered properly: Clearly, the

2 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 SPECIAL CONTRIBUTION Abdul Sattar Edhi Valuing philanthropy to build a justice, peaceful and inclusive society

More young people live in Pakistan today than at any time in its his- honest and continuous efforts, regardless of circumstances, and tory. They represent a wellspring of ideas and inspiration, leadership have faith in the inherent goodness of humanity. One should also and creativity, and of voluntary spirit that has the potential to posi- remember that no religion is complete without human values. It is tively shape the future of this country in the coming decades. More the spirit of charity of Pakistanis that has enabled me to help people than any other segment of the society, it is today’s young generation in distress here and across the world. that has the opportunity and responsibility to strengthen the tradi- As we in Pakistan wrestle with poverty, inequality, conflict and tions of generosity and selfless service by giving of their knowledge, intolerance, it is important that the young generation realises their time and resources to help those less fortunate. potential, have faith in their ability and that of society to respond to Selflessness, simplicity and honesty are virtues that the youth of their honest intentions and efforts, and grasp the opportunity to help this country need to adopt if they are to contribute to the develop- build a better society for themselves and the generations to come. ment of an inclusive and equitable society. No obstacle, whether of They should partake in the generosity and philanthropy of the people social status, educational level or political/religious affiliation, can of Pakistan, and focus on helping humanity with their energy, knowl- deter a young individual determined to help others. If there are les- edge and skills. Only then can the current and future generations of sons to be learned from my work, they are that one should make Pakistanis hope to live in a just, peaceful and inclusive society.

Abdul Sattar Edhi (1928-2016), founder of the Edhi Foundation, wrote this comment for Pakistan NHDR 2017 a few months before his death.

youth can play a central role in achieving to enhance the country’s human devel- sustainable human development. Em- opment. It is imperative to invest in the powering youth by providing them with youth now, today, while they are still equitable and accessible employment youth. Pakistan stands at a critical junc- opportunities would enhance the qual- ture. It has a unique window of oppor- ity of existing human capital. It would tunity until about 2040 to make most of enable them to become future leaders a ‘youth advantage’ of untold potential. of the economy, productive members of After this, the youth bulge will begin to society and positive agents of change. If decline, and so will the window. engaged in the sustainable development road map from the beginning, these youth can serve as catalysts to accelerate Tapping a nation’s real wealth sustainable development through their enthusiasm, participation and innova- “People are the wealth of nations” – this tive ideas. By raising their voice, they can term, used in the first sentence of the first serve as accountability agents, helping Human Development Report (1990), best to enhance transparency and effective- captures the human development concept ness of governmental efforts in achiev- introduced by the pioneering Pakistani ing sustainable development. In other economist Dr Mahbub ul Haq. Focusing on words, Pakistan needs to invest in youth people and their opportunities and choic- empowerment, now more than ever, to es, human development measures human achieve sustainable human development. wellbeing through “the richness of human life, rather than simply the richness of the • The youth will not remain youth forever economy” in which people live.4 Behind – hence the need to act now: The youth this novel approach lay Dr Haq’s awareness bulge presents a challenge for policy of the inadequacy of theoretical debates makers. They must provide the youth and the need to think about policies that with quality education, quality em- would help people improve their lives. He ployment, and meaningful engagement died in 1998, the year his Cambridge friend opportunities not only to enhance the and colleague the Indian economist Ama- personal wellbeing of the youth but also rtya Sen won the Nobel Memorial Prize in

Chapter 1 A human development approach to youth | 3 Economic Science for his contribution to proving the lives people lead rather than welfare economics. Thus, these two pow- assuming economic growth will automati- erful South Asian voices – a Pakistani and cally lead to greater wellbeing for all. The an Indian – together advanced the notion HD approach sees income growth as “a of human development.5 means to development, rather than an end The first HDR also introduced the in itself”. Human Development Index (HDI) – a “critical innovation” (Malik 2014) – as a Opportunities measure of achievement in the basic dimensions of human development across Human development is about “giving peo- countries (figure 1.1).6 ple more freedom to live lives they value”. The HDI’s “somewhat crude measure This means enabling individuals to devel- of human development remains a simple op their abilities as well as providing them unweighted average of a nation’s longevi- opportunities to use these abilities. For ty, education and income and is widely ac- example, educating a girl would build her cepted in development discourse” even as skills, but will be of little use if she is denied it continues to evolve around the original access to jobs, or does not have the right structure (figure 1.2).7 skills for the local labour market. Three The human development approach plac- foundations for human development are es emphasis on three main aspects of a to “live a long, healthy and creative life, to nation’s polity: people, opportunities and be knowledgeable, and to have access to choices, outlined below.8 resources needed for a decent standard of living”. Many other aspects are important People too, especially in helping to create the right conditions for human development (figure The focus of human development is on im- 1.2). Achieving the basics of human devel-

FIGURE 1.1

Dimensions of human development

le Know dge

D cing hum ec ife han an c e l en ap n y ly ib t h ct ilit s lt ire ie ta a D s n e d H a r d d n a o f

g l i n v o i n L g

Dimensions of Human Development

a P y n t i d a l i r e n a c t c i u i o p c t i q s m o p e l a ju m i t g ti ti l u c o n in a n a n C e t i i l re m o c ty a p o ti lo m s li ng ve ro d fe c e P n on n d a ditions for huma En ty viro uri su nm sec st ental an s aina Hum ight bility and r

Source: UNDP 2016b.

4 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 FIGURE 1.2

Human development index (HDI)

A decent standard of living

GNI per capita (PPP $) Education index

GNI index Expected years Human of schooling Development Index (HDI) Mean years of schooling

Long and Life expectancy at birth Knowledge healthy life Life expectancy index

Source: UNDP 2016b. opment opens opportunities for overall monetary aspects like GDP per capita to progress. measure development. The human development approach is a measure of how the Choices people of a country, or of the world, are doing, and how well they are likely to do in Human development is, fundamentally, the future with the available opportunities. “about more choice” – providing people It is for these reasons that Pakistan must with opportunities they may or may not take the human development approach to choose to make use of. It is about creat- address the needs of its youth and provide ing an environment that allows people to opportunities for them to have the kind develop to their full potential and lead of choices that will enable them to be pro- “productive and creative lives that they val- ductive citizens. The alternative, if this ue”. As we move toward implementing and youthful energy is not harnessed in a pos- monitoring the 2030 agenda, the human itive direction, is rising poverty, violence, development approach helps articulate hunger and disease, dwindling resources the objectives of development, “improving and chaos. There is thus a critical need to people’s well-being by ensuring an equitable, address the needs of the youth population sustainable and stable planet”. and work to guide and mentor them and This approach, embodied in the UN- provide them the openings to fulfil their DP’s successive Global HDRs as well as potential to the best of their ability. the National HDRs of individual states This is what will lead to a win-win situa- produced in collaboration with UNDP, tion for Pakistan. This is the thinking that has led to growing acceptance of the HDI drives this report, using the human devel- as an alternative measure of development. opment concept and novel methodology This people-centric approach goes beyond to gather the voices of the youth. This is the traditional approaches that focus on why we are focusing on the youth and on

Chapter 1 A human development approach to youth | 5 the unique areas that policy makers must linked – one cannot be understood with- work on to transform Pakistan’s youth out the other. Therefore, any attempt to bulge into a demographic dividend. compartmentalise them will provide only a partial picture. For instance, youth employment patterns cannot be separated How the Report is structured from youth educational trends which in turn may depend on the household de- Chapter 1 outlines the three Es and elab- mographics and regional norms. Similar- orates how today’s youth will define the ly, educational and employment patterns future Pakistan. Following this introduc- influence how the youth interact with the tory chapter, we provide an overview of society – by voting, getting married and the state of the youth in Pakistan and go starting families, and becoming productive beyond this to outline the state of youth citizens. There is thus a complex web of human development in the country (chap- inter-linkages between these key drivers of ter 2). The chapter hinges and elaborates the youth’s lives, which shapes each aspect on three main points. Firstly, that Pakistan of these lives. Below, a brief outline of the has such a high youth population. Second- three Es. ly, the youth are a massive segment of the population undergoing a major transition, Education between childhood and adulthood. And thirdly, keeping the first two in mind, how It is during their youth that individuals the youth develop and grow will have a ma- arguably learn the most – not just through jor impact on Pakistan as a country. books or school but also through practi- We then devote a chapter each to the cal experience, by either practicing skills three Es – education, employment, and around the house or working in an au- engagement. This is where readers will to-mechanic’s workshop as a ‘chota’ (ap- find more details and facts about each of prentice). These experiences come under these themes. The sixth and final chapter is the broad umbrella of education, the first the conclusion pulling together our major of the three drivers identified for this re- thoughts and findings. port. The human development approach considers education as one of the most im- The three Es portant tools for enhancing the youth’sa- pabilities, freedoms and choices. While This Report studies the life transitions school enrolment rates in Pakistan have that youth undergo between age 15 and improved slightly over the past decade, 29. Arguably the biggest changes that hu- millions of children end up never going to man beings undergo, that shape them into school. Of those that do go, the dropout becoming who they are, take place during rate is high. their youth. It is during this period that The NHDR 2017 highlights the con- individuals transition from dependence cept that education by itself is not enough. into independence, physically, emotionally Education has to be done right to enable and financially. This is when they begin to the youth to make the right choices for the engage with society at large beyond their future. The Report delves into the state of families, clans and immediate communi- education development in Pakistan, with ties, to become full citizens. Discussions the aim of assessing its relevance towards on these areas led us to identify what we preparing the country’s youth for meaning- term the three Es – education, employ- ful employment and engagement. Pakistan ment and engagement – as the three main has made marginal progress in improving drivers of these changes. education indicators, but considerable These three Es are inextricably inter- disparities remain in how this progress is

6 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 distributed across provincial, rural/urban employment generation manifold but to and gender divides. Pakistan’s encouraging also generate more ‘quality’ employment enrolment figures and increasing number opportunities that enable the youth to not of graduates are not enough to prepare only earn a decent living with dignity and the youth to become productive and re- respect but also to experience the person- sponsible citizens. What’s needed is more al and professional growth necessary to focus on providing quality of education, achieve sustainable human development. rather than just improving access to education (quantity). Pakistan must improve Engagement the quality of existing programmes in formal education besides improving and The third driver, engagement, runs in par- integrating technical education and vo- allel to the other two transition drivers. cational training in the existing system of This is the most intangible of the three but education, to generate effective links and no less critical. It is what determines the re- spillovers for youth employment and en- lationship of individuals to their surround- gagement. Policymakers and all of society ings as they begin to emerge from their must come together to urgently repair this immediate circles of family and school to basic building block – foundation actually autonomous friendships and relationships – that bears the weight of the entire edifice formed in the workplace and beyond. of the country’s population including most From the smallest unit, they start having critically the youth. the option to engage with larger communities in the nation and even the world. It Employment is also between the ages of 15 and 29 that individuals attain physical and emotional The second major driver of transitions for maturity, voting and marriage rights, and youth is employment. It is during their develop as fully-formed human beings youth that individuals start carrying money whose basic ideas and physical structure and making economic choices, becoming will define them from here onwards, re- complete economic citizens as they transi- gardless of the changes and developments tion to financial independence by getting that take place with time. The engagement a job. Failure or inability to achieve this process begins when the youth start to be- independence, or being underemployed in come fully involved with society on their low paying and menial jobs becomes prob- own terms as they attain physical and emo- lematic, not just for the individual but for tional maturity. society which must then carry their bur- Human development can only be den. Providing the youth with equitable achieved through actively engaged citi- opportunities to engage with the economic zens, while actively engaged citizens are an activities of their choice is thus a central el- outcome of human development. Human ement of the relationship between employ- development and engagement are thus ment and their human development. clearly intimately connected. This Report The NHDR 2017 finds Pakistan falling explores this driver of change by focusing woefully short of providing jobs for its em- on the youth’s voice, identity, socio-polit- ployable youth and adults. In addition, the ical participation, marriage, societal inclu- type of employment as well as work con- sion and exclusion, radicalisation, and so- ditions ultimately determine the pace and cial attitudes. It advocates that providing character of human development. This Re- meaningful socio-economic and political port advocates that the quality of income engagement opportunities to youth is a generating activities is essential to define necessary condition for enhancing human the trajectory of economic and social de- development. Other conditions that en- velopment that a nation’s youth will follow. hance human development include equita- The urgency, thus, is not just to increase ble civic and political participation, human

Chapter 1 A human development approach to youth | 7 rights and security, and environmental sus- 7,000 young women and men in both ru- tainability. All these factors are important ral and urban settings across the country. development goals in and of themselves. This extensive, scientifically robust, re- This report finds a dearth of meaningful gionally representative survey was not disengagement opportunities in Pakistan and trict-bound but sub-provincial, and aimed access to information regarding the few to cover the length and breadth of the opportunities that are available. It should country. It was held across all four prov- therefore come as no surprise that despite inces, as well as Gilgit-Baltistan, Federally the youth’s high level of willingness to en- Administered Tribal Areas (FATA), Azad gage in community and political affairs, Jammu & Kashmir (AJ&K) and Islamabad their engagement remains relatively low. Capital Territory (ICT).9 The survey enriches this Report’s overall analysis by capturing the youth’s hopes, How this Report came about: fears and perceptions about their educa- Methodology and a little tion, employment and engagement. The madness NYPS provides further depth to the research by looking at a range of other subjects that impact youth development such To better understand the issues, it is im- as health and wellbeing, quality of life, portant to understand how this Report preferences regarding identity, and level of came about. This section explains what trust in society and institutions. went into this process, and the significance of each component. National Youth Consultations Having outlined the basic concepts and structure of NHDR 2017, let’s now turn The process was complemented by the to the methodology behind it – a unique exhaustive National Youth Consultations combination of research, data analysis, con- comprising 81 grassroots level consulta- sultations, and out-of-the-box outreach actions carried out across the country with tivities (figure 1.3). Apart from computing the youth (figure 1.4, pg 10). These con- a wide array of statistical indices to support sultations tapped the views of over 1,500 our findings, this report stems from an in- young people between August 2014 and tensely participatory process that involved May 2016, with a specific focus on cap- doing things a little differently with some turing the voices of underprivileged and “junoon” (madness). We did not want to marginalised individuals. They included speak for youth. We wanted to allow them religious minorities, brick kiln workers, do- to speak for themselves and involve them mestic workers, madrassa students, trans- in this process so that they would feel own- gender individuals, uneducated youth, ership of the final product and know that sex workers and differently-abled youth their voices had been heard. through face-to-face group consultations. To achieve this, we went beyond the conventional methods that usually form the Forming baseline data basis of such reports, to use multiple innovative outreach and engagement approach- In conjunction with the tools mentioned es, including digital tools and technology above, the findings of this report are rein- that define this generation. forced by knowledge from credible secondary research sources, including empirically National Youth Perception Survey grounded in-depth reviews and analyses of statistically significant national and inter- Foremost amongst the research tools em- national data of large and smallscale sur- ployed by this report is the National Youth veys. Prominent among these were the Perception Survey (NYPS) that targeted Pakistan Demographic and Health Sur-

8 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 FIGURE 1.3

National Human Development Report 2017 - An inclusive, partcipatory and youth-led process

1,300 EXPERTS AND KEY STAKEHOLDERS CONSULTED*

1500 4 400 32 10 youth consulted through high level Advisory ideas received for network meetings National Expert 92 volunteers working Council Member meetings collecting 101 consultations under Razakar Ideas 35 programme inspiring Pakistanis 2 interviewed large youth MORE THAN under conferences #KhwabPakistan 81 10 2 held 112,000 Contributing Authors’ back- campaign National Youth Media Briefing events young people ground papers on youth Consultations held More than engaged 2014-2016 130,000 through 64 people reached-out, social media entries received out of which 112,000 platforms under 90% are youth followers on “Hopes & Fears Facebook & National Youth Art Competition” Twitter platforms 350 Perception Survey 2015 42 that engaged youth video messages youth based radio 500,000 carried out across all recorded hopes and fears shows held unique individuals regions of Pakistan of youth

12,000 YOUTH CONSULTED

Government representatives, civil society members, policy makers, academics, statisticians, labour unions, employee’s federation, UN agencies, International development organizations and the private sector organizations. FIGURE 1.4 the most exciting aspect of this Report is Pakistan National Human Development Report - the voices of the youth that inform it. We National Youth Consultations made a conscious decision to hear and listen to the youth – the main stakeholders KHYBER PAKHTUNKHWA GILGIT-BALTISTAN CONSULTATIONS in the process of compiling this report – 81 CONSULTATIONS 7 Astore-1 Buni (Upper Chitral)-1 12 CONSULTATIONS Ghizer-1 to truly make this a report “by the youth, Charsadda-1 Gilgit city-2 Chitral city-1 Hunza-1 for the youth”. To this end, apart from Na- Bumboret (Kalash Valley)-1 Skardu-2 Haripur-1 tional Youth Consultations, we conducted National Human Peshawar-5 Swat-2 further consultations on the ground and

FATA sought the views of young people in-per- Development CONSULTATIONS AZAD JAMMU AND KASHMIR son and online across the country as well. BALOCHISTAN Peshawar-5 5 CONSULTATIONS CONSULTATIONS 2 Muzaffarabad-2 These additional consultations included Quetta-9 16 Report 2017 - Khuzdar-1 ISLAMABAD participants from different backgrounds, Gwadar-1 Kech/Turbat-1 2 mainly falling in the age bracket of 15 Mastung-1 Lasbela-1 to 29 years. Overall, apart from main re- An inclusive, Killa Abdullah-1 PUNJAB Sibi-1 search tools listed below, we consulted CONSULTATIONS 25 Faisalabad-3 and captured thousands of youth whom Gujjar Khan-1 partcipatory Jhang-2 we reached and engaged with through Lahore-2 Sargodha-3 various initiatives and platforms. This en- Sheikhupura-2 gagement, spread over three years, helped and youth-led Bahawalpur-2 SINDH Multan-6 support the main research findings and un- CONSULTATIONS Muzaffargarh-3 12 Ghotki-1 Rawalpindi-1 cover many ground truths. Hyderabad-1 process Karachi-3 Going around the country to talk to the Larkana-3 Mirpurkhas-1 youth, using the term “Jawan Pakistan” Sukkur-1 Tando Allahyar-1 (Young Pakistan) to generate conversa- Tharparkar-1 tions amongst youth, policy makers, and other stakeholders, involved a lot of lis- The consultations for FATA were held in Peshawar. In Balochistan, the consultation for Kech/Turbat was held in Gawadar for Khuzdar in Hub and for Killa Abdullah, Sibi and Mastung in Quetta. The consultation with young miners from Shangla was tening and learning from all these sources. held in Swat. Multan consultations included consultations with surrounding smaller communities. Consultations in Quetta included segmented consultations with different ethnic communities in Balochistan. We learnt about their views on different aspects of life and Pakistan, heard their vey (PDHS), Labour Force Survey (LFS), hopes and fears, got a sense of what they Time Use Survey, and Pakistan Social and were thinking, feeling and doing, and what Living Standards Measurement (PSLM). they would like to be doing. In short, we These sources not only support the did everything we could think of to mine findings of the NYPS and National Youth the youth’s views on how things can be Consultations but were also helped pro- done differently to take Pakistan along duce a district-representative Human De- the path to sustainable development and velopment Index (HDI) and a regionally progress. By the end of the process we had representative Youth Development Index consulted almost 130,000 people out of (YDI) as well as Gender Adjusted YDI. which 90% were young through various All these are tools developed for the first campaigns, activities, and events described time in Pakistan. Given the minimal na- in this section. tional level data on many aspects related to youth, this data and indices can serve as the Razakar programme baseline for comparisons and to gauge the future progress of youth development. Working with the UN Volunteers programme in Pakistan, our team conducted Listening to the youth, understanding a pilot programme with 25 highly engaged their hopes, fears, and aspirations youths from all four provinces, mostly students at various universities. We enlisted While we did engage expert opinions, them as messengers and ambassadors of

10 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 Jawan Pakistan.10 The excitement and high some inspiring Pakistanis who achieved level of engagement generated through their dreams against all odds. The young “I think it’s the perfect these workshops and discussions led to the leaders who shared their messages through time to be young in initial pilot project being further extend- this campaign, represent various fields Pakistan” ed, as the Razakar (volunteer) programme ranging from art and politics to sports, sci- - involving 76 volunteers from 32 districts ence and education, encapsulating the di- Male, National Youth in all provinces of Pakistan.11 Basically, our versity that exists across the country. Male, Consultation, Peshawar. aim was to reach as many youths as possi- female or transgender, urban or rural dwell- ble and bring on board voices we ourselves ers, speaking in various languages, highly were unable to reach. We wanted to create educated or self-educated, from privileged a ripple effect – get young people to reach or downtrodden communities, all of them out to and talk to more of their peers, and dream of and work tirelessly towards a keep the conversation going. The Razakars better Pakistan. We disseminated the vid- in effect were our champions, tasked with eos through social media and posted them talking to their peers and giving us feed- on the NHDR website and Youtube.15 back beyond the youth consultations. We provided them with guidance, questions, Other engagement and outreach and training (in person, via phone and email) on how to conduct youth consulta- We organised day-long conferences that tions and discussions in their own districts. connected youth with local and interna- After holding these discussions, the Raza- tional policy makers to discuss civic engage- kars compiled reports and wrote essays re- ment.16 Beyond the traditional measures of flecting the concerns of youth in their ar- engaging youth to learn about their hopes eas.12 These reports and essays helped our and fears, we utilised other forms of expres- team access the views of 1,500 more young sion like art to engage youth from across people in Pakistan, whose outlooks also in- Pakistan. This included the Paint the Can- form this report. vas of Youth Art Competition on “Youth Hopes and Fears”. We invited members of Your Idea Counts the public to vote online for their favou- rite among the 64 entries received from This innovative campaign took forward around the country. An eminent panel of our “by the youth, for the youth” philos- judges selected the final winners from the ophy, seeking actionable ideas from young top 12 entries.17“The Pakistan I want” was people about how to improve the lives of another campaign that actively sought the Pakistan’s youth population. The online views of the youth. Nearly 60 youth sent in questionnaire for this campaign received whiteboard entries from across the coun- 400 entries in two months. 13 It also includ- try sharing their views in pictures. Many ed several brainstorming sessions (in En- shared these on social media platforms. glish and Urdu) on the ground with youth- Our pioneering “Speakathon” cam- led organisations, civil society experts, UN paign encouraged young people to share agencies, and other development part- their needs, hopes, fears, and aspirations ners to collect actionable ideas for youth. through short videos. For this purpose, we set up mobile recording pop-up studios #KhwabPakistan with Jawan Pakistan backdrops at various universities and popular recreation spots We put the question, “What is your dream in different cities. More than 2,000 young for Pakistan?” to 35 inspirational young people engaged with our team at 22 differ- Pakistani leaders for the #KhwabPakistan ent spots. While most shied away from the (Dream Pakistan) campaign.14 The idea camera, we recorded 350 video messages. was to kindle a sense of hope and optimism We also collected entries from social media amongst young Pakistanis, by showcasing platforms.

Chapter 1 A human development approach to youth | 11 Media and social media eral smaller meetings with key journalists “If I say anything [about held throughout the process. In this realm, politics] I’m told I don’t know anything, ‘you’re The media component informing this re- our most direct, real-time live engagement still a child’. They also say port includes several kinds of engagement. took place through 42 call-in shows on ra- this to my mother, that Some components involved sharing infor- dio channels popular with youth across the she doesn’t understand mation and concepts, as the NHDR team country, including regions like Islamabad, anything about political did with the television outreach and ra- Peshawar, Lahore, Karachi, Sialkot, matters” dio podcast. However, the main idea was Faisalabad, Swabi, Gujranwala and FATA. – to reach more young people and listen to The discussions, spread over two months, Female, National Youth them to ensure an inclusive final product took place in different languages on the Consultation, Ghotki. in the shape of this report. One of our issues of education, employment and most exciting and proactive engagements engagement.23 Additionally, between took place in the virtual space where young 2015 and 2016, we disseminated quar- people hang out – various social media terly newsletters and news feeds to those platforms where we sought inputs from engaged in our consultative process. Pakistan’s youth on their hopes, dreams Overall, our main purpose in engaging and challenges. The NHDR Facebook with the media was not merely to publicise page and Twitter accounts have attract- this Report, but to utilise Pakistan’s jour- ed a following of over 100,000.18 Over- nalists as resources for their insights and to all, our social media platforms engaged learn from them, as part of a sincere and more than 500,000 unique users through honest effort to hear anyone who might various campaigns, activities, and events. have ideas about the key issues we were A hugely successful engagement was the tackling. Twitter chat using the hashtag #PKYouth with this Report’s lead authors Dr. Adil Advisory Council and expert Najam, Dr. Faisal Bari, and former Coun- stakeholders try Director UNDP Pakistan Marc-Andre Franche.19 The original chat time of 10.30- This Report has enjoyed the support and 11.30 pm Pakistan time stretched till mid- guidance of 10 high level Advisory Coun- night, as well-known journalists and other cil members comprising parliamentarians civil society members joined the trending from all leading political parties whom discussion. In another outreach session, we met periodically between August 2014 economists Dr. Nadeem Haque, former and May 2016. We also had on board 10 Deputy Chairman Planning Commission contributing authors comprising Pakistani Pakistan, and Dr. Anjum Altaf, former academicians, policy makers and civil so- Dean of the School of Humanities, Social ciety members who presented background Sciences and Law at the Lahore University papers on youth related themes. We tapped of Management Sciences, hosted a discus- a further 1,300 experts and key stakehold- sion related to the theme of this report for ers through a series of 32 one-on-one meet- their podcast “SochBichar” (Thinking).20 ings, held 10 national expert consultations The mainstream media were very much as well as consultations with youth-led and part of the process that led to this report. donor organisations, consultations with A well-attended and well-reported briefing the Ministry of Labour, ILO and UNF- in early 2015 introduced the forthcoming PA, and roundtables with secretaries from report and its key purpose.21 This is where relevant government departments from all we launched the short introductory video four provinces. These experts and stake- titled “Jawan Pakistan” (Young Pakistan) holders comprised government represen- outlining the aims of the project and in- tatives from the national and sub-national viting Pakistan’s youth, experts and oth- level, civil society members, policymakers, ers to join the conversation.22 But more academics, statisticians, representatives of valuable than this major event were sev- labour unions, employees’ federations, UN

12 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017

agencies and international development UNRC, Embassy of Japan, German Em- organisations, and private sector members. bassy, Canadian High Commission and Norwegian Embassy.27 Several participants Igniting debate around NHDR’s expressed their intentions to use this Re- preliminary findings port’s findings towards evidence-based youth programming in their portfolios. In To keep the process transparent, we took Lahore, we organised a similar engagement every opportunity to brief the public about with civil society in collaboration with our ongoing research and to kick-start a Bargad, a youth development organisation. conversation on the critical issue of Pa- Stakeholders from wide array of civil soci- kistan’s youth and their needs. For exam- ety organisations and those interested in ple, at the Lahore Literary Festival 2016, youth issues participated in the discussion. Marc-Andre Franche used key findings of #KhwabPakistan the NHDR to moderate a discussion with the panellists, inspiring young activists Tools that capture our learning Gulalai Ismail, Waqas Ali, Muzamil Hasan Zaidi, Sana Mir and Saifullah Magsi.24 We hope we are able to convey the excite- We consulted with politicians and par- ment, energy, passion and commitment liamentarians from all of Pakistan’s prov- that went into the making of this Report. inces, particularly those who represent It has been an incredibly exhilarating, the youth as well as those holding youth rewarding and enriching journey for all portfolios at the national and provincial those involved. Below, we outline some levels. These meetings aimed to share the of the tools used to capture aspects of the preliminary and emerging key findings of multi-layered and rich material that has this Report for feedback and suggestions. been mined and incorporated in the com- Between 2015 and 2016, we conducted ing chapters. lectures followed by discussions at several universities about the NHDR preliminary Jawan ideas findings, hoping to hear something that we had missed earlier on. This led to inputs of Spread across this Report, on the sidebars, nearly 400 students and faculty members, are 101 Jawan Ideas. These are a sampling that also inform this report and reinforce of ideas from the young people we encoun- the findings of the National Youth Consul- tered during our youth consultations, con- tations and the NYPS.25 Beyond Pakistan, ferences, surveys, discussions, and on social towards the end of the research process, a media about what can and should be done; panel discussion based on the preliminary and mainly from the campaign #YourIdea- findings of this report was held at the Lon- Counts. These are not always refined pol- don School of Economics (LSE) South icy proposals, but we think policy-makers Asia Centre in collaboration with UNDP should consider them seriously. There is Pakistan. The conversation focused on the much practical wisdom in them. 101, of critical role of youth engagement as a strat- course, is a nice number and, in the South egy to improve human development and Asian context, a good omen! peace in Pakistan.26 Along the way, we shared our key find- Sentiment Meter ings at several meetings with civil society representatives, academics, NGOs, Another unique aspect of this report is the journalists, researchers, and think tanks, Sentiment Meter, a tool developed from as well as a meeting with development the National Youth Consultations to gauge partners and donor community in Islam- how young people feel about various issues abad including representatives from the that concern their lives, in different areas World Bank, DFID, the European Union, of the country (figure 1.5). The Meter

14 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 identifies the gender mix, general profile, the yellow and into the green part of the Jawan Ideas and size of the focus group – small (less gauge. What provides hope is their “Politi- than 12), medium (12-30) and large (more cal awareness”. What gives rise to fear is the than 30). It also shows whether the group “Sectarian tension and terrorism” they face was mixed or gender segregated, and what with. The needle for a small group of ur- Ensure the rights of young kind of group. The last category yielded an ban, educated females in Ghotki, Sindh is people with special needs and enormous range of diversity. at the centre of the gauge. What provides other marginalised communities Groups included university students, hope in this setting is the “Employment and provide equal access to all educational, employment and madrassa students, and school students, opportunities for women in new fields”, and other opportunities. as well as those who were less educated or what gives rise to fear is the “Deep struc- had no education; educated unemployed tural poverty” of their area. For a small youth, educated slum dwellers, and those group of transgender youths in Larkana, who were economically struggling; un- Sindh, the needle goes well into the red, skilled workers, vocational trainees, teach- almost reaching the end of the gauge that ers, farmers, miners, brick kiln workers, indicates negative sentiments. Hope in this domestic workers, manual workers; youth group arises from the fact that “Legislation living at shrines and those living at home; recognises and respects the third gender”. rural mothers; drug affected youth; urban What holds them back is the “Social injus- activists; youth from religious communi- tice and prejudice”. ties like Hindu, Christian and Sikh, as well as ethnic, like Hazara, Pashtun and Baloch, besides transgender workers; and youth Beginning the conversation with disabilities. Readers going through the Sentiment Essentially, this report shares the story of Meter should be able to access critical in- talking to young people in Pakistan and formation at a glance – about the hopes and hearing what they said. The unique com- fears of Pakistan’s young people, and more bination of comprehensive and participa- specifically, what are the youth thinking tory research process over three years has who participated in the 81 National Youth yielded many practically implementable Consultations held as part of NHDR pro- ideas and recommendations to secure hu- cess. The hopes and fears identified in man development progress in Pakistan. We the chart represent dominant themes that invite policy makers, academics, national emerged during each consultation rath- and international development organisa- er than signifying any group consensus tions, UN agencies, and the private sector or prioritisation. Readings of their over- to invest in youth development in a coordi- all “sentiments” are based on the NHDR nated manner to progress human develop- team’s subjective general assessment – the ment in Pakistan. feelings that appeared to be predominant Most importantly, through these pages, in the discussions. It would therefore be we want to reinforce the significance of Pa- inappropriate to consider these sentiments kistan’s youth population. In fact, of all the as markers for any statistical evaluation or levers that can turn Pakistan’s future in one Jawan Ideas ranking. or other direction – and there are many le- Each of the 81 groups outlined in the vers, ranging from the political to societal Sentiment Meter provides a unique per- and developmental – this is the one with spective into the hearts and minds of the single most potential and power. The Establish programmes to young people in different parts of Paki- course Pakistan takes in coming years then, encourage safe and affordable stan, hailing from different backgrounds. depends on this one factor: how we enable, mobility for young women, The Meter tells us that technically trained equip and empower our youth. including subsidised scooters and bicycles, and free female youth in a medium sized group in Astore, We have tried to make a thoroughly driver education for two-wheel Gilgit-Baltistan, have an overall positive honest and transparent effort to really lis- automobiles. outlook, indicated by the arrow going past ten and hear as many voices as we possibly

Chapter 1 A human development approach to youth | 15 FIGURE 1.5

Sentiment Meter – NHDR National Youth Consultations

e table summarizes general sentiments of youth participants (15-29) SENTIMENT METER

at the 81 National Youth consultations held as part of NHDR process. GEOGRAPHY HOPES SENTIMENTS FEARS GENDER | PROFILE | SIZE e table also identies the gender mix, general prole, and size of the Neutral ul Mo f 3 re KHYBER PAKHTUNKHWA consultations. e hope and fears identied here represent dominant pe o 2 4 H Peshawar Demand for good education is universal Marginalization of minorities Mixed Hindu youth Small H o themes that came up during each consultation but do not signify any p SIZE s e Peshawar Economic mobility of the poor into the middle class High cost of good education Female Domestic workers Medium s f u e 5 Small: Less than 12 group consensus or prioritization. e sentiment’s readings are based l Peshawar L 1 Emergence of new and younger political leaders Multiple education systems in place Female Young teachers Medium Medium: 12-30 on NHDR Team’s general assessment and would be inappropriate for Large: More than 30 Peshawar More focus on need for religious tolerance and diversity Discrimination against minorities Mixed Christian & Sikh youth Medium any statistical or evaluation or ranking. Peshawar Technology and entrepreneurship Poor quality of education is producing unemployable youth Male Young entrepreneurs Small Shangla Desire to educate children, both girls and boys No attention to worker health and safety Male Miners Medium Swat Growth in employment opportunities Education not preparing young people for jobs Mixed Youth activists Medium GEOGRAPHY HOPES SENTIMENTS FEARS GENDER | PROFILE | SIZE PUNJAB AZAD JAMMU & KASHMIR Bahawalpur Education opportunities for out of school children and youth Feudalism Males Young rural fathers Medium Muzaffarabad Increased entrepreneurship amongst the young A sensationalist and irresponsible media Mixed University students Medium Bahawalpur More vocational training for women Domestic violence and early marriage Female Young rural mothers Medium .. Muzaffarabad Democracy Brain drain Mixed Educated & employed Medium Faisalabad Better vocational training No respect for women in the workplace Female Factory workers Medium BALOCHISTAN Faisalabad Improved security and policing Poverty pushing women into sex work Female sex workers Small Gawadar Better education opportunities CPEC opportunities and benefits will not flow to local youth Male Less educated youth Small Faisalabad Increased awareness of transgender issues Job discrimination against marginalized groups Transgender Transgender Medium Kech/Turbat Community development and more recreational opportunities Lack of jobs for the educated Male Economically struggling Small Gujjar Khan Opportunities for starting own business Poor quality education Male Rural youth Small Khuzdar Improved law and order situation Lack of employment and skills training Male Migrant workers Medium Jhang A more morally grounded society Lack of transport prevents girls from being in schools Female Madrassa students Medium Killa Abdullah Democracy and political participation High crime rate Male employed youth Small Jhang Better vocational training Terrorism and corruption Male Madrassa students Medium Lasbela High spirit of volunteerism amongst youth Local workers ignored, not promoted, and never trained Male Uneducated workers Medium Lahore More focus on human rights and social justice Education deepens economic inequities Mixed Young researchers Medium Mastung CPEC and improved law and order situation Jobs being taken away by non-local workers Male Poorer background Small Lahore Revival of local cultures and national pride Multiple education systems in place Mixed PhD students Medium Quetta Growth of private sector and job opportunities Corruption Mixed University students Medium Multan Greater opportunity for higher education, especially for women Poor quality of school teachers Mixed Young researchers Small Quetta Increased opportunities for all Pakistanis including minorities Discrimination against minorities Mixed Christain/Hindu youth Medium Multan Increased activism against forced child labour Poverty and debt leading to child and bonded labour Mixed Brick klin workers Large Quetta Increased political participation Lack of sports opportunities Male Drug affected youth Medium Multan Increased entrepreneurial spirit amongst youth Diminishing cultural and social values Mixed Fine arts students Medium Lack of security and difficulty for women to work Quetta Induction tests will bring in more competent teachers Mixed Hazara youth Medium Multan Increased mobility Practice of early marriage, especially for girls Mixed Unemployed youth Medium Quetta Desire to educate children, both girls and boys Education not preparing young people for jobs Mixed Pashtun youth Medium Multan Increased opportunity for vocational training Lack of qualified teachers in public schools Female Vocational trainees Medium Quetta Growth of entrepreneurship opportunities Limited job opportunities for women Female Entrepreneurial Youth Small Multan Possibility of migration Difficult for illiterate young adults to get education Mixed Youth living at shrines Small Quetta Growing acceptance of womens employment Nepotism (sifarish) and corruption Female Settler communites Medium Muzaffargarh Decline in feudalism Water scarcity in agriculture Mixed Farmers Medium Quetta Increased sense of social responsibility Poor quality of education in schools Mixed Young professionals Medium Muzaffargarh Greater acceptance of education for girls Terrorism and violence Mixed Mostly uneducated Medium Quetta Realization of the benefits of education Securitization and lack of trust in the state Mixed Baloch youth Medium Muzaffargarh Increased mobility within Pakistan and abroad Disconnect between Urdu and English medium education Mixed Educated unemployed Medium Sibi Improved law and order situation Poverty and lack of quality education facilities Male Manual workers Small Rawalpindi Lots of young role models, including many women Women outside the home are made to feel unsafe by leering men Female University students Large FATA Sargodha Greater opportunity for higher education Difficulties for Urdu medium students in higher education Female 11th & 12th graders Large FATA Improved education opportunities for girls Restrictions on womens political participation Female College students Small Sargodha Increased mobility within Pakistan and abroad Rise of indecency in society Male 11th & 12th graders Medium FATA Improved scholarship opportunities Violent extremism Male Unskilled workers Small Sargodha More job opportunities for women Nepotism (sifarish) and corruption Mixed University students Large FATA Improved income earning opportunities for women Insecurity and violence Female IDPs Medium Sheikhupura Increased mobility within Pakistan and abroad Nepotism (sifarish) and corruption Male Factory workers Small FATA Opportunities for political participation Poor quality education Female University students Small Sheikhupura More employment opportunities for women Social barriers for working women Female Rural Small FATA Increased sense of social responsibility Insecurity and violence Male University students Small SINDH GILGIT-BALTISTAN Ghotki Employment opportunities for women in new fields Deep structural poverty Female Urban educated Small Astore Political awareness Sectarian tension and terrorism Male Technically trained Medium Hyderabad More jobs open to women workers Political instability and insecurity Female Urban educated Small Ghizer Increased religious tolerance and understanding Lack of economic opportunity Mixed Educated youth Small Karachi Improved law and order situation Ineffective local government Mixed Urban activists Small Gilgit Greater mobility Political isolation Mixed University students Medium Karachi Increased desire to educate daughters No safety nets for daily labourers Mixed Educated slum dwellers Small Gilgit Growth in job opportunities Lack of quality education opportunities Mixed Young professionals Medium Karachi Realization of the benefits of education Ghost Schools and poor quality teachers Female Fishing community Medium Hunza Entrepreneurial spirit among women in Hunza Workplace harassment of female employees Female Vocational trainees Small Larkana Legislation recognize and respects the third gender Social injustice and prejudice Mixed Transgender/sex workers Small Skardu Government centre training mountaineers improving employment Religious intolerance Male Employed in tourism Small Larkana More access to information Lack of employment opportunities in rural areas Male Farmers Small Skardu Greater mobility Political isolation Female Vocational trainees Medium Larkana Sense of community belonging Lack of qualified teachers in public schools Male Young farmers Small ISLAMABAD CAPITAL TERRITORY Mirpurkhas Technology-enabled work-at-home opportunities Public transport challenges for people with disability Mixed Youth with disabilities Small Islamabad Economic growth Lack of funding and access to capital for entrepreneurs Male Students & Entrepreneurs Small Sukkur Sense of citizenship among youth Rise of sectarian and religious intolerance Mixed Urban educated Small Islamabad Increased youth participation in politics Lack of quality education opportunities Mixed Affluent youth Medium Tando Allahyar More focus on need for religious tolerance and diversity Too many people dependent on informal and non-permanent jobs Female Rural Medium KHYBER PAKHTUNKHWA Tharparkar Creation of local jobs in (coal) mining sector Rise of sectarian and religious intolerance Male Hindu youth Medium Charsadda Young people are rising up against corruption and terrorism Prevalence of cheating Male 11th & 12th graders Medium Chitral Increased use of technology Climate change and likelihood of more floods Mixed Youth volunteers Medium NOTES Increased sense of social responsibility Deteriorating law and order situation Chitral Mixed University students Medium The consultations for FATA were held in Peshawar. In Balochistan, the consultation for Kech/Turbat was held in Gawadar for Khuzdar in Hub and for Killa Abdullah, Sibi and Mastung in Quetta. Haripur More diverse educational opportunities Lack of career counselling Mixed University students Small The consultation with young miners from Shangla was held in Swat. Multan consultations included consultations with surrounding smaller communities. Consultations in Quetta included segmented Kalash Growth of entrepreneurship opportunities for women Lack of good teachers Mixed Kalash youth Small consultations with different ethnic communities in Balochistan.

16 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 FIGURE 1.5

Sentiment Meter – NHDR National Youth Consultations

e table summarizes general sentiments of youth participants (15-29) SENTIMENT METER at the 81 National Youth consultations held as part of NHDR process. GEOGRAPHY HOPES SENTIMENTS FEARS GENDER | PROFILE | SIZE e table also identies the gender mix, general prole, and size of the Neutral ul Mo f 3 re KHYBER PAKHTUNKHWA consultations. e hope and fears identied here represent dominant pe o 2 4 H Peshawar Demand for good education is universal Marginalization of minorities Mixed Hindu youth Small H o themes that came up during each consultation but do not signify any p SIZE s e Peshawar Economic mobility of the poor into the middle class High cost of good education Female Domestic workers Medium s f u e 5 Small: Less than 12 group consensus or prioritization. e sentiment’s readings are based l Peshawar L 1 Emergence of new and younger political leaders Multiple education systems in place Female Young teachers Medium Medium: 12-30 on NHDR Team’s general assessment and would be inappropriate for Large: More than 30 Peshawar More focus on need for religious tolerance and diversity Discrimination against minorities Mixed Christian & Sikh youth Medium any statistical or evaluation or ranking. Peshawar Technology and entrepreneurship Poor quality of education is producing unemployable youth Male Young entrepreneurs Small Shangla Desire to educate children, both girls and boys No attention to worker health and safety Male Miners Medium Swat Growth in employment opportunities Education not preparing young people for jobs Mixed Youth activists Medium GEOGRAPHY HOPES SENTIMENTS FEARS GENDER | PROFILE | SIZE PUNJAB AZAD JAMMU & KASHMIR Bahawalpur Education opportunities for out of school children and youth Feudalism Males Young rural fathers Medium Muzaffarabad Increased entrepreneurship amongst the young A sensationalist and irresponsible media Mixed University students Medium Bahawalpur More vocational training for women Domestic violence and early marriage Female Young rural mothers Medium .. Muzaffarabad Democracy Brain drain Mixed Educated & employed Medium Faisalabad Better vocational training No respect for women in the workplace Female Factory workers Medium BALOCHISTAN Faisalabad Improved security and policing Poverty pushing women into sex work Female sex workers Small Gawadar Better education opportunities CPEC opportunities and benefits will not flow to local youth Male Less educated youth Small Faisalabad Increased awareness of transgender issues Job discrimination against marginalized groups Transgender Transgender Medium Kech/Turbat Community development and more recreational opportunities Lack of jobs for the educated Male Economically struggling Small Gujjar Khan Opportunities for starting own business Poor quality education Male Rural youth Small Khuzdar Improved law and order situation Lack of employment and skills training Male Migrant workers Medium Jhang A more morally grounded society Lack of transport prevents girls from being in schools Female Madrassa students Medium Killa Abdullah Democracy and political participation High crime rate Male employed youth Small Jhang Better vocational training Terrorism and corruption Male Madrassa students Medium Lasbela High spirit of volunteerism amongst youth Local workers ignored, not promoted, and never trained Male Uneducated workers Medium Lahore More focus on human rights and social justice Education deepens economic inequities Mixed Young researchers Medium Mastung CPEC and improved law and order situation Jobs being taken away by non-local workers Male Poorer background Small Lahore Revival of local cultures and national pride Multiple education systems in place Mixed PhD students Medium Quetta Growth of private sector and job opportunities Corruption Mixed University students Medium Multan Greater opportunity for higher education, especially for women Poor quality of school teachers Mixed Young researchers Small Quetta Increased opportunities for all Pakistanis including minorities Discrimination against minorities Mixed Christain/Hindu youth Medium Multan Increased activism against forced child labour Poverty and debt leading to child and bonded labour Mixed Brick klin workers Large Quetta Increased political participation Lack of sports opportunities Male Drug affected youth Medium Multan Increased entrepreneurial spirit amongst youth Diminishing cultural and social values Mixed Fine arts students Medium Lack of security and difficulty for women to work Quetta Induction tests will bring in more competent teachers Mixed Hazara youth Medium Multan Increased mobility Practice of early marriage, especially for girls Mixed Unemployed youth Medium Quetta Desire to educate children, both girls and boys Education not preparing young people for jobs Mixed Pashtun youth Medium Multan Increased opportunity for vocational training Lack of qualified teachers in public schools Female Vocational trainees Medium Quetta Growth of entrepreneurship opportunities Limited job opportunities for women Female Entrepreneurial Youth Small Multan Possibility of migration Difficult for illiterate young adults to get education Mixed Youth living at shrines Small Quetta Growing acceptance of womens employment Nepotism (sifarish) and corruption Female Settler communites Medium Muzaffargarh Decline in feudalism Water scarcity in agriculture Mixed Farmers Medium Quetta Increased sense of social responsibility Poor quality of education in schools Mixed Young professionals Medium Muzaffargarh Greater acceptance of education for girls Terrorism and violence Mixed Mostly uneducated Medium Quetta Realization of the benefits of education Securitization and lack of trust in the state Mixed Baloch youth Medium Muzaffargarh Increased mobility within Pakistan and abroad Disconnect between Urdu and English medium education Mixed Educated unemployed Medium Sibi Improved law and order situation Poverty and lack of quality education facilities Male Manual workers Small Rawalpindi Lots of young role models, including many women Women outside the home are made to feel unsafe by leering men Female University students Large FATA Sargodha Greater opportunity for higher education Difficulties for Urdu medium students in higher education Female 11th & 12th graders Large FATA Improved education opportunities for girls Restrictions on womens political participation Female College students Small Sargodha Increased mobility within Pakistan and abroad Rise of indecency in society Male 11th & 12th graders Medium FATA Improved scholarship opportunities Violent extremism Male Unskilled workers Small Sargodha More job opportunities for women Nepotism (sifarish) and corruption Mixed University students Large FATA Improved income earning opportunities for women Insecurity and violence Female IDPs Medium Sheikhupura Increased mobility within Pakistan and abroad Nepotism (sifarish) and corruption Male Factory workers Small FATA Opportunities for political participation Poor quality education Female University students Small Sheikhupura More employment opportunities for women Social barriers for working women Female Rural Small FATA Increased sense of social responsibility Insecurity and violence Male University students Small SINDH GILGIT-BALTISTAN Ghotki Employment opportunities for women in new fields Deep structural poverty Female Urban educated Small Astore Political awareness Sectarian tension and terrorism Male Technically trained Medium Hyderabad More jobs open to women workers Political instability and insecurity Female Urban educated Small Ghizer Increased religious tolerance and understanding Lack of economic opportunity Mixed Educated youth Small Karachi Improved law and order situation Ineffective local government Mixed Urban activists Small Gilgit Greater mobility Political isolation Mixed University students Medium Karachi Increased desire to educate daughters No safety nets for daily labourers Mixed Educated slum dwellers Small Gilgit Growth in job opportunities Lack of quality education opportunities Mixed Young professionals Medium Karachi Realization of the benefits of education Ghost Schools and poor quality teachers Female Fishing community Medium Hunza Entrepreneurial spirit among women in Hunza Workplace harassment of female employees Female Vocational trainees Small Larkana Legislation recognize and respects the third gender Social injustice and prejudice Mixed Transgender/sex workers Small Skardu Government centre training mountaineers improving employment Religious intolerance Male Employed in tourism Small Larkana More access to information Lack of employment opportunities in rural areas Male Farmers Small Skardu Greater mobility Political isolation Female Vocational trainees Medium Larkana Sense of community belonging Lack of qualified teachers in public schools Male Young farmers Small ISLAMABAD CAPITAL TERRITORY Mirpurkhas Technology-enabled work-at-home opportunities Public transport challenges for people with disability Mixed Youth with disabilities Small Islamabad Economic growth Lack of funding and access to capital for entrepreneurs Male Students & Entrepreneurs Small Sukkur Sense of citizenship among youth Rise of sectarian and religious intolerance Mixed Urban educated Small Islamabad Increased youth participation in politics Lack of quality education opportunities Mixed Affluent youth Medium Tando Allahyar More focus on need for religious tolerance and diversity Too many people dependent on informal and non-permanent jobs Female Rural Medium KHYBER PAKHTUNKHWA Tharparkar Creation of local jobs in (coal) mining sector Rise of sectarian and religious intolerance Male Hindu youth Medium Charsadda Young people are rising up against corruption and terrorism Prevalence of cheating Male 11th & 12th graders Medium Chitral Increased use of technology Climate change and likelihood of more floods Mixed Youth volunteers Medium NOTES Increased sense of social responsibility Deteriorating law and order situation Chitral Mixed University students Medium The consultations for FATA were held in Peshawar. In Balochistan, the consultation for Kech/Turbat was held in Gawadar for Khuzdar in Hub and for Killa Abdullah, Sibi and Mastung in Quetta. Haripur More diverse educational opportunities Lack of career counselling Mixed University students Small The consultation with young miners from Shangla was held in Swat. Multan consultations included consultations with surrounding smaller communities. Consultations in Quetta included segmented Kalash Growth of entrepreneurship opportunities for women Lack of good teachers Mixed Kalash youth Small consultations with different ethnic communities in Balochistan.

Chapter 1 A human development approach to youth | 17 Jawan Ideas could. It is of course not possible to hear our job as alerting readers to the enormity everyone, but we tried to reach as many as of the challenges as well as potential and we could through conventional as well as opportunities posed by Pakistan’s youth unconventional means. We also tried to ac- bulge. The idea is to invite the reader to cess different types of expertise and experi- contextualise the issue of youth and push Celebrate the week of August ence – specialists, donors, and stakehold- it into the limelight, making it Pakistan’s 14 as National Youth Week. ers particularly the youth – to fish for ideas primary policy focus. We have no standard Hold youth-focused activities, celebrate young role models and that would inform this report. It was in the solutions to offer. It is multiple actions tak- emphasise regional linkages. end not possible to include all the voices ing place simultaneously that will move the we heard but we have sincerely attempted needle towards the goal of sustainable hu- to synthesise and reflect them all. man development. We see this chapter, and this Report, as Through this report, we offer a frame- beginning a conversation on the all-im- work of how to begin thinking about this portant issue of Pakistan’s youth, rath- issue, premised on the view that the youth er than trying to provide a prescription. are not a problem to be solved but a re- There is no prescription, in fact. We see sponsibility to fulfil.

18 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 2

The state of youth in Pakistan

Kalash Youth, Bumboret “Auqabi rooh jab bedaar hoti hai jawanon mein Nazar aati hai inko apni manzil aasmanon mein”

(When an eagle’s spirit awakens in youthful hearts, They see their goal in the skies)

- Allama Iqbal CHAPTER 2 The state of youth in Pakistan

On Friday, 21 September 2012, a recent college graduate with a computer science degree and a minor in sociology channelized his outrage about the destruction of public property across Pakistan with a call for action. His tools: Twitter and Facebook.1 “I say when/if these #protests end, we take up the streets and clean up the mess. Show the world that real #Pakistanis say NO to violence”, posted Faran Rafi in Islamabad in response to the damage caused by demonstrators.2 Encouraged by friends, he created a Facebook Event: “Project Clean Up For Peace”. The venue: “All over Pakistan”. They then took to social media to promote the event using the hashtag #ProjectCleanUpForPeace. Within 24 hours, over 5,000 people had expressed support for the event. On Sunday, dozens of volunteers – mostly young men and women -- turned up at simultaneous events in Karachi, Lahore and Islamabad to clean up damaged downtown areas. Armed with buckets, mops, brooms, garbage bags, paint and paintbrushes, they swept broken glass, filled in bullet holes in walls and painted over graffiti, countering #MuslimRage with their new hashtag: #MuslimLove. The buzz from their photos and videos forced the mainstream media in Pakistan and abroad to sit up and take notice. Participants brought water and juice for the police, many of whom were injured during the protests. They learnt that the police are not allowed to accept food and other items from citizens – but it’s the thought that counts. And one thought that clearly drives young Pakistanis is the need to “show the world that this country is not only all about violence, terrorism, intolerance, and corruption” – to affirm there are many Pakistanis “who believe in peace, humanity, tolerance, and coexis- tence” as one youth put it.

The need for thoughtful tional Youth Consultations (NYC) and investment in the youth other innovative consultative methods detailed in the previous chapter. It is enriched with voices of young people and What does it mean to be young in Paki- experts – nearly 130,000 individuals across stan today? This report attempts an an- the country out of which 90% were youth. swer based on extensive research aimed at Thus, this is not just a report about the understanding young people in Pakistan, youth, but also a report by the youth, for their needs, wants, perspectives and key the youth, crowd-sourcing and incorpo- concerns regarding education, employ- rating the youth’s voices to generate an ap- ment, and engagement. It examines their preciation of what it means to be in their fears, concerns and aspirations regarding shoes. their wellbeing and their country. In sum, The findings of this report provide not the NDHR 2017 is an attempt to truly un- only grounds for greater optimism to en- derstand what it means to be a young indi- hance human development through the vidual in Pakistan, and how to utilise the youth but also raise points of concern for youth’s potential for human development. the future of Pakistan and the dire conse- This report encapsulates the findings quences unless there is thoughtful invest- of the National Youth Perception Survey ment in the youth. Implicit in this big pic- (NYPS) as well as insights from the Na- ture is the need for Pakistan’s policy makers

Chapter 2 The state of youth in Pakistan | 21 SPECIAL CONTRIBUTION Ahmad Alhendawi Young people hold the key to success

The 2017 National Human Development Report (NHDR) of Pakistan cannot shoulder this task. Therefore, it is important to facilitate the comes at a critical time in the country’s history, bringing focus to transformation of young people from ‘job seekers’ to ‘job creators’ its most valuable resource – young people. As we embark on a jour- as entrepreneurs. This requires visionary and long-term reforms in ney to implement the boldest global agenda on development, young the legislative, financial, and investment landscape of Pakistan. people hold the key to success. To achieve the vision of the 2030 Thirdly, we must open more avenues for young people’s partici- Agenda for Sustainable Development, we must create enabling envi- pation in the political and civic life of the country. This Report pres- ronments for young people everywhere to fulfil their potential. This ents overwhelming evidence which suggests that young women and is particularly crucial in countries like Pakistan where young people men of Pakistan are eager to take active part in the political life of form the majority of the population. the country. The NHDR provides insightful findings and recommendations on All these efforts should be undertaken with a specific emphasis three main issues that are so critical to youth development – edu- on the empowerment of young women and girls. We need to build cation, employment, and civic engagement. While all three areas on the momentum of increased participation of young women in have been analysed from a national context, they also have global higher education in Pakistan and ensure this positive trend trans- relevance. lates into their equal access to jobs. Firstly, the 30 percent illiteracy rate among the total youth pop- In June 2014, I visited Pakistan for the first time in my capacity ulation of Pakistan is unacceptably high and needs to be urgently as the Secretary-General’s Envoy on Youth. I had the opportunity to addressed. This gap must be closed for the country to achieve its engage with many of its youth leaders, parliamentarians, activists, human development objectives. Education is the great driver of so- and entrepreneurs. I have fond memories of these interactions and cial, economic and political progress and it must fully assume its was impressed by the inspiring energy and dedication of the numer- central role in helping people to forge more just, peaceful, tolerant ous young people I met in Islamabad and Lahore. Based on these and inclusive societies. experiences, I firmly believe that equipped with the right tools and Secondly, we must rise to the challenge of creating and invest- incentives, the young people of Pakistan have all it takes to realise ing an estimated 1.5 million jobs annually to match the needs of their khwabs (dreams) not only for themselves, but for their country Pakistani youth entering the labour market. The government alone and the world at large.

Ahmad Alhendawi is the former UN Secretary-General’s Envoy on Youth. Comment for Pakistan NHDR 2017.

to understand that the roadmap they lay ergy and potential to spiral into negativity. down today for the youth will determine While there is in general a growing not only the youth’s future but that of the consensus around the significance of the entire country. It is what will determine youth for economic growth and the need the direction the country moves towards to reflect their desires and aspirations in and what it will become. policymaking, young people in Pakistan are often, for a variety of sociological, Rectifying neglect traditional and cultural reasons, simply not ‘heard’. There is in general little or no It cannot be stressed enough that the first understanding of their aspirations, hopes, step towards moving in a positive direction dreams, challenges and fears. is to recognise, acknowledge, and under- The NDHR 2017 aims to address this stand the realities – with all their accompa- issue by incorporating the views of thou- nying complexities and nuances. The time sands of young people who participated for simplifications is over. While recognis- in the National Youth Perception Survey ing that the “youth” are not a homogenous and National Youth Consultations thereby mass, it is critical to understand the overall bridging the gap and learning from Paki- ethos of Pakistan’s young population. This stan’s young people. understanding will better channelize the energy and potential of the youth – and thereby the country itself – in a positive direction. The alternative is to allow this en-

22 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 Population dynamics and the youthful populations – for example, Iran, Jawan Ideas youth bulge Turkey, China, and India. Pakistan must also seize the moment and maximise the opportunities offered by its youth bulge. Pakistan is currently one of the youngest Another significant aspect of the coun- countries in the world, and the second Every provincial government try’s current demographics is that the youth Every provincial government youngest in the South Asian region after should have a Minister for Youth currently constitute almost half of the to- Afghanistan.3 Its youth population (15-29 Affairs, under 40 years of age. tal working age (15-64 years) population years) is estimated to be at least 54 million, (figure 2.1). This is changing due to the accounting for about 29 percent of its total ongoing decline in fertility. The propor- population of around 189 million in 2015, tion of the youth in the working age group just under half of its workforce.4 is expected to decline steadily – by more The region’s traditionally high fertility than 10 percent by the year 2050 (figure rates will contribute to an increase in the 2.2). An ageing labour force will have im- youth population in the years to come. plications that need to be considered and This is the case with Pakistan as well. Al- planned for now, today, rather than react- though the country’s population growth ing once the negative consequences appear. rate has declined steadily over the years, the existing fertility rates will continue to drive the ongoing population growth be- A window of opportunity fore it reaches a plateau and starts to decline.5 As Pakistan’s mortality rate slowly declines Around the region, we see countries and life expectancy rises, the combination reaping the demographic dividends of their of these factors indicates that the coun-

FIGURE 2.1

Population and its growth rate in selected age groups: 1950-2100

65 and above Population growth rate Between 30-64 Between 15-29 Pop 15

Number of people Growth Rate (Million) (%) 400 4

350 3.5

3 300 2.5 250 2 200 1.5 150 1 100 0.5

50 0

0 -0.5 1950 1955 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015 2020 2025 2030 2035 2040 2045 2050 2055 2060 2065 2070 2075 2080 2085 2090 2095 2100

Source: UNDESA 2015.

Chapter 2 The state of youth in Pakistan | 23 Jawan Ideas FIGURE 2.2

Share of youth in working age population

% 60 Encourage local government to create youth community centres 50 (Jawan Markaz) with free internet, 49 49 49 49 50 49 48 48 48 47 48 46 47 meeting rooms and easy access 46 44 to information on education, 40 42 41 41 39 jobs, civic opportunities, peer 37 36 35 34 counselling, etc. 30 33 32 31 30 30 30 29 29

0 1950 1955 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015 2020 2025 2030 2035 2040 2045 2050 2055 2060 2065 2070 2075 2080 2085 2090 2095 2100

Source: UNDESA 2015.

try’s current median age of 22.5 will hov- dependency ratio that will again start to er at around 31 years by 2050.6 Pakistan increase in 2075 (figure 2.3). Pakistan’s will then be home to more young people population pattern currently follows the than ever before. This reflects a global conventional pyramid structure – a large trend in which a staggering 90 percent of base and narrow peak. This shape will the world’s 1.8 billion young people live in start transforming into a cylindrical one in less developed countries, with almost one 2030. By 2060 Pakistan’s population will fourth concentrated in South Asia.7 have a uniform age structure (figure 2.4). All these demographic processes have Between 2010 and 2015 Pakistan had repercussions for the country’s economy. the highest proportion of young people However, not all repercussions are neg- ever in its history, accounting for almost ative. One potentially positive aspect of a third of the total population. The pro- this phenomenon is “the demographic div- portion of youth began to decline after idend” – a window of opportunity offered this spike, although the rate of decline has by the changing demography of a popula- been slow. The under-15 population age tion where the dependency ratios shrink. group, currently declining at a higher rate, This is when there are more people of will slow down after 2035. After that, the working age (15-64), than there are older population share of these two segments – people (65 and above) or children (< 15 under-15, and 15-29 years – will become years). almost equal. Pakistan is currently undergoing a phase in which dependency ratios are much low- Growth trajectory of the youth er than in the previous century. However, this decline in the total dependency ratios As declining fertility rates lead to few- is expected to end in 2045. That is when er births, the number of individuals who the window of opportunity will start to make up the younger generations will de- close for good. The dependency ratio will crease to become less than the older gener- remain constant for the next three decades. ations. Hence the youth bulge will not last After that, the ‘old dependency ratio’ will for long, especially as fertility rates con- start contributing to the total dependen- tinue to decline. After 2020, the decline cy ratio. This will impact Pakistan’s total in the youth proportion will be primarily

24 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 FIGURE 2.3 Jawan Ideas

Timing of the 'window of opportunity': dependency ratios

Total dependency ratio Youth dependency ratio Ensure provision of water, Old dependency ratio sanitation and hygiene (WASH) especially for girls in all schools - 1.0 make this a criterion for school 0.9 approval and certification.

0.8

0.7

0.6

0.5

0.4

0.3

0.2

0.1

0 1950 1955 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015 2020 2025 2030 2035 2040 2045 2050 2070 2075 2080 2085 2090 2095 2100 2055 2060 2065

Source: UNDESA 2015. driven by falling death rates (figure 2.5). economy is but are largely silent on hu- In absolute terms, Pakistan’s popula- man development, or how rich the lives of tion below 30 years of age will rise to 148 the people are. In 1990, the first Human million by 2040. It will remain stationary Development Report introduced the Hu- at 150 million for couple of decades and man Development Index (HDI), which is start declining after 2060. The population a summary measure of the social and eco- between 30-64 years of age will continue nomic progress that a country has made in to rise until 2080, when it is expected to achieving development. reach more than 45 percent of the coun- Human development with its peo- try’s population.8 ple-centric approach defines development Thus, now is the time to invest in the as a means not only for boosting incomes youth and provide them gainful employ- but also maximising opportunities avail- ment. This will enable the country to reap able to human beings to improve their the benefit of the opportunity afforded by lives, health, and overall wellbeing. The the current demographic trends. It is im- HDI, a tool to measure achievements in portant to note that there is no automatic three dimensions of human development, dividend. The right policies and their effi- education, health and standard of living, cient implementation are necessary to reap complements the overall concept of human the benefits of the changing demographics. development. Each dimension is divided into further indicators. Comparing the HDI of different countries can show which Measuring development ones are comparatively more successful in expanding people’s choices, opportunities Since the 1980s, it has come to be accept- and wellbeing. Intercountry comparisons ed that economic growth does not auto- can illustrate differences and unequal dis- matically improve people’s lives. Measures tribution of choices, resources and oppor- of national income indicate how rich the tunities available to people in different re-

Chapter 2 The state of youth in Pakistan | 25 FIGURE 2.4

The changing shape of Pakistan

Male Female

Age 2000 Age 2010 Age 2060 Age 2070 100 100 100 100 95-99 95-99 95-99 95-99 90-94 90-94 90-94 90-94 85-89 85-89 85-89 85-89 80-84 80-84 80-84 80-84 75-79 75-79 75-79 75-79 70-74 70-74 70-74 70-74 65-69 65-69 65-69 65-69 60-64 60-64 60-64 60-64 55-59 55-59 55-59 55-59 50-54 50-54 50-54 50-54 45-49 45-49 45-49 45-49 40-44 40-44 40-44 40-44 35-39 35-39 35-39 35-39 30-34 30-34 30-34 30-34 25-29 25-29 25-29 25-29 20-24 20-24 20-24 20-24 15-19 15-19 15-19 15-19 10-14 10-14 10-14 10-14 5-9 5-9 5-9 5-9 0-4 0-4 0-4 0-4 (%) 16 14 12 10 8 6 4 2 0 2 4 6 8 10 12 14 16 (%) 16 14 12 10 8 6 4 2 0 2 4 6 8 10 12 14 16 (%) 16 14 12 10 8 6 4 2 0 2 4 6 8 10 12 14 16 (%) 16 14 12 10 8 6 4 2 0 2 4 6 8 10 12 14 16

Age 2020 Age 2030 Age 2080 Age 2090 100 100 100 100 95-99 95-99 95-99 95-99 90-94 90-94 90-94 90-94 85-89 85-89 85-89 85-89 80-84 80-84 80-84 80-84 75-79 75-79 75-79 75-79 70-74 70-74 70-74 70-74 65-69 65-69 65-69 65-69 60-64 60-64 60-64 60-64 55-59 55-59 55-59 55-59 50-54 50-54 50-54 50-54 45-49 45-49 45-49 45-49 40-44 40-44 40-44 40-44 35-39 35-39 35-39 35-39 30-34 30-34 30-34 30-34 25-29 25-29 25-29 25-29 20-24 20-24 20-24 20-24 15-19 15-19 15-19 15-19 10-14 10-14 10-14 10-14 5-9 5-9 5-9 5-9 0-4 0-4 0-4 0-4 (%) 16 14 12 10 8 6 4 2 0 2 4 6 8 10 12 14 16 (%) 16 14 12 10 8 6 4 2 0 2 4 6 8 10 12 14 16 (%) 16 14 12 10 8 6 4 2 0 2 4 6 8 10 12 14 16 (%) 16 14 12 10 8 6 4 2 0 2 4 6 8 10 12 14 16

Age 2040 Age 2050 Age 2100 100 100 100 95-99 95-99 95-99 90-94 90-94 90-94 85-89 85-89 85-89 80-84 80-84 80-84 75-79 75-79 75-79 70-74 70-74 70-74 65-69 65-69 65-69 60-64 60-64 60-64 55-59 55-59 55-59 50-54 50-54 50-54 45-49 45-49 45-49 40-44 40-44 40-44 35-39 35-39 35-39 30-34 30-34 30-34 25-29 25-29 25-29 20-24 20-24 20-24 15-19 15-19 15-19 10-14 10-14 10-14 5-9 5-9 5-9 0-4 0-4 0-4 (%) 16 14 12 10 8 6 4 2 0 2 4 6 8 10 12 14 16 (%) 16 14 12 10 8 6 4 2 0 2 4 6 8 10 12 14 16 (%) 16 14 12 10 8 6 4 2 0 2 4 6 8 10 12 14 16

Source: UNDESA 2015.

26 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 FIGURE 2.4

The changing shape of Pakistan

Male Female

Source: UNDESA 2015.

Chapter 2 The state of youth in Pakistan | 27 FIGURE 2.5 This Report takes a closer look at the country, including its four regions – Islam- Share of youth in population: 1950-2100 abad Capital Territory, Azad Jammu and % Kashmir [AJ&K], Gilgit-Baltistan [GB] 100 and Federally Administered Tribal Areas 90 [FATA] – and four provinces, Balochistan, 80 Khyber Pakhtunkhwa (KP), Punjab and 70 Sindh (map 2.1). Amongst the regions, 60 the highest HDI in 2015 is 0.875 for Is- 50 lamabad, a federally administered territory 40 and the capital of the country, followed by 30 AJ&K with an HDI score of 0.734. The 20 lowest HDI is 0.216 for FATA, a very low 10 human development category. Amongst 0 the provinces, Balochistan has the lowest HDI of 0.421 falling in the category of low 1950 1955 1960 1965 1970 1975 1980 1985 1990 1995 2000 2005 2010 2015 2020 2025 2030 2035 2040 2045 2050 2055 2060 2065 2070 2075 2080 2085 2090 2095 2100 human development. Punjab has the high- Source: UNDESA 2015. est, 0.732, placing it in a high medium human development category. The other two gions or districts of that country. provinces, Sindh and KP, perform relatively better and fall in the medium human de- Human Development Index - Pakistan velopment category.11 For this report, UNDP has formulated a These variations in HDIs amongst re- Human Development Index using national gions and provinces clearly depict the state data sources and covering all the districts of of choices and opportunities available for Pakistan. Following the global methodolo- people. Higher HDI figure mean higher gy, Pakistan HDI is based on three dimen- development levels and a greater avail- sions: education, health and standard of ability of opportunities and freedom of living. The HDI’s Education Index is cal- choice for people to enhance their lives. Jawan Ideas culated using mean years of schooling and However, it is uncertain whether these op- expected years of schooling at the district portunities cater to the specific needs of level from the 2014/15 Pakistan Social and youth and promote youth development as Living Standards Measurement (PSLM) well. To achieve this goal, the UNDP has data. The Health Index is constructed us- produced, for the first time in Pakistan, a The Government must be held ing two indicators: immunisation rates and Youth Development Index and Youth Gen- accountable if the census is satisfaction with health facility taken from der Development Index to measure youth delayed for more than 6 months. the PSLM data. Whereas, for the Standard development. This is explained in detail Census delay should require a new vote of confidence, or other of living index we used the living standards below. significant penalty. from the Multidimensional Poverty Index (MPI) as a proxy.9 Youth Development Index and Youth The national HDI for 2015 is 0.681, Gender Inequality Index which according to the thresholds used for this report categorises Pakistan as a country Just like human development, youth devel- with a medium level of development. This opment can be better understood through figure differs from the global HDI 0.538 an aggregation of several indicators. The calculated for Pakistan in the HDR 2015, Youth Development Index (YDI) supple- that accordingly ranks Pakistan 147th out ments the insights provided by the Human of 188 countries and classifies it as a low Development Index. Given the current un- human development country. This differ- precedented rise in Pakistan’s youth popu- ence is due to use of different methodology lation, the YDI can help fill a critical gap and data, as well as different cut-offs.10 in the country’s development landscape,

28 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 MAP 2.1

Pakistan Human Development Index (2015)

HUMAN DEVELOPMENT INDEX (HDI)

CHITRAL GILGIT-BALTISTAN High HDI 0.800 or more

UPPER DIR • KOHISTAN High Medium HDI 0.700 - 0.799 SWAT SHANGLA • • LOWER DIR • BATTAGRAM Medium HDI 0.600 - 0.699 • TOR GHAR MALAKAND •BUNER • MANSEHRA MARDAN CHARSADDA • • ABBOTTABAD • SWABI Low Medium HDI 0.450 - 0.599 PESHAWAR • • HARIPUR • NOWSHERA AJ&K ISLAMABAD • Low HDI 0.300 - 0.449 KOHAT HANGU ATTOCK RAWALPINDI KARAK BANNU JHELUM Very Low HDI 0.299 or less MIANWALI CHAKWAL FATA GUJRAT • LAKKI MARWAT MANDI BAHAUDDIN • SIALKOT NAROWAL TANK KHUSHAB GUJRANWALA • SARGODHA • DERA ISMAIL KHAN HAFIZABAD SHEERANI • • SHEIKHUPURA BHAKKAR CHINIOT • LAHORE ZHOB NAKANA SAHAB • JHANG FAISALABAD KASUR MUSAKHAIL • LAYYAH PISHIN KILLA SAIFULLAH TOBA TEK SINGH • OKARA KILLA ABDULLAH • • DERA GHAZI KHAN SAHIWAL ZIARAT KHANEWAL QUETTA LORALAI PAKPATTAN HARNAI MUZAFFARGARH • BARKHAN • • MULTAN VEHARI SIBI MASTUNG LODHRAN KOHLU BAHAWALNAGAR • NOSHKI RAJANPUR KALAT BOLAN/ CHAGHI KACHHI DERA BUGTI BAHAWALPUR • NASEERABAD JHAL MAGSI • KASHMORE RAHIMYAR KHAN JACOBABAD KHARAN JAFFARABAD • SHIKARPUR WASHUK GHOTKI KAMBER SHAHDADKOT • • LARKANA SUKKUR KHUZDAR DADU • NAUSHEHRO FEROZE PANJGUR KHAIRPUR NAWABSHAH \ AWARAN SHAHEED BENAZIR ABAD

KECH/TURBAT LASBELA MATIARI • SANGHAR JAMSHORO • TANDO ALLAHYAR HYDERABAD • GAWADAR UMERKOT MIRPUR KHAS • KARACHI • TANDO MUHAMMAD KHAN THARPARKAR THATTA BADIN

SUJAWAL

Note: Map is based on the data presented in table 2 of the Statistical Annex. Due to unavailability of the PSLM 2014/15 data for Gilgit-Baltistan, Azad Jammu & Kashmir, Panjgur and Turbat, most recent available data is used instead. offering an overview of the youth across monitor the situation of Pakistan’s youth, various dimensions – education, employ- the YDI can also be a measure of how ment and engagement – disaggregated by young people are doing across various di- region and gender. mensions of their lives. It can further be Since the performance of the youth is used to rally policymakers by flagging the critical to achieving many of the targets importance of young people and helping under the Sustainable Development Goals insert youth into the policy discourse. (SDGs), the YDI can play a crucial role in helping Pakistan keep track of the prog- The Youth Development Index ress made towards some of these goals over the next 15 years. As a tool to consistently This is a combination of indicators that

Chapter 2 The state of youth in Pakistan | 29 Jawan Ideas presents an assessment of inclusion regard- al similarities and geographical topogra- ing education, employment and political phy. Islamabad, Azad Jammu & Kashmir and social life. It is a composite index that (AJ&K), Federally Administered Tribal measures average achievement in four di- Areas (FATA) and Gilgit-Baltistan (GB) mensions of youth development – health, were considered separate regions and based Young people in prisons should knowledge, engagement, and employment. on administrative divisions (map 2.2). be provided every opportunity for rehabilitation, skills development To capture the multidimensional nature of Karachi and Hyderabad, eastern Sindh and education to get a second youth development, the YDI assigns the and other regions like central, western, chance enabling them to lead same importance to indicators regarding and south-eastern Punjab scored between meaningful and productive lives. the civic and political participation levels 0.500 and 0.599 (table 3 in Statistical An- of young people as it does to indicators nex). These regions fall in the medium about their education, health and econom- youth development category. The youth ic prospects (figure 2.6). social participation rate is extremely low all The YDI is estimated based on the most over Pakistan. Even in Islamabad only 1.4 recent sets of household level data and percent of the youth were found to be in- surveys available – the Pakistan Standard volved in any kind of social activity which of Living Measurement Survey, Nation- led to Islamabad’s unexpectedly modest al Youth Perception Survey, the Labour YDI. Similarly, Karachi and Hyderabad’s Force Survey and Pakistan’s Demographic relatively lower YDI is due to the youth’s and Health Survey. The index ranges below rate of physical activity. tween a minimum possible value of 0 and All regions of Balochistan, FATA and maximum 1. To calculate the YDI across northern KP were found to be most de- the widest areas using the available time prived in terms of YDI. Apart from the two and resources, researchers for this report indicators related to employment used in divided Pakistan into a total of 18 regions. the YDI, youth labour force participation The regional division for the provinces of rate and the ratio of total unemployment Punjab and Sindh was based on the Pick- rate to the youth unemployment rate, the ney’s (1989) agro-climatic zones, whereas youth’s performance in all other dimen- for Balochistan and Khyber Pakhtunkhwa sions of YDI in these regions is alarmingly divisions were based on proximity, cultur- low.

FIGURE 2.6

A conceptual framework of the YDI

EDUCATION Youth mean years of Youth Labour force schooling participation rate EMPLOYMENT Youth literacy rate Ratio of total unemployment rate to Youth secondary youth unemployment enrolment rate The Youth rate Development Index

HEALTH Percentage of youth Youth social with knowledge of AIDS ENGAGEMENT participation rate Youth physical activity Youth political rate participation rate

30 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 MAP 2.2

Pakistan Youth Development Index (2015)

YOUTH DEVELOPMENT INDEX (YDI)

GILGIT-BALTISTAN

High YDI 0.600 or more NORTHERN KP Medium YDI 0.500 - 0.599

Low YDI 0.400 - 0.499 CENTRAL AJ&K KP

FATA Very Low YDI 0.399 or less ISLAMABAD NORTHERN PUNJAB

SOUTHERN EASTERN PUNJAB KP

CENTRAL PUNJAB

NORTHERN BALOCHISTAN WESTERN PUNJAB

SOUTH-EASTERN CENTRAL BALOCHISTAN PUNJAB

WESTERN SINDH

SOUTH-EASTERN BALOCHISTAN EASTERN SINDH

HYDERABAD

KARACHI

Note: Map is based on the data presented in table 3 of the Statistical Annex.

Our findings are substantiated by a wide der Inequality Index (YGII), rather than a array of statistical indices and computa- gender adjusted youth development index. tions compiled as this Report’s Statistical The YGII, also a composite index, mea- Annex. These include the district repre- sures gender-based disparities across three sentative Human Development Index, dimensions of health, empowerment and the Youth Development Index, the Youth the labour market (figure 2.7). Gender Inequality Index, the Multidimen- In terms of gender equality among sional Poverty Index and other social de- youth, Azad Jammu & Kashmir along with velopment indicators. all regions of Punjab fare relatively better. Islamabad and regions in Sindh are in the Youth Gender Inequality Index middle. Upper KP, GB and Balochistan are towards the bottom but score relatively The YDI is accompanied by a Youth Gen- higher than FATA and lower regions of KP,

Chapter 2 The state of youth in Pakistan | 31 FIGURE 2.7

Dimensions and indicators used in the YGII

Empower- ment

Youth political paticipation rate Youth secondary enrolment rate Youth labour Youth Gender force Inequality participation Index rate

Percentage of youth with Labour Health knowledge of AIDS Market Youth physical activity rate

which are last in terms of YGII (map 2.3). employment are straightforward while the Although gender disparities exist across other three (health and wellbeing, civic the board in all the indicators, major gen- participation and political participation) der disparities in physical activity and la- are critical components of ‘engagement’. bour force participation translate to lower The latest global YDI report (2016) YGII scores. places Pakistan at 154 amongst 183 countries with a score of 0.470. Pakistan is the Global Youth Development Index only non-African country amongst the ten Jawan Ideas lowest-ranked Commonwealth countries The Commonwealth Secretariat’s Global (figure 2.8, pg 34). Youth Development Index is a research ini- Pakistan trails behind the Asian average tiative that seeks to address a gap in global in all domains except health and wellbeing. data on young people’s development in ar- Within South Asia, except for Afghani- Local governments should eas such as health, education, employment, stan, all the countries have better scores for give city walls to young artists and civic and political participation across education than Pakistan as well as a better and identify parks, buildings, infrastructure, bridges and 183 countries. The index uses the Com- YDI global ranking. Pakistan’s low score other public spaces for young monwealth’s definition of youth as people stems from its low performance in the ar- painters and sculptors to express between the ages of 15 and 29, consistent eas of education, financial inclusion and themselves. with the definition of youth used in this political participation, exacerbated by the report, while some countries and interna- lack of a coherent youth policy, both at the tional institutions define youth differently. federal and provincial levels. The global YDI is a composite index of 18 indicators related to five areas: education, health and wellbeing, employment and opportunity, civic participation, and The Youth of Pakistan as 100 political participation. The five domains people of the global YDI also fall within the three drivers of youth development identified The ‘Youth of Pakistan as 100 people’ in this report. Measures of education and (YoP100) diagram incorporates informa-

32 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 MAP 2.3

Pakistan Youth Gender Inequality Index (2015)

YOUTH GENDER INEQUALITY INDEX (YGII)

Low YGII 0.119 or less GILGIT-BALTISTAN

Medium YGII 0.120 - 0.239 NORTHERN KP

High YGII 0.240 - 0.319

AJ&K Very High YGII 0.320 - 0.400 CENTRAL KP FATA ISLAMABAD

NORTHERN PUNJAB

SOUTHERN EASTERN PUNJAB KP CENTRAL PUNJAB

NORTHERN BALOCHISTAN WESTERN PUNJAB

SOUTH-EASTERN CENTRAL BALOCHISTAN PUNJAB

WESTERN SINDH

EASTERN SINDH SOUTH-EASTERN BALOCHISTAN

HYDERABAD

KARACHI

Note: Map is based on the data presented in table 4 of the Statistical Annex. tion from the various information-mining trajectory of development of not only the tools developed for this report to convey youth but also of the country at large. the basic heterogeneous composition of The wheel’s population section shows Pakistan’s youth in percentage terms (fig- that about half of Pakistan’s youth are male ure 2.9, pg 35). and half female. Some are married while Taken as a microcosm of Pakistani so- others are single. In the field of education, ciety, the youth population reflected in 29 out of the 100 are completely unlettered this wheel represents a multitude of back- and only 6 of them have completed beyond grounds, ethnicities and levels of educa- 12 years of education. While 39 (32 males tion, ranging from the unlettered to PhDs. and 7 females) out of the 100 youth are Each section of the wheel determines the employed, 57 (16 males and 41 females)

Chapter 2 The state of youth in Pakistan | 33 Jawan Ideas FIGURE 2.8 are neither working nor seeking jobs, and only 4 are not working but are seeking jobs. Pakistan is the only non-African country amongst the bottom ten Commonwealth Other sections of the wheel show that only countries 15 have access to the Internet and 52 own a cell phone. Build more playgrounds. Local Rank 0 The youth wheel reflects the dearth government and youth councillors Australia should be responsible for UK of extracurricular facilities for Pakistan’s building playgrounds, actively youth – 94 out of 100 don’t have access maintaining them, and making 10 New Zealand to a library while 93 don’t have access to them accessible to those with Canada disabilities. a sports facility. Furthermore, they have 20 Malta limited mobility. Only 23 have their own transportation while 77 need to find oth- Barbados er means of transport, in a situation where 30 Brunei-Sri Lanka Malaysia there is an overall paucity of public trans- Cyprus port. 40 Regarding political engagement, the Youth Wheel reveals a high willingness to engage in the political process. As many as 50 80 out of a 100 of registered youth voted in the past elections. The most encour- 60 aging revelations of this tool relate to the Pakistani youths’ feelings of hope. Despite

70 security concerns and militant unrest in several parts of Pakistan, an overwhelming number of youth are optimistic about Pa- 80 kistan (48), feel safe (70), feel happy (89), and feel their life is better than their par-

90 ents (67). The youth wheel helps to better understand the situation of Pakistan’s youth. 100 However, it reveals only part of the picture. One of the most critical functions of 110 the NDHR 2017 is to apply the nuances obtained from various data sources and portray a complete picture. Taken togeth- 120 er, these elements are critical to understand the situation of youth in Pakistan in a more 130 holistic way, particularly in the context of three important areas of transition – the three Es: education, employment and en- 140 gagement – identified and examined in Jawan Ideas Rwanda Sierra Leone this report. The coming chapters convey 150 PAKISTAN more details related to the key themes. Namibia

Malawi 160 Cameroon If 18-year old Pakistanis can vote, Tanzania marry, drive, start businesses, and Lesotho join the army and security forces, 170 Zambia it is time to let them become Mozambique Looking ahead members of parliament too.

Source: Wight 2016. The overall picture conveys that this may

34 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 FIGURE 2.9

The Youth of Pakistan as 100 People

50 female 50 male 48 feel it will be bright 67 unmarried 16 feel it will not change 33 married 36 feel it will be bleak 55 live in Punjab 67 feel their life is better than their parents’ 23 in Sindh 18 feel it is the same 4 in Balochistan 15 feel worse off 14 in Khyber Pakhtunkhwa 4 in AJ&K, FATA and G-B GENDER 38 play sports frequently PAKISTAN’S MARITAL 3 play occasionally FUTURE STATUS 64 live in urban areas 59 play infrequently 36 in rural areas QUALITY PROVINCE OF LIFE

HEALTHY PHYSICAL 15 Urdu AREA 37 Punjabi 89 feel happy ACTIVITIES 10 Sindhi 8 feel indifferent 13 Pushto 3 feel unhappy 4 Balochi HAPPINESS FIRST 13 Seraiki The LANGUAGE 8 other languages YOUTH OF PAKISTAN 70 feel safe as 70 literate 15 feel unsafe SAFETY LITERACY 30 illiterate 15 feel neither safe nor unsafe 100 PEOPLE

VOTING EDUCATION 29 have no education 16 have 1-5 years of education 80 voted in past elections 40 have 6 - 10 years of education (amongst registered voters) 9 have 11 - 12 years of education 20 did not 6 have 12 years of education MOBILE PHONE EMPLOYMENT STATUS

TYPE OF 39 employed (32m/7f) TRANSPORTATION 52 own mobile phones EMPLOYMENT 4 unemployed seeking jobs (2m/2f) 48 do not 57 unemployed not seeking jobs (16m/41f) INTERNET SPORTS LIBRARY FACILITY 60 not working 1 has a car 14 unpaid workers 12 have motorcycles 10 have bicycles 10 irregular workers 77 none of the above 8 self-employed 8 employers and salaried workers 15 have access 6 have access 85 no access 94 no access 7 have access 93 no access

Source: UNDP calculations based on National Youth Perception Survey 2015, PSLM 2014-15, LFS 2014-15, and British Council 2013. Jawan Ideas not be a bad time to feel optimistic about ness that is a universal characteristic of the the future of Pakistan, especially of its youth. youth. Pakistan’s young people exude an Examples abound. Take Qaisar Ron- element of hopefulness and energy. The jha, 26. Hailing from a conservative, rural country, however, may suffer terribly in background in Lasbela district, Baloch- Restore student unions to create the coming years if we allow the youth’s istan, he is an outspoken advocate for the necessary spaces for young people’s political engagement, optimism and potential to degenerate into rights of youth and women. There is Ka- and involve elected student frustration and rage. rachi-based lawyer and activist, Muham- representatives in administrative Another finding of this report is that mad Jibran Nasir who was barely in his polices of educational institutions. Pakistani youth today are possibly more mid-twenties when he stood for elections fractured than youth in other developing in 2013 as an independent candidate. His The countries, reflecting fissures evident in soon-the-ground activism and skilful use ciety at large. The disparities that exist at a of the social media makes him one of the Youth of societal level appear more starkly amongst most visible under-30 Pakistanis, standing the youth. Many of the divisions observed for a pluralistic, inclusive, democratic, tol- Pakistan as in the previous generations are reflected erant, and just society. Another prominent in their children, the youth of today. In youth activist is human rights activist and some cases, these divisions have intensi- co-founder of Aware Girls, Gulalai Ismail, 100 People fied amongst the younger population. This who heads an organisation advocating for makes the task of enabling them to become equal rights of young women. productive citizens even more difficult. These young people are not exceptional Pakistan now faces the challenge of trying in their zeal and passion to make a differ- to reduce these divisions through imag- ence. Nearly every young Pakistani who inative, long-term policies that will bring participated in the National Youth Con- people together rather than deepening the sultations revealed similar tendencies, rifts. whether their politics were leftist, rightist Third, the concerns of Pakistan’s youth or centrist. Most of them expressed the de- generally lie beyond the policy discourse, termination to make their voices heard, to in the sense that the policies being framed be out there making statements and taking are all too often irrelevant for most of a stand on one thing or another. them, bypassing the difficulties they face. For example, successive governments have Space to be young tended to focus on creating more schools Jawan Ideas or retaining those who enter the education Lost in this earnest activism is the essence stream while ignoring those who never of what it means to be young, which by its make it to school in the first place. Similar- very definition should be the freedom to ly, government efforts to generate employ- experiment and to make mistakes. Youth ment rarely incorporate or try to uplift the is that precious time when individuals can Toilets need attention. Amend youth already working in the informal or have the space to be more concerned about and strictly implement building unregulated sector. matters like music and movies, shoes and by-laws to ensure separate male, female and disabled-friendly clothes, haircuts and makeup, and love and toilets in all schools, offices and Making a difference longings – rather than being concerned commercial buildings. about one political crisis or another. The biggest surprise emerging from the The critical question thus arises: is there National Youth Consultations is the inten- still space to be young in Pakistan? The sity and preoccupation with making a dif- young people who participated in the Na- ference and taking a stand one way or an- tional Youth Consultations and have en- other that characterises Pakistan’s youthful riched this report with their voices, while population, particularly in the urban areas. by no means homogenous group, yet had This preoccupation with politics and po- this in common: they don’t talk like youth. litical statements crowds out the carefree- It seems just about everyone, particularly

36 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 in urban areas, is an activist, out to prove Fork in the road Jawan Ideas a point. Burdened by a constantly charged political environment with its overtones Today, Pakistan stands poised at a fork in and undertones of violence, corruption, the road. One path leads towards peace lack of social amenities and the lack of ba- and prosperity while the other delves into sics or poor quality basics like health, ed- a murky future filled with more chaos and Start a National Reading Drive in which role models like young ucation and employment, Pakistan’s young violence. This report attempts to honest- sportspersons, businesspeople people are overwhelmingly preoccupied ly identify the areas that need attention – and entrepreneurs visit schools with making things right, and demonstrat- those that have potential as well as those regularly to read to students that have pitfalls. It is now up to the policy in under-privileged areas. The ing what Pakistan is – or what it is not. Prime Minister, chief ministers, At this critical juncture, the direction makers, educators and mentors of youth to minsters, senators, MNAs and Pakistan takes will depend on the policies review the findings of this study and use MPAs should be required to do being formulated with an eye on its youth the pointers and tools it contains. It is be- this in their constituencies at least once a month. bulge. This burgeoning youthful popula- yond time to take up the challenge of en- tion and the country itself are the cusp of suring that Pakistan’s coming generations something momentous. Whether this will have something to look forward to and to be a boom or a bust will depend on what live for. is being done – and what can be done – to It is these questions that the following ensure that the country moves in a direc- chapters address, exploring crucial issues tion leading towards positive development. that are impacting Pakistan’s young peo- The overall picture clearly shows that Paki- ple, through the lens of the three ‘E’s men- stan needs to urgently focus on improving tioned earlier: education, employment and not just the quantity but the quality of ser- engagement. Our hope is that a greater vices. The country needs more education understanding of the youth through these and more employment, but the quality of three critical, interconnected areas in the these sectors must also be markedly im- Youth Development Index will help poli- proved if they are to have a positive impact cymakers to seize the moment and take the in the long run and harness the potential of necessary actions to lead the youth – and the country’s youth population. Pakistan – to a better future.

Chapter 2 The state of youth in Pakistan | 37

Education for the youths human development

BA students, Sargodha “You must concentrate on gaining knowledge and education. It is your foremost responsibility. Political awareness of the era is also part of your education. You must be aware of international events and environment. Education is a matter of life and death for our country”

- Muhammad Ali Jinnah CHAPTER 3 Education for the youth’s human development

“My early encounter with reading really shaped my imagination and had a very strong impact on me”, says Muhammad Sabir, who was forced by poverty to work as a garbage picker from age 5. Curious about the writing on the newspapers he sold for his family’s survival, he enrolled himself at a local government school and went on to college and beyond. In doing so, he went beyond what was expected of him as the eldest of 9 siblings, whose father drove a donkey cart and mother cleaned people’s houses. School was never in his realm of possibilities – but he made it happen, doing his garbage picking work before and after school, bringing in the money his family badly needed, while also studying. The education he fought for helped Sabir overcome not only extreme poverty but also the caste discrimination he faced as a descendent of the Hindu outcastes who converted to Islam at the time of partition. Since 2007, he has been working to address two critical issues in the slums: sanitation and education through the organisation he established, ‘Slumabad’. Sabir’s social work led to him being selected as a 2012 fellow for the Emerging Leaders of Pakistan (ELP) programme run by the Atlantic Council, a development program empowering future Pakistani leaders. For his training, Sabir travelled to the US for the very first time. He has been awarded other fellowships, including from the Acumen Fund in 2015.1 This powerful story shows what is possible when youth are able to gain literacy. Their education benefits not just individuals and their families, but also society and the country at large.

Harnessing the potential paring the country’s youth for meaningful employment and engagement. We review the key challenges in improving access to Pakistan’s increasing youth population education and its relevance for the youth, (15-29 years) represents nearly a third of incorporating the voices captured through its total population.2 This youth bulge the various platforms employed for this re- offers the country a potential demographic port, including the extensive and unprece- advantage while simultaneously raising the dented National Youth Perception Survey critical challenge of providing adequate (NYPS) 2015. The analysis shows that services, and jobs. Will Pakistan’s youth be while Pakistan has made some progress in the country’s biggest asset – or biggest lia- improving education indicators, there are bility - in the years to come? The answer to considerable disparities in the distribution this depends largely on how policy makers of this progress based on provincial, rural/ and society approach education, a critical urban and gender differences. dimension of human development along Like employment and engagement, ed- Jawan Ideas with the other two Es, employment and ucation, when done right, enables young engagement. When developed effectively, people to make the right choices for the these areas, major links in the chain, can future. Pakistan must urgently improve the together put the country on the path of quality of existing programmes in formal sustainable development. education as well as technical education Establish scholarships and This chapter delves into the state of ed- and vocational training and integrate the exchange programmes offering young people the opportunity to ucation development in Pakistan, with the non-formal sectors in the existing educa- live and study in different regions aim of assessing its relevance towards pre- tion system. This will generate effective of Pakistan for a semester.

Chapter 3 Education for the youth’s human development | 41 Jawan Ideas links and spill-overs for youth employment that an increase in the expected years of and engagement. There is also a dire need schooling is nearly 40 percent more likely to focus on alternative education systems to contribute to producing a high human including non-formal basic education pro- development index.4 Understanding how grammes and madrassas in order to reach education affects other dimensions of hu- Enlarge the Teach for Pakistan a sizeable proportion of youth who have man life and eventually economic growth programme to incentivise university graduates to teach for never had access to education. is therefore critical for policy making. one or two years after graduation. The link between education and human While emphasising the importance of development is critical, as this report em- education, it is as essential to evaluate how phasises. Human development goes be- the current education systems can achieve yond mere accumulation of human capi- human development. The Human De- tal, to develop youth capabilities, enhance velopment Index captures the education freedom of choice and the opportunities dimension by focusing on two import- available to young people, and create mean- ant components. The first, mean years of ingful ways for them to engage in society. schooling, provides a crude reflection of educational attainment levels. The second, Broadening choices expected years of schooling, is based on the prevailing age-specific enrolment rates Human development is a process of broad- of school going children. However, sim- ening people’s choices. As an instrument ply using statistical aggregates to measure for the formation and use of human ca- education progress obscures the fact that pabilities, education is the core principle the primary objective of development is to of the human development paradigm that benefit the people. enables individuals to fully develop their Therefore, in addition to the quanti- potential, and lead more productive lives. tative aspects of education attainment, Positive human development requires an this Report captures the qualitative as- equilibrium between the formation and pect through the National Youth Percep- use of these capabilities3 (box 3.1). tion Survey (NYPS) and National Youth Human development views education Consultations. Are the students building not only as means to an end but also an end skills that translate into better social, cul- Jawan Ideas in itself. Investment in education stimulates tural and economic outcomes? The extent progress on social, political, technical and to which education promotes the ‘human economic fronts, conditioning individuals good’ is an important question.5 It is in as consumers and citizens to enable them that context that this chapter analyses edu- to better survive in today’s economic and cation for Pakistan’s youth. Establish a national online library socio-political systems. Theories on eco- to provide a free, accessible and nomic growth put education and knowl- Beyond human capital user-friendly online archive of Pakistan-related and regional edge at the centre of the growth process. material that is not already, or Enhanced education has spill-over effects As stated earlier, human development is a easily, available online. in the form of better health, decreased ab- much richer notion than human capital. solute poverty, reduced infant and mater- Placing quality of life and not economic nal mortality rates, greater civic and polit- growth at the centre of its concerns, the ical participation and reduced population concept goes further than the human cap- growth. Thus, without quality education, ital approach in thinking about the ways human development is fragmented and un- education enhances freedom of choice. sustainable. The idea of ‘human capital’ is founded Education is one of the three dimensions on the observation that schooling develops constituting the Human Development certain qualities in people, and that these Index and has a significant impact on the qualities enhance economic productivi- other two dimensions, health and stan- ty and growth. Within this framework, dard of living. Empirical evidence shows schooling produces certain aspects of hu-

42 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 man capital like skills, knowledge and aspects of human flourishing that are wider Jawan Ideas other social and personal attributes, based than those associated with merely increas- on which individuals can take up occupa- ing productivity or economic growth”.9 tions that are appropriate for their level Sen (1992) identifies three distinct ways for skills (box 3.1). The human capital ap- to link the importance of education to ex- proach views schooling like an education panding “valuable capabilities”. First, edu- Besides distributing laptops under the PM Youth Programme, machine where students enter and exit cation fulfils an “instrumental social role” distribute subsidised scooters to with enhanced productivity. It generally -- literacy can foster public debate about women. considers the efficiency of education sys- social and political arrangements. Second- tem at the input level without considering ly, education plays an “instrumental pro- complexities like the inequalities in educa- cess role” in facilitating people’s capacity tion due to socioeconomic status, gender, to participate at different levels of deci- race and other factors. Because schooling sion-making -- household to community, assists growth, this framework pushes deci- national, and beyond. Finally, education sion-makers to increase access to schooling plays an “empowering and distributive to facilitate growth.7 This goal certainly role” in enabling political organisation by needs to be met, but the equation leaves historically disadvantaged groups -- educa- out the crucial aspect outlined in the hu- tion helps them gain access to power cen- man development approach regarding the tres and lobby for redistribution. capability of human beings to lead lives Indeed, education has “redistributive they have a reason to value and to enhance effects between social groups, households the substantive choices they have.8 and within families”. Overall, it has an “in- Overall, the “idea of human capabilities terpersonal impact”, enabling people to is a much more expansive notion than hu- help others as well as themselves, thus con- man capital because education encourages tributing to democratic freedoms and the

BOX 3.1

Human capital versus human development

Given her personal characteristics, social background, economic cir- in commodity production. The broader human capability perspective cumstances, etc., a person has the ability to do (or be) certain things would record – and value – these additional roles. The two perspec- that she has reason to value. The reason for valuation can be direct tives are thus closely related. (the functioning involved may directly enrich her life, such as being There is, however, also a crucial difference between the two ap- well nourished or healthy) or indirect (the functioning involved may proaches – a difference that relates to some extent to the distinction contribute to further production or command a price in the market). between means and ends. The acknowledgement of the role of hu- The human capital perspective can – in principle – be defined very man qualities in promoting and sustaining economic growth – mo- broadly to cover both types of valuation, but it is typically defined – mentous as it is – tells us nothing about why economic growth is by convention – primarily in terms of indirect value: human qualities sought in the first place. If, instead, the focus is, ultimately, on the that can be employed as ‘capital’ in production in the way physical expansion of human freedom to live the kinds of lives that people capital is. In this sense, the narrower view of the human capital ap- have reason to value, then the role of economic growth in expanding proach fits into the more inclusive perspective of human capability, these opportunities has to be integrated into that more foundational which can cover both direct and indirect consequences of human understanding of the process of development as the expansion of the abilities. human capability to lead freer and more worthwhile lives. Consider an example. If education makes a person more efficient The distinction has a significant practical bearing on public policy. in commodity production, then this is clearly an enhancement of hu- While economic prosperity helps people to lead freer and more ful- man capital. This can add to the value of production in the economy filling lives, so do more education, health care, medical attention and and also to the income of the person who has been educated. But other factors that causally influence the effective freedoms that peo- even with the same level of income, a person may benefit from edu- ple actually enjoy. These ‘social developments’ must directly count cation, in reading, communicating, arguing, being able to choose in as ‘developmental’ since they help us to lead longer, freer and more a more informed way, in being taken more seriously by others and so fruitful lives, in addition to the role they have in promoting productiv- on. The benefits of education thus exceed its role as human capital ity and economic growth or individual incomes.

Source: Sen 1997.

Chapter 3 Education for the youth’s human development | 43 Jawan Ideas good of society overall. Pakistan’s performance in improving edu- It is not easy to translate these broad aims cation indicators has remained poor (fig- into policy actions. Nonetheless efforts to ure 3.1). This contributes to the country’s go beyond the human capital approach are low ranking in the Global Human Devel- evident in international declarations like opment Index report 2016, 147 out of 188 Require all members of provincial the Millennium Development Goals, Edu- countries. While Pakistan failed to meet and national parliaments, and all federal and provincial secretaries, cation For All and the recent Sustainable the MDG goal of universal primary edu- to send their own children to Development Goals, with target indica- cation in 2015, it has embraced the SDG government schools. tors not just for access to schooling but for agenda with new goals for 2030 that stress quality education (box 3.2). It is impera- parallel improvements in both quantity tive to realise that beyond private benefits, and quality indicators for education (box quality education contributes to political 3.2). stability and strengthening democracy and Meanwhile, the country’s recent efforts civic institutions. These social benefits set at improving enrolments underline the the stage for subsequent economic growth nexus between quality education and hu- which translates into higher earnings as man development, highlighting two key part of the entire well-being process. issues:

Education for developing youth 1) Pakistan’s increased educational at capabilities tainment levels have failed to reduce the socio-economic deprivation of a Despite recognising education as a right, significant section of the population BOX 3.2

Human capital versus human development

Sustainable development goals – Goal 4: ‘Quality education and children in vulnerable situations At the United Nations Sustainable Development Summit on 25 Sep- • Ensure that all youth and a substantial proportion of adults tember 2015, world leaders adopted the 2030 Agenda for Sustain- achieve literacy and numeracy able Development, which includes a set of 17 Sustainable Develop- • Ensure that all learners acquire the knowledge and skills needed to ment Goals to end poverty, fight inequality and injustice, and tackle promote sustainable development, including, among others, climate change by 2030. Near the top of the list, Goal 4 of the 17 through education for sustainable development and sustainable SDGs of the 2030 Agenda for Sustainable Development states: ‘En- lifestyles, human rights, gender equality, promotion of a culture of sure inclusive and equitable quality education and promote lifelong peace and non-violence, global citizenship and appreciation of cul learning opportunities for all’. tural diversity and of culture’s contribution to sustainable development • Simultaneously, build and upgrade education facilities that are Goal 4 identifies the following targets to aim for by 2030: child-, disability-, and gender-sensitive, and provide safe, nonvio- • Ensure that all children complete free, equitable and quality pri- lent, inclusive and effective learning environments for all. mary and secondary education leading to relevant and effective learning outcomes The aim is also, by 2020, to substantially expand the number of • Provide all children access to quality early childhood develop- scholarships available to developing countries, particularly the least ment, care and pre-primary education, readying them for primary developed countries, small island developing states and African education countries, for enrolment in higher education, including vocational • Equal access for all to affordable and quality technical, voca training and information and communications technology, technical, tional and tertiary education, including university engineering and scientific programmes, in developed countries and • Substantially increase the number of youth and adults who have other developing countries. relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship By 2030, member states should also substantially increase the num- • Eliminate gender disparities in education and ensure equal ac ber of qualified teachers, including through international cooperation

cess to all levels of education and vocational training for the vul- for teacher training in developing countries, especially the least de- nerable, including persons with disabilities, indigenous peoples, veloped countries and small island developing states.

Source: : United Nations 2016c.

44 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 FIGURE 3.1 Jawan Ideas 2) Despite rising literacy and enrolment Comparison of the youths education levels, unemployment levels have not rankings for selected countries improved significantly – indicating

the link between expanding human 0 capabilities and higher productivity. Empower and encourage ownership amongst teachers and school principals by giving them 10 These failures are a powerful reminder reasonable autonomy in selecting that expanding education is a means to a teaching methods and study materials to cover the curriculum. far greater objective – that of providing 20 learning and skills. Education is one of the means to the goal of human wellbeing. Ex- 30 panding human capabilities must be the central focus of education planning and TURKEY analysis, because a society’s wellbeing de- 40 pends on how education is implemented SRI LANKA and used, not just on how many people are 50 SUDAN functionally literate. Thus, development must focus on creating linkages between education and human progress. 60 Pakistan must reform its education sys- EGYPT tem in line with the ever-changing dynamic 70 needs of a global setting and the challenges faced by the nation. The impact of globalisation with its accompanying information 80 revolution has highlighted the need to re- think and re-design policies, considering 90 MALAYSIA the opportunities globalisation presents for progress – as well as its potential per- ils. The shift from labour intensive pro- 100 duction to scientific and technological KENYA applications has led to intellectual capital 110 NEPAL occupying the central place in the process of production while decreasing the value of traditional factors like land, raw materials 120 and labour. Given these developments, it is INDIA now imperative to provide quality educa- 130 tion and high value learning opportunities to the people. 140 The key concerns of this chapter include questions like: How can education be man- 150 aged in the interest of Pakistan’s growing BANGLADESH youth population? How can the quality of AFGHANISTAN education system be improved to better 160 teach employable skills to the youth? How can quality education be a means for the dignity and fulfilment of the youth? What 170 PAKISTAN alternative policies and strategies need to be pursued to make lifelong learning the principle focus of education reforms? Source: Institute of Economics and Peace 2016.

Chapter 3 Education for the youth’s human development | 45 State of education in Pakistan cade has hardly improved the plight of the average citizen. Absolute poverty prevails along with social stratification and widen- There is a difference between ‘access to’ ing gaps between the rich and poor. Un- education and ‘access in’ education. ‘Access employment levels remain high with the to’ means to have access to the buildings, ‘educated’ constituting a large proportion enrolment procedures and so on. ‘Access of the unemployed population. While the in’ refers to the quality of the teaching and failure of the education system alone can- learning, and the level of participation in not be blamed, it is imperative to realise school life. As the analysis in this section that claims about quantitatively expanding illustrates, Pakistan’s progress in literacy educational opportunities as the solution and enrolments in the formal schooling to Pakistan’s problems have proved to be system has been marred by persistent, over- overstated. lapping disparities in access to, and access in education. Poor access to education in Literacy Pakistan leads to the country having one of the world’s lowest completion rates for Pakistan adopts a loose definition of lit- primary education. eracy, bypassing the two critical compo- The abysmal levels of public spending on nents – numeracy and life skills. The 1998 education under subsequent governments national census counts anyone 10 years or reflect on the poor quality of teaching and older as literate if they can “read a news- learning outcomes and inadequate infra- paper and write a simple letter in any lan- structure. A staggering 9.45 million chil- g ua g e ”. 10 dren at primary level were estimated to Pakistan has committed to the Education be out of school in 2015 (figure 3.2). At for All (EFA) goal that entails achieving a the current growth rate of net enrolment 50 percent improvement in adult literacy 0.92 percent, it will take another 60 years levels by 2015, along with equitable access to reach the target of zero out-of-school of education for all. However, the country children. To achieve the goal of zero out- still lags in its education targets.11 For over of-school children by 2030, just over a de- a decade, the literacy rate for 10 years of cade away, Pakistan must increase its net age and above has improved at a slow pace enrolment ratio to a yearly growth of 3.8 – from 53 percent in 2004/05 to 60 per- percent. cent in 2014/15 (figure 3.3). This has re- Pakistan is a signatory to various inter- sulted in an average growth in the literacy national commitments regarding the goal rate of 1.25 percent annually between 2005 of universal education, like Education for and 2015. The literacy rate for 15 years of All, the MDGs and the SDGs. These com- age and above increased from 50 percent in mitments have been incorporated in the 2004/05 to 57 percent in 2014/15.12 national agenda. Pakistan’s Constitution Despite these marginal improvements, recognises free education as a right and the total number of unlettered people has accepts the provision of free and compul- increased in absolute numbers.13 With a sory education as the State’s responsibili- youth literacy of barely 70.7 percent, Paki- ty. Constitutional Amendment 18 (2010) stan fares poorly compared to other South states: ‘The State shall provide free and Asian countries, outperformed by Mal- compulsory education to all children of dives, Sri Lanka, Nepal, India, Bangladesh the age of five to sixteen years in such man- and Bhutan.14 ner as determined by the law’ (Article 25- Disparities in literacy levels are stark A, Chapter 1, Fundamental Rights’, Con- across different divides in Pakistan – be- stitution of Pakistan 1973). tween more and less developed regions, However, expanding enrolments through male-female, and urban-rural. Youth litera- increased access to education for over a de- cy varies from 94.5 percent in Islamabad to

46 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 FIGURE 3.2

ifferent scenarios to achieve zero out-of-school children

OUT-OF-SCHOOL CHILDREN OUT-OF-SCHOOL CHILDREN OUT-OF-SCHOOL CHILDREN

9.79 Million 2020 2015 9.43 M 9.45 M 2015 9.45 M 2015 9.28 M 2020 8.64 M 2030 8.31 M 2025

7.79 M 2035 7.58 M 2020

7.03 M 2040 6.87 M 2030

6.38 M 2045 6.03 M 2046 5.55 M 2050 5.29 M 2035 5.29 M 2055 4.29 M 2025 3.70 M 2040 3.44 M 2060

2.37 M 2065 1.97 M 2045 1.32 M 2070 1.19 M 2046

0.26 M 2075 0 2076 0 2050 0 2030

0.92% 1.62% 3.82%

Annual growth rate of net enrolment required to achieve zero out-of-school children

NER Net Enrolment Ratio Source: UNDP Pakistan calculations based on multiple rounds of PSLM data and Population projections from UNDESA. FIGURE 3.3 39.9 percent in FATA. FATA and Baloch- tion institutes’ relatively greater capacity istan have the lowest female youth literacy to enrol students compared to higher level iteracy rate of population above 0 years rates, 13.6 and 29.9 percent respectively; institutes, leading to improved access. Islamabad and AJ&K have the highest, As discussed above, there are marked

Literacy Rate (%) 60 60 92.9 and 82.8 percent respectively (figure differences in education attainment across 3.4). Similar disparities exist between ru- geographical locations. Amongst the prov- 58 ral and urban areas. The literacy rate for inces, Balochistan has the lowest GER at 57 10 years of age and above is 25 percentage primary level (59 percent), compared to 55 points lower in rural areas compared to GERs for AJ&K (76 percent), Sindh (81 urban areas.15 The relatively higher illit- percent), and GB (83 percent). Islamabad Different scenarios 53 eracy rates for vulnerable categories such (130 percent), KP (112 percent), and Pun- as women and rural dwellers indicate the jab (107 percent) have the highest GERs.17 to achieve zero intense deprivation of education. This also There are also gender based differences – affects people’s ability to make informed GER at the primary level is 81 percent for out-of-school choices. females compared to 97 percent for male.

2005 2007 2009 2011 2013 2015 These patterns pose important challeng- Similar differentials persist in male and fe- children es for how we think about education from male enrolments at the middle level (male Source: Government of Pakistan 2015f. a human development perspective, how ed- 60, female 50 percent) and the matric level ucation is measured, and what policies will (male 67, female 50 percent).18 improve outcomes and processes over time. A major problem in Pakistan’s education system is high dropout rates, due to various Enrolment and dropout rates in formal school-related and other factors includ- education ing poor academic achievement, quality FIGURE 3.4 of teachers, high rates of repetition, so- Differences in enrolment follow the same cio-economic conditions, access and equi- Pakistans youth literacy rate patterns as differences in literacy for ty. Data from Pakistan Education Statistics varies widely across provincesregions and gender, locale and social status, with the reveals that out of every 100 students en- gender highest rates of enrolment at the primary tering primary school (grades 1-5), only 43 level and the rates declining at middle percent make it to class 6. Figure 3.6 shows and metric levels. According to the PSLM the number of students at the primary and 2014-15, the current Gross Enrolment Rate secondary levels’ entry and exit points. ISLAMABAD 94.5% (GER) at the primary level is 89 percent. About 43 out of 100 students reach the M 96.1% F 92.9% This drops to 59 percent at the matric level post-primary level (grades 6-10). Only 30 AJ&K 86.9% and 55 percent at the middle level. Overall, percent reach grade 10, a major exit point M 92.0% F 82.8% Pakistan’s GER has gradually improved for students; many enter the casual labour PUNJAB 73.6% M 78.8% F 68.8% over the years, though not substantially force or the ranks of the educated unem- (figure 3.5). ployed after completing this level.19 GB 70.0% M 82.1% F 58.2% Since 2010, GERs have declined for the A comparison of retention rates from

SINDH 67.7% primary level (age 5-9 years), from 92 per- grades 1 to 10 for two cohorts of students M 75.3% F 59.1% cent to 89 percent. Enrolment rates for the over the last two decades shows only mar-

KP 63.5% middle level (age 10-12 years) and matric ginal improvement. Only 23 out of 100 M 82.7% F 45.1% (age 13-14) have remained around the children enrolled in class 1 in 1996-97 BALOCHISTAN 50.0% same, 55 percent and 59 percent respec- made it to class 10 by the year 2005-06. M 66.1% F 29.9% tively. This might be partly due to a de- These figures improved only slightly for FATA 39.9% crease in the number of primary education students starting grade 1 in 2006-07, of M 59.4% F 13.6% institutes (0.145 million in 2015-16, from whom 30 out of 100 reach class 10. 0.156 million in 2008-09), and partly due There is clearly a greater need to improve PAKISTAN 69.7% M 77.8% F 61.8% to an increase in the school-going age pop- the efficiency and quality of educational ulation among other reasons.16 Still, GERs institutes, enabling them to retain students Source: UNDP calculations based on PSLM 2012/13 and 2014/15, and FDHS 2013/14. at the primary level are relatively better, till the end of different educational levels. stemming from the primary level educa- The need to produce quality students who

48 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 are a better fit for labour market demands 14 have a lower HDI ranking than Paki- FIGURE 3.5 is also markedly evident. stan.20 Pakistan’s international commit- Enrolment drastically drops ments include promises to spend at least 4 at middle and matric level Budgetary allocation percent of its GDP on education to reach EFA and the MDGs, while the National Primary Middle One of the principal reasons for Pakistan’s Education Policy 2009 required the allo- Matric slow progress in education is policy failure. cation for education to 7 percent of GDP GER The budgetary allocation to education re- by 2015. Some progress is visible, with Pa- (%) flects the low priority assigned to educa- kistan doubling its total education budget 100 tion. Only 14 out of 195 countries spend over time, from PKR 322 billion in 2010- 90 less on education than Pakistan; 9 of these 11 to PKR 663 billion in 2016-17. How- 80

FIGURE 3.6 70

Comparison of retention rates from class to 0 for the years 99-00 and 00-0 60 50 Retention Rate (%) Out of 100 children enrolled in Class 1 in 1996/97, only 23 made it to Class 10 by 2005/06 40

0 2005 2007 2009 2011 2013 2015

Source: Government of Pakistan 2015f.

100 70 55 53 47 38 33 32 26 23 1996/97 1997/98 1998/99 1999/00 2000/01 2001/02 2002/03 2003/04 2004/05 2005/06 Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10

Retention Rate (%) Out of 100 children enrolled in Class 1 in 2006/07, only 30 made it to Class 10 by 2015/16

100 80 71 63 53 43 39 37 37 30 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 2015/16 Class 1 Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Class 8 Class 9 Class 10

Source: Government of Pakistan 2006 Government of Pakistan 2016b.

Chapter 3 Education for the youth’s human development | 49 ever, the education budget is still only 2.3 cent, never attended a school, compared to percent of the GDP.21 children in Punjab, 24 percent (Malik and Besides low budgetary allocation for Rose, 2015). Similar disparity is visible be- education another factor for Pakistan’s tween rural and urban areas – 37 and 19 poor education outcome is the inefficient percent respectively.23 and inadequate use of the money. Around Income, gender and disability further four-fifths of Pakistan’s budgetary alloca- reinforce the inequalities in access to ed- Jawan Ideas tion goes towards recurrent overhead costs ucation for Pakistan’s youth. Despite a – mainly salaries and routine operational wide range of policies – a quota system, costs, leaving only one-fifth for develop- special funding schemes and scholarship ment and improvements like teacher train- programmes – aimed at making education ing, curriculum development, provision of more inclusive and increasing access to No school or academy should school facilities, monitoring and supervi- under-privileged groups, the enrolments be allowed to operate without a playground. Public school sion of educational programmes.22 present smaller percentages from the lower playgrounds may be utilised Budget allocations are also not the same social strata (figure 3.7). Wealth inequal- by the community and nearby as actual budget spending, reported at the ity plays an important role in keeping in- private schools. end of a fiscal year. Actual spending tends dividuals in and out of school. As Malik to be lower and mostly concentrated in and Rose (2015) note, “gender inequities the last quarter. Under-utilisation of the exacerbate wealth inequities at least in ru- education budget, especially development ral communities, where among poor chil- spending, has far reaching consequences dren, 74 percent of girls have never been for the infrastructure facilities at public to school compared to 55 percent of boys. schools, like provision of clean drinking However, there is no gender gap among ur- water, toilets, electricity and even bound- ban children from wealthy families. Over- ary walls. Persistent infrastructure defi- lapping geographical, wealth-related, and ciencies translate into higher dropout rates gender inequalities increase when children and increased absenteeism. enter school – only 15 percent of poor The 18th Amendment in 2010 devolved rural girls complete primary school, com- education to the provincial level, igniting pared to 40 percent of their male counter- hopes that greater provincial autonomy p a r ts”. 24 would lead to policies relevant to local Pakistan’s Annual Status of Education needs and improve issues of allocation and Report (ASER) 2015 finds that children efficiency. However, for this autonomy to (3-16 years) from the poorest quartile, re- yield dividends towards improved edu- gardless of location, are twice as likely to Jawan Ideas cation outcomes requires far greater and remain out of school compared to the rich- more concerted efforts than witnessed so est (figure 3.7). Girls from poor families far. are 20 percent more likely to remain out of school than their male counterparts – i.e. Disparities in educational attainment 32 percent females are out-of-school over- Schools with the most improved and quality of learning all compared to the male rate of 52 percent. performance, within each district, should be identified and Many participants at the National Youth rewarded annually. Monetary Overlapping dimensions of inequality – Consultations expressed concerns about incentives for improvement in along with income, location, gender – re- the cost attached to obtaining higher ed- quality should be considered for schools as well as teachers. inforce the education disadvantage for ucation (fees, books, and transportation). Pakistan’s burgeoning youth population. Being unable to afford these essentials de- Regional differences within the country, prives them of access to higher education. whether between provinces or between ru- Even when children enter and complete ral and urban areas, strongly affect access primary school, what they learn is ques- to education and primary school comple- tionable. According to data (ASER 2015), tion rates. For example, almost twice as only 50 percent of rural children enrolled many children from Balochistan, 47 per- in grade 5 could perform two-digit divi-

50 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 sions. Less than half (49 percent) could opportunity to all, the hierarchy of school- read sentences in English and just over half ing means only the elite have access to (55 percent) could read a story in their na- quality education (box 3.3). The increas- tive language (Urdu, Pashto or Sindhi).26 ing number and variety of private schools Urban students aren’t much better off: 52 reflects a growing divide between low and percent could do a two-digit division, 60 high quality education. Private high-cost percent could read a sentence in English primary schools provide far better quality and 58 percent could read a story in their education than low-cost private and pub- Jawan Ideas native language. There are also wide dis- lic schools. This creates further class disparities in learning levels across locations.27 tinctions in society, with quality education Simple indicators reveal much about a luxury accessible only to those who can quantity but very little about the quality pay the price. of educational outcomes or problems the Pakistan’s labour market generally re- Create and provide incentives for adopt-a-school programmes youth face. Despite Pakistan’s commit- quires at least a secondary education as a where successful, affluent private ment towards providing equal education minimum qualification (figure 3.8). State schools ‘adopt’ and work to initiatives have achieved some modest suc- improve failing, under-resources schools (government or private). FIGURE 3.7 cess in terms of increasing the number of secondary school graduates. According to Proportion of out-of-school children belonging to the poorest backgrounds is the PSLM data (2014-15) on highest edu- twice that of the richest cational attainment, 22.9 percent of urban male youth aged 25-29 are matric quali- Male fied, 9.7 percent have completed interme- Female Overall diate education, 10.7 percent graduated in undergraduate programmes with 8.7 OOSC (%) percent completing their Masters’ degrees

60 (figure 3.9). The trends for urban females are similar. Structural disparities affecting access and equity to education lead to educational attainment figures dropping con- 50 siderably for the rural group at higher levels. Rural students have highest education attainment at the primary stage, with these levels dropping at successive higher levels. 40 Despite various efforts to make education more inclusive and widen access to Jawan Ideas under-privileged groups, the education 30 attainment scenario presented above reflects limited success. Participation has undoubtedly increased especially for girls, but the uneven gains underline the need to Set up optional summer programmes in schools for skills 20 identify and address the continuing bar- that regular curricula may not riers to equitable access for the masses. A cover (such as languages, art, whole set of cultural, social and economic technology, music, etc.).

10 reasons make higher education inaccessi- ble to a large swathe of the youth. Many of those who make it are unable to attain the skills needed to gain employment in 0 today’s knowledge-based economies. Poorest Poorer Richer Richest

Source: SAFED 2015.

Chapter 3 Education for the youth’s human development | 51 FIGURE 3.8

Education attainment levels of youth at the time of their first job

% of youth 0 2 4 6 8 10 12 14 16 18 20 22 24 26 28

Bachelors and above Intermediate Matric Below Matric Primary Below Primary Less than 1

Note: The values of educational attainment do not aggregate to 100 percent because Dont Know category is not being shown in the figure. Source: UNDP estimates based on National Youth Perception Survey 2015.

FIGURE 3.9 Jawan Ideas While a significant proportion of youth (-9 years) in urban areas manages to attain at least matric, a major proportion of youth in rural areas has never been to school

Male Female Educational attainment levels for Rural Urban Honour Pakistan’s best teachers by urban and rural youth (25-29yrs) establishing the Prime Minister’s 60 50 40 30 20 10 0 (%) (%) 0 10 20 30 40 50 60 Teaching Medal. This should be awarded annually to outstanding Other school teachers at the district, provincial and national levels, at a Masters and above special ceremony on Pakistan Day. Graduate

Intermediate

Matric

Middle but not matric

Primary but not middle

Less than primary

Never been to school

Primary 5 years of education, Middle 8 years of education, Matric 10 years of education, Intermediate 12 years of education, Bachelors 14-16 years of education, Masters 16-18 years of education Source: UNDP calculations based on PSLM 2014/15.

Gender parity and 79 percent respectively.28 The enrolment pattern for girls at primary and sec- There is significant disparity between lit- ondary levels continues to show the same eracy levels for females compared to males gaps that have persisted over the past few at all provincial levels. Punjab’s male liter- decades. A redeeming feature is increased acy level (10 years and older) is 71 percent female participation at the tertiary level compared to the female literacy rate of 55 which in some cases surpasses male partic- percent. In Sindh, it is 70 percent and 49 ipation rates. percent, KP 71 percent and 35 percent, Ba- The reasons behind the educational lochistan 61 percent and 25 percent, Islam- deprivation of girls reflect regional pat- abad Capital Territory (ICT) 91 percent terns, where cultural constraints affect fe-

52 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 BOX 3.3

Elitism in education

With the knowledge economy and the information society now the – elite or semi-elite, and non-elite or demand-absorbing. The de- basis for future development, there are compelling reasons for the mand-absorbing HEIs form the largest growing private higher ed- increasing importance governments are giving to higher education. ucation sub-sector, while the elite category caters only to a small These include: proportion of youth. • Countries that invest heavily in higher education benefit eco The quality of semi-elite private HEIs may not cause as much con- nomically and socially – econometric tests show a causal re- cern but there is a policy issue around the limited and inequitable lationship linking the level of knowledge accumulation to future access to these institutions, restricting them to students who can economic growth. afford the high tuition fees. In other words, these institutions remain • Quality higher education is essentizal for economies seeking to out of bounds to those who are already marginalised economically move up the value chain in their production processes. and academically. • Expanding primary and secondary education enrolments fuel a Furthermore, the academic quality of non-elite HEIs is question- rising demand for access to post-secondary opportunities. able – many are motivated more by profit-making than producing • Research and development at universities and the public sec educational excellence. They include the demand-absorbing, typi- tor positively effect overall productivity and growth, as evident cally small, private HEIs that have emerged in recent decades par- from countries that are part of the Organisation for Economic ticularly in Asian countries like Bangladesh, Cambodia, Indonesia, Co-operation and Development (OECD). Lao PDR, Malaysia, Pakistan, Philippines, Thailand, and Vietnam. • Quality higher education produces better primary and second These institutes tend to compromise on quality by offering low cost ary school teachers. This improves the quality of education programmes and running their institutions in a secondary school overall, leading to excellence in higher education, and generat- mode – with limited investment in university-setting infrastructure, ing a more highly skilled labour force. minimal or no research and development, dependence on part-time Most of Pakistan’s higher education institutes (HEIs) are of mediocre faculty etc. Findings from different countries suggest that the less or low quality, barring a small number of elite private institutes. The privileged youth who cannot pass the entrance tests for universities Asian Development Bank’s study on private HEIs categorises them turn to these private HEIs. into two kinds based on their placement in the prestige hierarchy

Source: : Asian Development Bank 2012c. male participation in education. Families the misgivings regarding the why and the give lower priority to girls’ education, see- how of Pakistan’s education. The National ing it as poor investment since girls tend to Youth Perception Survey (NYPS) and the get married off and leave their natal homes National Youth Consultations conducted (special contribution: Malala Yousafzai). for this Report aimed to hear and under- Girls are also deterred from enrolling in stand the voices of the youth. These data school due to supply side factors such as collection techniques yielded information unavailability of girls’ schools, lack of fe- about the major education challenges, male teachers, longer distances to schools among other issues, that Pakistani youth Jawan Ideas perceived as security threats by parents, face, discussed below. and lack of proper public transport and The dynamics of Pakistan’s present and sanitation facilities at schools. future human development depend largely on how far policy makers succeed in implementing future oriented reforms in the Establish free-meals programmes in schools serving underprivileged Through the voices of the youth education system keeping a focus on the populations. youth. Such reforms are essential to max- A statistical representation of the aggre- imise the potential of youth with a view to gate performance and disparities in access the continuously changing global settings to formal education and literacy helps to and ongoing technological revolutions. broadly identify how education in Pakistan Education reforms carried out in Pakistan fails to cater to the youth in terms of quan- must be linked to these factors, as well as tity and quality. Beyond that what’s need- the needs, aspirations, challenges and pres- ed is a more subjective, nuanced analysis of sures faced by the youth.

Chapter 3 Education for the youth’s human development | 53 SPECIAL CONTRIBUTION Malala Yousafzai The importance of girls’ education

To build a healthier, more prosperous and peaceful future for Paki- off early, care for younger siblings or do not have schools in their stan, we must empower all Pakistanis, girls and boys alike, through areas. Among those who do go to school, many drop out because of education. Education enables us to make informed choices. It en- poverty, fear of violence, or due to traditions that do not value girls’ hances our knowledge, builds character by polishing different skill education. sets and prepares us for a better tomorrow. Girls make up half of the country’s population. It is essential to ed- Article 25-A of Pakistan’s Constitution promises that state will ucate them not only to benefit from the increased economic returns provide free and compulsory quality education to all till 10th grade. but also because this brings socio-political benefits to the country. However, we need to go beyond this now. As my father once told Education makes girls more productive workers, responsible civil- me, “Basic education begins to unlock potential, but it is secondary ians and better mothers. It empowers them to have increased po- education that provides the wings that allow girls to fly”. We need to litical participation, gives them the voice to end orthodox practices educate girls especially beyond basic education to empower them. such as child marriage and domestic violence, and helps them to The state must provide 12 years of free, safe, quality education to raise healthier children. girls as their basic right. Educating girls is not the only stepping stone towards transforma- However, many girls in Pakistan are still deprived of even basic tion, but it is the first step we must take to make a future for Pakistan education. They are forced to work for extra income, get married that is worthy of our talents and our dreams.

Malala Yousafzai is a recipient of Nobel Peace Prize, 2014. Comment for Pakistan NHDR 2017.

Youth illiteracy FIGURE 3.10

A significant percentage of Pakistani youth Pakistan’s limited progress in providing ed- have never been enrolled in schools ucation for all means that a significant pro- however, the situation is worse for older portion of its total youth population has groups

never been enrolled in school (figure 3.10). Male This group is a by-product of a multitude Female of disparities, ranging from income related factors to social and cultural constraints. Being excluded from the education realm Jawan Ideas altogether affects the overall productivity 25-29 of these youth people, including their earning potential, political and social empowerment, and capacity to improve quality of 20-24 life. The result is a vicious cycle – lack of Create opportunities for youth who want a second chance at education access to education leads to lower produc-

through a part-time, fast-track tivity that perpetuates poverty, and further 15-19 non-formal education programme to restricts access to education. complete grades 10 and 12. Among Pakistan’s youth, the percentage % 0 10 20 30 40 50

of those who have never been to school is Source: UNDP calculations based on PSLM 2014/15. lower among younger groups. Policies being formulated must cover all groups with from the agricultural sector to manufac- a view to integrating them into the produc- turing and services industries, combined tive economy. It cannot be stressed enough with the replacement of manual work by that illiteracy renders youth incapable of new technologies. Living on the wrong availing opportunities or becoming a part side of digital divide contributes to their of economic activity. It also keeps them social and economic isolation. Their lack away from the growing interconnectedness of education is augmented by dearth of within and between countries. Most of Pa- training and skills-development opportu- kistan’s illiterate youth, residing in rural nities. These factors combine to effectively areas, have been hardest hit by the shift exclude them from the labour force.

54 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 Education marginalisation: a problem about feeling less motivated to study, partly of numbers and quality due to the unavailability of jobs in the mar- “I studied botany, but the ket. Fearing they would not get a job after institutions [to complete my specialisation] are Educational marginalisation refers to in- completing graduation, many felt that stay- only in Islamabad and dividuals whose educational levels are being in school longer would mean losing the Karachi.... This becomes a low average and who are marginalised in income they could have been earning in- problem for girls because society in general, particularly the labour stead of studying, also known as opportu- their families tell them they market.29 In Pakistan the threshold level of nity cost. This higher opportunity cost for can’t move so far away to low income individuals forces them out of finish their studies” education that leads to marginalisation has varied with time. When a child is forced school during the first few years of school- - to drop out of school before completing ing. The NYPS found that a majority (76.9 Female, National Youth primary education, this may be considered percent) started working because of mon- Consultation, Daska as a form of education marginalisation. etary problems. Very few (12.5 percent) Given the diminishing returns of primary dropped out because of opportunity cost.31 education, dropping out before secondary Economic status is thus a hidden quali- education can also be considered a form fier for entry and success in the education of education marginalisation. This has system, given the costs of private schooling been the case in Pakistan, where children and for staying in the education system. increasingly drop out as they move up to higher classes (figure 3.6). Curriculum: from transmission to These trends show persistent education transformation marginalisation among Pakistan’s growing youth population. Such marginalisation is Pakistan has seen an increase in the to- a product of structural disparities across tal number of school enrolments, but the geographic, gender and income dimen- qualitative dimension of learning remains sions. Supply side issues including the elit- sorely lacking. The issue of quality is root- ist nature of the education system, irrele- ed in a range of supply side issues, partic- Jawan Ideas vance of curriculum, as well as poor quality ularly curriculum design and quality of of teaching and learning also contribute to teaching. The pervasiveness of cheating in this marginalisation. the examination system is also a corollary of poor teaching and learning quality (box All teachers at public, private Hidden qualifiers 3.4). and madrassa schools must have The many gaps in Pakistan’s education the same minimum standardised Equitable access to quality education is system include the failure to design a cur- teaching certification and be re- tested through qualification exams clearly essential to harness an individual’s riculum that moves beyond mere transmis- every three years. potential. Such access defines the youth’s sion of subject matter, to a transformation involvement in the labour market. It is of individuals in terms of skills, values and thus critical to provide an equal chance to attitudes. The contents and language pat- every individual irrespective of structural terns of curricula shape how children see disparities like gender, ethnicity and lan- their shared identity, as citizens of a coun- guage. Capable students from disadvan- try and the world in general. Governments taged backgrounds who are denied entry across the world use curricula as a tool for into higher education levels add to the nation building and to propagate and en- country’s underdeveloped human resourc- force political and ideological messages es, leading to a loss of human capital for that serve their own interests. the society.30 In Pakistan, the state’s intrusion into the Many youth responding to the NYPS educational space intensified in the era of 2015 said they dropped out of school for military dictator Gen. Ziaul Haq in the financial reasons. Young people from low- 1980s as part of the regime’s bid to “Isla- er income groups participating in Nation- mise” society for political purposes. The al Youth Consultations 2014-2016 talked military government chose subjects that

Chapter 3 Education for the youth’s human development | 55 BOX 3.4

Cheating – the new normal, a growing threat to the education system

In several National Youth Consultations, when asked how many par- lic sector institutions like medical schools still largely rely on Board ticipants had cheated at one time or another, after initial hesitation exam results for acceptance. Thus, performance in these exams de- just about every hand came up. The question of ‘Why?’ elicited a termines the path for many candidates. This structure reinforces the near uniform response: students rationalised the dishonesty by say- rote learning culture and ensures that the cheating phenomenon will ing they have no choice. Even some parents who sat in as observ- continue to thrive. ers chimed in to voice their agreement about this supposed lack of Recognition of a problem is the first step towards resolving it. choice. In this spirit, the Government of Balochistan initiated a ‘Goodbye to These discussions support media reports about the prevalence of Cheating’ campaign in 2015. With a higher pass percentage assumed cheating in Pakistan, involving not just students but also teachers, to be a function of cheating, this campaign included reducing the parents and education department officials. All this highlights the pass percentages in matriculation examination, from 75.52 to 51.33 reprehensible state of affairs in Pakistan’s education system as well percent for the Sciences and from 71.07 to 39.73 percent for the as the downward dive of society’s moral compass. Digging deeper Humanities.1 Analysing the impact of this initiative through the re- into the rationale behind the phenomenon of cheating reveals con- sults of matriculation examination in Balochistan, Alif Ailaan’s report tributing factors like outdated examination systems that test memory ‘Pass/Fail? Matriculation Examination Results in Balochistan and and rote learning and poor quality of teachers. What They Mean for the Future’ concludes that the initiative was a Students learn to empty their filled memory banks, with the success and should continue. quantity of regurgitated material serving as a proxy for excellence Overall, ending this practice will need concerted efforts by school in learning. The resulting suppressed cognitive development ossi- management, teachers, parents and students. It will be necessary to fies the tendency to cheat in exams, with many students considering make a structural shift in teaching practices to move away from the this an appropriate and normal way to obtain good grades. NYPS re- focus on testing memory to enhancing creativity and cognitive skills. spondents also cited tough competition, social pressure and lengthy Making these skills the criteria for admission systems to higher courses as factors that led them to cheat. In the rural areas, English learning would be a fairer and more effective way to judge students’ as a medium of instruction serves as a barrier to learning and frus- capabilities. This requires a drastic change and holistic approach to trates students, contributing to the prevalence of cheating. education, including training teachers to teach effectively and signifi- Known venues of massive cheating are the annual board ex- cantly boosting the field of teacher training in Pakistan. aminations at the secondary and higher secondary levels – pres- Cheating cannot be curbed within the present teaching-learning sure-packed tests that thousands of students take each year. Even paradigm. Until that changes, the education system will continue to though elite/semi elite higher education institutes (HEI) no longer churn out ‘educated illiterates’.

base admissions entirely on grades attained in these exams, pub-

Notes 1. Alif Ailaan and SCSPEB 2015. Source: UNDP 2016c; Alif Ailaan and SCSPEB 2015.

provided room for political and ideolog- cal skills. However, most proposed reforms ical engineering to condition the popula- have yet to be implemented. Policy mak- tion for its own ends. Injecting narrowly ers have done little to develop curricula defined religion and nationalism into the relevant to students’ lives where practical curriculum reinforced social divisions, knowledge and skills play a major role. “Our chief minister developing a deviant identity antithetical Thus, curricula in Pakistan sorely lack has now taken steps to to a progressive and moderate Pakistan. materials that encourage cognitive devel- discourage cheating. Under successive governments, the curric- opment or analytical and critical think- He should have first ula have continued to sanctify the ideo- ing skills, compromising the productivity ensured that we are taught properly in logical views of certain interest groups. of millions.32 The learning levels of stu- schools” The need for curriculum reform has dents at the lower primary, upper primary become a part of the public discourse on and lower secondary levels are abysmal in - education, with studies by independent English language, numeracy and cogni- Female, National Youth Consultation, Quetta. scholars and civil society organisations tion. Less than 20 percent of 8th graders highlighting the heavy presence of exclu- from public and private schools across sivist material in the textbooks and paucity Pakistan could secure 60 percent marks of content to promote critical and analyti- in writing, numeracy and cognition tests

56 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 conducted by the Idara-e-Taleem-o-Aaga- ies, a non-existent research culture and hi’s Learning Metrics Task Force.33 Young inadequately trained faculty – lead to a “Education is a game people at the National Youth Consulta- student body ill-prepared for university of money. If you have tions also criticised the school and col- learning. The situation is worsened by an- money, you can get education, if you don’t, lege curricula as outdated, not challeng- tiquated teaching methods that promote you cannot” ing enough to provoke critical thinking, rote-learning instead of skills development and primarily focused on rote learning. as a measure of students’ academic success. - The rising ‘functional illiteracy’ in Paki- There is no institutionalisation of quality Male, National Youth Consultation, FATA. stan attests to the country’s poor curricula control or mechanisms to improve matters. that are clearly inadequate as a foundation The Medium Term Development Frame- in the continuum of lifelong learning. With work clearly notes that these colleges have economic and technological progress, the been neglected: “Structurally, postsecond- yardstick for functional literacy will keep ary education is not able to deliver the re- evolving. Children who are considered lit- quired goals of competency, quality and erate today will be tomorrow’s functional- relevance of education because the state ly illiterate adults, barely able to write or has allowed college education to drop read. The skills being provided through from the ‘radar screen’ as regards reforms the curriculum need to be designed in a which are being attempted at various tiers dynamic frame of reference to provide a of school and higher education”.35 baseline for building higher skills. Unless The absence of cognitive and innovative curricular reforms focus on providing high skills development and patterns in sec- quality basic knowledge, functional illiter- ondary school curricula makes university ates will remain incapable of making use of entrance examinations particularly chal- their education in their work and life. This lenging. Students who pass find themselves form of illiteracy in the guise of literacy unable to cope with learning patterns at will thus become another insurmountable the university level. This presents a further Jawan Ideas education battle in coming years. challenge for the higher education system, about the need to recognise the diversity Relevance of higher education for of intellectual capabilities of the student base and to develop flexible methods of youth Work with media to launch learning and teaching.36 Better awareness a national campaign against Alignment with secondary education is needed for the value of skills and alterna- cheating, targeting all who are tive opportunities like TVET. Unless Paki- involved: students, teachers and staff, examination officials, It is evident that compromising on the stan develops closer collaboration between racketeers, parents, all others. crucial link between the quality of sec- the various systems – primary, secondary, ondary education and readiness for higher higher level, vocational and skills training, education leads to large numbers of youth and madrassas – the nation will continue being ill prepared for higher education. to bear the loss of educational resources as The weakest entity in the entire chain of well as loss of the potential human capital institutions in Pakistan’s education system needed to achieve national development is the higher secondary colleges. Education goals. debates revolve around reforms mostly at the primary level, with some attention to Alignment with labour market the higher levels. Ignored in the entire planning and initiatives process are col- Academic institutions as education provid- leges that act as a bridge between the two ers and students as beneficiaries continue ends of the education spectrum. to miss an important element of human Pakistan has 5,470 intermediate colleges capital – the job specific component. Ac- with an enrolment of around 1.7 million.34 ademic institutions can ease the youth’s Lack of funds and poor infrastructure at school-to-work transition by focusing on these institutes – poorly equipped librar- job-specific human capital and establishing

Chapter 3 Education for the youth’s human development | 57 linkages with the industry. However, there icine and law (figure 3.11). The oversupply is little infrastructural liaison in Pakistan of graduates with no professional skills pre- between industries and technical and com- pares them for little other than administra- merce colleges and public and private sec- tive careers, reducing their employability. tor universities. Establishing such linkages In the National Youth Consultations, most would help to a) develop curriculum that of the youth pointed to the dearth of ca- is compatible with latest trends, b) design reer counselling services available at their skills-development and capacity-building schools and universities, leading most to programmes to train students in skills that chose professions based on how lucrative fulfil industry and trade requirements, and those professions were or on the limited c) establish standardised and coordinated knowledge they had about career options systems of job information and placement. rather than on their own interests or ap- Pakistan’s youth clearly have concerns re- titude. Many participants said they chose lated to issues like networking and using less demanding professions. Teaching sur- personal links for internships and jobs, as faced as a preferred choice for females in Jawan Ideas evident from the discussions at the Nation- Balochistan owing to its relatively secure al Youth Consultations 2014-16. These environment. For males in less developed are issues policy makers are also aware of. areas, career was largely synonymous with a HEC responded in 2011 to the need for government position, with its accompany- academia-industry linkages by developing benefits like job security and pension. Introduce programmes for ing its Office of Research, Innovation and Of serious concern in a country with an the performing arts and arts Commercialisation (ORIC), aimed at at- agriculture-dependent economy is the appreciation in the early years of education. tracting industry towards investment in youth’s minimal participation in agricul- higher education. However, the model has ture studies at the higher education level. not been leveraged to effectively connect National development priorities highlight education and economic institutions. The Figure 3.11 main challenge is to align the higher education institutions (HEIs) that send the The majority of youth in Pakistan enrolled in largest share of graduates to the workforce, higher education are doing .A..Sc..Ed. .CS degrees with the changing dynamics of workplace skills sets incorporating innovation, com- BA/BSc/B.Ed/BCS MA/MSc/Med/MCS munication, adaptability and non-cogni- Degree in Engineering Degree in Medicine tive or soft skills. Information about the Degree in Agriculture Degree in Law Mphil/PhD

skills needed by the labour markets can (%) help design relevant curricula. Unless HEIs 100 enable their students to enter the labour 90 market, these institutes will not be centres of learning that provide the talent needed 80 to drive economic change. 70 60

Choice of subjects at higher education 50 levels 40

It can also be argued that the subjects that 30 students choose for higher education are 20 limiting the absorption capacity of the la- 10

bour market. A far greater number of youth 0 are taking up non-professional undergrad- Rural Urban Rural Urban uate degrees (BA/BSc) in the arts, human- Male Female ities and general/social science subjects, Source: UNDP calculations based on PSLM 2014/15. than those enrolling in engineering, med-

58 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 agriculture, but agricultural graduates are number of students enrolled in higher lev- practically non-existent. The degree’s di- el programmes – only around 12,400 stu- minished appeal is rooted in factors like its dents in MS/MPhil and 14,370 in PhD weak link to the labour market and poor programmes across the country.40 The pat- guidance by teachers on possible opportu- ent applications filed by Pakistanis in 2013 nities. stood at a paltry 151, compared to India’s Jawan Ideas A sector with virtually no analytical ex- around 10,670 or Iran’s 11,300.41 The situ- perts, agriculture in Pakistan relies on the ation points to another handicap leading to conventional techniques of unlettered the vacuum of quality in Pakistan’s higher farmers. The low education of farmers is education system, given that the research a contributing factor in the reduced pro- output of academia helps shape a country’s Universities should encourage ductivity of the agriculture sector. Farmers the economic and social policies. students to explore different subjects before they decide on a with five or more years of average school- The lack of quality in education coupled career path and allow for flexible ing demonstrate higher productivity com- with a challenging labour market leads to a electives before selecting a major. pared to those with less, or no schooling.37 vicious cycle where enrolling in PhD pro- Youth from farming backgrounds at the grammes has in effect become a form of National Youth Consultations 2014-16 compensation for the unemployed. Many revealed that there is a demand for agricul- educated youths who can afford to stay tural education amongst farmers, who are longer in education use this as a last resort prevented from updating their knowledge to avoid entering a daunting labour mar- about emerging technologies in agricul- ket, revealed PhD students of a renowned ture due to lack of resources. A handful university (National Youth Consultation of agriculture graduates in the National 2014-2016). In the process, many of them Youth Consultations said that their educa- are likely to become over-qualified and less tion benefitted them considerably in their employable for the Pakistani job market. farming work on the ground. Meritocracy – fuelling social Paucity and quality of research and exclusion development The merit-based admission criteria, while Pakistan’s GDP allocation for research and ostensibly an objective arrangement, fail development (R&D) is 0.29 percent.38 to take into consideration the diversity Jawan Ideas This is less than half of what other South amongst the youth in terms of quality of Asian countries spend on R&D. In ad- schooling – urban-rural differences, the dition, Pakistan’s universities, under-re- language barrier (English as a medium sourced and poorly staffed, fail to provide of instruction for those who are not pro- Set up awards for the arts and an environment where research culture can ficient in it) and range of students’ socio performing arts at the high- thrive. economic backgrounds.42 Following the school level to encourage students Efforts by Pakistan’s Higher Education standard HEC-defined eligibility criteria whose talents or interests lie in areas other than science and Commission (HEC) have led to a drastic for merit, university admissions policies maths; the awards would be rise in the number of research publications inadvertently add to social exclusion and given to district, provincial and produced – over 3,000 doctoral disserta- serve as a tool for inequity since they gov- national-level submissions judged on merit by qualified jurors. (got tions were defended in Pakistan between ern the selection of prospective students this idea from the Gold and Silver 2003 and 2009, nearly as many as the to- into higher levels. Key awards system in the public tal 3,300 doctoral dissertations defended Given such disparities, even well-mean- high schools here) between 1947-2002.39 However, the con- ing attempts to ensure fairness and trans- tinued focus on the quantity of research parency in student selection are an anoma- produced rather than quality leads to ly. The merit system reinforces the privilege much of this research not meeting interna- of students from advantaged backgrounds tional benchmarks. The dearth of research with sounder basic and secondary educa- culture is also evident from the negligible tion foundations. The sharp urban-rural

Chapter 3 Education for the youth’s human development | 59 divide in Pakistan privileges urban stu- tion that translates into greater benefits for “I call dropouts walkouts. dents, as evident in the huge gap in ur- individuals over their lifetime.44 The system is so ban-rural enrolment rates. Urban students Years of schooling do not automatically disjointed that if children enjoy greater social and economic privi- result in better learning or skills develop- leave it, it is as if they are protesting. They walkout” leges than their rural counterparts, besides ment, particularly given the standard of funding, quality and private tutoring op- education at different levels in Pakistan, – portunities that give them a further boost do not ensure that the students learn any- Male, National Youth from the foundational years all the way thing that will be useful to their working Consultation, Tharparkar. up to secondary education and beyond. lives. In fact, the continued growth of low The underdeveloped school system in quality schools has proven to be a self-de- rural areas undermines students’ academ- feating strategy. Low educational quality ic path to higher levels and equal access decreases the returns from education and to higher education. It also fails to devel- discourages access to higher education op students with skill sets matching the across a broader segment of the popula- advantaged urban groups. Furthermore, tion. As a result, low quality can in fact the predominant medium of instruction become a barrier to pursuing higher ed- in rural areas, Urdu, makes the transition ucation. The need of the hour is to im- to the English medium higher education prove the system rather than blindly ex- system difficult for students. The English panding it (expert opinion: Zakia Sarwar). language proficiency requirement poses a Pakistan has witnessed tremendous severe challenge to education equity even growth in the higher education sector in urban areas for students coming from over the past two decades. However, this Urdu medium and disadvantaged back- rapid growth has failed to translate into Jawan Ideas grounds. This makes them more vulnera- satisfactory human development due to ble amidst fierce competitions in univer- the pervasively poor quality of education. sities’ admission tests.43 This increasing Investment in quality in tandem with in- institutional heterogeneity creates classes vestment in quantity has a higher payoff.45 Set-up quality state-run madrassa of education where the advantaged retain The quality of education in terms of what schools, with Auqaf department their right to privileges that define their students learn and the skills they acquire funding, to provide a quality upward social mobility, and worsens the is more important than quantity – merely alternative to those who prefer sending their children to madaris. development divides. increasing school enrolments, the number of years spent in school, or building more Quality – the missing factor schools will not yield the desired results. The ‘degree-mindset’ has diluted the val- There is credible evidence that education- ue of learning for its own sake. Students al quality impacts individual earnings and tend to focus on obtaining a degree which economic growth. However, when associ- they wrongly believe will guarantee them ating educational attainment with higher a job. Understand the value of acquiring productivity and resultantly higher in- skills that will enable them to succeed in comes, there is a tendency to equate it to their personal and professional lives. It is the number of school years, ignoring the wider cognitive skills rather than degrees critical factor of quality. Policy typically that help gain entry into more lucrative oc- equates the economic aspects of education cupations. In the long run, this contributes with the ‘quantity’ of education which is more to development than increasing en- easier to measure. Measurable goals should rolments or number of years of schooling. not obscure the fact that what ultimately matters for development is cognitive and professional skills – which in turn depends Beyond formal education on schooling. In the final analysis, it is the quality more than the quantity of educa- The focus on quantitative expansion of

60 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 EXPERT OPINION Zakia Sarwar The importance of teaching teachers to teach

“Who would you choose: a native speaker of English to teach English meet contemporary challenges. Knowing how to teach these skills is whose language is accurate, or a non-native speaker whose English particularly critical given the fast pace at which knowledge is being is not always accurate but has been trained to teach?” asks a Paki- added, making it impossible teachers to teach everything. stani teacher. It is therefore critical for teachers to remain abreast of modern “The non-native teacher!” responds Henry Widdowson, renowned trends and research in education. Today, a silent class is seen not English language expert at University College London. as a well-disciplined class but a “graveyard”. A classroom throbbing “Why? Wouldn’t she be teaching incorrect English to the learn- with students ‘learning by doing’, eagerly asking questions, experi- ers?” presses the questioner, a member of the Society of Pakistan menting, opining and expressing ideas is more important than one English Language Teachers (SPELT). where students silently submit to their teacher’s will and only do as “Because training is more important”, replies Widdowson. “A told. teacher who has been trained to teach English will improve her own At a government school training in Khyber Pakhtunkhwa once, as well as the learners’ English. She will know that a language can we talked about how to change the culture of maintaining discipline only be learnt by using it and will find ways to give learners opportu- through the cane. In an evaluation later, asked what changes they nities to use language.” had noticed in their teachers, the students replied: “They don’t beat This conversation some years ago in London underscores the im- us anymore”. portance of training for teachers. One reason for the high rate of school dropouts, besides beatings, Teacher training is critical for all subjects. A good knowledge base is that a vast number of unhappy children do not get what is relevant of the subject being taught is an advantage, but knowing how to for their needs in school. teach, making the matter accessible to learners at their level and Most teachers in Pakistan want to do their job well. But they teach meeting their needs in a safe and positive learning environment is as as they have been taught, through rote learning and strict discipline. important. This can only come through training teachers. Most are never exposed to modern trends of education research. Quality education means empowering learners with critical think- Training teachers is essential to enable them to better motivate learning skills. Only by teaching learners to become autonomous and im- ers and attain positive learning outcomes. parting ways of “learning to learn” can teachers equip students to

Zakia Sarwar is honorary executive director, Society of Pakistan English Language Teachers. Comment for Pakistan NHDR 2017. formal education in Pakistan, evident in ed through the formal education system. increased enrolments at the primary level, compromises quality and lowers the returns Economic and social returns to of primary education. Trying to reach pro- education ductive employment, the youth’s increased focus on tertiary education has created an As mentioned above, Pakistan’s formal edu- oversupply of graduates. Most expect too cation system as the means to build human much from the labour market and are un- capital has largely focused on quantitative willing to take up the available low produc- expansion through improving enrolments. tive jobs (box 3.5). These gaps in educa- However, merely expanding enrolments tion and labour market realities point to a does not translate into economic wellbe- strong need for effective technical and vo- ing. The increase in primary enrolments in cational education to equip the youth with recent years has led to an oversupply of pri- relevant skills for productive employment. mary completers compared to the number To address the barriers in access to tech- of jobs available. In the urban landscape, the nical and vocational education and training numeracy and literacy skills of of primary (TVET) for the youth, Pakistan must also school students are below avage, with the focus on the quality and relevance of these picture even grimmer at the rural front.46 programmes for the industry. This may pro- This significantly diminishes chances of vide second chances through non-formal entering the more rewarding occupations. basic education (NFBE) to those exclud- Good post-primary education is neces-

Chapter 3 Education for the youth’s human development | 61 BOX 3.5

Rising phenomenon of youth not in education, employment or training (NEET) - the expectation gap

With the diminished economic returns to primary levels of educa- general, the expectations of job seekers exceed the realities of the tion, the demand for formal education at all levels has increased. This labour market, and they tend to resist the jobs they feel are beneath has resulted in an increased supply of graduates whose numbers them. The education system builds up their aspirations and expec- outstrip their demand in the labour market, leading to high unem- tations, making it difficult for them to adjust to the real life playing ployment rates amongst the educated. With the academic standards field. The economic status and rewards associated with the modern of secondary education declining, the less educated have replaced sector are very high compared to the traditional sector, making the the uneducated in the unemployed population. former a ‘reference sector’ in terms of occupational aspirations for Another upshot of this supply-demand imbalance is the rising the youth. qualifications for entry into better paid jobs, and even tertiary level Youth who stay unemployed for varying periods are forced to education. Employers seek more qualified workers, but graduates scale down their aspirations and accept jobs created for those who avoid jobs that they see as a downgrading of their qualifications. are less educated. Many of those who are unable to find jobs that While the ‘frictional effect’ has led to unemployment at all levels, the meet their aspirations prefer to stay unemployed, joining the cadre percentage of unemployment is higher for those with lower educa- of NEETs. This interval of unemployment adversely affects the indi- tion levels. vidual’s skills and leads to low self-esteem, agitation and frustration, The better educated youth also meet a crisis of expectations. In that can have serious social consequences.

sary to obtain a job in the formal sector. turns to lower levels of education. NYPS The NYPS findings reinforce the pos- findings reinforce that increasing educa- itive correlation between educational at- tion levels lead to increased earnings (figure tainment levels and the nature of employ- 3.13). Youth with tertiary education secure ment (figure 3.12). Youth who have never the largest share of higher earnings, com- been to school swell the ranks of unskilled pared to the less educated. This has led to workers – almost half (48 percent) of the a rise in the demand for tertiary education uneducated respondents fall in the un- and a consequent excess supply of gradu- skilled workers’ category. Respondents ates in the labour market – resulting in the with Masters’ degrees are in the greatest rising number of youth who are not in ed- ratio at supervisory level jobs (55 percent). ucation, employment or training (box 3.5). Self-employment is virtually non-existent for those with lower education levels. Even Making technical and vocational at higher education levels, self-employment education and training (TVET) work constitutes a lower share – only 2.5 percent for the youth Bachelors’ level graduates and 3 percent Masters’ level graduates fall in this category. Changing global economies and the in- Conclusive evidence from various stud- creased globalisation of trade, investment ies in Pakistan indicates the “convexity of and finance underscore the importance of education-earnings relationship i.e. the technical and vocational education and Jawan Ideas return to an extra year of education pro- training (TVET) to prepare youth for gressively increases with education lev- adapting to shifting skills requirements. e l”. 47 The growing international econom- There is substantial evidence about the ic competitiveness in knowledge-based essential role of TVET in promoting hu- economies leads to tertiary education man development and economic growth Get Higher Education Commission yielding higher returns than second- to rank universities’ business with benefits for youth and their fam- incubation centres to incentivise ary education, and secondary education ilies and for societies in general.48 It is them to follow global standards. yielding higher returns than primary. thus important to take effective measures Employers prefer higher educated youth to build human capital through TVET to the lower educated. The rising unem- for the bulk of youth entering the la- ployment levels in Pakistan clearly validate bour market. This is what will help the the premise of diminishing economic re- country to break out of a low human de-

62 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 FIGURE 3.12

Youth with no formal education swell the ranks of unskilled workers

Never admitted to school Less than 1 year Below Primary Primary but below middle Middle but below Matric

Matric Intermediate Bachelors Masters or above Total

(%) 70

60 Every middle and high school student must have access to, and allocated 50 time to consult a career counsellor (who could be a designated teacher).

0 Unskilled Skilled worker / Small Shop Keeper/ Supervisory Lower/Middle Executive/ Self Employed/ Medium Large Businessman/ worker Supervisory Level Businessman Level Officer Employed Professionals Businessman Factory Owner

Note: The value of educational attainment categories do not aggregate to 100 percent because only selected categories are being shown in the figure. Source: UNDP estimates based on National Youth Perception Survey 2015.

Figure 3.13

There are strong returns to education but only at higher levels of education

Less than Rs. 5,000 Rs. 25001 to Rs. 50000 Rs. 5001 to Rs 10000 Rs. 10001 to Rs 25000 Rs 50000 to Rs. 100000 Rs. More than 100000

(%) 60

0 Never Below Primary but Middle but Matric Intermediate Bachelors Masters admitted primary below middle below matric or above to school

Note: The value of educational attainment categories do not aggregate to 100 percent because the responses of Don’t know and Refused to answer are not being shown in the figure. Source: UNDP estimates based on National Youth Perception Survey 2015.

Chapter 3 Education for the youth’s human development | 63 velopment trap in the next few decades. share of the country’s total skilled work- Recognising this, the Government of force – and that too of a quality that does Pakistan now gives priority to TVET de- not match the labour market’s demands. Of velopment though its Medium-Term De- 7,000 NYPS respondents, only 9.7 percent velopment Framework (2005-10) and males and 5 percent females had undergone National Skills Strategy (2009-2013). formal vocational training. The Nation- However, besides providing quality al Youth Consultations 2014-16 further TVET programmes aligned with the la- demonstrate how the youth themselves as- bour market, it is necessary to supple- cribe low importance to TVET institutes ment supply side measures with interven- and consider it “second class education”. tions that improve the demand for these The highest TVET participation is services. For this, what’s needed is the among male youth from north Punjab provision of low cost access to these op- (33.7 percent) followed by eastern Pun- portunities and complementary interven- jab (17.4 percent) and Islamabad (13.6 tions in the labour market that improve percent). The highest participation in KP the economic returns of skills training. is in the central region (8.8 percent). In The rise in the number of young adults Sindh, the highest participation is in the seeking productive employment requires eastern region (6 percent). Balochistan is Pakistan to not just improve its rate of at the bottom, its highest participation be- employment creation, but also invest ing in northern Balochistan (2.6 percent). in improving high quality and produc- For females, the highest participation rates tive job opportunities for its youth.49 are in Gilgit Baltistan (19 percent) followed by north Punjab (10.2 percent).52 Pakistan and TVET: a profile Barriers to effective technical and Treating skills development as a sub-sec- vocational education tor of education and employment in Pa- kistan has compromised its efficacy in training generating productive opportunities for Jawan Ideas the youth. The country currently has just Besides the inadequate numbers and poor over 3,700 technical and vocational in- quality of technical and vocational educa- stitutions of which about 2,600 are pri- tion and training (TVET) in Pakistan, a vate institutions while the rest are public. range of factors further restrict access to To counsel youth as well as Technical education facilities are not TVET and productive employment. Only parents, work with media equitably available to women and rural those with middle or matric level qualifi- and universities to establish dwellers. Female rural dwellers are dou- cation can obtain TVET, creating a major role models and profiles of successful young people in bly disadvantaged. TVET institutions hurdle for the majority that lacks even basic varied professions. (public, private and others) enrol less than education. Technical and vocational skills half a million (0.3) students – 0.2 mil- cannot be developed without strong basic lion males and 0.1 females. Of the prov- knowledge of reading, writing and numer- inces, Balochistan has the fewest TVET acy, necessary for an able labour force.53 institutions – only 135, enrolling around Pakistan’s TVET programmes suffer 3,760 students. Of the regions, FATA from debilitating supply side issues ranging has the fewest TVETs, only 65 with an from a shortage of teachers to inaccessibil- enrolment of about 3,500 students.50 ity of the curriculum as most textbooks are The training and vocational strands in imported and in the English language. The Pakistan include formal systems – poly- institutes follow outdated curricula, with technic, vocational training centres, ap- mainly theory-oriented examination sys- prenticeship schemes – as well as informal – tems. Moreover, there is no effective linkage ‘ustaad-shagird’ (trainer-apprentice).51 The between the skills required by the industries formal institutions produce a minuscule and skills development through TVET.54

64 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 Perception of TVET as ‘second class’ strong TVET opportunities at the second- education ary and post-secondary level compared to Cambodia, Vietnam and Pakistan where Discussions at the National Youth Consul- the emphasis is on expanding general ed- tations 2014-16 reflected the general per- ucation. Countries like Ghana and Sene- ception in Pakistan that technical and vo- gal have incorporated vocational content cational training is a form of “second class” into their general education programmes education compared to formal education to prepare young people for wage employ- and that TVET graduates are somehow less ment or self-employment if they do not “respectable”. Such misperceptions about want to continue schooling.55 Raising the this informal pathway to education and prestige of technical education is another employment lead to few young people be- key point. The greater prestige of tertia- ing motivated to join TVET institutions. ry education as compared to TVET con- The disinclination for technical and vo- tributes to growing youth unemployment. Jawan Ideas cational education contributes to a short- TVET, if done right, has the enormous age of technically qualified and skilled potential to provide Pakistan’s disempow- people to fulfil the demands of industry, ered youth with a second chance (box 3.6). It gives students who are not aca- particularly in the manufacturing sector. Reward students academically with The supply of graduates from the formal demically inclined or have no resources credit hours for running start- education sector far exceeds the absorp- to continue higher education, a chance ups that are part of universities’ tion capacity of the white-collar job mar- for better opportunities in life. After incubation centres to encourage acquiring the necessary tools to be ab- them to focus on practically applying ket, resulting in large-scale unemployment. academic knowledge. sorbed in the work force, they can opt for TVET for ‘a second chance’ further education or continue working.

Pakistan needs to integrate TVET within Non-formal basic education – the general education system to provide including the excluded alternative pathways for youth who feel disenfranchised by the traditional edu- Non-formal basic education (NFBE) cation system and less inclined towards centres provide a second chance for ed- it. There is much to learn from countries ucation to youth who have never gone to like Singapore and Korea that provide school. Such centres can serve help main-

BOX 3.6

Evolution of Asia’s successful skills development systems

It took Korea 40 years to develop a strong, state-led skills training stitute of Technical Education addresses the needs of the lowest 25 system featuring enabling policies for private sector participation to percent of less academically inclined students. The government also train workers. These policies include incentives to companies like set up a vibrant and responsive polytechnic sector to offer indus- exemption from tax levies in return for training workers. The gov- try-relevant and demands-driven programmes that train technolo- ernment also raised the prestige of TVET and built Meister schools, gists to meet the changing workforce needs of industry as it moves where the students were given additional incentives such as free tui- up the value chain. tion and room and board. At least 90.8 percent of the first generation The Singapore government funds and supports employment train- “young Meisters” had jobs lined up before graduating.1 To reduce ing for school graduates and dropouts to continue their education college graduate unemployment, the government introduced a ‘work and training. The government also provides subsidies to cover up to first, study later’ policy including incentives to companies to hire col- 90 percent of the training cost, while the employee pays the remain- lege graduates. der. Like Korea, the Singapore government provides companies with Like Korea, Singapore invests heavily in TVET. Its world class In- incentives to send employees for further training.

Notes 1. McKinsey and Company 2013. Source: : Asian Development Bank 2013a.

Chapter 3 Education for the youth’s human development | 65 stream the uneducated youth into the ing out their lives in illiteracy who need formal education system and continue to be made functionally literate for bet- Jawan Ideas their education at higher levels. NFBE ter human and social development. The programmes primarily target adult learn- cost of neglecting this uneducated youth ers and include basic skills development will manifest in the form of persistent- in reading, writing and numeracy and are ly low human capital and productivity. designed to ensure maximum participation Review and revise curricula and through convenient timings and locations. The way forward teaching methodology every five Despite the recent improvement in access years to keep abreast with modern methods of education, support to NFBE, these programmes are clearly in- This chapter underscores key dimensions entrepreneurship and promote adequate in catering to the millions of un- of the education issues that Pakistan must entrepreneurial values. educated youth in Pakistan and reach only urgently address to leverage schooling as a a miniscule percentage of the population. means of enhancing the productive capac- In 2015, some 0.6 million students in Pa- ity of the country’s youth, leading to jobs kistan were enrolled in NFBE centres run that yield dignity and fulfilment. Despite by over 13,000 basic education community the progress in enrolments, far too many schools (BECS) that mostly employ local children are still out of school. Even worse, female teachers.56 These schools offer stu- most of those who are in school are not dents the opportunity to enter the formal learning what they should be. sector education in grade 6 after pass- The severely compromised quality of ing an examination at the end of grade 5. learning – whether measured in terms of Jawan Ideas Given the sizeable proportion of Paki- literacy and numeracy skills in the formal stani youth receiving education at deeni schooling system, or its vocational and madrassas (religious schools) there is clear- technical versions – leads to large num- ly also a need to tap the potential of these bers of disenfranchised youth. There is less institutions, get them to provide alternative Make stress counseling a money to go around the education system required part of teacher education, and bring their students into as evidenced by supply side issues of the training to enable teachers the mainstream education system through formal education and technical training to help students learn to regulation and oversight (box 3.7).57 deal with stressful situations system. Furthermore, despite the rhetoric, and issues. Results from the National Youth Per- government policies have altered little ex- ception Survey 2015 (figure 3.14) reveal cept to focus on the easier, more measur- a high ratio of youth aspiring for a second able aspects of progress in education, like chance to education. It is these masses liv- increased enrolments. Meanwhile, the demographic shift is in FIGURE 3.14 full swing yielding a tidal wave of young people entering the labour market, lacking A significant portion of young dropouts the tools to engage in the economy and aspire for a second chance to education society. Building on the analysis presented

Male earlier, this section presents key conclu- Female sions about the most urgently needed education reforms.

25-29 • Fix quality to get more children into school, and to get them to stay 20-24

Pakistan has made considerable progress 15-19 in enrolments with provincial public edu- % 0 10 20 30 40 50 60 70 80 cation systems going through a plethora of reforms in the last couple of decades and Source: UNDP estimates based on National Youth Perception Survey 2015. launching enrolment drives to increase the

66 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 BOX 3.7

Mainstreaming madrassas

National Youth Consultations shattered any misconceptions about Consultations 2014-2016 expressed an interest in other careers, madrassa students hailing primarily from the rural poor. Many of the but cultural constraints limit them to teaching in gender-segregated madrassa students at these consultations were from urban areas. schools. What primarily compels parents to send their children to madras- Attempts to reform or mainstream Pakistan’s madrassas have sas is the lack of formal schools in their area, or the low quality of yielded little. Proposals include mandatory registration of madras- education in nearby schools. Families particularly don’t want their sas, adding course offerings in mathematics, science and business girls travelling long distances to school, even when public transport studies to existing curricula, and giving madrassa graduates certifi- is available. They also tend to trust madrassa administrators to take cates of education equivalent to public school after ten years of ed- look after their children. ucation. This equivalence of status and increased knowledge would The mushrooming of madrassas over the years makes them a help students compete for jobs beyond mosques and madrassas. significant entity in the education sector. The number of madrassas, To take the idea further, slots for former madrassa students could under 300 in 1947, was reportedly over 32,270 in 2016, enrolling be allocated in vocational and technical institutes offering more de- over 2.25 million students.1 manding coursework. The madrassa curriculum, Dars-e-Nizamya includes religious and The Youth Parliament Standing Committee on Education and secular subjects. However, most madrassas teach only religious Youth Affair’s report (2014) discusses the Asian Development Bank’s subjects, and focus heavily on memorising Arabic texts (‘Madras- project on Madrassa Education Development in Indonesia, which sa Education: 2014 - Challenges, Reforms and Possibilities’, Youth has successfully integrated its madrassas into the general edu- Parliament Standing Committee on Education and Youth Affairs). cation system. Indonesia’s madrassas come under its Ministry of Their exclusion of basic numeracy, science and geography and focus Religious Affairs and follow the national curriculum and education on rote learning impedes the students’ cognitive development. The standards set by the government. Since these madrassas mostly inculcation of a lack of critical thinking affects madrassa students’ serve disadvantaged communities and attract more female students, capacity to meet the demands of the job market later. the government targets these sections of society through education There have been some attempts towards madrassa reforms but programmes that help promote economic growth and improve civic policies relating to the capacity building of madrassa teachers need knowledge. The madrassas’ syllabus is in line with the needs and de- urgent revision. Most madrassa teachers, with no proper guidance mands of Indonesian Chamber of Commerce and Industry, so their or training, themselves lack critical thinking skills. Their teaching graduates, known to be highly competent, readily find jobs. methodology is mostly a one-way communication with little or no Without serious reforms in Pakistan, madrassa students will re- interactivity, a key component of learning. main largely unemployable particularly in the urban markets where Madrassa graduates have few job alternatives. Some serve as the services sector is emerging as a major employer. A balanced clerics in local mosques while others impart religious education pri- curriculum with a blend of religious and scientific knowledge is nec- vately or at schools or other madrassas. The internet has broadened essary to enable madrassa students to pursue higher education and the teaching scope for them, and some now teach the Quran on- become productive citizens. line. Female madrassa students participating in the National Youth

Notes 1. Government of Pakistan 2016b. Source: : ADB 2015; Afzal 2015. number of school-going children. Provin- and cultural factors limiting girls’ educa- cial governments have increased teach- tion. What gets overlooked is the lack of er salaries, improved infrastructure, and quality that reduces enrolments and im- increased focus on monitoring teachers. pacts drop-out rates. Poor learning quality They are making teacher recruitment more at the primary level leads to a high percent- Jawan Ideas transparent, and spending more on teacher age of youth failing in matric examina- training. However, the country is still far tions. What’s needed then, is investment in from achieving universal enrolment.58 quality, not merely quantity of education. Well-known factors behind the high per- Merely getting children to school is not Provide summer internships to centage of out-of-school children include: enough. Providing them quality education student entrepreneurs. too few schools, distance to school, finan- relevant to the labour market skills is what cial difficulties (leading to child labour), will ensure high returns to investment in

Chapter 3 Education for the youth’s human development | 67 education.59 (PEEF) that provides government support It is thus essential to revisit the curricu- and scholarships to students who do well lum to improve the relevance of what is be- in at the matriculation/intermediate level ing taught, as well as reform the system of but do not have the resources to continue high stake examinations where the primary their education. incentive of teachers and students is teach- Such programmes need to be scaled up Jawan Ideas ing and learning to the test, respectively. and replicated in other provinces to help This undermines the potential benefits of the uneducated youth break out of the education and produces graduates unable vicious circle of unemployment and low to adapt to a rapidly changing labour mar- paying jobs. In addition, Pakistan needs ket. Hold business idea competitions at to harness the potential of internet to in- HEIs in partnership with business crease access to education (expert opinion: incubation facilities. Applicants • Government programmes must Dr. Taimur Rahman). Pakistan’s educa- with winning ideas gain priority tional and vocational training institutions admission; discuss the other provide ‘second chances’ for youth ideas in post-event seminars with and programmes must also find ways to ca- recommendations for improvement. Of the millions who never went to school ter to this category of youth.61 or dropped out, many later aspire for a second chance at education. Government pol- • Increase resource allocations and icy and finance focus on increasing enrol- utilize resource more efficiently ment rates but neglect the school dropouts and youth who want to re-enter the edu- Pakistan must increase both the size of the cation space. A few non-formal education envelope for education spending, and uti- models that allow children to return are lise money more effectively. It must also in- miniscule and lack substantial government crease spending on primary and secondary support.60 A successful model in this area education to improve equity, and intro- is the Punjab Education Endowment Fund duce targeted scholarships at the tertiary

EXPERT OPINION Dr. Taimur Rahman Converting the internet’s potential into reality

With nearly 3.7 billion internet users in the world today, 49.6 percent form of communicating information. The university’s greatest weak- of the global population now has access to the internet.1 Pakistan ness is arguably not resources but how it has failed to take advantage has over 35.8 million internet users – around one-fifth of the coun- of the nature of this new medium. In fact, the great advantage of the try’s adult population – and ranks 69th in the world in terms of its internet is precisely that a user requires only a virtual infrastructure. internet use amongst 100 countries.2 Most of Pakistan’s population Pakistan needs new, creative and revolutionary policies to realise is expected to have access to the internet within a decade. The trans- the positive potential of internet, especially in the field of education. formation is already underway – some 76 percent of Pakistan’s pop- In this regard, policy makers need to recognise that any initiative that ulation already has mobile phone access.3 These trends suggest that is primarily market-driven will be limited by a focus on costs and audio-visual and text material provided through cell phones will soon monetary advantages at the expense of more holistic development. directly reach three-fourths of the population. It is also important to recognise that technology is not the enemy Aiming to harness new technologies for education, the Pakistan but a great opportunity. At the end of the day the internet makes it government established the Virtual University (VU). However, the possible to reach millions of people. To engage people in a mean- tremendous potential of this poorly thought out project remains ingful way and to participate in the process of knowledge sharing un-realised. The most powerful facet of this new technology is its and creation depends not on the technology but on how it is utilised. value as a multi-media instrument but VU’s effort is restricted to Pakistan’s education policy makers must think more deeply about monologues like one-way lectures – the oldest and most primitive this area to convert the potential into reality.

Notes 1. Internet World Stats 2017. 2. Freedom House 2016. 3. Gallup 2015. Dr. Taimur Rehman is assistant professor of political science, LUMS. Extract from “The Internet, Youth and Education in Pakistan: An Ap- praisal and Plan for the Future”, background paper for the Pakistan NHDR 2017.

68 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 level. creased from 20 to 24 percent.62 Many of Jawan Ideas these schools charge relatively low fees but • Integrate technical and vocational may not be registered with the government education at secondary level, and remain unregulated.63 In the absence add subjects that equip students of a strong state-led and state-implemented with more employable skills regulatory framework for private schools, Focus on teacher education with updated methodology and this may even backfire by churning out techniques of “learning to learn” to Rather than working in silos, government more “educated illiterates”. ASER reports develop learner autonomy and deter programmes targeting education should in- show that children in low-cost private students from rote-learning. tegrate various forms of education, includ- schools on average do not learn any better ing technical, at the secondary level. This than their public school counterparts. would enable youth who feel estranged Improving access to education through from formal education to enter a ready public-private partnerships based on the stream of skills training. Government and Punjab Education Foundation model civil society must also work to change the would be a viable option to improve en- negative perceptions about technical and rolments. However, to reach and maintain vocational education, particularly for the the goal of quality education, it is essential youth. Changing the culture about how for the state to be involved in regulation society perceives the value of technical and and monitoring (expert opinion: Dr. Baela vocational education is necessary to draw Raza). more youth into these programmes, as a In sum, it is all too evident that while Jawan Ideas viable means of acquiring labour market recognising and tackling Pakistan’s poor skills. education system, the focus has been disproportionately on the quantity of educa- • The state has to be involved in tion at the expense of quantity. Today, with Create a high-profile national regulating and monitoring the number of educational institutes on commission for curriculum and education the rise and an almost universal acceptance textbook reform with mandate to rid of the need for at least basic education, curricula of all ideological content and focus solely on academic rigor The poor quality of government schools including for girls even in the most tradi- and relevance. coupled with the increasing demand for tional communities, there is an urgency to education has led to a spike in private ed- improve the quality of education. ucation in Pakistan. Between 2013 and Moving towards the Sustainable De- 2014, the proportion of children enrolled velopment Goals of 2030, which include in private schools across the country in- quality as a key theme (Target 4), Paki-

EXPERT OPINION Dr. Baela Raza Human development and youth in the context of public private partnerships in Pakistan

Policy makers often see public private partnership (PPP) arrange- The resultant PPPs are innovative, leveraging unique forms of ments, in which the private sector performs partially or traditionally energy to create social capital, spur promising trends developing public activities, as a panacea for bridging governance and resource active citizens, young leaders and practitioners in interactive learn- gaps in developing and developed countries. Since 2000, Pakistan’s ing, and social mobilisation at multiple levels. These youth leaders government has embraced PPPs in a range of sectors, including ed- work on the ground, with evidence and energy, mobilising schools, ucation, to bridge resource and management constraints. PPPs have universities, teachers and students to help transform classrooms, been formalised in national and provincial policies and frameworks institutions, attitudes, approaches to learning, and mindsets. Sever- against the backdrop of a perforated, exclusionary education system. al NGOs, international organisations and semi-autonomous bodies The shifting position of Pakistan’s public sector from being the have established successful PPP models to improve Pakistan’s edu- sole provider, financier and manager, to a financier, enabler and regu- cation landscape with and through the youth. The work undertaken lator has created new spaces for the youth to innovate, both formally by youth-driven PPPs has had an impressive impact on communi- and informally. The youth’s growing potential to act as partners and ties, children, youth and key education indicators. innovators in experiments of active citizenship offers a way forward. In the education sector, youth-led groups have created niches of

Chapter 3 Education for the youth’s human development | 69 EXPERT OPINION Dr. Baela Raza Human development and youth in the context of public private partnerships in Pakistan

engagement ranging from intensive small-scale work (Teach for Pa- provements. kistan) to large scale nationwide efforts for accountability, like the The tremendous potential of PPPs in Pakistan’s education sector Annual Status of Education Report (ASER), and popularising tech- can only be sustained through government effort and two-way part- nologies in learning (iEARN, TeleTaleem). Large NGOs such as Idara- nerships involving resource sharing between the public and private e-Taleem-o-Aagahi (ITA), Society for Community Strengthening and sector. Initiatives and reforms must be backed by concrete, timely Promotion of Education, Balochistan (SCSPEB), the CARE Founda- and legal resource transfers. tion, National Rural Support Programme (NRSP) and International On the plus side, the range of programmes spearheaded by youth- Rescue Committee (IRC) work with models of school improvement led PPPs offers immense potential for synergy. The post-2015 glob- primarily in public sector schools. al development agenda under the Sustainable Development Goals Others focus on school improvement and Information Commu- (SDGs) 2030 also offers strategic spaces for lively youth engagement nication and Technology (ICT) based partnerships through active in education from the primary to tertiary levels, as well as obtaining participation in schools, digital learning, and popularising the idea of decent work and vocational training. In this context, the government learning as a right. These initiatives include incubators supported by of Pakistan needs to actively explore youth-engaged PPPs across all Ilm Ideas, the British Council’s Active Citizens programme, Right to sub-sectors of education to meet targets related to poverty reduc- Play, Teach for Pakistan and Aman Sports. tion, education and learning, health, nutrition, gender, environment, Virtually all PPPs in Pakistan’s education sector are voluntary climate change, urbanisation and social justice. and mobilised through philanthropy, corporate entities and donors. Providing enabling conditions to the youth will allow them to ac- Sharing core resources with private partners to meet common goals, tively be accelerators of reform. Streamlining the role of partners rarely do they involve the public sector. Moreover, the state having (private sector, philanthropists, communities and civil society organ- shifted from being the sole provider to a financier and facilitator isations) will facilitate the deliverance of non-state provided public through PPPs, has been reluctant to take on the role of regulator. goods, as well as the partners’ direct support to public sector facil- The downside of this arrangement is that relying on private partners ities. to generate resources is not part of a long-term and sustained strat- Such measures will enable formal youth-driven partnerships to egy. Private resources, projects or donations typically fizzle out at embody a new, sustainable social contract between youth and the some point, leaving the initiative with no support. This contributes state, reaping the youth dividend for Pakistan’s human development to a rising cynicism among the youth about the sustainability of im- and wellbeing.

Dr. Baela Jamil Raza is director of programmes at Idara-e-Taleem-o-Aagahi. Extract from “Human Development and Youth in the Context of Educational Public-Private Partnerships in Pakistan”, background paper for Pakistan NHDR 2017.

stan must boost efforts to improve edu- the kind of education that enables them to cation quality. This is necessary not just thrive in start-ups and other entrepreneur- for individual self-fulfilment but ties in ial ventures. critically to better quality employment. As Quality is thus a key dimension of prog- the following chapter makes clear, good ress, and something that Pakistan needs to quality education develops the traits that focus on across the board, particularly in foster the eco-system of entrepreneurship education which is the first and most basic and the provision of quality jobs Pakistan building block of a dynamic, forward-look- needs. Employers need candidates with ing society.

70 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 4

Youth employment and human development

Sikh, Christian, and Hindu community, Peshawar “My young friends, I look forward to you as the real makers of Pakistan, do not be exploited and do not be misled. Create amongst yourselves complete unity and solidarity. Set an example of what youth can do. Your main occupation should be in fairness to yourself, to your parents, in fairness to the State, to devote your attention to your studies”

- Muhammad Ali Jinnah

72 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 CHAPTER 4 Youth employment and human development

“My biggest reward is really when I see the women growing through this, when I see them not only gaining not only financial advantages from being part of Popinjay, but the dignity and pride they feel to be part of this initiative”, says young entrepreneur Saba Gul. Her venture features high-end hand-made, hand-embroidered handbags that have been making waves in the fashion world since she launched the non-profit Bliss in 2011. In 2013, she began rebranding Bliss as a for-profit company, learning to build reports for investors, negotiating terms for the company’s financials, and hiring staff suitable for a fashion label to manage production, marketing, sales and product design. In seven weeks of sales after the launch of its first line in October 2013, the company’s revenue was equal to an entire year's revenue as Bliss. Popinjay now employs 150 women who earn two to three times what they were making at the non-profit. Working three hours a day, they still earn half of what their husbands do working full time.1

A clear relationship cioeconomic development. Youth employment in turn determines income levels and directly impacts the youth’s ability to help The human development paradigm seeks their families escape from poverty, defeat to deliver a world where all members of so- cycles of inequality and improve standards ciety are able to not only achieve basic hu- of living. At a macro level, greater youth man rights such as access to health and ed- engagement in the workforce results in a ucation, but also expand their abilities and better chance at creating a globally com- be creative including in how they improve petitive labour force, participation in value their lives and livelihoods. Employment added production, and more opportunities enables individuals to utilise their mental for innovation and knowledge creation. All Jawan Ideas and physical energies for economic gains. this leads to virtuous cycles of increased It also indirectly leads to social gains when output for enhanced development – that individuals can realise their potential and is, beneficial cycles or chains of actions or be affirmed as human beings, when their events, each positively affecting the next. work is acknowledged and appreciated. Providing the youth with equitable op- With different HEIs at different stages of entrepreneurship, The worst forms of employment negatively portunities to engage with the economic education and incubation, HEC/ affect workers’ physical and mental health, activities of their choice is thus a central ORIC should facilitate knowledge yield no social benefits and hold back hu- element of the relationship between em- transfer between HEIs so beginners can benefit from man development (box 4.1). ployment and youth human development. the experiences of successful Advocating a human development ap- Conversely, there are adverse implica- entrepreneurs. proach for the youth demands a critical tions when the youth remain unemployed evaluation of how the youth of a nation or are unable to access income generat- function in their milieu. This approach ing activities. Under-utilisation of human also requires developing an enabling envi- capital resources, low skilled labour and ronment that provides opportunities for unfavourable investment climate stunt a economic and social growth. nation’s economic development. Social Employment and income generation marginalisation and inability to obtain play a critical role in driving the youth’s so- employment exacerbate violence, insecuri-

Chapter 4 Education for the youth’s human development | 73 BOX 4.1

Work and human development

Employment is necessary for economic returns, but non-economic and happiness. It also affects labour market indicators with a decline returns are essential for human development which in turn produces in labour force participation and rise in unemployment. conditions that enhance economic productivity. Policy must there- Workers’ satisfaction increases when they receive their due rights fore consider economic value and non-economic conditions holisti- both in economic and non-economic terms, with their worth and cally rather than in isolation or separately from each other. contribution to society acknowledged and respected. Societal recog- At its best, employment can create the non-economic value of nition and respect of work need to be beyond paid work, to include broadening the landscape of choices, starting from the kind of work caregiving and domestic work that are performed mostly by women. an individual wants or does not want to engage in. Employment con- Society hugely undervalues voluntary work and caregiving, both of tributes to human development when society and environment equi- which create a sense of belonging and social cohesion and provide tably provide opportunities to all individuals to engage with the work intrinsic satisfaction and happiness. they want, and if there is good quality work available. Happy, satisfied workers enhance productivity which is critical for Quantitative indicators of employment like participation and unem- economic growth. This raises a country’s economic profile, improves ployment rates are of course important. Beyond that, it is qualitative quality of employment, and creates more employment opportunities. indicators that establish the relationship between employment and All these factors trigger higher labour force participation, which is human development. These qualitative indicators include minimum currently low in Pakistan especially among women. standards in wages, social security system, job security and skills In sum, employment, a necessary condition for human develop- development opportunities. Worker satisfaction and ability to raise ment, by itself is not enough. Work quality and conditions are equally their voice and participate in forums like trade and labour unions lead important. The human development side of employment is therefore to higher standards of human development. Higher work standards essential, especially to convert Pakistan’s youth bulge into a demo- yield higher rates of human development. Discrimination, coercion graphic dividend. and violence at the workplace weakens and reduces life satisfaction

Source: UNDP 2015a.

ty and crime. What constitutes decent work further While there is a clear relationship be- emerges in many of the other 16 goals.3 tween employment and human develop- With the youth as a commonly disadvan- ment, the type of work and the conditions taged population subgroup, policies need under which work is performed ultimately to specifically enhance the quality charac- determine the pace and character of this teristics of employment, and promote fair development. In other words, the quality of access and equity across region, gender and income generating activities is paramount social class. Jawan Ideas to defining the trajectory of economic and social development that a nation’s youth will follow. There is now an unprecedented Dimensions of youth demand to push for quality or decent work employment for all, broadly summarised by the ILO as Universities should encourage work that is: Actively engaging the youth in productive students to work on campus. work not only improves wellbeing at the Opportunities for meaningful student productive and delivers a fair income, employment in libraries, cafeteria, security in the workplace and social pro- individual level, but also benefits national services, etc. should be created to tection for families, better prospects for level outcomes. As a country experiencing develop a strong work ethic amongst personal development and social integra- a youth bulge with approximately 54.4 mil- the young. tion, freedom for people to express their lion individuals (around 29 percent of the concerns, organize and participate in the population) between the ages of 15 and 29, decisions that affect their lives and equal- Pakistan faces both challenges and oppor- ity of opportunity and treatment for all tunities in terms of youth employment – women and men.2 that is, the percentage of workers aged 15 Goal 8 of the 2030 Sustainable Devel- to 29 years who are either self-employed opment Goals also emphasises “produc- or receive some form of remuneration for tive employment and decent work for all”. their work – the number of young indi-

74 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 viduals without work who are looking for FIGURE 4.1 employment. Youth between 15-29 years make up 41.6 Youth unemployment rates in Pakistan - 00-0 percent of Pakistan’s total labour force Unemployment Rate (between 15-64 years).5 Youth unemploy- (%) ment, declining before 2007, has witnessed 12 a sharp rise: 6.5 percent in 2007 compared 10 to 9.1 percent in 2015, although still lower than in 2004 (figure 4.1). Youth also tradi- 8 tionally experience lower employment and 6 higher unemployment rates than the overall workforce. Additionally, there is a wide 4 gender gap: the unemployment rates of 2 young females are substantially lower than 0 their male counterparts. 2004 2006 2007 2008 2009 2010 2011 2013 2015

It is important to evaluate unemploy- Source: UNDP calculations based on mutliple rounds of Labour Force Survey. ment and participation levels to determine the scale of youth disengagement from work, and to identify the sectors, regions FIGURE 4.2 and causes for unemployment. These mea- Regional comparison of unemployement rates amongst youth ( - years) sures can facilitate targeted policy responses. Sudan According to estimates by ILO, unem- Turkey ployment between the ages of 15 and 24 Sri Lanka in Pakistan is 10.8 percent. This is higher Pakistan Total Male Nepal than other countries in the region, like In- Female dia, Bangladesh and Nepal although better Malaysia than Sri Lanka (figure 4.2). Kenya Pakistan’s sluggish growth rate of em- India ployment generation aggravates the situa- Bangladesh tion, putting the youth at a significant dis- Afghanistan advantage at the beginning of their careers. (%) 0 5 10 15 20 25 30 35 Graphically illustrating unemployment Unemployment Rate rates by age cohorts reveals a “U” shape, Source: ILO 2016f. demonstrating how the youth experience higher joblessness in the country compared to older people (figure 4.3). FIGURE 4.3 Almost 4 million youth attain working Unemployment rates across age groups age every year in Pakistan.6 This, coupled Unemployment Rate with a steady youth labour force participa- (%) tion rate, lends a sense of urgency to en- 18 abling the labour market to absorb these 16 14 Female new entrants (box 4.2). In terms of human 12 10 development, failure to productively en- Male gage a substantial proportion of a nation’s 8 6 youth leads to various negative socio-eco- 4 nomic spill-overs. 2 The multifaceted youth employment is- 0

sues in the heterogeneous economic and 15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 cultural environment of Pakistan require area and gender specific strategies. In fact, Source: UNDP calculations based on Labour Force Survey 2014/15.

Chapter 4 Education for the youth’s human development | 75 BOX 4.2

Additional employment opportunities to match the youth bulge The number of individuals who attain working age every year in Paki- average every year for the next 5 years (figure 4.4). stan is expected to rise from the current 4 million to around 5 million Job creation has been relatively fast in Pakistan. A coherent strat- by 2035. A growth in employment creation is necessary to match the egy adopted at the provincial and then district level across multiple unprecedented number of young people entering the working age. sectors with clear annual targets can help generate 0.9 million jobs a Current labour force participation and unemployment rates suggest year. The challenge lies in creating jobs that also ensure better living that Pakistan’s working age population includes around 3.5 million standards. Expanding the formal sector, supporting entrepreneur- unemployed individuals. An additional 1.4 million or more people of ship, building the human capital of youth and active labour market working age will join the labour force every year for the next 5 years. policies are key instruments to ensure that the required growth is At the current participation and unemployment levels and consid- inclusive and sustainable (box 4.3; box 4.4). ering the number of retirees, Pakistan needs to create 4.5 million There is a trade-off between creating limited work opportunities jobs over the next 5 years (0.9 million jobs annually). Meanwhile, that are high in quality and offering a larger number of jobs that do the gradual increase in labour force participation rates means added not meet quality conditions. This is a contentious debate. Focusing pressure on the labour market with increased demand for employ- solely on quality and not on creating enough jobs will be equally ment opportunities. If the labour force participation rate increases problematic. Failure to create additional employment opportunities to 66.7 percent, Pakistan will need an additional 1.3 million jobs on can lead to 43 million people being unemployed by 2050.

BOX 4.3

Where will 0.9 million jobs come from? The caseload for Pakistan to create additional jobs is unprecedented. promoted with a clear policy direction for employment generation. According to estimates, the country needs to generate 0.9 million Sub-sectors of this industry, finance and insurance services, jobs every year for the next 30 years, without interruption, even to contribute just under 2 percent to Pakistan’s employment, while in- maintain unemployment at the current levels. It is also clear that the formation and communication contribute less than half a percent. country’s few urban centres, or any one sector of the economy, can- Increasing economic activities and improving access to finance and not create all these jobs. Every sector of the economy and every city, technology will spur significant growth and employment creation in town and village will have to contribute to employment generation to these sectors. meet the target. Overall, with the rapidly growing services sector becoming a major The agricultural sector, constituting Pakistan’s main source of source of jobs in the country, Pakistan must ensure that this sector employment (42.3 percent), has immense potential for employment provides the young with a chance at long-term career progression. generation at both the farm and non-farm levels.1 However, suffering The China Pakistan Economic Corridor (CPEC), constructing new from declining shares in the national GDP and low productivity, this roads and improving current road and rail networks to connect ma- sector will require the right set of investments and policy reforms jor regional markets with Pakistan’s seaports, can also generate sig- to improve. Apart from reforms in the traditional farming sector, ru- nificant employment in the medium and long term through hotels, ral enterprise development has significant potential for employment restaurants, trade and transportation (box 4.4). generation. Within the agriculture, manufacturing and services sectors, there Another key sector of Pakistan’s economy, manufacturing, cur- is a huge potential to generate employment on a sustainable basis. rently absorbs around 15.3 percent of the total employed labour The key to realising this potential is initiating a strategy to create force despite being hindered by energy shortages and the poor law employment at the national level, all the way to the provincial and and order situation.2 Although the situation is improving, policy district levels, in multiple sectors with clear annual targets. needs to increase focus on small and medium manufacturing units Currently, key government documents like the Economic Sur- with the potential to create more and better employment opportuni- vey and the annual budget do not specifically discuss employment ties in the relatively short term. generation. Given the youth bulge and the urgent need to engage The services industry, currently employing 42.4 percent of Paki- young people in economic activities, all planning in Pakistan around stan’s total employed labour force, is another important sector with development expenditure must consistently focus on employment great untapped potential.3 Here too, some sub-sectors function at a generation for the next 35 years. far lower rate than their capacity. The hospitality sector – accommo- Developing a clear strategy focused on employment generation dation and food – which is directly linked to tourism, accounts for and implementation is the first step in the necessary task of creating only 1.6 percent of the country’s total employment. This sector can 0.9 million jobs a year in this country of close to 200 million people. contribute significantly to employment generation if supported and

Notes 1 Government of Pakistan 2015c. 2. Government of Pakistan 2015c 3. Government of Pakistan 2015c.

76 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 FIGURE 4.4

Number of additional jobs reuired under different labour force participation rates (0-0)

Number of jobs (Million)

Gradual decrease in unemployment 45 to 5% & increase in LFPR to 66.6%

Current unemployment & gradual 40 increase in LFPR to 66.66%

35 MORE THAN 21.4 MILLION ADDITIONAL JOBS NEED TO BE CREATED BY 2030 30

MORE THAN 21.1 MILLION 25 ADDITIONAL JOBS NEED TO BE CREATED BY 2030 Current LFPR & gradual decrease in unemployment to 5% 20 Current LFPR 53.2% & current unemployment 5.8% 15 MORE THAN 13.6 MILLION ADDITIONAL JOBS NEED TO BE CREATED BY 2030 10 MORE THAN 13.3 MILLION ADDITIONAL JOBS NEED TO BE CREATED BY 2030 5

0 2020 2025 2030 2035 2040 2045 2050

Source: UNDP calculations based on Labour Force Survey 2014/15 and Population projections from UNDESA 2015. a vital aspect of Pakistan’s youth employ- the workforce. The labour force participa- ment narrative lies in identifying the scale tion of uneducated women is in fact high- and nature of young women’s participa- er across all age groups compared to those tion in income generating activities. Data with secondary and higher secondary edu- trends suggest that female workers are cation; only women with above higher sec- consistently at a disadvantage compared to ondary education supersede these groups their male counterparts. They have lower (figure 4.6). participation rates, and if in work, are ex- Labour market studies focusing on posed to considerably poorer working con- South Asia highlight household duties as ditions. a major hindrance for young women, pre- Empowering women through employ- venting them from entering or staying in Number of additional ment is essential to improve human devel- the labour force. In Pakistan too, women opment outcomes. Numerous studies have face a trade-off between household work jobs required under Jawan Ideas recorded the socioeconomic benefits of and paid employment, as they tend to take educated and healthy women. Empowered on a disproportionately higher share of do- different labour force women are more likely to invest in their mestic responsibilities. An estimated 88.2 children’s health and education. Women’s percent of women are involved in house- access to quality work can play a signifi- hold and non-paid work compared to 30.5 participation rates Any award of mega projects should cant role in triggering these virtuous cycles percent of men.12 This imbalance in house- include a requirement to train and of improved human development. hold responsibilities increases the oppor- employ a significant percentage of (2015-2045) local workers. A major challenge for Pakistan’s young tunity cost of paid employment for women women remains the expectation to com- and is one of the major reasons keeping bine household duties with work outside them out of the labour force. A significant the home. Additionally, there is a low share of women’s daily activity also remains monetary value attached to women’s eco- un-acknowledged and unaccounted for in nomic outputs.7 In fact the proportion of national level statistics. young Pakistani women who are not in employment, education or training (NEET), FIGURE 4.5 at over 65 percent, is one of the highest Young women participate at a much lower NEET rates amongst developing coun- rate than young men in the labour market

tries.8 Adjusted labour force Pakistan also has the lowest female la- participation rates* bour force participation rates in South (%) 100 Asia across all age groups.9 Although the Male adjusted LFPR for young females has im- 90 proved, particularly since the year 2004, 80

the gender gap remains largely unchanged. 70 In 2015, the adjusted LFPR for young 60 women was 28.7 percent. The same in- Total dicator was around 97.2 percent for men 50 (figure 4.5).10 These adjusted LFPR trends 40 may seem ironic given Pakistan’s signif- 30 Female icant improvement in female education 20 attainment. A sharp rise in education, particularly at the secondary level, has led to 10 young girls rapidly catching up to their 0 2004 2006 2007 2008 2009 2010 2011 2013 2015 male counterparts.11 However, greater enrolment of young women in higher lev- See Endnote 13. el education clearly does not necessarily Source: UNDP calculations based on mutliple rounds of Labour Force Survey. translate into their greater participation in

78 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 It is therefore clear that policy needs to FIGURE 4.6 push for advocating greater acknowledge- Adjusted labour force participation by education attainment across age ment of the social and economic value of groups among young women household work. From a human develop- (%) ment perspective, the purpose of employ- 60 ment goes beyond being a means of only 50 income generation. Work should also allow Above Higher Secondary education women a sense of dignity and achievement 40 as equal contributors to national output. No formal education 30 Where women do work outside the Below secondary level home, they are more vulnerable to ha- 20 rassment during the commute and at the 10 workplace. They also face other difficulties Secondary and Higher secondary education in a highly volatile security environment 0 and are exposed to long working hours 15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 with informal employment agreements.13 See Endnote 13. A higher participation rate for unlettered Source: UNDP calculations based on Labour Force Survey 2014/15. women also explains the nature of local employment opportunities. Over the past becomes saturated, there is greater need to decade, the higher LFPR for young women generate urban employment. in rural areas compared to women in ur- Regional variations in unemployment ban areas indicates that significantly more rates also reinforce the need to create equi- women in rural areas are willing to join table access to quality work (figure 4.8). In the labour force compared to their urban Khyber Pakhtunkhwa for instance, 28 per- counterparts. This gap that is widening. It cent of females and 8.5 percent of males are bears pointing out that a rise in rural LFPR unemployed, with young women particu- coupled with stagnant urban participation larly disadvantaged by stringent cultural rates contributes to the growing diver- and security constraints. Provincial dis- gence in urban-rural female participation parities in employment can both reinforce rates (figure 4.7). youth disengagement and trigger internal In fact, urban men and women across migration between provinces. Jawan Ideas all age groups in Pakistan face higher un- FIGURE 4.7 employment rates. This is worsened by ivergence in urban-rural female the phenomenon of individuals with poor participation rates continues due to stagnant quality education or no education con- urban rates and increasing rural rates Make it mandatory for workplaces tinuing to migrate to urban areas in search (%) with working mothers to provide of better earning opportunities. This leads 35 childcare spaces and support. to a Catch-22 situation in which urban areas, unable to create jobs to absorb the 30 Rural incoming unskilled and uneducated labour 25 from rural areas, continue to face higher 20 unemployment. 15 Despite having fewer opportunities for Urban growth, the largely agriculture based ru- 10 ral areas absorb more uneducated and un- 5 skilled workers. The rural sector currently 0 employs more than half (around 53 per- 2004 2006 2007 2008 2009 2010 2011 2013 2015 cent) of Pakistan’s young adults.14 This figure is changing with the rise in the youth Source: UNDP calculations based on mutliple rounds of Labour population. As the rural labour market Force Survey.

Chapter 4 Education for the youth’s human development | 79 FIGURE 4.8 Delivering quality employment There are significant provincial disparities in unemployment rates A significant part of the discourse around Unemployment Rate youth employment in Pakistan focuses on (%) 30 the urgency of creating jobs for around 4 million young adults who enter the work- 25 ing age population every year.15 With Pa- 20 kistan’s demographic shift triggered by its current youth bulge, the economy is strug- 15 Female gling to create enough jobs to absorb these 10 Total new entrants. In this scenario, focus on tra- Male 5 ditional markers like unemployment and LFPR rates should not be at the expense 0 of the equally critical areas of the nature Balochistan KP Punjab Sindh Pakistan and quality of economic engagement for

Source: UNDP calculations based on Labour Force Survey 2014/15. the youth. Pakistan can develop better employment The increasing number of individu- policies by understanding a breakdown of als traveling to urban areas to find work various factors, such as the proportion of makes it imperative to enable urban areas workers in informal and vulnerable em- to absorb the incoming labour. Pakistan ployment, average daily working hours and is already struggling to overcome urban stability of income levels, and what keeps sprawl and the growing slums across its people out of the labour force. Vulnerable cities. Here, livelihoods are considerably employment for instance is more apparent Jawan Ideas threatened by high poverty rates, hazard- where individuals are self-employed, en- ous environmental conditions and the pre- gaged in unpaid work and/or caregiving dominance of vulnerable work. Rural areas tasks. Similarly, reasons for being out of need similar attention, along with explor- the labour force can vary from temporary ing ways to expand labour productivity in Parliament must discuss and unemployment to worker de-motivation approve ILO Protocol 2014 to the agriculture. Policy makers also need to ex- or even being involved in work that official Forced Labour Convention of 1930, plore the employment generation potential surveys don’t account for.16 which Pakistan has not yet ratified. in high-value sectors like dairy, textile and Casualization of the labour force in Pa- other agri-businesses. Creating opportuni- kistan is a defining characteristic of youth ties in these sectors will increase rural ar- employment. Casual work typically in- eas’ capacity to absorb unemployed labour. volves casual paid employees, piece-rate BOX 4.4

The China-Pakistan Economic Corridor – an opportunity for employment The China Pakistan Economic Corridor (CPEC) is generation strategy is developed. While there are one of the six economic corridors initiated under concerns about CPEC-related jobs being limited China’s One Belt One Road development enter- to short-term infrastructure work and not hiring prise. The project provides a significant oppor- enough locals, several services related sectors tunity in connecting Pakistan to regional and in- could be leveraged for expanding quality work. ternational markets through the construction and The hotel and tourism industry, transportation and renovation of road, rail and seaport networks. The related services, financial and banking services incoming Chinese expertise also offers Pakistan a are all potential areas to look towards. chance to expand its human capital through tacit While it is unclear how many jobs CPEC will knowledge-sharing initiatives. create, the project has the potential to impact em- CPEC has the potential to create a noteworthy ployment, particularly by increasing the mobility number of jobs in a variety of industries from Gil- of Pakistan’s youth within the country and to re- git Baltistan in the northeast to coastal districts in gionally proximate areas in search of quality work. the southwest, provided a clear-cut employment

80 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 pay, and paid non-family apprentice.17 FIGURE 4.9 Around one-fourth of the employed youth are engaged in casual work. The trend has Unpaid family workers outnumber paid employees remained constant over time (figure 4.9). Percentage Studies show that worker motivation is of total employed youth key to enhancing productivity – output 45 rises especially when individuals feel their 40 work is important and they are account- Unpaid family workers able in terms of delivering results.18 Yet the 35 highest proportion of young workers in Pa- kistan is reported to be associated with un- 30 paid family work, making no tangible con- Self employed 25 tribution to household income. This trend Casual has improved since 2009 but the share of youth involved in unpaid family work is 20 still high, at 33.9 percent. Altogether, casu- Employer/Regular employee 15 al labour and unpaid family work account for more than half of total youth employed 10 (figure 4.9). The provinces reflect similar trends of 5 casualization of labour force, with minor regional variations. Less than one-fifth of 0 the young workers in all the provinces have 2004 2006 2007 2008 2009 2010 2011 2013 2015 regular employment, with a majority work- Source: UNDP calculaitons based on mutliple rounds of Labour Force Survey. ing as self-employed, unpaid family workers and casual labour (figure 4.10). as the key reason for dissatisfaction, while Employment figures can therefore be for 94 percent the main reason was a lack misleading if phenomena like casualiza- of choice in employment.19 tion are not considered, undermining the Young workers in rural areas are even impact of job creation on human develop- worse off, with the share of casual em- ment outcomes. In fact, if employment is ployed and unpaid family work higher both a means and an end to enjoying ba- than the national average.20 The high em- sic freedoms such as the ability to choose ployment sectors in rural areas – the agri- source of income, Pakistan’s youth do not culture sector and the non-farming sector fare too well. Here, employment choices – both offer little prospect for upward so- are led by the fight for survival rather than cial and economic mobility. Most workers expanding personal development. The in these sectors are either low skilled, low National Youth Perception Survey 2015 paid labourers working on their own, with- reveals that 88 percent of young workers out any employees, or self-employed. feel they had no choice in the type of work Among the youth, women are the hard- they do and must accept whatever is avail- est hit in terms of accessing quality work. able. Similarly, 76 percent of the employed An astounding 72 percent of women con- youth said they started a job because they tinue to stay in low quality employment could no longer afford to remain unem- – mostly high-risk, low-quality economic ployed. A remarkable 32 percent asserted sectors like agriculture, fishing, manufac- that they had to give up their education turing and retail sectors – compared to 53 and take up employment for financial rea- percent of men.21 More than 7 out of 10 sons. Additionally, a significant propor- agriculture workers are women.22 The pre- tion of young workers, around 21 percent, cariousness of women agricultural work- felt dissatisfied with the kind of jobs they ers’ lives is further compounded by their obtained. More than half cited low wages heavy dependence on seasonal variations

Chapter 4 Education for the youth’s human development | 81 FIGURE 4.10

Major proportion of youth in all provinces are engaged in low uality work

Unpaid family workers Casual workers Self employed Regular employed

70 70 BALOCHISTAN KHYBER PAKHTUNKHWA 60 60

50 50

40 40

30 30

20 20

10 10

70 70 PUNJAB SINDH 60 60

50 50

40 40

30 30

20 20

10 10 2004 2006 2007 2008 2009 2010 2011 2013 2015 2004 2006 2007 2008 2009 2010 2011 2013 2015

Source: UNDP calculations based on mutliple rounds of Labour Force Survey.

and hazardous working conditions.23 The that will improve the infrastructure and fa- agricultural sector is also one of the lowest cilities available for women at work and re- paid in Pakistan.24 duce transaction costs associated with em- In addition to the economic and social ployment. Additionally, men and women consequences of working in vulnerable alike need to be convinced about the eco- jobs, low quality employment also affects nomic value of having empowered women Jawan Ideas women’s decision to enter the labour force in the family, as discussed further down. in the first place. The opportunity cost of A continuous casualization of employ- working as opposed to remaining unem- ment over the long run for both young ployed is especially low where employment women and men suggests that most of the remains limited to vulnerable work for low new jobs being created in Pakistan are in Ensure adoption and strict implementation of worker skilled women. Here, participating in the low productivity sectors, preventing the safety procedures in all labour market may even adversely impact youth from improving their quality of life workplaces, including through socioeconomic and physiological wellbe- (box 4.5). Lack of quality jobs causes var- better enforcement and ing. ious adverse impacts ranging from human whistle-blower protection. Young women in both rural and urban rights violations to negative economic and areas face the added burden of household social spill-overs. Poor working conditions responsibilities, which culturally takes pre- for the labour market can impede the right cedence over ‘outside’ work. To enhance to safe and healthy work environments and women’s access to work as well as quality to dignified jobs. Similarly, low levels of of work, Pakistan needs to frame policies worker motivation and productivity, in ad-

82 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 dition to damaging psychological effects, since 1947, Pakistan has ratified all eight can result in restricted human capital, and fundamental conventions that secure ba- eventually national development. More sic rights at work.26 These conventions are importantly, lack of quality jobs can pre- legally binding upon member states and vent qualified individuals from working include aspects like setting 14 years as the job creation. further, thus perpetuating minimum age for employment, abolition vicious cycles of unskilled labour, low hu- of child labour, equal pay for equal work man capital levels and restricted econom- (gender equality), non-discrimination at ic growth. A dearth of quality work also work and promoting equality of oppor- prompts a sizeable proportion of the work- tunity. ILO conventions also safeguard force to seek employment abroad. Since the right to form worker associations and 2006, more than 6 million workers have labour unions.27 Pakistan’s Constitution registered for overseas employment with further enshrines factors into its labour the Bureau of Emigration and Overseas laws like ‘freedom of association’, prohi- Employment.25 bition of ‘forced labour’ and ‘securing just For Pakistan to retain its young minds and and humane conditions’ at the workplace. develop a competitive human capital base, Additionally, Pakistan’s labour laws deter- employment policy for the youth must fo- mine maximum working hours and mini- cus on jobs that will improve living stan- mum wage levels, with special regulations dards. Only when youth see employment for workers under the age of 18.28 as both a means and an end to enhance hu- Besides reasonable monetary benefits, man development, can we expect the focus quality work hinges upon a good work en- Jawan Ideas to shift from job creation. vironment that entails intangible aspects like respect and dignity at work, respectful What entails quality work? relations between co-workers, employees and employers and acknowledgement and Create avenues to provide The definition of ‘quality work’ can vary credit for hard work. Further, the ILO non-formal education and skills according to a country’s socioeconomic, advocates work that allows individuals training for young farmers - political and cultural environment. How- to contribute productively while pushing in crops management, farm machinery management, livestock, ever, there is a set of minimum standards boundaries of creativity and enhancing agribusiness, etc. internationally recognised as the most ba- personal growth. It calls for employment sic requirements for decent working con- that encourages workers to have a voice in ditions. For instance, as an ILO member the management of their jobs.29

BOX 4.5

Casualization of employment This widening gap between the demand and supply of labour in the Without taking casualization into consideration, Pakistan’s single market has negative consequences for the quantity and quality of digit youth unemployment figure, less than 10 percent, is mislead- youth employment. The lack of opportunities leads to unemploy- ing. The casualization trend highlights the fact that most employment ment among some youth, while others take up any available work opportunities created over time have contributed little to human de- for survival, most often as unpaid family workers on family farms or velopment and economic growth, given the shockingly high rate (59 enterprises or as casual labourers. percent) of vulnerable employees in the Pakistan.33 Casual work is typically exploitative, low-paid, with poor working Increasing casualization of employment hinders economic and conditions, no social security cover and no job security. The Labour social wellbeing, the two key outcomes of employment. Caught in Force Survey categorises as casual/unpaid workers all those who the rut of working for survival, those taking up casual employment work as casual paid employees, are paid piece rates or paid for work do not have the time, energy or money to invest in their own and performed, and unpaid family workers. The steady rise in the number their families’ health, nutrition, education and skills. This negatively and share of such workers in the labour force leads to the casualiza- affects the human capital of Pakistan’s existing workforce as well as tion of employment. that of future workers.

Notes 1. Government of Pakistan 2013e.

Chapter 4 Education for the youth’s human development | 83 The three ‘soft’ components that are characterise the kind of casual employment “If we were educated, thus indispensable to quality work are: the youth are forced into. Women workers rich people wouldn’t dignity, purpose, and identity. While each with no fixed work timings are vulnerable degrade us by verbally indicator varies from individual to individ- to harassment and “catcalling” on their abusing us and ual and is difficult to quantify, it nonethe- way home if it gets late, as one female do- separating their dishes from ours” less determines the extent to which people mestic worker at a National Youth Consul- believe their work enables them to lead tation in Peshawar commented. Another - quality lives. Assessing employment for the young female domestic worker at the same Female domestic youth in Pakistan therefore demands an consultation said that she and her family worker, National Youth evaluation of whether their employment live in a ‘servant quarter’ (usually located Consultation, Peshawar. gives them an identity, whether it gives outside the employer’s house), in exchange them purpose and motivation in life and for their domestic work for which they re- whether it enables them to work with dig- ceive no wages. nity. These interlinked measures are often Employment opportunities for the youth embedded in society’s cultural practices. must be designed to allow career progres- Pakistan’s conventional hierarchical forms sion. The services sector as a major source of economic activity, marked by relations of jobs is particularly problematic. Young of dominance and subservience, superior- workers find themselves stuck in work ity and inferiority, threaten the emancipa- that does not entail professional growth, tion of the individual as a free economic as several commented during the National agent. When young adolescents transition Youth Consultations. There are innumer- into adulthood they gain the ability to be- able examples – waiters in restaurants and come active contributors to national out- service providers at gas stations, telephone put. This is a significant responsibility that operators, or hostesses in travel coaches. under the right circumstances also provides The career progression of these young peo- an opportunity to help a country shift into ple rarely goes beyond a basic managerial virtuous cycles of improved human devel- post achieved in a 3 to 5-year span. An opment. important objective for employment pol- Dignified employment implies a cer- icy should therefore be creating jobs that tain level of individual choice and deci- entail professional training at work and ex- sion-making ability at work. It implies the panding opportunities for greater achieve- freedom to agree, disagree or voice an opin- ment. Jawan Ideas ion regarding a managerial decision with- Additionally, for women, factors like out fear of losing employment. It involves a access to facilities such as clean toilets or worker’s right to job security and stability. separate changing rooms can be crucial Stories of workers being dismissed without for comfort at work. Often limited by cul- notice or due remuneration are common in tural taboos on issues such as openly dis- Create opportunities for e-jobs Pakistan, indicating the scale of informal cussing the need to use toilets, women in training to prepare the young for the and exploitative working conditions in the South Asia don’t like to be seen standing in global digital market. country. When an employee feels unable queues to use communal facilities in public to refuse a task without anticipating re- spaces like parks, bazaars or bus stops. Be- percussions in the form of harsh treatment sides the associated health risks of insani- from the employer or even the risk of be- tary toilets, the absence of women-friendly ing fired, it is evident that the individual’s facilities can greatly hamper their decision digzzznity is being compromised. Sexual to take on work. violence and harassment at the workplace Distance to work or the availability of often go undocumented and are all too transportation services also determines common particularly in the absence of women’s decisions about entering the work- formal contractual employment. Excessive force. There is a general dearth of public working hours, including on the weekends, transport in Pakistan, in addition to which and unpredictable work schedules also it is associated with social class divisions,

84 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 unlike in more developed countries or even ment but active participants of the process. in neighbouring India or Iran where people Employment policies that aim to create “There are no jobs for from all classes use public transport. Ad- participatory engagement thus demand fresh graduates as they ditionally, cultural constraints mean that targeting barriers to youth employment. lack both connections and women avoid sharing seats with men, be- The biggest barrier to accessing qual- experience. Education is consequently perceived sides having real concerns about safety and ity employment in Pakistan is related to as both unable to train traveling unescorted. These reasons may the country’s poor education system. As students for work, or to contribute to women choosing not to work discussed earlier, Pakistan’s education sys- secure them work at all” where they are unable to comfortably com- tem with its various systems of schooling mute. Organisations that provide trans- perpetuates inequality (chapter 3). While - Female, National Youth portation services to female employees there is a range of curricula, from the rela- Consultation, Muzaffargarh. manage to recruit and retain a higher share tively outdated or ineffective public school of women workers. Gradual improvements system to the elite International Baccalau- in urban transport infrastructure are con- reate system, family income and social sta- tributing to an increase in women’s mobil- tus determine access to education systems. ity but the solution requires going beyond This is what determines which students expanding transportation services. Policies gain academic expertise and soft skills like must also target the social negativity as- effective communication or creative think- sociated with public modes of transport. ing. When prevented by their socio-eco- An environment that guarantees a safe nomic background from acquiring the ed- and healthy setting with reliable working ucation needed to prepare for the labour procedures also constitutes quality work. market, the youth cannot access quality job This is especially relevant in Pakistan, opportunities. No wonder Pakistan ranks which sorely lacks health and safety regu- 118 out of 130 countries in the 2016 hu- lations. All this seriously impacts unskilled man capital index.31 labour in agricultural fields and factories Key indicators that determine human and those working in hazardous jobs like capital levels include education (learning) waste collection. Even blue-collar workers and employment. Both indicators present in construction, electricity or plumbing a problematic situation for Pakistan, where often lack proper equipment and face haz- younger age cohorts have the lowest levels Jawan Ideas ardous working conditions. These are all of human capital development. In practi- areas that policy makers need to urgently cal terms this translates to young individ- address. uals with neither the formal qualifications needed to strengthen their employment Mandatory adoption and prospects, nor the skill sets needed for eco- institutionalisation of anti-sexual Barriers to quality employment nomic participation. Consequently, a sig- harassment codes of conduct and redress procedures in all nificant proportion of adolescents end up workplaces and public transport. Pakistan’s socioeconomic environment working low-skill, menial jobs as construc- is characterised by phenomena like mass tion workers, waiters, cleaners at car wash- poverty and chronic income inequalities, es or petrol pumps or as domestic help. which greatly undermine the country’s de- When an economy is over dependent on velopment trajectory. This contributes to low-skilled work and families associate a violence ranging from petty crime to ideo- high opportunity cost of sending children logically-motivated militancy, which find to school, children and young adults are fertile breeding grounds where individuals also pushed into bonded and child labour feel socio-economically or politically mar- (box 4.6). ginalised.30 Countering the societal and The exploitative nature of informal economic damage caused by such violence employment is intuitive. Workers do not requires creating inclusive employment op- have access to fundamental rights such as portunities where the youth feel that they decent working hours, minimum wage lev- are not only recipients of national develop- els, or security nets like health insurance

Chapter 4 Education for the youth’s human development | 85 BOX 4.6

Exploitative employment at its worst – bonded and child labour

The two most exploitative forms of employment are bonded and and urban sectors. The sectors with the most bonded labour are also child labour which completely contradict the principles of human among the most common sources of child labour – brick kilns, ag- development. Pakistan’s Constitution guarantees every individual the riculture farms, retail, small restaurants and hotels, and domestic right to engage in any lawful economic activity both as employer and work. According to the ILO, around 5.7 million children between 10- employee including the right to form unions, and prohibits all forms 17 years are forced to go to work in Pakistan.3 of slavery, discrimination and coercion (Articles 11, 17, 18, 25 and Article 11 (3) of Pakistan’s Constitution prohibits any form of em- 37e). However, the Global Slavery Index 2016 ranks Pakistan 6 out of ployment of children below the age of 14 years, and provides specif- 167 countries in the world with 2.1 million individuals in debt bond- ic directives about working conditions and hours for those between age and other forms of bonded work.1 While the most bonded labour 14 to 17 years. However, like bonded labour, child workers provide occurs in agriculture, carpet-weaving and brick kilns, bondage also cheap labour and are therefore a means to lower costs and increase prevails in other sectors where it transfers from one generation to profits especially in the informal economy. While household poverty the next in a form of modern day slavery. The “employers”, essential- forces parents to send their children to work, the problem is aug- ly owners, keep wages low thus forcing families to remain engaged mented by a thriving informal sector and lack of implementation of in bonded work for generations. labour laws. Systems of informal apprenticeship (ustaad-shagird) But bonded labour is not always inherited. Workers can be trapped are a way of skills development for these children. Access to educa- in the worst forms of exploitative work because they lack opportu- tion, working conditions, working hours and child protection mecha- nities or are unable to acquire technical skills for higher levels of nisms determine the level of exploitation in such arrangements. human capital. Examples abound in various employment sectors Low literacy rates also serve as both the cause and effect of child across the country. In Hyderabad’s bangle industry women picking labour. Parents with no literacy are more likely to encourage their glass for production earn PKR 300 for 15 days’ work (PKR 20 a children to enter paid work, reinforcing patterns of inter-generational day).2 Young cobblers who migrate to cities in search of work spend poverty. their entire working life roaming around in the markets earning less Pakistan’s social policies have historically neglected children. The than PKR 200 a day. Households with scant earnings that are unable state and society’s indifference towards child welfare explains why to make at least PKR 15,000 a month (the minimum wage level a child labour continues to threaten the country’s human rights prog- month as defined in the federal budget 2016-17) find themselves ress. trapped in perpetuating cycles of poverty, unable to invest in their It is crucial to invest holistically in child development to overcome children’s education and health. development challenges like mass poverty and persistent inequality. Child labour is common in Pakistan’s formal and informal, rural

Notes 1. Walk Free Foundation 2016. 2. Hisam 2015. 3. ILO 2015b.

or job security. Evidence suggests that the ical to enable adolescents to gain the skills share of informal workers in total employ- that they need to successfully transition ment has increased over time – it rose from from education to employment, preferably around 64 percent in 2001-02 to 73 per- quality employment. Jawan Ideas cent in 2012-13.32 While higher levels of education are Disadvantaged youth tend to be stuck associated with access to better jobs and in vicious cycles of poor schooling and mobility evidence from South Asia sug- low-quality work options. At a macro-lev- gests that the relationship may not be that el, breaking away from such cycles requires linear.33 World Bank (2012) analysis for Provide all working mothers with six a paradigm shift in the education policy instance indicates that in the absence of re- months paid maternity leave, and allow fathers the option of three- (discussed in Chapter 3). Given the evi- lated policy interventions, education does months paid paternity leave any time dence that education is the most import- not necessarily increase employment. In within the first year of their baby’s ant determinant for access to good qual- Pakistan young women and men with ed- birth to enable them to be engaged and supportive partners and parents. ity jobs, overcoming low levels of human ucation above matric level have the highest capital amongst the youth is essential to unemployment rates.34 improve their employability. As explained One possible reason for this counter-in- earlier, merely increasing the number of tuitive pattern can be explained by the educational institutes is not enough to de- expectancy value theory: individuals with velop a strong human capital base. It is crit- higher levels of education remain unem-

86 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 ployed because they are unable to find jobs FIGURE 4.11 that match their expectations and personal nly a small percentage of youth have requirements.35 A significant proportion completed vocational training females are of young adults in Pakistan are either over- even worse off qualified or undereducated for the jobs (%) they end up doing. This relates to the issue 50 of ‘employability of education’ in Pakistan 45 – how far their education provides individ- Jawan Ideas 40 uals with adequate skills for employment – 35 that often doesn’t leave students with the 30 ability to acquire the soft skills that em- 25 ployers value, like interpersonal commu- 20 Local government at district level nication, good teamwork, problem-solving Male 15 should be required to produce or creative thinking. The National Youth Total an annual report on the status of 10 employment, including plans to Perception Survey 2015 reveals that stu- Female 5 dents limited by the rote learning culture generate new quality jobs and to 0 connect the unemployed to work. are unable to gain tools to adapt or apply 2004 2006 2007 2008 2009 2010 2011 2013 2015 their academic knowledge in the field. Source: UNDP calculations based on mutliple rounds of Labour Force The scale of income inequality deter- Survey mines the poverty reduction capacities of economic growth – greater income in- background. equality leads to lower rates of poverty Vocational training can overcome defi- reduction. At the heart of this argument cits in the education system and equip is the understanding that equitable distri- youth with ‘saleable’ competencies. It also bution of economic gains is essential for acts as an alternative to formal schooling poverty alleviation. Similarly, for individu- systems. Yet in Pakistan technical and vo- als to be able to participate fairly in market cational education and training (TVET) exchanges they need to have assets that are enrolment has historically been quite low. “saleable”.36 Thus skills are tools that pro- Recent data indicates a slight improvement vide the youth a greater chance at succeed- but TVET enrolment still hovers at only ing in an increasingly competitive global 13.6 percent (figure 4.11). economy. Informal systems of apprenticeship tend Increased youth employment can help to be popular in Pakistan, with young Jawan Ideas overcome cycles of high economic growth adults often obtaining on-the-job train- and chronic mass poverty. Lacking the ing from servicemen like mechanics, elec- right skills handicaps the youth in terms of tricians, plumbers, and artisans like wood equitable access to quality job markets and craftsmen, painters or potters. Over 70 reduces the chances of breaking cycles of percent of skilled workers are trained in the Literacy should not be a barrier low development.37 informal sector, through the ‘ustaad-sha- to enrolment in vocational skills. Pakistan must therefore help its youth to gird’ tradition and ‘learning by doing’.38 ‘Make-up’ literacy and numeracy courses should be provided to develop skills responsive to market needs. This prevalent system entails more precar- candidates interested in technical Arming them with innovative dynamism ious forms of work, possibly offering the and vocational training. will create a more sustainable, competitive lowest quality of employment to the youth. society and economy. In other words, peo- Young apprentices face dangerous working ple from all socioeconomic backgrounds conditions, with low wages, and little pros- should have the same chance at accessing pect of stable employment opportunities. economic and social opportunities, to en- Mainstreaming vocational training thus able them to contribute towards individu- remains a major challenge for youth em- al and national development, rather than ployment policy in Pakistan, particularly being held back by factors like geographic for those with little to no education. location, gender, ethnicity and religious Vocational training programmes require

Chapter 4 Education for the youth’s human development | 87 a minimum education qualification of 8 expand the number of youth with employ- years of schooling. Given that around 30 ability skills. There must also be focus on percent of Pakistan’s youth is illiterate,39 the quality of such vocational trainings as this criterion marginalises a significant many of training courses are either out- segment of this population. There are also dated or are delivered in a way that do not no training programmes for basic life skills address market requirements (expert opin- like reading and numeracy. Inclusive voca- ion: Dr. Ali Cheema).40 tional training programmes with lifelong In addition to the supply-side con- learning approaches are fundamental to straints associated with quality techni-

EXPERT OPINION Dr. Ali Cheema Vocational training today: challenges and opportunities

Technical vocational education and training (TVET) in Pakistan cur- However, their low mobility which precludes their access to denser rently does not act as an effective pathway for building human cap- markets in turn lowers the impact of skills on earnings. It is nec- ital. Enrolment in Pakistan’s specialised TVET sector remains low essary to experiment with innovative market linkage interventions with less than half a million (around 350,000) trainees enrolled in as part of skills programmes to create positive impact for women. around 3,580 public and private institutions in 2016.1 Slightly more In addition, combining skills programmes with active labour market than 13 percent of Pakistan’s young adult population reports having programmes that create non-traditional local jobs for women may been enrolled in TVET. Low enrolment persists despite high demand promise higher returns. for skills training among both genders.2 Pakistani employers, who Low social mobility further reduces impact by lowering women’s tend to under-invest in their workers’ skills creation, are not address- access to training. Women’s enrolment rates have been found to ing this shortfall in TVET.3 fall by 6 percentage points for every kilometre increase in distance This situation is of grave concern given the Pakistan youth’s low from the training centre.5 Experimental evidence from the PSDF pro- educational attainment. Federal and provincial governments have re- gramme shows that distance-related access constraints for women sponded by significantly increasing public investment in TVET. Many can be significantly lowered through effective spatial calibration of ambitious public sector programmes have been initiated with donor central locations and the provision of safe and secure transport.6 To support, for example by the National Vocational and Technical Train- enable positive impact of skills programmes for women at scale, it ing Commission, Punjab Skill Development Fund, Technical Upgra- is necessary to have policies that effectively integrate interventions dation and Skill Development Company for KP and FATA, and the designed to mitigate access constraints. Sindh Skill Development Project. However, simply increasing public Finally, public supported programmes are often supply driven, investment in TVET cannot be a panacea for young adults’ low hu- have weak demand linkages and tend to exclusively fund public man capital accumulation. providers. Their content is often not embedded in frontier skills Increasing public investment will increase the number of TVET and is not designed to address skills-gaps in the market. Many pro- institutes but is unlikely to have an impact on earnings and employ- grammes, not underpinned by an effective qualifications framework, ability. Creating impact will require designing complementary inter- tend to incentivise managers and providers to deliver based on num- ventions to in-class training that strengthen the linkages between the bers trained and not on an increase in earnings. There is a need markets for skills and labour. The weak linkage between TVET pro- to establish an institutional framework for delivery that addresses grammes and employers lowers the impact of these investments in a these shortcomings and rewards managers and providers based on labour market where the average graduate faces high barriers to ac- increases in earnings for graduates. cessing jobs. These barriers are an outcome of narrow personalised Public programmes such as Punjab Skill Development Fund have job placement networks that are pervasive in the labour market. In- started to experiment with innovative models of delivery that incen- tegrating job placement into publicly-supported skills programmes tivise “the market” to create supply and give trainees choice over the appears to be necessary for better returns.4 type of provider, irrespective of their social and economic status. Weak linkages between skills and product markets are lowering These programmes are experimenting with innovative complemen- the impact for women. Low social mobility makes women exces- tary interventions to in-class training. Carefully evaluating these ini- sively reliant on local labour markets, which tend to be shallow. As tiatives offers the promise of devising a high returns menu of TVET a result, women end up specialising in flexible home production. interventions.

Notes 1. Government of Pakistan 2016a. 2. Cheema, Naseer, and Shapiro 2012b. 3. Cheema, Naseer, and Shapiro 2012a. 4. Cheema, Naseer, and Shap- iro 2012b. 5. Cheema, Naseer, and Shapiro 2013. 6. Cheema, Naseer, and Shapiro 2015. Dr. Ali Cheema is assistant professor at the Economics Department, Lahore University of Management Sciences. Extract from ‘Pakistan Demographic Transition: Young Adults, Human Capital and Jobs’, background paper for Pakistan NHDR 2017.

88 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 cal and vocational training in Pakistan, feriority against a domineering and overas- barriers to quality employment include sertive form of supervision. In this regard an equally challenging demand-side as- increasing the demand for high-skilled pect for skills in the labour market. An- labour through greater linkages between Jawan Ideas alysts have often claimed that Pakistan is both formal and informal institutions and stuck in a “low-level skills trap”41 where a industry can help bridge the gap between dearth of skilled labour causes employers the kind of skills employers want, and the to settle for the kind of low skills readily training these institutes are able to provide. Nurture youth-led companies available in the market. This sub-optimal More importantly, investing in human cap- through easier regulation and use of human capital leads to low-quality ital development can also enhance human financial support eg. a certain production, undermining the overall po- capabilities for greater empowerment. proportion of procurement for government and UN agencies should tential of the economy. Where employers come from youth-led companies continue to accept low-skilled workers, the actual demand for technical skills in the Leveraging opportunities for market may not become evident.42 As the quality employment global economy signals the significance of knowledge-production and innovation, Creating an environment to facilitate the technically inferior production systems youth in achieving better livelihoods for with little capacity for value added goods themselves and their families must be en- will continue to handicap Pakistan’s inter- visioned as a human development objec- national competitiveness. tive of the state. As previously highlighted, A fundamental piece of the jigsaw puz- policies need to ensure youth economic zle is improving information flows in the and social empowerment through employ- labour market and internalising technical ment that is dignified, provides a sense of training as a method to optimise the inter- purpose and builds an identity the youth action between the industry and learning are happy to associate with. This chapter institutes. From a human development has underscored some of the challenges point of view, technical and vocational youth employment in Pakistan poses both training can open the door to greater pos- in terms of the scale of jobs that need to Jawan Ideas sibilities allowing the youth to engage in be created and the quality of life these jobs quality work. Young individuals can only entail. Yet Pakistan possesses certain op- be considered empowered when they are portunities that can be leveraged to create able to exercise freedom of choice in the quality employment. Some of these possi- right to choose the kind of work they ble policy interventions are outlined be- Bait-ul-Mal should increase its focus on youth by providing grants want to be engaged in. This empowerment low. to encourage investment in youth translates into economic gains too, where enterprises and for local youth-led a wider horizon of job opportunities en- • Encourage entrepreneurship entrepreneurship. courages creativity and innovation and enhanced technological adoption. The challenge of youth employment is Contrarily when young individuals’ huge and can only be tackled by formu- cognitive abilities are limited by the kind lating and implementing national level of training or learning they obtain, their coordinated interventions with a focus on employment options are restricted to low- socio-economic diversities across prov- skilled, manual labour. Differences in hu- inces and regions. All such interventions man capital not only explain differences in should be part of a national policy with income levels but also determine the kind a single point agenda: to create more and of relations that develop between employ- better jobs in the coming years to absorb ees and their employers. Low levels of hu- the new labour market entrants in gain- man capital characterised by low technical ful employment. One way of doing this is knowledge can push workers into roles of through entrepreneurship, a tool known subservience, helplessness or a sense of in- to create quality employment. The youth’s

Chapter 4 Education for the youth’s human development | 89 ability to quickly adapt technology to lo- established incubation centres that regu- cal conditions is leading to entrepreneurial larly organise events promoting entrepre- ventures in Pakistan, increasingly connect- neurship. This is a step in the right direc- ed to global knowledge networks through tion as inculcating a culture of creativity mechanisms such as social media. A faster and innovative thinking in the education and cheaper flow of information, and to a system can enable the youth to enter the certain extent finance, is enabling the cre- labour market as skilled, problem-solving ation of original ideas with practical solu- individuals. In a rapidly globalising world Jawan Ideas tions for localised problems. where centres of knowledge creation make Entrepreneurship, under the right con- the most economic gains, Pakistan can no ditions, leads to direct employment cre- longer afford to delay its human capital ation. Furthermore, as a business grows, it development (expert opinion: Nabeel A. demands efficient, skilled and productive Qadeer). Develop a national assets to contribute towards its growth, in- The government, private sector and in- entrepreneurship network to coordinate efforts by cluding labour supply. From businesses of ternational development partners also government and private the self-employed to large-scale multina- support business incubation centres with institutions, business incubation tionals, entrepreneurship acts as a key driv- a view to facilitating start-ups and to help centres and investors ing force creating a domino effect in terms convert ideas into business models. Paki- of job creation as well as through meaning- stan has at least 28 business incubators, ac- ful contribution to families, society and celerators and co-working spaces that pro- the community at large. vide mentoring, office space, consultancy What differentiates entrepreneurial ven- and networking opportunities to potential tures from other sources of employment and existing start-ups44 (box 4.7). While is that they are built through principles these initiatives are important to encour- of innovation and creativity. With prob- age entrepreneurial activity, they tend to lem-solving approaches to business devel- be restricted to urban localities targeting opment, companies create cultures of com- individuals with a certain level of educa- petition and push economies into virtuous tion and social background. Rural youth cycles of further innovation and techno- and those in peripheral urban settlements logical learning. Evidence suggests that en- find themselves restricted by factors like trepreneurial businesses catalyse sustained language and lack of communication skills, economic growth through the crucial location and social networks. ingredient of technological progress. As Pakistan’s informal IT industry abounds Jawan Ideas globalisation expedites the rate at which with examples of talented individuals, like knowledge is created and shared, countries young, self-taught graphic designers, imag- that can effectively compete through inno- ing specialists and web developers working vation are the ones that experience great- for small-scale businesses such as photo- er productivity and access to more diverse copier shops or card-printing shops. This Hold regular conventions to exchange market opportunities, stimulating greater is also the case in the textile and fashion ideas and highlight problems faced innovation.43 industry where highly skilled artisans work by entrepreneurs, and help redefine laws in favour of entrepreneurs and Over the past few years Pakistan has seen for unfair wages and in uncomfortable small start-ups. a mushrooming interest and investment working conditions. in cultivating entrepreneurship, especially The scale of unstructured/informal en- in urban centres. Although the number of trepreneurship is complex and diverse. such interventions for entrepreneurship It includes tailors and their apprentices is small, their rapid growth indicates the scrunched in crowded working spaces in potential of businesses to contribute to small, concrete multi-level shops where national level development. Several higher they cannot stand and are forced to climb education institutions including LUMS in down to the ground floor to stretch their Lahore, IBA in Karachi, NUST in Islam- legs. Embroidery artisans sit in groups of abad and IMSciences in Peshawar, have 3 to 4 in congested rooms in urban plazas,

90 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 EXPERT OPINION Nabeel A. Qadeer Entrepreneurship and education

The relationship of entrepreneurship to economic growth, employ- Building on the strengths and potential of the higher education ment generation and enhancing employment quality is well-estab- sector, the following policy interventions can strengthen existing ini- lished, based on the experience of economies that prioritise en- tiatives and make a national impact: trepreneurship for growth and employment generation. Start-ups, 1. To counter the lack of a collaborative platform for stakehold- typically small and fuelled by innovative ideas, have the capacity to ers, develop a national entrepreneurship network to: provide good quality employment and expand over time, creating • Coordinate efforts by government, entrepreneurship more employment. The strength of entrepreneurship is that it re- institutions, business incubation centres, entrepr- lies on ideas and innovation rather than on large investments. It can neurs, mentors, industry representatives and inves- flourish in large and small cities as well as in rural areas if the re- tors. quired eco-system is successfully developed. This happens in three • Hold conventions to exchange ideas and highlight stages: the ideas stage, the early stage, and the growth stage that problems faced by entrepreneurs, and help redefine transitions the start-up into a commercial venture. laws in favour of entrepreneurs and small start-ups Pakistan is at an early stage of entrepreneurship development. • Provide access to mentors and have outreach in small Stakeholders, primarily in metropolitan cities, are starting to recog- cities through local universities and colleges to sup- nise the concept of innovative ideas and the benefits of converting port grassroots entrepreneurship and provide equal ideas into businesses as a way towards economic growth. The ex- opportunities to youth across regions. panding information technology and emerging massive open online 2. HEC should devise a method to rank universities’ business courses (MOOC) with increasing internet connectivity are benefiting incubation centres and facilitate their interlinkages with glob- Pakistani youth by providing access to global knowledge sources al networks to follow global standards on performance indi- that were previously not as accessible. As a result, initiatives like cators and achieve international recognition. business incubation centres, hackathons, shared work spaces, com- 3. Encourage students to focus on practically applying academ- petitions like start-up weekends and student-run entrepreneurship ic knowledge by academically rewarding them with credit societies are emerging. Such initiatives play a pivotal role in motivat- hours for running start-ups that are part of universities’ in- ing potential entrepreneurs to step up to the challenge of taking their cubation centres. destiny in their own hands for a better future. 4. Revise curricula and teaching methodology to support entre- The education system, especially higher education institutions preneurship and promote entrepreneurial values. Provide (HEI), will give the biggest push for entrepreneurship. The Higher summer internships to potential entrepreneurs so they gain Education Commission of Pakistan (HEC) is supporting the estab- exposure to the dos and don’ts of entrepreneurship. lishment of new HEIs, helping them in academics and research to 5. Organise business idea competitions at HEIs in partnership facilitate growth. HEC has also established the Office of Research, with incubation facilities. Applicants with winning ideas can Innovation and Commercialization (ORIC) to help universities to es- gain priority admission into HEIs. Discuss non-successful tablish the critical linkage between academia and industry. HEIs have ideas in a post-event seminar and develop recommendations started including entrepreneurship in their curricula; some have es- for improvement. tablished business incubation centres that are conducting large scale 6. Different HEIs are at different stages of entrepreneurship, edu- events to promote entrepreneurship. However, to make an impact at cation and incubation. HEC/ORIC should facilitate knowledge the national level, all these initiatives, centres and events need to be transfer between HEIs so that beginners can benefit from the organised and directed at the national level with clear objectives and experiences of those who are at an advanced stage of entrepre- performance indicators. neurship initiatives.

Nabeel A. Qadeer is former director at Punjab Information Technology Board. Extract from “A Mutually Inclusive Model of Entrepreneurship and Education: The Effect on Youth and its Development in Pakistan”, background paper for Pakistan NHDR 2017. working on intricate details for which they workers’ professional and creative growth get paid a fraction of the profits garnered remain limited. Policy must therefore by a finished garment. Wood craftsmen, target individuals with potential who are furniture designers and carpenters, paint- disadvantaged by a lack of formal training ers, general store owners and street food and inability to access larger networks of vendors face similar issues. mentorship, investment or professional While these small businesses provide an training. opportunity for income generation, their Support interventions that encourage

Chapter 4 Education for the youth’s human development | 91 BOX 4.7

Start-ups in Pakistan

Entrepreneurship is a significant part of employment generation necting female doctors with underserved patients in remote areas in known to yield results relatively faster, besides fuelling and sustain- real time using technology.2 The initiative, utilising the services of ing growth in the long run if provided with a favourable policy frame- doctors who have opted out of full time employment, increases rural work. This leads to start-ups that have great potential but are frag- women’s access to health services. Darewro, incubated by the Entre- ile by nature, and highly vulnerable to economic changes. With the preneurship Develop Centre of the Institute of Management Sciences available and increasing support for entrepreneurship, the number of (IMSciences) Peshawar, offers door-to-door pick-up and delivery for success stories is increasing. However, not every successful start-up a range of items, besides intra-city courier services.3 will survive in the long run given the volatility of small and medium Even if some of today’s successful enterprises collapse, this enterprises especially in a developing economy like Pakistan. should not be seen as a failure of entrepreneurship. Increasing the Successful start-ups include Plan9’s Markhor, making men’s number of start-ups overall will yield a higher number of successful handcrafted shoes that it aspires to grow into a global brand.1 Con- companies in the long term. More and better managed enterprises necting local artisans (shoe makers) with customers and providing will ensure more and better quality employment generation, which is handmade custom-made shoes, Markhor has already made interna- one way of converting the youth bulge into a demographic dividend. tional headlines. Another venture is the i2i incubated doctHERs, con-

Notes 1. Markhor 2016. 2. DoctHERS 2016. 3. Khan 2015.

entrepreneurial activity need to be made tions for entrepreneurship. more accessible across economic class, educational background and geographic • Improve access to finance location. Civil society initiatives can complement state policies by training young Pakistan’s youth has much to offer in terms people in marketable skills such as oral of entrepreneurial abilities and the po- and written communication, presentation tential to innovate. This skilled, relatively techniques and report writing. This should cheap IT labour, boosted by increasing ac- be accompanied by awareness-raising access to the internet and other forms of dig- Jawan Ideas tivities to sensitise workers on the finan- ital communication, has made the country cial aspects of running a business, like fair a popular choice for outsourced contracts. wages, profit maximisation and investment Pakistan now ranks fifth globally in terms methods. of online freelance work, which accounts Small businesses that provide further for some $850 million of Pakistan’s total Develop a network of mentors with outreach in small cities through local employment must also learn about worker software exports.45 What’s needed now universities and colleges to support rights and the basics of creating healthy, is to ensure fair pay to those who provide grassroots entrepreneurship and enabling work environments. Equally competitive, quality work. In addition, for provide equal opportunities to youth important is the need for entrepreneurs those with entrepreneurial interests, policy across all regions. to internalise the principles of running interventions to provide financial support businesses with policies that uphold envi- should also be envisaged. ronmental sustainability, community de- The government and independent mi- velopment and inclusive employment op- crofinance institutions provide loans to portunities. fund small businesses, but the size and cov- Pakistan needs to develop an entrepre- erage of these loans are inadequate. The neurship network that brings together Small and Medium Enterprises Authori- young entrepreneurs, mentors, industry ty (SMEDA), the Prime Minister Youth and government representatives to provide Business Loans Scheme and business loans new entrants, especially those who are so- by the Benazir Income Support Program cio-economically and educationally mar- (BISP), although insufficient, are import- ginalised, with investment opportunities, ant sources of finance for start-ups. Start- access to technical knowledge pools and up funds are also available from founda- international markets for improved conditions like P@SHA, Ashoka, and Pakistan

92 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 Innovation Fund. Similarly, grants by es an important policy response, including the Engro Foundation, Shell Tameer and the need to expand the coverage insurance Google Pakistan are examples of financial and financial services to a wider set of ben- support by the corporate sector while i2i eficiaries.49 Possible solutions include low- Angels and Plan9 investor club are angel ering the cost of running a business, greater investors for start-ups that depend on an public investment in SMEs, and legislation enabling environment, facilitation services that protects small businesses. and human capital. Such interventions and Jawan Ideas services have started yielding results as suc- • Bring more women into the cessful start-ups begin to emerge in major workforce cities like Lahore, Karachi, Islamabad and Peshawar (box 4.7). Borrowing from Amartya Sen’s concept of Provide access to the right There are numerous other examples of women’s agency – women as active agents guidance for young people across successful start-ups. The number is in- of change and promoters of social trans- the country with an interest in opening businesses. Incentivise creasing as the country’s entrepreneurship formations that can alter the lives of both business incubators in secondary ecosystem becomes stronger, aided by ven- women and men – employment policies cities and towns. ture capitals like SEED, Impakt Capital for Pakistan’s young women need to go and DYL. Additionally, Abu Dhabi Group, beyond a narrow approach of creating jobs JS Private Equity, Pakistan Catalyst Fund, that solely target economic wellbeing.50 Cyan Capital and Abraaj Capital provide Rather, employment policies for women private equity funds.46 Overall gradual im- should focus on gaining from their phys- provement in the law and order situation ical and intellectual capabilities. Jobs for and consequently in macroeconomic indi- women shouldn’t be restricted to a sup- cators are helping to restore investors’ con- ply-side reaction in the form of increasing fidence in the Pakistani economy. This will jobs in areas that are traditionally “female”. further improve access to finance. Projecting or perceiving young women as Small enterprises seldom graduate from “passive recipients of welfare enhancing the informal economy to the formal sec- help” holds back growth.51 Policies tar- tor that could generate more quality op- geting increased employment for women portunities for community members. The should aim to unleash their potential for small and medium enterprises (SME) sec- the human development of all, regardless tor remains particularly underdeveloped of gender. in Pakistan. Studies by Harvard Kennedy The greatest barrier to female employ- Jawan Ideas School’s Centre for International Devel- ment for enhanced human development is opment show that the SME sector has the the gender discrimination entrenched in a capacity to generate rapid employment and highly patriarchal society. Families dictate needs to be expanded for both job creation women’s choices about entering the work- and economic growth. force -- if they will be ‘allowed’ to work, Remove the national labour However, lack of access to financial cap- legislation that prohibits women under what circumstances, or what jobs from working night shifts, but ital acts as a major deterrent to the growth will ‘suit’ them most as women. Challenges require employers to provide of small enterprises. Companies that face to female employment in Pakistan include requisite assurances of safety excessive costs of doing business due to women’s low rate of labour force partici- during night shifts. high tax regimes or regulations may delib- pation as the most salient feature of their erately restrict growth, or choose to remain economic inactivity. Even where women informal.47 Moreover, banks, microfinance manage to achieve higher education and institutions and venture capitalists find it professional training, their employment either too costly or risky to both evaluate levels remain low. and monitor loans to these enterprises de- Sensitising communities on the econom- spite the fact that SMEs are generally found ic and social returns of female employment to be financially profitable.48 Goal 8 of the is an important public policy responsi- Sustainable Development Goals emphasis- bility. Awareness raising campaigns that

Chapter 4 Education for the youth’s human development | 93 celebrate working women as positive role more susceptible to unhygienic sanitary models can help change societal attitudes conditions. towards women in employment. When fe- Improving transportation services would male role models visit communities, and greatly enhance the mobility of female engage with young women, particularly workers and encourage their participation their families, this contributes to a great- in the workforce. Road safety and security er societal realisation about the benefits in public spaces such as bus stops, market Jawan Ideas of women’s financial independence, so- places and parks demand equal attention. cial and political empowerment as well as Initiatives like female-only “pink buses” the health and nutrition gains achieved and rickshaws, while a step in the right through income generation. direction, have been unable to transition Meanwhile, women who are expected to from pilot phases and cover a wider cli- Encourage employers to designate well-lit, airy yoga, manage domestic tasks as well as earn an entele in terms of region and social class. meditation and multi-faith income must be supported. Paid maternity CCTV monitoring, strict review of driv- prayer areas in their buildings to and paternity leave, flexible working hours ers’ criminal records, vehicle and license encourage mental well-being. for women with difficult family situations registrations all require effective imple- and providing childcare spaces or day-care mentation. Coordination between the bio- centres at offices and factories are all ways metrically engineered National Database of encouraging women’s participation in and Registration Authority (NADRA), the labour force. the City Traffic Police and employers can Directly tackling the aspects that keep ensure safer and more affordable com- women away from work can also help. For mutes for women. Additionally, effective instance, employers can make health and implementation of laws that penalise ‘eve safety at the workplace a human resource teasing’ and street harassment can help ad- policy priority and institutionalise an- dress the deterrents that keep women from ti-sexual harassment codes of conduct, tak- employment. ing the support of new labour laws like the Women need a level playing field in Protection Against Harassment of Women terms of equitable access to employment at the Workplace Act, in Punjab province. opportunities. While an increasing num- Forming women’s committees at the work- ber of women in Pakistan are now repre- place to address women-specific issues can senting their communities in parliament, also help create a more enabling environ- serving at managerial positions in private ment. Jawan Ideas companies and in institutions of gover- Acknowledging that dignified employ- nance such as bureaucracy and judiciary, ment is both a means and an end to human most continue to struggle to reach influ- development reinforces the concept that ential positions. A far smaller proportion quality work is as much of a right for wom- of women reach top positions compared Encourage exposure visits arranged en as it is for men. Given the evidence that to men, as ministers in parliamentary cab- by rural union councils for young women stay away from the workforce in inets, CEOs in organisations, secretaries farmers to introduce them to best practices, innovation and technology the absence of the right conditions, more in civil services, and judges in the higher to boost their farming practices. women would enter the labour force if em- courts.52 Women in Pakistan struggle to ployers improved the qualitative aspects make it to influential positions both in the of their working conditions. An example private sector and as government officials. would be greater investment in facilities Although a few women do make it past like clean changing rooms and hygienic the barriers, there is an overall lack ofac- bathrooms. While lack of access to clean ceptance of the idea that women can and water and sanitation is a national level should be able to compete with men for concern in Pakistan, separate toilet facil- competitive professional positions across ities at work can be a game changer for the employment hierarchy. To put the mat- women who for cultural reasons will not ter in perspective however, it should be use shared toilets. Women’s health is also noted that this is a tall order – total equal-

94 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 ity is something even advanced countries implementation and unaccountable insti- haven’t achieved. Still, this is a critical part tutions, causing the youth to suffer further of human development and a goal to aspire economic marginalisation. towards. Such an environment requires greater Paying attention to these factors and de- commitment towards enforcing the link veloping policies that encourage women’s between quality employment as a means participation in the labour force will en- for the youth’s human development. This able women to enjoy a wider set of career requires a multifaceted approach by a vari- Jawan Ideas options in a more diverse range of econom- ety of stakeholders, including the govern- ic sectors. This is not only their right but ment, formal and informal educational in- also essential for Pakistan’s human devel- stitutions, families and communities, and opment, and will help correct the “occupa- the youth themselves, to provide the fun- Give a one-time tax incentive to tional segregation” that prevents women – damentals of decent working conditions small and medium enterprises and men – from stepping out of traditional and quality employment. A nation’s youth who register their employees with employment roles.53 are a major determining force of its devel- SMEDA enabling employees to come under the protection of the Multifaceted approaches to professional opment trajectory. Pakistan’s policy mak- minimum labour law standards. training can help women overcome tradi- ers must ensure that the youth’s capabili- tional barriers to career growth. An en- ties are channelized in a positive manner abling policy framework will enable young for equitable and sustained development women to benefit from career guidance (box 4.8). and fulfil their potential. Such policies There is a need to change societal percep- would include vocational programmes and tions about employment from the restric- awareness campaigns about women‘s legal tive view that it is a necessary means for rights at work, how to access markets for survival, to a way of enabling a life of dig- quality employment and form inter-per- nity for humane development. In the con- sonal relations and networks that encour- text of Pakistan’s youth, there is a need to age greater empowerment. stress quality employment to enable equi- Role models like microfinance entrepre- table development. With income inequal- neur Roshaneh Zafar, Oscar award-win- ity creating divisions across social, ethnic ning director Sharmeen Obaid-Chinoy and locational class, Pakistan can no longer and track-and-field athlete Naseem Ha- afford employment policies that reinforce meed demonstrate the diversity of wom- patterns of marginalisation and exclusion. en’s capabilities. Such women can be en- Employment creation in terms of quanti- Jawan Ideas gaged as motivational speakers for public ty is a pressing concern given the country’s sponsored campaigns to promote female youth bulge. But far more important is the employment. Only when women are treat- urgency of ensuring the creation of quality. ed as equal contributors in the progress of Although it is difficult to measure qual- national development will a more equita- ity work, several indicators can be used to Expand a government National ble and enlightened society emerge. assess the extent to which the employment Internship Initiative to support young graduates in their transition of youth in Pakistan enables them to lead a to the workforce through training, • Improve working conditions for quality life of dignity with purpose and a sense of job placements, internships and employment identity. This includes formal employment apprenticeships. and informal work – the latter often being In a people-centred approach where there is the youth’s only way of earning an income. employment creation, employers pay equal While a casualization of labour in Pakistan attention to aspects like worker rights, makes it difficult to implement labour pol- their career growth, employees’ work-life icies, it is this segment of employed youth balance and inclusive occupation policies. that demands the greatest policy support However, in developing countries such as and a wider coverage of labour laws. Pakistan, even the best employment poli- Beginning with access to opportunities cies can be threatened by cultures of poor for quality work, policies must enhance la-

Chapter 4 Education for the youth’s human development | 95 BOX 4.8

Understanding the youth population subgroup – better data-analysis for better policies

Treating the youth as an independent population cohort requires tions such as the ILO present a paradox when they define individuals comprehensive data and information to enable effective policies tai- under the age of 18 as “child” yet set the minimum age for admission lor-made for the youth, defined in Pakistan as individuals between into work at 15 -- and in some circumstances as low as 12 years the ages of 15-29 years. However, the considerable variation within “where the economy and educational facilities are insufficiently de- this 15-year bracket leads to the question of whether employment veloped”.70 policy should differentiate between age groups within the “youth” It is therefore necessary to review how Pakistan classifies differ- category, and target programmes accordingly? ent age groups and to ensure that differing development needs are This is an important way of looking at the youth-human develop- met. Providing teenage workers with greater non-formal educational ment relation. For instance, teenagers -- between ages 15-19 -- may opportunities and professional training will improve their career de- demand a different approach to employment than 20 to 29-year olds. velopment and standards of living. Similarly, for older age groups As adolescents, the younger group faces a higher trade-off between with the youth cohort, a different strategy to career development can staying in school and making the transition into employment. Should help enhance their lifestyle. Adopting a lifelong learning approach to public policy work towards keeping teens in formal education to help older youth without any formal education gain relevant techni- build skilled labour in the long run or pay greater attention towards cal skills and academic knowledge will help promote inclusive de- creating jobs for the unskilled/ unqualified? These questions have a velopment. Similarly, e-learning, evening academic programmes and deep impact on the physical, emotional and socioeconomic wellbe- coaching can help enhance both academic qualifications and soft ing of teenagers, whose development is different from ‘tweens’, 10 employability skills. to 14-years old. Even labour legislations recommended by institu-

Notes 1. ILO 2016c.

bour market information flows across rural tory.55 Characterised by vulnerable work- and urban areas, urban centres and slum ing conditions, domestic work encourages areas. Connecting the right skills to the child and bonded labour and is rife with right job not only leads to higher worker stories of sexual, physical, and verbal abuse. motivation but to increased productivity The state must enforce social protec- and revenue. Similarly, in terms of fair and tion mechanisms for employees through equal pay, workers should earn competitive public budgeting and ensure that a cer- wages even as informal domestic help. tain amount is allocated to social welfare, Pakistan lacks legislation that targets access to quality health and educational such support workers. Policy makers must services, clean drinking water and hygienic Jawan Ideas develop and enforce this as a priority area sanitation, as well as opportunities to earn since domestic helpers tend to work un- a pension and old-age benefits. Similarly, der some of the most exploitative working coverage for accidental injuries and mater- conditions. Depending on salaries and vol- nity insurance can encourage a quicker and Encourage and support local atile social security mechanisms, the terms healthier transition back into employment. governments at the district level of which are determined by employers, For those who are unemployed or between to organise district job fairs and domestic workers tend to lack legal cov- jobs, social welfare mechanisms should encourage businesses to participate. erage.54 Only three forms of labour legis- provide housing and basic subsistence in lation cover domestic workers: the Provin- the form of nutrition and clothing. Effec- cial Employees Social Security Ordinance tive social security can prevent the youth 1965 that makes employers responsible from falling into poverty traps and provide for their workers’ medical treatment; the them the temporary support to make the Minimum Wages Act 1961 that mentions difference between leading life as helpless domestic help but does not determine dependents or with dignity. minimum wages; and the Domestic Work- Social protection in the form of safe and ers (Employment Rights) Act 2013 that healthy working environments also fosters outlines certain rights for house help but virtuous cycles of increased productivity is limited to the Islamabad Capital Terri- and opportunities for greater wages. In

96 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 BOX 4.9

Working time and decent work While setting a maximum number of working hours may not be omies also realise the importance of having flexible working hours ideal for a country like Pakistan with a widespread and flourishing and allowing customised work schedules to target a variety of socie- informal economy, legislation nonetheless needs to be in place that tal, cultural and financial conditions.73 Parental leave, part-time work ensures a work-life balance, especially essential for the youth. The or the option to work from home for parents are all ways of manag- European Union (EU) Working Time Directive outlines the maximum ing work-life balance. Giving new fathers time off from work can also working hours that are considered healthy, and conditions under encourage greater sharing of domestic responsibilities. which higher than average time spent at work is justified. EU econ-

Notes 1. ILO 2006. this way labour laws should evaluate what misinformation and incorrect recording characterises decent working hours includ- can compromise the quality of data collec- ing the extent to which work at night and tion, frequent visits by enumerating offi- weekends is justified (box 4.9). cials can push informal employers to abide Employers have a responsibility to pro- by standardised labour requirements. tect workers, formal or informal, from ac- Ensuring quality work also entails al- cidents at work and to prevent, measure, lowing employees to exercise their basic record, and compensate such accidents. rights at work. This includes equitable Where certain forms of employment have access to job opportunities and career pro- a higher incidence of work-related acci- gression. Gender-disaggregated pay scales dents or occupational mortality, the regu- and identifying the proportion of women latory authorities and relevant government at positions of power can help determine departments should penalise employers how gender balanced employment is in Pa- for lack of effective health and safety reg- kistan. This can also be done to measure ulations.56 The agriculture industry is an ethnic and religious discrimination.58 example where workers face permanent Creating participatory and inclusive injuries, particularly while milling grain. employment continues to be a major chal- A potential policy focus area is to promote lenge in Pakistan where various religious contractual work that will enable better and ethnic groups find it hard to break health and accident insurance coverage to out of traditionally low-paying, menial labour. jobs. Christian communities for instance, Other indicators to evaluate working are often restricted to work as janitors or conditions include employee malnutrition sweepers in private homes and public plac- levels, literacy rates, access to potable wa- es. The government’s institutional failure ter and clean bathrooms, and the availabil- is visible in job advertisements that violate ity of childcare.57 Given the pervasiveness constitutionally-enshrined principles of of informal employment in Pakistan, the equality and non-discrimination by call- government can also assess whether working for non-Muslims to apply for vacant er rights are being met through measures sanitation work.59 Women from minority such as the presence of child labour, height communities find a niche market at local and weight measures of workers’ children, beauty parlours but their career progres- and hygienic facilities at the workplace. sion also remains limited. The discrimina- Data collection around such indicators can tory cultural attitudes towards ethnic and ensure evidence-based policy making and religious minorities prevent the youth of eventually more accountable employment these communities from breaking out of agreements. Enumerators who carry out traditional career paths. Affirmative action census surveys can be engaged to determine that supports these marginalised youth is quality characteristics. While the threat of not only essential for equitable employ-

Chapter 4 Education for the youth’s human development | 97 ment but also for Pakistan’s human rights sectors including agricultural farms, brick progress. kilns, textile factories and domestic work. Finally, quality work should allow free- Young workers are more likely to find dom of association and the ability to form themselves in subservient positions where unions for greater negotiating power.60 Yet employers take advantage of their inexperi- in Pakistan, a casualization of labour has ence and lack of power. made it difficult for employees to negoti- The bottom line is that Pakistan’s la- ate terms of employment including aspects bour laws must ensure that employers, like wages or number of working days in a particularly in the informal sector, follow month. This not only impacts job security basic principles of human development. but also impinges on workers’ right to dig- Informal workers must be provided with nity and self-respect. Informal employees contracts with predetermined agreements risk losing their job or being monetarily pe- on aspects like wages, health coverage and nalised for refusing a given task or disagree- child education, annual leave and a leeway ing with employers. Rather than workers to negotiate all these matters. Awareness being allowed to manage their chores in an campaigns and making it mandatory for agreed-upon time frame, informal workers employers and employees to enter job con- are forced to complete tasks dictated by tracts can help in the overall progress to- employers. Examples abound in various wards fair and decent employment for all.

98 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 5

Youth engagement and human development

Madrassah amia Muhsanaat, hang

PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 | 99 “The human soul needs freedom of opinion. Mutual benefits cannot take place of freedom”

- Fatima Jinnah

100 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 CHAPTER 5 Youth engagement and human development

Just four days after the massacre at the Army Public School (APS) in Peshawar that left 141 people dead, including 132 school children in December 2014, the NHDR team was in Peshawar to speak to young people about their hopes and fears. It was no surprise that the APS tragedy was uppermost on their minds. But the way they engaged with the impacts of the calamity alerted us to some truths so obvious that they are often ignored. Particularly harrowing was the realisation that in Pakistan’s ongoing war with extremism and terror, those who kill are predominantly the youth, while those who are being killed are also predominantly the youth. Reminders of this realisation continue to haunt us: a university graduate murdering peace activist Sabeen Mahmud in Karachi (2015), terrorist attack on the Bacha Khan Uni- versity in Charsadda (2016), students lynching a fellow student for alleged blasphemy at the Abdul Wali Khan University, Mardan (2017). Focusing on the youth of Pakistan the material contained within these pages also contains a sober warning about factors and conditions that lead to destructive patterns of behaviour. The conversations in and around Peshawar on our visit also opened our eyes to just how profoundly living in a constant state of insecurity impacts the youth. To be young in Pakistan today means having no experience that is not contextualised by living in a state of war. For the youth particularly, there is a pervasive sense of insecurity and an acute need to be always alert. That does not mean that the youth are overwhelmingly preoccupied with thoughts of insecurity. That would make life not just miserable, but unbearable. What it does mean is that conversations about insecurity cannot be easily compartmentalised and separated from other conversations. This one reality, more than all others, helps shape the intensity, intent and impact of how the youth in Pakistan engage with the society around them – whether in a political, a civic, an economic or a social context.

Champions of change gime, Pakistani youth gained a sense of their agency. They became a symbol of street power in sit-ins against the current Never has there been a generation of young political government. The militant attacks Jawan Ideas people in Pakistan so invested in the future on Pakistan’s educational institutions, her- of their country, so aware that the solu- itage sites and indeed the country’s very tions to their problems will not come from existence catalysed them into reclaiming above or abroad, who know that it is they their voice from silent, private condem- Let us make sure young people who can and must be the change that must nation to a vocal censure that is collective laugh. Set up laughing clubs starts from within. Additionally, this gen- and open. where students and teachers can eration has unprecedented access to infor- Interacting with society in new and in- laugh together to relieve stress. mation, with communication and technol- novative ways, the youth are becoming a ogy providing spaces and platforms never lever of transformation pushing society to available to Pakistan’s young people before. give them space to be heard. Youth engage- Participating in the movement to restore ment in Pakistan is currently a fight for the judiciary in 2007 under a military re- that space, on their own terms. To mean-

Chapter 5 Youth engagement and human development | 101 ingfully engage with this important demo- ciety and equally importantly, how society “I don’t have any fears, graphic, society must enter a social con- views them across the range of their iden- because Pakistan is a land of opportunities. tract that the youth accepts and that the tities. The critical question that then arises From Gilgit-Baltistan to community upholds. Pakistan’s youth have is whether society can provide space for the Karachi, we have ample historically been an overlooked and in-be- youth to engage within those identities. of resources, different tween category that typically slips under Secondly, the period of youth develop- people with variety of the development radar. Youth policies have ment is one of momentous changes regard- skills that can be utlized been piecemeal, with little appreciation of ing how individuals identify themselves for the betterment of Pakistan” the interconnected forward and backward and society. Generally, in Pakistan, this linkages with the areas that drive youth de- transition period – as a child becomes an – velopment. These linkages are necessary to adult – is protracted for the privileged and Male with disabilities, develop meaningful engagement with the restricted for the poor. In this context, the National Youth Consultation, Haripur. youth – where engagement is taken to be change from child to young adult engaged a right as fundamental for human devel- in economic, political and social activity is opment as the right to shelter, food and dramatic. Fruitfully engaging the youth en- health. Only when the youth are engaged tails successful management of their associ- will they be empowered. Merely educat- ated responsibilities and expectations. The ing young people and providing jobs does life course transitions theory (Hutchin- not empower them unless they themselves son, 2011) illuminates the various tran- feel that they can, in some capacity, influ- sitions they must navigate in terms of re- ence the decisions that shape their lives. sponsibilities.2 Along this path, individual Skills gained from schooling and the and shared perceptions shaped by various Jawan Ideas labour market enable engagement. But mental models play a role in determining this does not mean that uneducated and expectations – those of the youth, as well unemployed youth cannot be empowered as society’s expectations of the youth. This or engaged. In a society where the young is what underlies the intrinsic (individual) outnumber the old, this reading of youth and extrinsic (social) motivations for en- Incentivise civil society to potential is dangerously simplistic and pes- gagement.3 create outdoor opportunities simistically self-defeating. Where half of Thirdly, Hart’s 8-step “ladder of partici- for young people that create a caring and responsibility for Pakistan’s adult population is illiterate and pation”, designed to create authentic youth nature amongst them. youth unemployment is higher than over- engagement opportunities (figure 5.8, pg all adult unemployment, this logic curses 118) illustrates highlights differences be- entire generations to “disempowerment” tween levels of youth participation – the because of a failure in the implementation extent and quality of youth engagement. of education, health, and economic poli- This can also be applied to Pakistan where cies. each rung reflects the extent of youth’s in- The more important driver of active par- volvement in decision-making that impacts ticipation is identity – what it means to them or society at large. If Hart’s levels are be young in terms of your own experience. applied to the existing engagement oppor- This is what shapes an individual’s world- tunities in Pakistan it becomes evident that view and sense of control over their life. It we hardly go above rung 3. We explain this is their personal experience – whether as a aspect in greater detail further on. married semi-literate young woman or as Engagement is not simply an end itself an under-employed young man – that will but also the means to an end, towards an shape how the youth interact or engage informed, engaged and responsible citi- with society. The two are inter-linked, but zenry in control of the decisions that af- when viewed as “human becomings” the fect their lives. Meaningful engagement youth are so much more than just a job or increases the chances that a young person’s a degree.1 Identity is the intermediary be- views are heard, respected and utilised. tween individual and societal engagement: This in turn leads to young people feeling how young people view themselves in so- more connected to and developing a stake

102 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 in a collective larger than themselves (ex- institutions, and by facilitating the two- pert opinion: I.A. Rehman). way transfer of information that is essential While bearing most of the brunt of the for democratic accountability and secular increasing physical, financial, econom- enquiry. Our consultations with Pakistan’s ic and mental insecurity that has typified youth suggest that they are eager to play an Pakistan for the past 15 years, it is none- even bigger role. theless the youth who have reclaimed their Overall then, engagement in the context Jawan Ideas lost citizenship, so to speak, by standing of this chapter may be defined as the youth’s up for their more vulnerable or victimised ability to participate in and influence the fellow citizens as is evident in the youth re- decisions that affect them, to build a better vival that Pakistan is witnessing. society and to drive social change.4 Seeing Set up community centres in This revival entails the youth being in- engagement as a social contract between all neighbourhoods as spaces creasingly cognisant of their rights as well the youth and society, this chapter also where youth can meet to as their obligations towards society. The looks at the set of rights, means, spaces, share ideas, food and receive and provide mentorship and resurgence manifests in how the youth are opportunities and support that Pakistani exchange expertise. at the forefront of some of the most prom- society provides. We can thus gauge the ising and exciting civil society interven- extent to which Pakistani society enables tions in fields like education, governance individuals to simultaneously pursue indi- and democracy, gender equality and con- vidual goals and participate in collective ac- flict-resolution. They are engaging with tivities. This is measured by their well-be- society by volunteering as youth mobil- ing, freedom of expression and association, isers, by partnering with public and private and participation in sports, recreational

EXPERT OPINION I. A. Rehman Citizenship and the youth

It is puzzling that citizenship receives due attention neither in Paki- ployment and social security etc. – becomes available to citizens on stan’s educational curricula nor in its political discourse given that reaching the age of 18, when they are entitled to vote. At that point this state was founded based on common and equal citizenship of citizens acquire responsibilities in addition to rights and obligations. its people. All citizens aged 18 and above have a responsibility to join the While defining the ideal and ideology of Pakistan in his famous effort to make the lives of the people happier, richer and more pro- speech of 11 August 1947, Quaid-i-Azam Muhammad Ali Jinnah de- ductive, for citizenship demands an active role in the promotion of clared that every person living in Pakistan, “no matter to what com- public good. A person who does not assert her or his rights and does munity he belongs, no matter what relations he had with you in the not help fellow human beings in realising their entitlements cannot past, no matter what is his colour, caste or creed, is first, second be accepted as a full citizen. and last a citizen of this state with equal rights, privileges and ob- The youth have a special responsibility to act as dynamic, public ligations”. spirited citizens for, unlike their elders who have lived their lives, By describing citizenship as the bond that united the people of they have longer spans of life ahead. They have a right to choose this country in a single nation, the nation’s founder reminded Paki- and shape the conditions in which their genius can flower. However, stan’s first parliamentarians that, though demanded as a homeland they can adequately discharge their citizenship responsibilities only for Muslims, Pakistan belonged to all its citizens, regardless of belief, if they imbibe the concept of citizenship and the role of citizens early gender and social status. The Quaid-i-Azam himself outlined the ba- in life, during childhood years. Well-informed youth alone will grow sic attributes of citizenship: equality in terms of rights – the funda- into conscious young women and men and give the country leaders mental rights to life, liberty and security, and all the basic freedoms; capable of establishing a democratic, just and progressive order. and obligations – to live within the law and to respect the rights of For all this to happen all children and the entire youth of Paki- the fellow beings. These rights belong to young people and children stan must be guaranteed opportunities of learning what citizenship as well as adults. means, besides being allowed space to exercise their rights as inde- One key right – to participate in governance, that is, manage- pendent-minded citizens. ment of people’s affairs from basic needs to education, health, em-

I.A. Rehman is former editor, Pakistan Times, former Director, the Human Rights Commission of Pakistan.Comment for Pakistan NHDR 2017.

Chapter 5 Youth engagement and human development | 103 activities and the arts. The current state by a single word: engagement. Without en- “Satisfaction with the of youth engagement in Pakistani society, gagement, gains made in terms of incomes, education system is gleaned from the National Youth Consul- longevity and educational enrolment ra- for those with money. Those without money are tations and the National Youth Perception tios will have little impact on the actual dissatisfied” Survey conducted for this report shows the quality of young people’s lives. Without potential that an active and meaningfully engagement, the youth will not feel they – engaged youth presents for Pakistani soci- are a part of society or have any stake in Female, National Youth ety. Findings from both the consultations it. Engagement can ensure bonds between Consultation, Sialkot. and the survey also warn of the potential generations by providing the youth with a pitfalls of a societal failure to engage the crucial investment in society. youth. Engagement is also about full and productive involvement in the affairs of a society beyond political and social rights. It is a Engagement as human social contract between an individual and development society, where individuals actively enact their rights through a recognition of their The emphasis on measurements to chart responsibilities as citizens and make efforts progress in meeting development targets to fulfil them. In return, society must pro- makes it easy to forget that human de- vide the support, means, spaces and op- velopment is about real people – living, portunities to develop an awareness of the breathing, individual human beings. At individual’s rights and ensure that those the most basic level, human development rights are given. This creates a sense of the should enlarge the choices available to in- individual’s place in a larger collective. En- dividuals by improving their competencies. gagement signifies trust that institutions This would help them to attain an accept- exist to expand freedoms and opportuni- able living standard enabling them to live a ties that enable individuals to live a more healthy and long life and enhancing their fulfilled life. The three pillars that strengthen pro- Jawan Ideas capacity to obtain knowledge. Equally importantly, engagement should also provide ductive capacities and hence mobilise indi- the conditions necessary for human devel- vidual agency include improved education opment to expand freedom of choice and and health, equitable economic growth, opportunities to enable individuals to live and engagement through participation in Establish special voter the lives they value.5 These conditions in- democratic governance. Engagement thus registration drives focusing clude civic and political participation, hu- promotes collective as well as individual on young people reaching agency. Collective action is the ability of voting age. man rights and security, and environmental sustainability, all of which are important individuals to associate with each other, development goals in and of themselves. and to form and voice opinions to claim To belong, to be heard and to be valued their economic and social rights. Being free are at the core of human existence. Those of poverty and disease allows people to do who lack the ability to associate and cannot more than just survive— it enhances their form and express their own opinions have ability to demand economic and social pol- far fewer choices in life. Youth engagement icies that respond to their priorities.6 is a critical component of the asset-based The existence of opportunities for en- approach to youth development – that is gagement in Pakistan and the youth’s will- when young people have both the capaci- ingness to avail those opportunities under- ty and agency to solve their own problems, scores a recognition of the complexity of enabled by a supportive environment (fig- public issues and a will to seek collective ure 5.1). political solutions. Engagement signifies a The contextual aspects of human devel- recognition on the part of Pakistani soci- opment comprising participation in polit- ety that its youth are not a ‘problem’, but ical and community life can be described are active players in society, with their own

104 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 FIGURE 5.1

Mutually reinforcing capabilities

Enjoying political freedom and participation Collective agency Collective agency for greater equity for greater equity

Enhanced Human evelopment

Being Enjoying a decent knowledgeable standard of living and enjoying good health

Mutually reinforcing links through individual agency

Source: UNDP 2002. set of strengths. Human development and functioning and tolerant society. engagement are thus clearly intimately connected. Human development can only be achieved through actively engaged citi- Youth in transition: constructing zens, while actively engaged citizens are an an identity outcome of human development. Society must recognise the risks that the The transition from childhood to adult- youth face at key moments in their lives, as hood is a critical stage of human develop- well as the economic, social and political ment. It is a period during which young Jawan Ideas contexts of these risks and moments, to people undergo vital social, psychologi- fully appreciate their role in Pakistan’s cal, economic and biological changes. For human development. At the same time, many, these changes involve critical chal- the youth can begin to address through lenges and choices. The quality of life that Encourage school trips to engagement the constraints that limit their adults lead depends to a large degree on explore Pakistani heritage, arts aspirations and realities, holding them how well they negotiated the critical peri- and culture -- both local and back particularly if they identify with a od of youth. The transition to work and to national excursions. vulnerable socioeconomic class. Involving citizenship, marriage and starting a family the youth in the design, implementation are the major economic and social chang- and feedback of policies and projects es that young people experience on the through engagement enables them to way to adulthood. Included in these tran- become better beneficiaries, substantive sitions are schooling and health that also collaborators and eventual initiators in prepare the youth for adult roles. Enabling human development. This trajectory them to make smart choices during these would make a sustainable difference to the transitions will help them to fully realise lives of two thirds of Pakistan’s citizens, their potential as engaged citizens, work- strengthen democratic principles and civic ers, family members, and entrepreneurs -- participation, introduce accountability and as leaders in all these areas. Failure to in public office, and most importantly, create this enabling environment produces rebuild the trust that is necessary for a a vacuum that makes young people suscep-

Chapter 5 Youth engagement and human development | 105 tible to the clear leadership and direction of their rights as citizens or the responsi- provided by those peddling radical or and bilities that citizenship entails. Thus, they “In our family, for big decisions, women are militant ideologies. view politics mostly in terms of political never asked for their Pervasive changes that transcend bound- office, rather than as a comprehensive set opinions. In some aries in demographics, technology, eco- of relations where voting and participating households they ask for nomics, politics, environment and culture in public life are as important as success- women’s opinions, they are throwing up new and emergent con- fully contesting elections. take note of ideas, but ditions for young people. These changes How successfully the youth negotiate then men implement their own decisions” bring with them the transformational po- various areas of their life -- as individuals tentials of markets, technology and democ- and at the level of households, institutions, – racy. But as new ways of organising social, communities and societies – depends on Female, National Youth political and economic life interact with their access to opportunities and support Consultation, Hunza. traditional norms and institutions, there along the way. This is what enables them is also the risk of instability and margin- to make important life choices. Access to alisation, factors that can drive the youth nutrition, health facilities, education and towards militant ideologies that carry false training, or being able to form and voice promises of certainty and reward. It is no opinions, all determine outcomes for coincidence that most of those involved in young people as they move into adulthood. militant attacks are young men who feel This calls for a “life course perspective” disenfranchised in one way or another and that identifies and examines earlier experi- have never had the opportunity to develop ences to assess how they affect outcomes in a sense of their own potential in shaping a health, education, employment, marriage, better future for themselves, their families parenthood and societal participation.8 and communities. According to the life course transitions The sheer rapidity and scale of these theory, at the outset the youth’s successful Jawan Ideas changes profoundly influence both the op- transition to adulthood is heavily medi- portunities and risks that the current gen- ated by the social relationships they forge eration of young Pakistanis face as they pre- within their families, peer groups and in pare to assume adult roles. The transition wider society. to work is not smooth for many youth, es- These relationships significantly affect Encourage universities to give admission preference for civic pecially young men, who stay unemployed how young people negotiate risks and seek volunteering such as caring for for longer periods of time during their ear- opportunities and support as they prepare the sick at hospitals, helping in ly twenties. Most young women stay out of for adulthood. Secondly, individual agency orphanages, cleaning streets etc. the labour force – in 2016, 3 out of 4 wom- plays a big role in life course development. en did not participate in the labour force.7 Young people are not passive consumers This leads to negative impacts on economic of opportunities or sufferers of crises. They wellbeing and societal engagement. More- shape their destinies through individu- over, those who obtain employment often al agency to help expand life choices for stay in poor quality jobs hindering their themselves and their communities. Both economic and social mobility. It also im- social relations and individual agency are pacts their children, creating and reinforc- determined by youth identity. ing an intergenerational cycle of poverty. It is through engagement with society The low quality of both education and that young people develop their capabili- employment outlined in earlier chapters ties to make choices — which is the true means that many young people are unable goal of human development. to transition to successful marriage and parenthood, or citizenship. The current Identity and society generation of young people is more willing to demand greater involvement in societal Engagement between the youth and soci- decisions, but many transition to citizen- ety is intermediated by identity -- how the ship without developing an understanding youth view themselves in society and how

106 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 society views them across their various in Pakistan, transcending gender, loca- identities. Self and social perception are tion, ethnicity, and religion, places youth mutually reinforcing. How young people in a rigid hierarchy the relevance of which perceive themselves can lead to changes is determined by the dominant narrative in how the family, the labour market, the produced by various interest groups in marriage market, and the political arena society. Consultations with youth from view them. The youth’s agency is described across the country show that where young Jawan Ideas as their ability to make their own choices people place themselves in that social fab- and act on them, their skill sets and capa- ric reflects how society sees their various bilities, and their power to transform their identities, as well as their own acceptance own lives. This asset-based approach to or lack of acceptance, of themselves in youth development is essential in a society these roles. Young people are particularly Animal welfare organisations like Pakistan, where socioeconomic class vulnerable where multiple poverties coin- and veterinary clinics should discrimination is systemic and where in- cide: a young, rural, uneducated, Christian work with schools to involve young people to care for equality is entrenched and persists across woman is excluded in large part due to her animals to relieve stress, generations, since vertical social mobility poverty in capital — whether it is physi- inculcate humanity and learn to requires socioeconomic intercession. Sta- cal, financial, human capital, or social. The take responsibility. tus is conferred through accident of birth. vulnerability increases if the youth is dis- Class dictates how public institutions, abled. The National Youth Consultations society and government choose to treat a highlight how being poor, female, dis- young person. In such a society, how young abled, or marginalised makes a difference people construct their identities is a func- in how the youth experience life (box 5.1). tion of their experiences, which are broad- At the same time, the identity that the ly determined by class. youth create for themselves must be one Social identities are constructed and re- that society also accepts, as these identi- inforced on the path to adulthood. These ties are based on shared mental models, identities are shaped by both external that people need to solve collective action (social) and internal (individual) forces. problems, express solidarity, and belong. Internal forces consist of the individual Being malleable, these mental models can mental models that the youth use to un- be shaped by exposure to alternative ways derstand how things work, their place in of thinking. Experiences and better role Jawan Ideas society, and what is “thinkable” for their models can improve trust, encourage col- lives. Mental models critically consist of lective action and to build institutions. identities, stereotypes, prototypes and sto- As a cohort, the youth represent a gener- ries. The youth as a group, because of their ation, that is, a group of individuals born different experiences and exposure, have around the same time, who have faced Work with civil society to their own set of mental models to under- common cultural events in their formative create a social media peace stand their place and role in society. This years. However, their life experiences in corps of young volunteers countering extremist ideology creates divergence in the path that young key developmental stages vary according through messages of peace people chart for themselves, in their aspira- to socioeconomic class. These experienc- and tolerance. tions or goals, and in the level and meaning es shape the identity the youth create for of engagement with society. The possibili- themselves and that society accepts them ty and quality of engagement is thus deter- in. mined by youth identity, which in turn is Engaging the youth in meaningful activ- a function of socioeconomic class. Identity ities exposes them to those from different is what it means to be a youth of a certain socioeconomic classes and allows them to class in one community or another. interact with individuals who may share Individuals have multiple identities, their ideas and aspirations and facilitate some more salient than others, and iden- networking around shared ideals and caus- tity has important effects on a range of es. Increased interaction with people from behaviours.9 The stifling class structure diverse backgrounds helps break stereo-

Chapter 5 Youth engagement and human development | 107 types, dispel myths, puncture exclusivist regarding the most important decisions in narratives and develop a more inclusive and their lives, such as marriage. pluralistic outlook. In a “cycle of mutual This lack of control leads to a crisis of constitution”, this two-way engagement concept of self – the personal identity that can help reduce differences by creating a the youth create for themselves – that cuts narrative that cuts across class, ethnicity, across society but is more pronounced in location and religion.10 marginalised ethnicities and socioeconom- While the youth may be divided in a nar- ic classes. The youth tend to have unrealis- Jawan Ideas row, albeit meaningful way, at a meta level tically high aspirations – or set their sights the problems they confront are not. For ex- dismally low. Since self-concept depends ample, 1 in 3 young adults who responded on the mental models that the youth use, to the NYPS 2015 believed that Pakistan policy makers, educators, leaders and fami- was becoming worse as a country for young lies can help change perceptions about con- Establish a national young people to live in (figure 5.2). Increasing straints and opportunities that are embod- government employee exchange pessimism can affect agency and dull aspi- ied in mental models. This would increase programme amongst provinces to enable the sharing of best practices rations. both the level and quality of the youth’s and ideas. engagement. To increase engagement, it is Aspirations and agency necessary to raise aspirations about what is possible in life. Young people in Pakistan face a dilemma in One way of doing this is through simple terms of a dwindling locus of control; that exposure to positive and attainable role is, their actions don’t determine outcomes. models. It is important to populate the The overwhelming belief is that chance of youth’s “aspiration window” – those they birth or geography or fate determines out- want to emulate – with a healthy dose of comes, and that powerful others control those they can realistically aspire to be their lives. like.12 Too often in the consultations the A 2012 survey estimates that half of youth identified as their role models, per- Pakistan’s youth believe that they have sonalities who were exceptional and unique little autonomy over their lives.11 This is – the Holy Prophet of Islam (PBUH) or especially true for females. According to Muhammad Ali Jinnah. Numerous studies NYPS, 80 percent of females as compared show that having attainable role models to 60 percent of males felt they had no say can raise aspirations and increase self-effi- FIGURE 5.2 cacy.13 Research suggests that it is in fact possible to change aspirations and improve Youth perceptions about Pakistans progress in the selected domains self-esteem by simply exposing individuals Worse off No Change Progressing to success stories of people who are like As a country for young people to live in them, who worked hard and achieved their

Culturally goal. A one-hour long documentary shown to Religiously poor farmers in remote villages of Ethiopia

Politically managed to immediately increase self-reported measures of aspirations and self-ef- Socially ficacy.14 Pakistan’s marginalised youth,

Economically especially in rural areas, may benefit from such documentaries that could change Pakistan overall their locus of control – the sense of wheth- (%) 0 10 20 30 40 50 60 70 80 90 100 er they have control over their lives – and alter their aspirations. Here, aspiration Note: The total doesnt add up to 100 as the Don’t Know category is not being shown in the figure. refers to a more immediate and tangible Source: UNDP estimates based on National Youth Perception Survey 2015. forward-looking goal or target in terms of

108 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 BOX 5.1

Youth and disability

The Copenhagen Declaration on Social Development, to which Paki- special schools and requiring businesses to employ persons with stan is a signatory, identifies social integration as“fostering societies disabilities as a certain percentage of their workforce. However, that are stable, safe and just and that are based on the promotion persons with disabilities still face difficulty in exercising their civil and protection of all human rights, as well as on non-discrimination, and political rights, obtaining quality education and finding gainful tolerance, respect for diversity, equality of opportunity, solidarity, employment. Pakistan’s ratification of CPRD, which emphasises a security, and participation of all people, including disadvantaged rights-based approach that empowers people with disabilities, has and vulnerable groups and persons”.1 In 2011, Pakistan ratified the achieved little in terms of shifting the focus away from a charity and Convention on the Rights of Persons with Disabilities (CPRD).2 To- medical approach.5 There is a need to monitor how employers are gether, the two underscore Pakistan’s commitment to protecting the implementing the Disabled Persons (Employment and Rehabilita- civil, political, social and economic rights of persons with disabil- tion) Ordinance 1981, which requires employers with 100 workers ities. However, little has changed in terms of policy interventions, to ensure that 2 percent their total workforce consists of persons awareness-raising and investment to address the attitudinal, social with disabilities. However, the weakness of implementation coupled and physical barriers faced by persons with disabilities. with social constraints and attitudes leaves most of the disabled pop- Take for example the issue of the availability of data on persons ulation out of work. with disabilities. The failure to conduct a national census on a regular There are few special education schools for people with disabili- basis has hampered, among other things, the gathering of accurate ties, especially in rural areas. Those that exist leave a lot to be desired statistics on the number of disabled persons and types of disability. in terms of quality. Provisions for educating people with disabilities The 1998 census recorded the number of disabled persons then as in regular educational institutions, such as building features that al- 3.35 million, with the prevalence of disability in Pakistan at 2.54 per- low easy access, remain almost non-existent. cent of the total population.3 Given the rise in population since then, Young people between and adolescence and adulthood are at an the number of persons living with disabilities in Pakistan would be age of major transitions and accompanying anxieties to begin with. well over a quarter of a million today, to be ascertained when data For differently abled youth, especially women, from disadvantaged from the 2017 census is publically released.4 backgrounds, their many vulnerabilities intersect to make these tran- Promising early attempts in Pakistan to include persons with dis- sitions even harder to negotiate. abilities as fully engaged and productive citizens involve setting up

Notes 1. UN 1995. 2. UN 2007. 3. Government of Pakistan 1998. 4. British Council 2014a. 5. British Council 2014a. what futures the youth believe are possible. failure to respond positively to a young When this is a case of presenting informa- person’s basic human urge to belong and to Jawan Ideas tion they probably already have, the impact have a voice in how society functions. This lies in altering beliefs about how likely an can cause a fall in individual capability to outcome is (success/failure) or on the re- work towards goals, to contribute to the turns to an activity (new/old). This can wellbeing of society, and in the function- help align aspirations (future targets) with ing of the society at large. But disengage- Establish a confidential Youth Help Hotline to assist young people in expectations (the level they expect to be at ment is not an individual problem. Youth stressful situations, including those in say, ten years). from marginalised communities – the ru- contemplating suicide, victims Misaligned aspirations can lead to dis- ral poor, the disabled, the transgendered of violence and abuse, health engagement with society. For example, in and the religious and ethnic minorities emergencies, etc. 2013, 2 out of 3 young people believed that – often disengage with society due to the their economic prospects had worsened social structures and settings in which they over time.15 Persistent economic insecuri- spend time. ty amidst growing inflation can be a major In the absence of opportunities for mean- obstacle to realising the youth dividend. ingful participation and given suspicion of existing ones, the youth may seek alterna- Life interrupted: extremism and tive avenues of belonging and participation violence that conflict with their own long-term best interests. These avenues may be drug gangs Youth disengagement stems from society’s or more dangerous ideological, extremist

Chapter 5 Youth engagement and human development | 109 FIGURE 5.3 platforms. Although it would be hard to ing the phenomenon to economic insecuri- draw a linear connection between disen- ty and an unjust society. For many, chronic Perceptions of how to relate to people of other faiths gagement and involvement in terrorism, it insecurity is a way of life, with peace un- may be argued that disengagement increas- likely for the next generation if Pakistan Male Female es the appeal of exclusivist narratives and continues down this path.18 Recruitment (%) encourages activities that harm the youth is easy when vested interests can capitalise 80 particularly and society in general. on perceptions about a “failed state”, a sus-

70 Pakistan’s current generation of youth picious population, and misplaced ideals are at the receiving end of more polarising of pan-Islamic greatness. In the absence of 60 tendencies than at any time in the coun- a credible counter-narrative by the state, 50 try’s history. They have seen internal wars youth conditioned through these narra- 40 waged against anti-state militants, debated tives in the media and curricula are more

30 their ‘legality’ and efficacy, and witnessed easily seduced by promises of religious glo- sectarian violence. Most were schooled ry. 20 in a curriculum that forges an identity To minimise violent engagement by the 10 based exclusively on Islam, is discrimina- youth, it is important to address how they 0 tory towards non-Muslim communities become radicalised, and identify ways to and cements an ‘us vs. them’ mentality.16 wean them away from radical ideas. Such their faith

of worship Moreover, authority figures like parents, youth from conflict areas must be re-ab-

right to preach teachers and community leaders often dis- sorbed into the social fabric through a Should not have Should not have friendly relations Should not have

right to build places courage secular inquiry, critical thinking, careful combination of financial (cash

Source: UNDP estimates based on National and discussion of alternative visions of re- transfers) and psychological support (cog- Youth Perception Survey 2015. ligion, society and state. It is worrying that nitive and behavioural therapy). Successful almost half of all the NYPS respondents graduates of rehabilitation programmes said they do not approve of having friendly can be designated as youth ambassadors to relations with non-Muslims or Muslims of discourage extremism. They can address other sects, the right of these “other” com- mosques, schools and youth seminars as munities to build places of worship, and es- examples of model citizens, uplifting their pecially, to preach their faith (figure 5.3). self-esteem while also serving as role models for others. There is evidence to suggest Radicalisation that war-affected youth benefit from such interventions, leading in turn to a decrease This is not the place to delve into the com- in anti-social behaviours and an increase in plex interplay of factors that push individ- long-term savings.19 uals across the continuum from becom- In the absence of a well-crafted and ing observers to perpetrators of violence. comprehensive national de-radicalisation However, it is important to briefly outline policy, a few such efforts mark a mod- the factors causing the radicalisation of est start. These include de-radicalisation young minds. These factors include socio- programmes in Swat where the first such economic poverty (both absolute and rela- project was launched in 2009, with a fo- tive), education systems based on curricula cus on adolescents (15-18 years), youth that breed close-mindedness, discouraging (19-25 years), and their families through questioning and independent mindedness, religious re-education, psycho-emotional and a religion-dominated ideological nar- counselling, formal education and voca- rative. While the state has lately made ef- tional training.20 By 2014, almost 2,200 forts to reduce militancy, more needs to youth had completed the programme.21 A be done to curb exclusivist narratives and similar programme in Punjab was launched militants (expert opinion: Dr. Moeed Yu- in March 2015 under the National Action suf ).17 In a survey about why violence is Plan 2015. becoming more common, most youth be- It is yet to be determined to what extent trayed a sense of persecution while ascrib- such programmes succeed in re-orienting

110 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 EXPERT OPINION Dr. Moeed Yusuf Youth radicalisation in Pakistan

What drives young people to become radicalised? Factors include of Pakistan’s poor, alienated or not, have stayed away from radicali- lagging human development indicators – education, socio-economic sation and militancy. deprivation, poor governance and corruption. In addition, a negative To move forward, Pakistan needs a pluralistic national narra- politico-ideological environment has increased the susceptibility of tive that celebrates difference and promotes tolerance of diversity, Pakistani youth to radicalisation. religious or otherwise. Improving understanding of the problem will Radicalisation is most usefully understood as a process that be key, ensuring that youth radicalisation does not remain an un- moves along a ‘continuum’, starting from an individual’s peaceful derstudied or data starved subject. Policy interventions are essen- outlook and ending in outright violence against those seen as ene- tial to improve the politico-ideological environment. The state must mies (figure 5.4). The move along the continuum from pre-radical- succeed in eliminating physical militant infrastructure, recruitment isation to actual radicalisation is enabled by ‘drivers’ or ‘enablers’. bases and recruiters, radical madrassas, and the funding streams In the absence of systematic panel data, we do not know enough that support radical elements and militant violence. It must hold all about such processes in Pakistan. Much of what we know is de- religious institutions and clerics to current laws to prevent narratives rived from polls and surveys that capture the views of young people or actions that incite violence. Some of this is now being pursued and attempt to infer the state of radicalisation among them. Notable under the National Action Plan. A coherent de-radicalisation policy trends include the importance of religion in the youth’s lives, increas- is sorely required. ingly intolerant belief systems and a tendency to buy into an ‘us vs. Most importantly, the state must tackle the militant narrative them’ worldview. While some studies extrapolate a linear correlation by developing a direct counter-messaging to address each aspect between these factors and radicalism, most such trends fall in the of the militant narrative, accompanied by a national outreach cam- pre-radicalisation phase of the continuum. paign through media, school tours and seminars. Moderate religious The education system and socio-economic deprivation are voices are needed to demystify radical misinterpretation of religion. most commonly cited as enablers of youth radicalisation. Scholars Investing in quality education and socio-economic equality is also often argue that the curriculum of subjects like Pakistan Studies essential. Textbooks should reorient biased narratives about violence and Islamiyat try to impose Islam as the national ideology, create and Pakistan’s position in the world; state-run moderate madrassahs exclusionary mindsets and present a biased view of history. While should be set up in areas rife with radical mindsets; and regular in- the different education systems prompt potential polarisation among teraction and dialogue facilitated between students from the three youth, a linear relationship between what is taught in schools and different education tracks. Alleviating socioeconomic disparity will radicalisation has not been established. Similarly, explanations fo- also be vital to undercut militant narratives that feed on deprivation cusing on poverty or inequality as the leading driver of youth in- as a means of discrediting the state. volvement in violence prove untenable. The overwhelming majority

FIGURE 5.4

Youth preferences mapped on the radicalisation continuum

Religiosity

Frustration Religious with Exclusionary Intolerance Us versus Lack of country’s mindsets them opposition to Youth situation conception all islamist involvement of the violence in militancy world

Pre-Radicalization Phase Radicalization Phase

Source: Yusuf 2015.

Dr. Moeed Yusuf is director of South Asia programs at the U.S. Institute of Peace. Extract from “Radicalism among Youth in Pakistan: Hu- man Development Gone Wrong?”, background paper for Pakistan NHDR 2017.

Chapter 5 Youth engagement and human development | 111 BOX 5.2

Engaging youth to combat climate change and natural disasters Pakistan is one of the world’s most vulnerable countries for cli- healthier and better educated than previous generations due to in- mate-related risks.1 In coming years, climate-related disasters, ex- vestments in education and health service delivery. This is an oppor- pected to be more frequent, unpredictable and intense, will push tune moment to make climate change and disaster risk reduction a back decades of gains in human development indicators. The coun- central concern of Pakistan’s human development agenda. try’s response to natural disasters like floods and earthquakes under- As a party to the Paris Accord, Pakistan must endeavour to keep scores the lack of response mechanisms at the local level, and lack global temperature rises ‘well below’ 2 degrees centigrade. Making of implementation of existing mechanisms -- procedures as well as its youth the vanguard of the response to climate-change-related physical infrastructure such as shelters. risks and other natural disasters will help Pakistan secure its human However, natural disasters in recent years have ignited the na- development gains, that receive massive setbacks when natural dition’s voluntary spirit, especially the youth who mobilised in large sasters strike. Engaging the youth will also harness their voluntary numbers to organise relief and rescue efforts. The LUMS Trekking spirit towards enhanced human development. and Adventure Society was the first to reach many affected villages This will require educating people at all levels about cli- and relay valuable information on the villagers’ needs. Across the mate-change-related risks, from the formal education curricula and country, thousands of students and teachers gathered at educational informal awareness sessions to campaigns in the print, electron- institutions to sort and pack relief goods and raise funds.2 ic and social media. Another step would be to institutionalise the Such spontaneously organised collective actions point to a re- youth’s voluntary spirit through a national disaster preparedness source that must be harnessed to implement risk reduction and programme that includes forming and training community rescue response measures. Pakistan’s large youth population is relatively and response teams.

Notes 1. Kreft and others 2015. 2. Rashid 2015.

these individuals, and more critically, how that lack state-run social safety nets.23 This accepting society is of them. In general, would help counter the ultra-orthodox however, extremists take advantage of the madrassahs and militant groups who also “We are independent but vacuum provided by a weak state writ, both focus on these regions and gain inroads independence here does not mean we have the geographical and ideological — whether through their own social welfare pro- decision-making power they are separatists, religious militants, or grammes, providing essential services like in our life” ethno-political groups. In this situation, health and education. what is clear is that Pakistan urgently needs Societies that experience profound vi- – Male, National Youth a national counter-narrative independent olence often re-invent national identi- Consultation, Islamabad. of religion and promoted through state-so- ty to overcome the resistance offered by ciety linkages. Positive examples of youth- entrenched social norms, such as those led engagement include groups focusing centred on ethnicity or, in Pakistan’s mostly on conflict resolution, working in case, religion. A positive example is from areas with a high level of extremism. They post-genocide Rwanda, where radio pro- include the College for Youth Activism grammes were used to reach out to people and Development in Karachi, and the Co- and encourage them to think independent- alition for the Rights and Responsibilities ly, work collectively, and resolve dissent Jawan Ideas of the Youth, and Aware Girls, a female with authority through debate and discus- empowerment initiative to create young sion, rather than violence. The experiment women peace activists, in Khyber Pakh- revealed that it is possible to alter atti- tunkhwa.22 tudes, thought processes, and perceptions There is also clearly a need to reform and of social norms using mass media. Groups Dedicate open-air spaces in important parks and public gathering register the existing madrassahs, and in- that heard reconciliation versus entertain- places for use by young musicians troduce curriculum reforms in madrassahs ment programmes were more open to using and performers for performances to teach a broader range of subjects and discussion to solve problems.24 that are free to the public. Local a moderate version of Islam. Such efforts It is essential to include young people at councils should allocate budgets to pay these performers stipends that can be backed by cash stipends for madras- all levels of social and development deci- at least cover their costs. sa students, particularly in vulnerable areas sion-making, for one thing because they

112 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 are the ultimate beneficiaries of the pro- and abuse of drugs.30 The fourth impli- grammes being undertaken and policies cation of violence is having to leave their “It is high time that we being made. And also, more importantly, homes, their livelihoods and their educa- start asking what we can do for Pakistan, instead of because “voice and participation are a key tion. asking what Pakistan can part of the human development approach According to the Internal Displacement do for us” and important for long term policy-mak- Monitoring Centre, as of July 2015, insur- ing” (Hall, 2015). gency, counter-insurgency, sectarian vi- – olence and tribal feuds had displaced 1.8 Female, National Youth Consultation, Chitral. Violence million Pakistanis.31 In addition to inter- nally displaced persons, Pakistan also hosts The current generation of young Paki- 1.6 million external refugees (belonging to stanis has witnessed more violence and in- other countries), that is, 10 percent of the ternal conflict than at any time in its histo- world’s 16.1 million refugee population ry. The number of terrorism-related deaths – the second highest number globally.32 have declined in recent years in Pakistan, Thus, for many young people in Pakistan – but it remains the world’s sixth deadliest whether they are internal and external ref- country.25 In 2016, it ranked fourth in the ugees – the transition to adulthood takes Global Terrorism Index of countries most place in refugee camps. This affects their impacted by terror, scoring 8.6 on a scale identity, family relationships and status in of 10.26 society. Many of these young people will In 2013, nearly 1 out of every 4 young not be able to complete their education. Pakistanis had been either been victims of Many will fail to find work, hindering not violence or had family or friends who were only their human development but also victims. Of those who had experienced a that of their children. traumatic violent event, 41 percent report- To tackle violence it is important to ed suffering symptoms of post-traumatic acknowledge it, appreciate the effect of stress disorder (PTSD).27 In FATA and chronic insecurity on the youth, engage Khyber Pakhtunkhwa, almost 62 and 35 with and listen to victims of violence, and percent of youth respectively were affected support their recovery to enable them to by violence. More alarmingly, of the youth re-join society. It is critical to create a safe affected by conflict in Balochistan, 80 per- and nurturing environment starting from cent were direct victims. Youth from Sindh the family all the way to the community have been so affected by violence that they and beyond. It is heartening to see youth believe it to be a serious threat to the coun- civil service organisations (CSOs) lead the try’s very existence.28 way in engagement, creating a facilitating There are at least four broad implica- environment for youth in conflict-affected tions of violence for young people. First, areas of Sindh, Khyber Pakhtunkhwa and violence has emerged as a major threat to Balochistan to emerge as agents of posi- their health. Many have died or been per- tive change. One such initiative is Chan- “We are Pakistanis. Being Hindu does not mean manently disabled in the various terrorist an Development Association (CDA) that we are Indians. If there attacks over the past 15 years. Second, the emerged from a theatre group in 2004 and is an India-Pakistan effect on young people – as compared to operates out of 65 districts of Pakistan cricket match, it should adults – of living in a constant state of ter- through partners and network members. not be assumed that we ror makes them persistently more distrust- Providing a platform for youth, it focuses will support India. If we ful of others.29 The youth are especially af- on peacebuilding initiatives like Cricket were to support India, we would have lived in India” fected as victims, survivors, perpetrators or for Peace and a National Youth Peace Fes- helpless bystanders. Third, many of those tival, and interfaith dialogue.33 - who experienced violent events devel- Pervasive gender violence also severely Male, National Youth Consultation, Peshawar. op PTSD. The negative consequences of limits young women’s economic and socie- PTSD, especially for those in their teens, tal engagement. According to the Pakistan include fear, aggression, low self-esteem Demographic Health Survey 2012-2013,

Chapter 5 Youth engagement and human development | 113 many youth think that beating women who dations for an equitable society where ev- go out without permission is justified.34 eryone, regardless of gender, class, religion Despite being disproportionately at the re- or socioeconomic background and despite ceiving end of violence, young women ap- the limitations imposed by vulnerable pear to be more accepting of this violence identities, can play a role as an agent of hu- as compared to men. This attitude affects man development. Such a transformation how young women access opportunities will only be achieved through educated, for education and work. productive and engaged citizens. With the current generation Pakistan still has the opportunity to lay firm foun- FIGURE 5.5 Youth action: political and civic engagement Majority of young Pakistanis believe their nationality and religion are the most important parts of their identity Pakistan is one of three countries that Nationality (Pakistan) slipped from medium to low levels of Religious identity 7.4% youth development between 2010 and Other 20.8% 2015. This alarming 18 percent decline – the largest in the world – is attributed 41.2% 46.7% PUNJAB SINDH mostly to a fall in political and civic par- 51.4% ticipation (69 percent and 58 percent re- 32.6% spectively), especially in terms of voice (expressing opinion to an official), volunteerism, absence of a national youth policy and low likelihood of helping a stranger.35 8.5% This indicates a wider social malaise born 21.2% out of distrust in institutions and higher 41.5% 40% levels of stress. In such societies, so much KP BALOCHISTAN more time and energy is devoted to rou- 11% 50% tine tasks because infrastructure is weak, 38.8% accountability is superficial and there is little acceptance of different identities. For 43.9% PAKISTAN the youth who are poor, the additional pre- 44.7% 7.5% occupation with mere survival leaves little 16.3% time for anything else. 5% Between the ages of 15 and 29, Paki- 27.6% ICT FATA stan’s youth gain entitlement to several

64.9% civic rights, such as voting and contesting 78.7% elections. This period is thus crucial for the youth in terms of enacting their rights through fulfilling civic responsibilities. 0.7% How well they fulfil their civic responsibil- 3.6% 5.6% ities depends on how successfully society 7.6% responds to their aspirations and channels their potential. National identity is partic- G-B AJ&K ularly complex in Pakistan where post-independent history becomes an attempt to

95.7% 86.8% forge a nation out of a people with strong allegiances to various ethno-linguistic and religious identities. Nevertheless, around Ancestral, Familial, Tribal, Ethnicity and Neighbourhood/Community half of the NYPS respondents answered Source: UNDP estimates based on National Youth Perception Survey 2015.

114 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 “Pakistani” as their main identity (figure to revive pride in Pakistani culture – the 5.5). Citizens Archive of Pakistan (CAP) is one “Being voluntarily such youth-led NGO that highlights na- involved is a duty that we Civic engagement tional culture, history and heritage. CAP owe to our community. also helps to develop supplementary edu- Without voluntary service, collective well-being is Civic engagement is defined as the “indi- cational content for government schools hard to achieve” vidual and collective actions designed to on national identity through curricula and identify and address issues of public con- stories.39 - c ern”. 36 The health of a society is often As evidenced by the youth’s overwhelm- Male youth volunteer, National Youth Consultation, gauged by the extent of civic engagement ing response following the 2005 earth- Swat. of its citizens. For the youth in Pakistan, quake, the 2010 floods, and the Baloch- this engagement has been tumultuous. It istan earthquake of 2013, Pakistan’s young has ranged from being active citizens in a people have considerable national spirit new Pakistan in 1947, where Jinnah assert- (box 5.2; expert opinion: Dr. M. Amjad ed that the real makers of Pakistan would Saqib). Country-wide consultations con- be the youth, to the harsh reality in later ducted for this report show that many years that saw the youth freed from their young people are involved in voluntary ac- responsibilities by being side-lined in the tivities. They exhibit great willingness to national debate and robbed of their rights. be involved – including young women, de- By the end of the Cold War, Pakistan was spite being constrained by cultural barriers shackled to a geopolitical agenda imposed to participation. by outside forces. Civil society was emaci- Voluntary participation helps young ated. The “War on Terror” cost the country people become active agents of human not only in terms of casualties, but also led development. It leads to developing vital to an erosion of civic values, heritage and communication and networking skills, culture. Years of encroachment by a state which increases the chances of accessing over-dependent on external validation for opportunities for education, work and so- its survival eroded a sense of national trust cietal participation. Voluntarism also leads and identity not just among the youth but to better understanding of collective deci- also among adults. sion-making, participation in formal polit- The youth are now reclaiming civic life ical processes and higher demand for effec- in Pakistan. There is a pervasive belief tive service delivery from the government. that education should not be limited to The government should institutionalise academic learning but also incorporate civ- the youth’s voluntary spirit revitalising ex- ic learning – a sense of what it means to isting institutions like Boy Scouts and Girl be a Pakistani citizen at home and in the Guides, especially given the recent natural world.37 Many of the country’s most vi- disasters that have affected people across brant civil society organisations are youth- Pakistan. One way of sustaining volunteer- led and have created opportunities for the ism would be through a national, manda- youth to participate in their communities tory volunteer corps channeling the energy as initiators or implementers. The youth and talents of every young individual in have also paved the way for Information community service. Communication and Technology (ICT) Initiatives to develop youth leadership innovations in schools (like iEARN, Tele skills include the Active Citizens pro- Taleem, Alif Laila Book Bus Society) and gramme of the British Council Pakistan capacity building for teachers and lead- initiated in 2010 which aims to develop ca- ers – Youth Engagement Services (YES) pacity and motivate youth for community Network, Leadership for Environment engagement through volunteerism, advo- and Development (LEAD), College of cacy, and youth-led social action projects Youth Activism and Development (CY- (SAPs). Enabling, training and encourag- AAD).38 Similar efforts are being made ing youth to use their indigenous resourc-

Chapter 5 Youth engagement and human development | 115 EXPERT OPINION Dr. Muhammad Amjad Saqib Youth volunteerism

In recent years, there has been a dramatic shift in how young people volunteerism a priority and part of our culture by providing young perceive development challenges in Pakistan. The youth have start- people the platform to learn, design, and implement innovative solu- ed recognising themselves as part of the solution instead of asking tions to development challenges. This has led to the formation of others for the solutions. This has resulted in increased youth-led po- many social service programs through Akhuwat that are entirely be- litical activism, volunteerism for social causes, and public calls for ing led by young volunteers who are given necessary guidance and accountability and action. Youth are increasingly being considered as support in implementation. emerging agents of change in their communities. Similarly, many other organisations in the development sector With the increasing eagerness of youth to volunteer for develop- have adopted youth volunteerism as an integral part and are in- ment of the country, I believe volunteerism should be made a prior- creasingly looking towards young volunteers to spearhead change ity. Youth volunteerism can be a crucial avenue for exposing young in their communities. Volunteers of today will be the policymakers of people to the economic, social and environmental challenges facing tomorrow. To utilise the youth as agents of positive change we must the world and preparing them for playing a positive role in devel- create similar volunteering opportunities not only in the development oping innovative solutions and creating inclusive, peaceful and safe sector but also in the government and private sector. societies in the future. For instance, at Akhuwat, we have made youth

Dr. Muhammad Amjad Saqib is executive director at Akhuwat. Comment for Pakistan NHDR 2017.

es and skills, the programme helps set up become a major stakeholder in decision income generation projects that create and making process (box 5.3, pg 120). sustain more networks of young Active The electronic media’s reach and increas- Citizens.40 ing boldness in facilitating interaction between people and political leadership Political engagement along with the organising potential of social media enabled young voters to realise The 2013 general elections in Pakistan- their own significance and that of the po- marked a shift in perceptions about the litical process. Political parties responded youth, who emerged as a significant po- by announcing targeted youth initiatives litical constituency. Numbering about 55 in education, health and employment and Jawan Ideas million, nearly one out of two registered promising youth quotas within their lead- voters (48 percent) were between 18 to ership structures. There is greater willing- 30-years old – half of them from the urban ness to engage with young opinion leaders middle class – against the national turnout to tap into the important “youth vote” af- of 55 percent.41 Additionally, around one- ter the 2013 general elections.43 Organise a national convention of fifth of the members of the National As- Voting is an important link between cit- youth counsellors to train them in sembly (73 out of 241) were below the age izenship and political participation. En- effective service delivery and local policy development. of 40 when elected in 2013.42 abling young people to vote is an example All this puts the youth in a unique po- of engagement and an exercise in strength- sition to demand better quality political ening individual political agency.44 The engagement that transcends tokenism, third most important concern among Paki- co-option or exploitation. They are begin- stani young men and women between the ning to demand increased attention from ages of 16 and 30 years, of all education political parties, especially in terms of eco- levels, is an “honest and responsive govern- nomic policies. As a generation, they have ment”.45 The NYPS validates earlier stud- experienced both military dictatorship ies that show young people have low trust and Pakistan’s first ever democratic trans- in the political leadership of the country fer of power between civilian governments. (figure 5.6).46 Following the 2013 general elections, the If state and society fail to take steps for local bodies elections extended youth re- meaningful and sustained political youth sponsibility beyond just a constituency to engagement, the youth — who are expect-

116 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 ed to comprise half of Pakistan’s popula- FIGURE 5.6 tion by 2025 — will have no experience of being involved in ideating, designing, Young peoples trust in various public figures and institutions deliberating and implementing public pol- (%) Patwari icies and decisions. It is they who must take 100 over the helm of affairs eventually. Not 80 Teachers Politicians preparing them for this monumental task 60 would be short-sighted and foolish, to say 40 the least. 20 Negative perceptions of politics and 0 politicians have not led to political dis- Religious leaders Police engagement among the youth, who are eager to vote in the next election (figure 5.7). To restore their trust, political parties should be required to make their internal Media Judiciary functioning more transparent and democratic.47 This includes being clear about Source: UNDP estimates based on National Youth Perception Survey 2015. membership drives, eligibility criteria for party tickets and internal elections to lead- FIGURE 5.7 ership. Such measures, along with regular uture voting behaviour of youth by and fair national, provincial and local level provincesregions elections, will elevate the stature of public (%) Will you vote at the next election office and encourage young people to be- 100 come candidates, volunteer election staff in local elections, or political workers. The 80 No age criterion for local public office should Yes also be lowered from the current age of 25. 60 If 18-year old Pakistanis can vote, marry, 40 drive, start businesses, and join the army and security forces, it is time to let them 20 become members of parliament too. Add- ing youth quotas for seats in national and 0 KP ICT G-B FATA AJ&K local bodies would also be a good move. Punjab Sindh The extent and quality of the Pakistani Balochistan youth’s current civic and political engage- Source: UNDP estimates based on National Youth Perception Survey ment may also be measured from where 2015. they stand on Hart’s eight-rung ladder of participation (figure 5.8).48 The first three introduce initiatives and complete them rungs signify the youth’s participation in with little input from adults (youth-ini- activities without understanding or feed- tiated and directed). At the highest level, back. In these rungs, involving manipula- the eighth rung, young people conceive tion, decoration and tokenism, adults use and lead initiatives with adults involved as the youth to implement an agenda without equal partners (youth-initiated, shared de- providing complete information or allow- cisions with adults). ing room to voice their own opinions. The Historically, youth political engagement next five categories place participation on in Pakistan has been mostly on the fourth a continuum. Engagement begins at the rung, where adults enlist the young to their fourth step – a significant stage in terms of own agendas. The youth’s mainstream po- rising autonomy – when youth play an as- litical participation takes place mostly in signed but informed role in adult-led activ- “low politics” – like foot soldiers following ities. The seventh rung is when the youth directions. This engagement is not mediat-

Chapter 5 Youth engagement and human development | 117 FIGURE 5.8 sitioning to adulthood. The number of males who voted in any past election is just Roger Harts ladder of participation above 80 percent; female voters are just slightly less. Assigned, but informed Overall, more youth are expected to Adult-led participate in the 2018 elections. How- activities, in RUNG 8 which youth ever, while the number of males who said understand Tokenism RUNG 7 they will vote in future elections goes up purpose, Adult-led Decoration decision- Youth activities, in Adult-led to nearly 90 percent, the percentage of fe- making which youth Manipulation initiated RUNG 6 activities, in process, may be which youth Adult-led males for that question drops to below 60 shared and have activities, in Youth RUNG 5 consulted understand percent – something that is of concern and decisions a role. which youth initiated with minimal purpose, with adults do as and opportunties but have needs to be addressed (figure 5.10). Youth-led Adult RUNG 4 directed directed for feedback. no input in activities, in inititated withouth It is heartening to see youth efforts in Youth-led how they which shared Consulted understanding activities RUNG 3 are planned. providing political literacy on the rise. Al- decision decisions of the with little and making is with youth purpose for though there is no official national Youth input from informed shared Adult-led RUNG 2 the activities. adults. Adult-led Council in Pakistan, there is a Young Par- between activities, in activities, in youth and which which youth RUNG 1 liamentarians Forum (YPF) that focuses adults working decision are consulted as equal making is and informed on capacity building about political insti- partners. shared with about how tutions, and a National Youth Assembly youth. their input will be used and (in the Youth Parliament of Pakistan) that the outcomes of adult has a working relationship with 30 district decisions. governments and aims to train young people in democratic principles.49

Note: Extracted from Hart 1992. In terms of civic participation, however, Pakistan’s youth are at the highest rung of ed by institutions that engage and empow- Hart’s ladder of engagement. For instance, er the youth, such as student unions that the NYPS 2015 indicates that 4 out of 5 serve as nurseries for training young people young adults count poor quality education as future political leaders, political parties, as the most pressing issues confronting FIGURE 5.9 youth councils, or youth parliaments. them (figure 5.11). Many are actively tack- Since the first three rungs do not signify ling this problem through civic engage- Political party affiliation increases in older age engagement, the fourth rung is the lowest ment. Participation in joint public-private cohorts for young males but level of youth engagement on Hart’s lad- partnerships (PPPs) are at the highest level remains fairly low and consistent for females der. In our consultations between 2014- of youth engagement. Teach for Pakistan 2016, we found that in the most politically (TfP), Rabtt, Annual Status of Education Male engaged age group (aged 25-29 years), only Report and Idaara-e-Taleem-o-Aagahi are Female 25 percent of men were affiliated with a youth-led PPPs with joint decisions by (%) 35 political party; the figure fell to 9 percent both adults and the youth, where young for women (figure 5.9). people play a directive role. 30 26.1% The banning of student unions in 1984, While engaging the youth through social 25 criminalisation of student wings of polit- media is a great means of mobilisation, the 20.5% 20 ical parties, and their undemocratic inter- ease of conscription to a social cause in a

15 nal structures may be some factors respon- generation with short attention spans and 11.1% sible for this trend. At the same time, data too many issues to tackle sometimes makes 10 8% 8.8% 7% from the NYPS and National Youth Con- participation trifling and temporary. 5 sultations across the country shows a high- “Clicktivism” needs to be complement- 0 ly politically engaged young generation. ed with grassroots youth participation 15-29 20-24 25-29 Past voting behaviour, a strong willingness to avoid becoming tokenism – a leisurely

Source: UNDP estimates based on National to vote in future elections, and high levels sport for the urban middle-class educated Youth Perception Survey 2015. of interest in political events appear to be demographic that is more visible simply the hallmarks of a generation that is tran- because it’s more active on social media.50

118 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 Youth development: health and other in this space are much more likely to FIGURE 5.10 develop these skills and are thus in a better social norms Youth voting behaviour by position to avail job opportunities, accom- gender Engagement is part of belonging to a com- plish their personal goals and contribute to Have voted in past elections munity, taking ownership of it, and creat- the societal development. Will vote in next elections ing a space to interact. This space is above To participate fully in this space and (%) the public space – the existing institutional lead productive lives requires being in 100 good health. Health is an enabler of soci- structures that mediate participation – as 80 well as the individual space where private etal engagement that allows individuals to choice and action occur on personal issues. benefit from policies and programmes in- 70 There is a third space where the individuals tended at improving access to education, 60 are free to participate on their own terms of sources of income and political freedoms 50 and participation (box 5.4, pg 121). The engagement while upholding the law and 40 safety of all. In this space, the youth can most vital aspects of being young include participate through social campaigns, art, good health and healthful habits. Barriers 30 music or theatre, festivals or parades, pub- such as poverty, deficient life-skills educa- 20 lic debates or speeches, and other forms of tion, traditional social norms and a gener- 10 al reluctance of parents to address issues non-violent association without fear of 0 government regulation or retribution. But of adjustment and identity can worsen Male Female unless society actively creates, nurtures and the youth’s health problems at this crucial Source: UNDP estimates based on National protects that space, youth engagement will stage. As the life course perspective tells us, Youth Perception Survey 2015. translate into co-option or tokenism. adolescence and early youth are periods of For the youth, adulthood is the stage transition that take place in a context of where they weigh alternative political and vulnerabilities. This means that support in moral views, come in more frequent con- health, education and welfare must come tact with people from other backgrounds early if it is to set a strong foundation for and seek avenues for self-expression. Gain- a smooth transition to adult roles. Failing ful employment, too, is not only a function that, young people will transfer their disad- of education and hard skills, but also soft vantages to their children, continuing a cy- skills. These may include teamwork and cle of inherited low human development. collaboration, adaptability, and inclusivi- Promoting good health among the cur- ty. Youth who are free to engage with each rent generation of young Pakistanis is vital

FIGURE 5.11

Percentage of youth who believes that these critical issues need immediate attention

(%) Poverty 100 Protection of political rights 80 Rising prices/Inflation 60 40 Accountability/corruption Terrorism/law and order 20 0

Economic growth Education system

Freedom of speech Health care system

Deteriorating moral values in the society

Source: UNDP estimates based on National Youth Perception Survey 2015.

Chapter 5 Youth engagement and human development | 119 BOX 5.3

Youth in local government bodies: opportunity and responsibility The elections to local bodies in Balochistan, Khyber Pakhtunkhwa, trict nazims, the highest rung of elected leadership at the local level.3 Punjab and Sindh after the 2013 national elections which catapulted Their representation in local government structures gives Paki- the youth to national prominence as an increasingly important politi- stan’s youth the opportunity to strengthen the discourse on decen- cal demographic. The local bodies’ elections provided an opportunity tralised governance, initiated by the passage of the 18th Constitu- not only to the youth to participate actively in the political process at tional Amendment in 2010. A vibrant local government system is the grassroots level, but also to political parties to follow through on essential to achieve and sustain democratic governance at the na- their promises of allowing greater representation to the youth within tional level. Local governments provide the opportunity for people to the local governments. influence decisions that affect their lives – as active citizens rather Balochistan was the first province to conduct elections to local than passive subjects. Strengthening participation through local gov- bodies on 7 December 2013. Although the Balochistan Local Gov- ernments is essential to address inequality, instability and underde- ernment Act of May 2010 includes no specific measures for youth velopment. When this participation includes the youth, it also sets representation such as through reserved quotas, young people did standards for effective local governance by enhancing the quality and contest seats for various local government structures in the prov- coverage of services in these young people’s constituencies. Such ince.1 Both KP and Punjab reserved 8 percent of seats for youth, developments will restore public trust in the political process and while Sindh reserved 9 percent.2 Additionally, in 2015 Sindh and KP elected leadership and prepare the youth to take up leadership posi- lowered the age limit for contesting both reserved and general seats tions at the national level. to 21 years, while Punjab set the age limit for youth seats at 21- and Today’s youth councillors will be tomorrow’s parliamentarians. It 25-years for all other seats. is therefore imperative that they take this opportunity and responsi- This means that large numbers of young people across Pakistan bility as a trust from their constituencies and utilise their resources, have joined the ranks of political decision makers at the local level. In mandate and authority to address disparities that have for too long some districts, such Shangla and D. I. Khan, they have become dis- stalled human development in Pakistan.

Notes 1. Government of Balochistan 2010. 2. Khyber Pakhtunkhwa Government 2013. 3. Ali 2015.

if Pakistan is to turn its youth bulge into cause they are in their prime years, but also a youth dividend. Government spending because they have specific health needs due must coincide with the crucial early years to certain vital concerns. of biological and psychological develop- First, youth is generally seen as a period ment.51 Youth health is not just a question of mental and physical vigour and opti- of individual wellbeing. Studies show that mum health. This means that society and investing in the health of young people young people often ignore serious health helps enhance growth and reduce expen- issues and avoid seeking medical attention. “No matter what happens ditures on health.52 With the population Health issues can worsen with time and politically, one day this size of the youth as a proportion of the to- have serious consequences. Second, public area of land is going to tal population increasing, their health will health policies tend to focus on children flourish. it’s going to be be a major determinant of economic and and the elderly, largely ignoring the youth. the next Dubai” social development in the coming decades. It is quite telling that the provincial health - Health is a human right. Living a long strategies do not cater to youth-specific Male and female, National and healthy life is one of the foundation- health issues, such as sexual education, age Youth Consultation, Islamabad. al goals of human development. Health is at marriage, and adolescent health care.54 not merely the absence of disease; rather, it Third, during puberty, young people un- is a state of complete physical, mental and dergo various biological and psychological social well-being.53 This means that to be changes that are accompanied by height- healthy, individuals must have access to a ened sexual feelings, risk-taking and impul- nurturing social environment where they sive behaviour. This means that the youth, have rights, are valued and expected to especially young women, not only require contribute to the wellbeing of others. The specific information and access to special- youth are entitled to the highest standards ised medical care and hygiene facilities to of physical and mental health, not only be- manage these changes, but also family and

120 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 BOX 5.4

The health of Pakistan’s youth The third goal of the 2030 Agenda for Sustainable Development is Pakistan is among the four countries in Asia and the Pacific along to “ensure healthy lives and promote well-being for all at all ages”.1 with Indonesia, Malaysia and the Philippines, where HIV is expand- The targets address maternal and child mortality, communicable and ing with more HIV infections each year than the previous year. In non-communicable diseases, behaviour and health, sexual and re- Pakistan, the HIV epidemic is concentrated among four key popula- productive healthcare services, universal healthcare coverage and tion groups: 1) People who inject drugs, with a national prevalence environmental pollutants. With almost two-thirds of Pakistan’s popu- of 27.2 percent; 2) Hijra (transgender) sex workers, 5.2 percent; 3) lation comprising those under thirty years of age, Pakistan’s human Male sex workers, 1.6 percent, and 4) Female sex workers, 0.6 per- development outcomes depend on raising a healthy generation of cent.3 young men and women.2 This means providing comprehensive, eq- Young people are made more vulnerable by lack of awareness uitable and youth-friendly healthcare services as well as promoting about healthful practices, coupled with misconceptions about how healthy lifestyle choices through well-structured health education. HIV is transmitted. HIV-positive individuals resist seeking help due The two major killers of the youth in Pakistan are Hepatitis C and to fear of social stigma. The most marginalised youth are those tuberculosis (TB) that are also affecting those who survive these ill- from the transgender community, whether sex worker or not. Few nesses. Unless tackled on an urgent footing, these infectious diseas- are aware that regular use of anti-retroviral drugs can suppress HIV, es will negatively affect the nation’s youth, as well as the youth bulge enabling infected individuals to lead normal lives. and potential dividend. Drug use often starts at a very young age (UNODC 2013). The Another major cause of concern is the high rate of premature car- amount and types of drugs increase with age. The first choice, can- diovascular mortality that is claiming Pakistanis at the peak of their nabis, is followed by prescription opioids, opium, solvents, inhal- productivity. At a human level, families are left traumatised and often ants, tranquilisers, sedatives, heroin, and amphetamine-type stim- destitute when cardiovascular disease claims their main breadwin- ulants.4 The availability of drugs and the dearth of healthy activities ners, aged barely 40-45 years. are a major cause of increase in the number of youth who take drugs. Basic screening facilities are available in Pakistan and must be Drug use also increases vulnerability to HIV. implemented on a war footing at early stages, childhood and youth, To achieve the goal of healthy lives and well-being for all and to so that likely victims can be identified and provided long-term treat- ensure healthy young generations for coming decades, Pakistan has ment. Command centres to monitor the situation need to be made to drastically improve access to health facilities and information for available throughout the country. all citizens, especially the youth.

Notes 1. UN 2016a. 2. UNDESA 2016. 3. Government of Pakistan 2015e. 4. Government of Pakistan 2013a. community support to ease the transition and other parental characteristics are taken (box 5.5). into consideration.56 Inadequate childhood nutrition has a Life skills training provided to young devastating and lasting impact on health people can help overcome the deficits of and cognitive development – the first formative years, that will also positively thousand days of a child’s life are criti- impact educational and labour market out- Jawan Ideas cal for mental and physical development. comes.57 In fact, such trainings that focus Malnutrition affects non-cognitive de- on both hard and soft skills can together velopment, including personality traits, counter the long-term effects of child- self-esteem, and self-efficacy, which the hood nutritional deprivation. Failure to do youth carry forward to schools and then so would be a failure to offer 9.6 million Train large numbers of youth in the labour market. Pakistan is now home children even a fighting chance to join the CPR, first aid and basic health knowledge, including in both to the third largest percentage of malnour- labour force in the future.58 Given that al- urban employment settings and ished children (under 5-years of age) in the most 64 percent of Pakistan’s population in rural agricultural settings. world.55 is below the age of 30, this food insecurity Childhood stunting by 7-years (a mea- puts three generations at risk of receiving sure of nutritional deprivation) is linked to inadequate nutrition and, consequently, dulled educational aspirations, poor earn- negatively impacting their health, educa- ings, low self-esteem and self-efficacy in tion, work and societal engagement. later life. This holds true even when socio- Several biological and socioeconomic economic factors such as wealth, ethnicity factors make young people, especially those

Chapter 5 Youth engagement and human development | 121 BOX 5.5

Maternal health and young women

The 8 Millennium Development Goals (MDGs) adopted by the in- 18 (box 5.6) and are therefore more likely to experience early preg- ternational community in 2000 included improving maternal health nancy and become vulnerable to pregnancy-related complications. (MDG 5). This goal had two targets: to reduce maternal mortality This high number of preventable deaths means that society has by three quarters between 1990 and 2015, and to achieve universal failed its young women and been unable to ensure their right to life. access to reproductive health by 2015. The global maternal mortality This failure also means depriving young citizens of the opportunity to ratio (MMR) fell from 385 deaths per 100,000 live births in 1990, to develop their individual potential and harness their energies for the 216 in 2015 – about the same as the relative decline of 43.9 percent human development of their communities. in maternal deaths worldwide.1 In South Asia, MMR fell by 64 per- In the coming years, Pakistan will need its youth to take up lead- cent between 1990 and 2013.2 Pakistan made progress on all indica- ership roles in all areas of national life. Their contribution will deter- tors of MDG 5 – it reduced the 1990-91 MMR from 533 per 100,000 mine how Pakistan does in terms of achieving SDGs, compared to live births to 178 in 2015. However, it was unable to achieve its target its performance with the MDGs. To achieve the SDGs will require of reducing MMR to 140 by 2015 (figure 5.12).3 investments that enable young women to, firstly, live longer by re- Pregnancy-related complications and childbirth accounted for ducing maternal mortality through expanding family planning and one-fifth, or 10.9 percent of the death of women of childbearing other reproductive health services (SDG 3). Secondly, to empower age in Pakistan (2014-2015).4 In the 20-49 age bracket, 4 in 10,000 women by eliminating harmful practices such as child and early mar- women die of complications in pregnancy and childbirth.5 Those un- riages (SDG 5), and third, to enable women to be equal and effective der 20-years are the likeliest to die of pregnancy related complica- partners in building peace, justice and strong and accountable insti- tions.6 tutions (SDG 16). A high percentage of women in Pakistan marry before the age of FIGURE 5.12

Comparison of Pakistans maternal mortality ratios with selected countries

Maternal mortality ratio (modeled estimate per 100,000 live births) for 2011-2015

TURKEY 16 AFGHANISTAN 396 NEPAL 258

EGYPT 33 PAKISTAN SUDAN BANGLADESH 178 311 176 INDIA MALAYSIA KENYA 174 40 510 SRI LANKA 30

Note: Number of women’s deaths while pregnant from any cause related to or aggravated by the pregnancy but not from accidental or incidental causes per 100,000 live births Source: World Bank 2015.

Notes 1. Leotine and others 2015. 2.UN 2015c. 3. Government of Pakistan 2013f. 4. Leontine and others 2015. 5. Government of Pakistan 2008. 6. Government of Pakistan 2008.

122 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 BOX 5.6

Child marriage Child marriage is defined as a formal marriage or informal union ing girls in schools, and challenging and changing social norms by before the age of 18. While this is a reality for many across the working with all stakeholders. world, girls are disproportionately more affected. The highest rates Child marriage violates human rights. It reinforces gender in- of child marriage are found in West Africa, northern Africa/the Middle equality and perpetuates poor human development outcomes by East, Latin America and South Asia (figure 5.13). With South Asia’s truncating girls’ education, jeopardising their health and putting at population and early marriage rates, approximately half the girls in risk the health of the next generation. It also has negative impacts early marriages live in this region.1 According to some estimates, on girls’ employment, economic well-being and engagement in the 21 percent of young women in Pakistan are married before they are public sphere. The greater the age difference between girls and their 18-years old.2 husbands, the more likely they are to experience intimate partner Child marriage is a fundamental human rights violation with grave violence. consequences for all aspects of a girl’s life. Early marriage leads to Only by ending child marriage and allowing young women the early pregnancy with increased risk of complications during preg- opportunity to fully develop their potential, will Pakistan be able to nancy and childbirth. Girls in early and middle adolescence are at achieve gender equality and empower all women and girls (SDG 5) greater risk of dying during childbirth or developing serious long- and promote peaceful and inclusive societies for sustainable devel- term health complications such as obstetric fistula. Up to 5,000 fis- opment, provide access to justice for all and build effective, account- tula cases are reported every year in Pakistan.3 The leading causes of able and inclusive institutions at all levels (SDG 16). death globally among girls aged 15 to 19 are complications arising FIGURE 5.13 from pregnancy and childbirth.4 Infants born to young mothers are at greater risk of being born underweight, premature and experiencing Percentage of women (aged 0-), who serious health problems.5 Child brides are at greater risk of violence, marry before the age of abuse and exploitation.6 Being married off young often forces girls to leave school. This re- (%) duces their opportunity to learn and gain skills that will enable them 60 to find jobs, generate income and develop any financial independence. Child marriages lead to separation from family and commu- 50 nity support networks at a young age, leaving girls disadvantaged in terms of access to support or developing the capacity to participate in the lives of their communities. Child marriage, thus, negatively 40 impacts all aspects of a girl’s human development outcomes. Early marriage can be prevented. Constituting and enforcing laws 30 that prohibit marriage before the age of 18 is a promising area of action. Under the Pakistan Child Marriage Restraint Act, XIX of 1929, a ‘child’ is defined as a person under the age of 18 for boys and 16 20 for girls. The Sindh Provincial Assembly’s Child Marriage Restraint

Act 2013 defined ‘child’ as a person, male or female, who is under 10 18 years of age. The Act makes it a criminal offence for males over 18-years to contract a child marriage, for any person to solemnise a child marriage, and for parents or guardians to arrange a child 0 7

marriage. The Punjab Assembly’s Marriage Restraint (Amendment) India Egypt Nepal Kenya Sudan Act 2015 increased the jail term and fines for those involved in child Turkey Sri Lanka Pakistan Bangladesh marriage.8 However, for laws to be effective, they must be firmly Afghanistan implemented. Additionally, laws need to be supported by building Source: UNICEF 2016. a consensus at the societal level, including interventions like keep-

Notes 1. Joar, Chandra-Mouli, Christiansen and Mbizvo 2012. 2. UNICEF 2014. 3. Dawn 2015. 4. UNICEF 2011. 5. Raj and others 2010. 6. UNICEF 2009. 7. Government of Sindh 2014. 8. Government of the Punjab 2015b. from disadvantaged and marginalised tobacco use and drug abuse, and mental backgrounds, vulnerable to health risks health disorders. In 2013, males aged 25- that cut across class and economic circum- 29 years were over-represented in drug use stances -- sexual exploitation, gender-based (9 percent of youth versus the national violence, sexually transmitted infections, rate of 6 percent), with use starting early

Chapter 5 Youth engagement and human development | 123 in life.59 This leads to secondary diseases enough that marriage, in and of itself, does “I want to study to like AIDs (27.2 percent of drug users have not mark the attainment of adulthood sta- understand world and not HIV) and Hepatitis.60 tus, especially for girls who are married off to get a regular job. I plan Between 2008 and 2014, new HIV in- during early teenage years (box 5.6). to work as a mountain fections among 15 to 24-year olds were es- Being able to choose who and when to climber someday” timated at 12 percent of the total persons marry is not only a question of personal - living with HIV (PLHIV) population.61 freedom but has potential consequences Male, National Youth Many of those who inject drugs are mar- for other life transitions, such as being able Consultation, Skardu. ried and transmit infections to their spouse to study, work and start a family. Deci- and children, reinforcing the vicious in- sions regarding young women’s education, tergenerational cycle of poor outcomes in employment and mobility are intimate- health, education, gainful work and soci- ly linked to their marital status. Findings etal participation. Apart from negatively from the National Youth Perception Sur- impacting their health outcomes, contract- vey reiterate that the majority of Pakistan’s ing HIV jeopardises young people’s chanc- youth, especially women, have little say es of education, work and societal partici- in this critical aspect of their lives (figure pation.62 5.14). Investment in health facilities will have Many young people, especially females, to be sensitive to the needs and develop- report that they are under extreme stress. mental issues of these youth. Not much is According to the NYPS 2015, almost half known about the health, access to health of all females aged 25 to 29 years experi- facilities and health-seeking behaviour enced anxiety. Recent studies show that of Pakistan’s youth. From the little we do half of all lifetime mental disorders in know, it appears that the response to their adults appear to start by age 14.63 It is crit- specific health needs has been too slow. ical to support young women through ef- This must change if the youth are to devel- fective health facilities, ensure completion op into a healthy and productive citizenry. of their education and ease their transition Healthcare must be equitable, accessible, into gainful work if they are to bring up an respectful, appropriate and gender-sensi- engaged next generation. Having fewer un- tive. intended pregnancies can facilitate wom- Social norms can also limit the space en’s participation in paid work and active available to the young for engagement, es- engagement in societal life, especially if pecially for young women. Social norms employers offer suitable maternity leave are shared beliefs about what members of policies, crèches, and day-care to working society are likely to do (descriptive norms) women. and what they ought to do (prescriptive For most young women, the biggest ob- norms). They are shared mental models, stacle to participation in society is harass- learnt early in life, and reinforced through ment – “eve-teasing” – in public places and social interaction. This makes societies set- on public transport. This common and tle on social norms that may be less than socially entrenched phenomenon prevents desirable. Many social norms in Pakistan many parents from sending their daugh- prevent young women from participating ters to school. It also reinforces the norm fully in society. These include norms of for early female marriage and contributes early marriage and purdah (gender seclu- to low labour force participation due to sion). workplace sexual harassment. In many cas- Marriage is perhaps the most important es, women’s employment reflects a distress transition in the lives of Pakistani youth, sale of their labour arising due to extreme especially women. Early marriage and ado- poverty and is low quality, vulnerable lescent childbearing affect young women’s work. Recourse to law for sexual harass- ability to access education, work and par- ment is largely absent due to implications ticipate in societal life. It cannot be stressed for family honour, while most women qui-

124 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 etly accept harassment as something they FIGURE 5.14 can’t do much about – yet another addi- Not many young people, especially young women, decide for themselves tional hurdle to meaningful participation when and who to marry in society. Nevertheless, there has been a slow rise in the number of young women who are Who decides when young people marry challenging social norms of purdah (reli- 3% gious and social practice of female seclu- 15.1% 18% sion) and what is considered appropriate 20.3% for young girls in public spaces. Girls at Dhabas is one such initiative.64 Women are also paving the way for women to ex- Female Male cel in male-dominated sports. Samina Baig who became the first Pakistani woman to climb Mount Everest, Maria Toorpakai, the internationally ranked squash player who had to hide her identity and eventual- 81.9% 61.7% ly leave the country to pursue her passion, and rock-climber Nazia Parveen are all Self Parents Combine role models for young women.65 Inspiring young women to pursue their passion in Who decides who young people marry sports is an investment in expanding choic- 5% es for women (special contribution: Sana 12.9% 17.8% 23.1% Mir).

Physical spaces: sports

The youth need physical spaces to be young Female Male – to be themselves and act their age – to do what young people do. While there is no clearly established link between involvement in sports and parallel or subsequent 82.1% 59.1% active participation in civic affairs from a human development lens, providing opportunities for sports is an investment in SelfFamilyOther expanding choices for youth – an enabling Source: UNDP estimates based on National Youth Perception Survey 2015. feature of human development.66 Sports clearly play a significant role in encour- spaces, sports facilities, and for women, aging social interaction and cohesion, co- social barriers to participation in the pub- operation, and conflict-resolution. Youths lic space. Initiatives that focus on youth who played sports in high school are more empowerment and engagement through likely to volunteer regularly, work toward sports, cutting across class, ethnicity and solving a community problem, and vote.67 gender, include the British Council Dosti But Pakistan has too few sports grounds, programme in Karachi, looking to expand particularly in urban areas and low income regionally.68 localities. There is a dearth of local sports Apart from the miniscule number of clubs or school teams in general, more so in sports grounds, youth physical activity has low income areas and schools. It was clear also been constrained by the prevailing se- from the countrywide National Youth curity situation. Militant attacks on sports Consultations for NHDR that young peo- venues and symbols have deprived young ple are constrained by the lack of physical people of international sports events in Pa-

Chapter 5 Youth engagement and human development | 125 SPECIAL CONTRIBUTION Sana Mir Sports for youth development

Sport trains us to meet people without being concerned about their tool makes playing sports a mere deviation from studies and a so- religious, ethnic or financial background. I enjoy this sort of human cially unacceptable career option in Pakistan. interaction, and I love the opportunities cricket has provided me to To utilise sports as a tool for positive youth development, we interact and learn from people from different walks of life. It has need a more inclusive and collective approach. This would involve taught me social acceptance by providing avenues to interact and a) government creating open spaces and increased opportunities integrate with other individuals as humans above all, regardless of for promoting sports; b) parents and coaches providing support religious, ethnic or financial background. and guidance to ensure the positive impact on character building of I feel sad to see the wasted potential of sports that can be used as youth; and c) society becoming more acceptable towards sports as a tool for positive youth development in Pakistan. Most young people a career option. do not even have access to open spaces, grounds, equipment or any If we increase the opportunities available for fostering sports as kind of training facilities that could foster their sporting talents. Even an activity, as a career and as a way of life, imagine how many young national players are deprived of state-of-the-art training facilities. It individuals could rise and fulfil their potential as I was able to do. is sad that the lack of importance placed on sports as a development

Sana Mir is Ex-captain of the Pakistan National Women’s Cricket Team. Comment for Pakistan NHDR 2017.

kistan and created a general atmosphere of cial to holistic human development. In this Jawan Ideas fear. That Pakistan’s National Games were sense, enhancing opportunities for provid- last held in 2012 is itself a telling reminder ing the physical, mental and virtual space of these realities.69 for young people to be themselves is a goal worthy of a national human development Civic amenities: affirming culture agenda. Sadly, the NYPS 2015 confirms Where feasible, convert schools that the youth have limited or no access into community centres in the evening, especially for youth-led It is a sad comment on a society when its to such facilities in their localities (figure community activities. youth do not have facilities where they 5.15). By failing to provide these facilities can set their imaginations free and expend to its youth, Pakistani society not only in- their energies, like playgrounds, parks, cin- hibits the youth’s avenues of expression but emas and libraries. These amenities offer also prevents those of diverse social, cul- opportunity for interaction that are cru- tural and religious backgrounds from in- FIGURE 5.15 teracting with each other. In the process, it also hinders the development of civic spirit Majority of youth who do not have access to recreational facilities and events among its youth. City district governments and munic- Have Access ipal authorities in Pakistan are required Do not have access by law to provide community centres and SPORTS mixed-use spaces.70 Cultural and civic ame- EVENT SPORTS FACILITES nities such as museums, libraries, theatres, LIVE 97.2%MUSIC 93.9% 93% cinemas and parks are also important to CINEMA citizens’ quality of life, particularly for the 97% youth. Spaces that celebrate a country’s LIBRARY94.5% heritage, its arts and culture play an important role in building a vibrant, diverse

HAVE ANY OF THESE DO NOT and interesting community of residents 71.7% with high social capital. However, these PARKS 78.6% facilities remain conspicuous by their absence. Cultural and civic amenities cultivate Source: UNDP estimates based on National Youth Perception Survey 2015. strong social relationships that are crucial

126 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 for achieving the human development goals almost 25 percent of Pakistan’s youth had FIGURE 5.16 of education, health, a decent standard of no access to TV, with rural women faring nternet connected, but not living, political freedoms and quality par- worst (36 percent had neither a TV nor well connected ticipation. For instance, in the National a radio).72 They obtain information from Youth Perception Survey 2015, individuals men who enjoy the privilege of filtering Male Female with more than one friend were more likely it as they see fit. In 2016, the number of (%) to be on good terms with people from dif- internet users in Pakistan was estimated 30 27.9% ferent sects and religion. Providing space at 17.8 percent of the total adult popula- 25 22.4% to young citizens is particularly important tion.73 Again, the situation is even worse 21.9% given the potential of such spaces engage for women – the majority have no inter- 20 youth in productive activities rather than net access (figure 5.16). The poor, already 15 those that can harm their wellbeing and marginalised, are also excluded from an 10 complicate their transition to adult roles. increasingly digitalised national debate, or 6.3% 7.1% 5.7% To reduce the propensity for violence and equally harmfully, grow more disillusioned 5 likelihood of recidivism, it is necessary to when confronted by the injustice of living 0 15-29 20-24 25-29 create an enabling environment where the in the same misery as their forefathers. youth can safely access information, com- In many ways, the ICT revolution makes Source: UNDP estimates based on National Youth Perception Survey 2015. munity resources and support, as well as their entrenched poverty more visible and gain life skills. less acceptable. Internet penetration is an issue that must The online generation be addressed. But an even bigger challenge is to enable those who have access to the The information, communication and internet to use its potential to effect posi- technology (ICT) revolution has greatly tive change, in their own lives and in their empowered the youth. Its ability to in- communities. The NYPS indicates that form, mobilise, and engage the youth is Pakistani youth – much like their global endless.71 Mobile phones and the internet counterparts – use the internet for enter- have made youth activism safer and more tainment more than education. Emphasis- likely. Reports about the journeys of young ing educational uses of the internet, while artists, activists, philanthropists, leaders making it a safe space for the youth, is Jawan Ideas as well as the hardships of the victims and essential. Mental models may be easier to survivors of crime and conflict embolden change through social messaging, media young Pakistanis, despite the risks and vi- content or positive role models to help olence that have taken the lives of some of individuals make better decisions. For in- these individuals, like Sabeen Mahmud and stance, in Uganda when newspapers began Encourage bicycles in schools, for both boys and girls. This can Amjad Sabri. Through activism, art, blogs, to print the percentage of allocated bud- include subsidised bicycles for discussion, theatre and cinema today’s gets schools received in reality, the figure students, bicycles as prizes for youth are moulding the national discourse, increased from a miniscule 24 percent to high achievement, and corporate or government supported bike-sharing highlighting the pulse of this energetic and 80 percent.74 programmes. diverse segment of society. While class divisions cut through the social fabric, many youth activists from more privileged and Reflections and the way forward middle classes are raising awareness about the disadvantaged and most marginalised Today’s young people have a generational (expert opinion: Beena Sarwar). identity distinct from their parents’. Paki- But for each individual person who is ed- stan has made significant progress towards ucated and has access to the internet, many achieving the goals of human development, more rural uneducated youths are offline. in terms of access to health, education, lon- The digital divide is increasing the power- gevity, and lower morbidity. Almost 2 in 3 lessness and frustration of youth with no youth feel that their quality of life is bet- access to TV, radio or the internet. In 2012, ter than their parents’ generation (figure

Chapter 5 Youth engagement and human development | 127 5.17).75 FIGURE 5.17

Nevertheless, despite being more educat- How do young people compare their uality ed than their parents, the ‘quality’ of their of life with their parents? education makes the youth’s transition (%) to work, marriage and active citizenship 100 difficult. Those who work face a crisis of

aspirations — their jobs are not commen- 80 surate with their expectations. In addition, gender norms foisted upon both men and women imply unequal playing fields for 60 young women. This is reflected in men and Better women having vastly different priorities 40 even at the same age. These differences are starker in the older cohorts, 25-29 years Same (figure 5.18). 20 The need for engagement is therefore Worse urgent and imperative. Countries with 0 Life Economic Social Quality of Political Religious exceedingly young populations are more quality opportunities values education culture tolerance

likely to experience conflict.76 Unable to be Note: The total doesnt add up to 100 as the Don’t Know category is absorbed into the economy, polity and soci- not being shown in the figure. Source: UNDP estimates based on National Youth Perception Survey ety, Pakistan’s army of unemployed youths 2015. may (re)turn to crime or militancy. Inade- quate educational, economic, civic and po- dignified and valued lives, they need high litical engagement could cost Pakistan well quality education that meets their aspira- into the next century, as the demographic tions and equips them with the right set of window of opportunity is expected to close tools to enter the labour market. To ensure by 2045. Creating new social ties between overall wellbeing, they must be healthy and young people and society or improving the have opportunities to interact with society. quality of existing interactions can deepen For this, society must offer ways of letting social cohesion, solidarity and trust among the youth be youth, voice their opinion, the youth by setting in motion events that and be visible. could foster new social norms. This could A vibrant youth with fresh attitudes, change distortive perceptions of collective brimming idealism and energy will help norms and identify new best responses to create indigenous solutions. Put simply, societal problems. it is the youth who are the drivers of eco- The success in meeting this challenge nomic, social, institutional and political lies in the strength of the social contract change. Their mental models are chang- between the youth and the state. This de- ing, and their aspirations are on the rise. pends on the quality of engagement be- This makes them more future-oriented, Jawan Ideas tween the two as mediated by institutions, more likely to believe in a better future, not individuals. Institutional memory, a and therefore, more likely to invest in it. nationally inclusive narrative and oppor- Providing greater numbers of youth the tunities for the youth to participate in all opportunity to be like this will yield div- spheres are necessary to enable the youth idends in the country’s economic, human Promote, expand and celebrate to be in control of decisions that affect and social capital and consequently, eco- the Pakistan Boy Scouts and Girl nomic growth. Guides movements them and their society. The stakes have never been higher. Pa- By participating in this growth, young kistan is home to more young people than people solidify their stake in society and ever before. The high rate of rural to urban engage with it in their various roles. In this migration has pushed most of its youth to way, a virtuous circle is set in motion, where live in crowded towns and cities. To lead societies invest in a better future in expec-

128 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 FIGURE 5.18

The top priority of young people in the next five years

(%) 0 10 20 30 40 50 60 70 80 90 100

Complete studies 15-19 Get a job Male Change job Marry Have children Female Emigrate Buy a house Buy a car 20-24 Other

Male

Female

25-29

Male

Female

Source: UNDP estimates based on National Youth Perception Survey 2015. EXPERT OPINION Beena Sarwar Information technology: connected identities

Seeing the photos on Facebook a few years back, I was struck by intimidation and self-censorship of mainstream media outlets. But the courage of the young men gathered at Liberty Roundabout in the restrictions become meaningless as people increasingly use Lahore to protest the vandalising of a graveyard. In the context of smart phones to document their own events to share on social me- Pakistan, it takes guts to speak out publicly for the community in dia platforms. Growing up in a post-military governed Pakistan, in question, Ahmadis, constitutionally declared non-Muslim in 1974. an era of democracy and internet, today’s youth have more tools A 1984 military ordinance makes it a criminal offence for them to available to express their aspirations, about human rights violations practice their faith as Muslims. Since the 1990s particularly, in what or anything else, as compared to earlier generations. Information I see as a battle for the soul of Pakistan, extremist groups claiming and communications technologies enable them to document and The top priority legitimacy from Islam have been engaged in anti-Ahmadi activities share their journeys and inspire others, whether it is cleaning up to whip up emotions and stay in the limelight. On 3 December 2012 neighbourhoods, countering militant narratives, or literally going on such extremists had attacked an Ahmadi graveyard and smashed path-breaking travels as so many young men, and now women, are of young people tombstones bearing Islamic inscriptions. doing—like Zenith Irfan ‘Pakistan’s boundary-breaking motorcycle The demonstrators at Liberty Roundabout were born much af- girl’, and bicyclists Gulafshan Tariq and Samar Khan (#twogirlsri- ter the anti-Ahmadi legislation was passed. Most of them were not de). This generation is no longer dependent on mainstream media to in the next five years Ahmadi. And yet here they were, about a dozen, braving militants, ‘cover’ them. In fact, by sharing their activities and views online, they standing in public to make their voices heard. often force the mainstream media to take note. “We want to let the world know that Pakistan is not only about More and more young people will have access to the internet and desecrating graves and persecuting minorities,” college student Mu- smart mobiles as affordable solutions reach lower budgets and con- hammad Murtaza told a Press TV reporter. “You can support any be- nectivity improves. As these trends gain ground, they coincide with lief or cause, but that has to be done in a more civilised manner. You Pakistan’s embarkation along the democratic political process, fol- cannot come and desecrate graves or impose your will upon others lowing the peaceful transfer of power from one elected government by acts of terrorism.” When Press TV, an Iranian channel, realised to the next in 2013, for the first time in the country’s history. We are what the report was about, they fired the assignment desk editors only just beginning to see the life-changing effects of these phenom- who had approved it and suspended the reporter, Islamabad-based ena, as citizens gain access to information, knowledge and ideas. Hamza Ameer, who had been in Lahore by chance – and was in fact For better or worse, digital technology and social media platforms the only journalist to cover the demonstration. are enabling the youth to engage with public spaces and contribute However, web-based platforms like YouTube and Vimeo allow vid- to the narrative as never before. Information, they say, is power. And eo reports like the one on Press TV to be viewed and shared long with this power, the people of Pakistan, particularly the youth, are beyond their broadcast dates. These platforms are vital given the becoming game-changers in the socio-political equation.

Beena Sarwar is a journalist, editor, writer, filmmaker, journalism professor. Comment for Pakistan NHDR 2017.

tation of such a future, and thereby achieve reconstruct social identities and re-define economic and social well-being. With such social norms — the shared attitudes, be- high stakes, the youth become more critical liefs and mind-sets — that have been held Jawan Ideas of short-sighted policies, weak governance hostage by an encroaching state and its var- and intolerant social norms that threaten ious actors under a thin veneer of necessity. their prosperity. Above all, they insist on Now is the time for society to make good institutions which are accountable and sus- on the social contract that Pakistan’s youth tainable. deserve. The youth are not numbers to be Establish work centres/outlets The aspirations of Pakistani youth are as thrown around, carelessly, in policy doc- especially in girls’ institutions where students can make/sell materials endless as they are bounded. They are trying uments, public speeches or election cam- (embroidery, knitting, crochet work) harder than ever to reclaim their rights and paigns. They are individuals who possess or take orders, thereby enhancing bear their responsibilities as they mobilise a confidence and ambition that is native dignity of labour as well as financial and participate. In doing so, they build on only to this generation. Too young for means of sustaining their studies. and generate their own social capital to trust, too old to be helped, never the right leverage in various capacities -- as aware age for both. In an ideal world, they should citizens, informed constituency, confident not have to fight for their right to engage opinion leaders, development partners and with society. But if this is something they practitioners. Their unbridled energy will need to do this generation is well poised to prove critical to rescue positive narratives, take up the challenge.

130 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 6

Enhancing human development through youth

Shrine, Multan “The youth in Pakistan are not a problem to be solved; they are a potential to be unleashed”

- Dr. Adil Najam

132 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 CHAPTER 6 Enhancing human development through youth

The smartphone video of a Spanish love song spontaneously rendered by students jam- ming in a college corridor in Quetta does the rounds on social media, shattering stereotypes about youth in Balochistan. The students, enrolled in conventional subjects at the private Balochistan University of Information Technology Engineering and Management Sciences, are members of a student-initiated platform for the arts.1 Youth in cities around the country, inspired by the Dewar-i-Mehrbani (wall of kindness) initiated in Iran, set up several such walls – in Karachi, Peshawar, Islamabad, Rawalpindi, Lahore, Bahawalpur, Sialkot, Quetta, Khuzdar – to share clothing and other items for those in need without compromising their dignity.2 The horrific bombing at a church in Peshawar catalyses youth group Pakistan for All into forming symbolic interfaith human chains around churches in Karachi, Lahore and Islam- abad in solidarity with Pakistani Christians. “We have more similarities than differences as humans. Pakistan would prosper if we celebrate our diversity and end discrimination and divisions”, says activist lawyer M. Jibran Nasir, one of the youth spearheading the initiative.4 Fed up of the ongoing violence and use of public spaces to promote calls for intolerance and bigotry young artists and students in Karachi take charge of their city walls to paint them with creative murals depicting their hopes for Pakistan. Several educational institutes and corporations join in.5 A group of young women decide to reclaim public spaces and defy conservative social norms by “loitering” at tea-stalls and cafes. Their Girls at Dhabas initiative takes on another dimension with an online photo series giving them more visibility.6

An emerging, changing Pakistan The good news this Report delivers is that Pakistan’s youth is buzzing with The stories above come from across Paki- great ideas (some highlighted in the 101 stan. Young people in all domains and at ideas sprinkled throughout these pag- all levels, from different geographies and es), propelled by unbound energy and a backgrounds, are demanding change and desire to act. The bad news is that they demonstrating that they are willing and deserve better than what we have provid- able to “be the change” they want. These ed them. They know this and are willing examples are representative of an outburst to do what it takes to change things. But across the country, of youth stepping up to when the youth lack a historical and po- shape the Pakistan they want to see. There litical depth of perspective, due partly to appears to be a wave, a momentum through- an ideologically driven and uneven edu- out the country, of youth aspiring for a bet- cation system, the outcome is impatience ter, more wholesome and more satisfactory and frustration. This can drive them to life. Enabled by the digital age, new media take matters in their own hands in ways and technology tools, they are fired by the that are not always positive (chapter 5). zeal of policy entrepreneurship. They do This Report reinforces our belief that not want to stagnate in the Pakistan that the the most important and best source of older generation is handing over to them. ideas of how to help the youth is the youth

Chapter 6 Enhancing human development through youth | 133 themselves. We need to listen to them, greater synergy and coordination between respect them, and learn from them. They various stakeholders. The importance of deserve a favourable policy environment developing sound youth policies, under- and institutional support, and the soci- scoring the needs, issues and aspirations etal space to nurture their energies and of the youth in tandem with more sus- ideas. They deserve better than to have to tainable initiatives cannot be ignored. fill in for deficiencies of state and society Additionally, a comprehensive strate- that confront them. The choice between gic plan needs to be developed to chan- providing Pakistan’s youth this environ- nel all development efforts in alignment ment, this support and this space, or not, with the human development paradigm. is the difference between a future defined The underlying message of this report, as by a youth boom – or a youth bomb. stressed throughout, is that it is imperative Pakistan’s youth are driving and lead- for Pakistan to focus not just on the quan- ing many positive initiatives. Other con- tity of services for the youth, but in equal stituencies – adult-led NGOs, corpora- measure the quality being provided. This is tions, and government departments – are especially the case with the three Es, edu- reaching out to them and harnessing their cation, employment and engagement. The drive and passion. Sometimes these ini- following section outlines the broad, over- Jawan Ideas tiatives are politically driven, gaining mo- all policy approach required to improve mentum as elections come up. Others are each of the three Es, as well as Pakistan’s socially driven to claim public spaces or policy process pertaining to the youth. to stand against human rights violations. Despite the absence of a working youth The national and provincial policy in all regions of Pakistan, sever- Necessary steps in the areas of disaster management authorities al small and largescale initiatives, focus- should offer certification the three Es training courses at colleges ing on improving education facilities or and universities in disaster skills development of young people, are Education preparedness. already underway at the community, provincial and national levels. Indeed, there is no dearth of initiatives or investment In terms of education, the first of the Es, Pa- for youth empowerment in Pakistan. kistan has seen excessive focus on increasing However, research conducted for this enrolments in schools, with little attention Report indicates that despite the pletho- paid to the low quality of education, as dis- ra of action-oriented direct and indirect cussed in Chapter 3. The human develop- initiatives for the youth, overall youth ment approach considers education as one development in Pakistan is still lagging. of the most important tools for enhanc- Pakistan has been performing poor- ing the capabilities, freedoms and choices ly in the youth development index ac- amongst the youth. Now, however, efforts cording to Global Youth Development need to go beyond increasing the number Index Report 2016, as discussed earli- of educational institutes and enrolments er. This is the only non-African country to also provide quality education that pro- amongst the 10 lowest-ranked Common- duces quality graduates who can improve wealth countries. It even trails behind their own and their family’s wellbeing. the Asian average in all domains except Implement and ensure education for health and wellbeing. In South Asia, all: it is one of the two worst performing There is a visible and clear consensus countries, the other being Afghanistan. in Pakistan on the need to educate the The existing efforts no doubt serve as nation’s children. Compared to earlier small ‘islands of change’ but they can- decades, the awareness about this issue is not create an overall substantial change unprecedented. Today, the overwhelming for the youth. There is thus the need for majority of Pakistanis want their children

134 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 to receive at least a basic formal education. promote adult literacy. Such initiatives are There is a recognition, especially among also targeting out-of-school children who the lower middle class, that education are forced to go to work, reaching previ- helps children to break out of traditional ously neglected sections of the population. paths dictated by socio-economic status. With some exceptions, the primary fo- Many parents, particularly in urban areas, cus of work remains on quantity of en- aspire for their children to “be someone” rollment. Additionally, all these efforts rather than live their lives out in name- remain a drop in the ocean given the sheer less obscurity like their forefathers. How- numbers involved, despite many of them ever, many either still don’t recognise the working in partnership with the govern- importance of education or perceive it to ment. There is in fact a growing recogni- Jawan Ideas be important only for boys. This partly tion of the state’s responsibility to provide explains why, despite the overall increase these services, as well as awareness that in the number of children joining school, only the state can function on the large

9.45 million children at primary level scale necessary to really make a difference. Let young girls be young a little were still estimated to be out of school In addition to the role of the state in en- longer. Increase the legal age of in 2015, and dropout rates have soared. suring the provision of education to all, the marriage from 16 to 18 years. The National Assembly’s unanimous quality of education also need a strong pol- passage of the Right to Free and Com- icy focus. In the absence of a strong state-led pulsory Education Bill 2012 ensures free and state-implemented quality regulatory and compulsory education to all children framework for private and public schools, of aged 5 to 16 years. While Article 25-A the large number of graduates emerging of the Constitution already enshrined this from the low quality private, semi-private right, the bill was the first attempt to artic- and public school system are more like- ulate how it would be delivered. The 2012 ly to feed the ranks of Pakistan’s ‘parhe law provides three-months imprisonment likhe jahil’ (educated illiterates). Many of for parents who don’t send their children these private, semi-private and public sec- to school, and six-months for employers tor institutes often hardly even qualify as who hire school-age children, along with schools, given their lack of proper syllabus, Jawan Ideas fines for both categories of offenders. sports grounds, library and other essential There is little implementation of this law facilities. In the pursuit of formal educa- on ground, but its very existence can be the tion, their graduates receive no skills train- basis of change. At the societal level, there ing to help them generate income after en- is an urgent need to sensitise parents, espe- tering the workforce. The poor quality of Encourage the formation of cially from lower income strata and rural education they receive does not make them women’s support groups in workplaces to address the issues areas, along with community elders, influ- very employable in the increasingly com- women face in workplaces and ential people, and implementing bodies petitive job market. No wonder Pakistan’s provide mutual support to new about this issue. These steps together will youth largely feel frustrated and let down. female workers. help ensure that every child is provided his With the growing competition in the or her constitutional right to education. labour market, getting children to school is understandably not enough. Providing Bring quality to education: The number quality education relevant to the labour of private organisations and individuals market skills is what will ensure high returns working to boost education has increased to investment in education, not just for the dramatically over the years. Large non-gov- economy but also for the youth’s wellbeing. ernment organisations like Developments It is thus imperative to revisit the curric- in Literacy (DIL), The Citizens Founda- ulum to improve what is being taught and tion (TCF) and Alif Ailaan, to name a few, make it relevant to rapidly changing labour impact thousands of lives a year. Smaller market demands. It is also essential to stan- initiatives include mohalla (neighbour- dardise the curriculum across the public hood) schools run by educated residents to and semi-private institutes and introduce

Chapter 6 Enhancing human development through youth | 135 skills-based training in the curriculum, initiatives. Such programmes need to be improve teaching quality through teacher scaled up and replicated in other prov- trainings and change the teaching style – inces to help the uneducated youth break the existing focus on rote learning must out of the vicious circle of unemployment give way to developing the students’ con- and low paying jobs. In this context, pro- ceptual clarity. Additionally, the govern- grammes like PEEF need to be scaled up ment can make tertiary learning easily ac- and replicated in other provinces with col- cessible to the masses through the internet. laboration of private sector. Pakistan can One way would be to create and promote also harness the potential of the internet to massive open online courses, or MOOCs, increase access to education for the youth to foster gainful learning amongst youth. who want a second chance at education.

Create government programmes to Integrate technical and vocational provide a ‘second chance at education’: education into the formal education An inclusive education system is central systems: An inclusive education system for human development, a concept that allows the freedom of choice to youth to allows all individuals the freedom of improve their wellbeing by choosing or choice to acquire education at any point in making their own path, whether through time. Pakistan is full of those, including in the formal education system or through the youth age bracket, who never went to technical and vocational training. The school or who dropped out due to various government has established a programme reasons. Many respondents of the National for the training individuals at various Youth Perception Survey and participants technical and vocational education of the National Youth Consultations centres in Pakistan, but such government expressed the desire for a second chance at programmes targeting education should education. Yet, although there is clearly a not work in silos. Policy needs to integrate demand for a second chance at education, these technical and vocational education there are not many avenues available that streams into the formal education stream cater to this demand. While focusing on at the secondary level, so that youth who increasing enrolment rates, government feel estranged from formal education can policies and finance have in the past enter a ready stream of skills training. overlooked school dropouts and youth Much can be learned from countries Jawan Ideas who want to re-enter the education space. like Singapore, Korea, and Turkey that There is a miniscule number of non-for- provide strong TVET opportunities mal education models that allow children at the secondary and post-secondary to return to school. A successful model level in the formal education system. in this area is the Punjab Education En- There is also a great need to improve Let local communities utilise dowment Fund (PEEF) that provides the image associated with acquiring vo- public school playgrounds after school hours. government support and scholarships to cational skills as well as a need to confer students who do well in at the matricula- prestige upon work acquired through tion/intermediate level but do not have such skills. Government and civil society the resources to continue their educa- can work together to change the negative tion. However, it doesn’t cater to those perceptions about technical and vocation- who never reached the matriculation lev- al education, particularly for the youth. el. More government programmes like Changing the culture about how society this need to be created to provide the perceives the value of technical and voca- youth with a ‘second chance at education’. tional education is necessary to draw more Another avenue that can be explored to youth into these programmes, as a viable cater to these left-out youth is public-pri- means of acquiring labour market skills. vate partnerships. Both the public and private sector should collaborate in designing Increase efficient use of resources

136 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 allocated for education: One of the tribute much in either monetary or social principal reasons for Pakistan’s slow welfare terms. Additionally, they also have progress in education is the policy failure an adverse effect on the personal growth, in assigning low priority to this sector, self-esteem and dignity of the workers. reflected in the budgetary allocation. The over-arching message of this Re- Although Pakistan’s total education port is that quantity without quality is budget has doubled over time, it is still not only not helpful but is even counter- a very small (2.3) percent of the GDP. productive in the long run. For example, (figure 2.3, chapter 2). Only 14 out of many more youth in Pakistan work as 195 countries spend less on education domestic servants than do those who are Jawan Ideas than Pakistan, including 9 that have a employed at the checkout counter of a lower HDI ranking than Pakistan. This multinational food chain. However, giv- clearly indicates the need to increase en the social mores of the country, the budgetary allocation to education, which checkout counter employee at least re- would enhance human development. ceives more respect and therefore retains Encourage universities to assign Poor education outcomes stem not more sense of dignity than the one who academic credit for students’ is forced to work as a domestic servant. volunteer activities including in only from low budgetary allocations but schools, civic organizations, local also from inefficient and inadequate use Global phenomena like the rise of ride- and city government, etc. of funds. As mentioned earlier, recur- share or taxi-hailing services like Careem rent overhead costs eat up as much as and Uber are also becoming visible in Paki- four-fifths of Pakistan’s budgetary alloca- stan. In addition to providing decent means tion -- mainly salaries and routine opera- of alternate employment, these services tional costs. What’s left is just one-fifth also lead to a greater inclusion of women for development and improvements like in their workforce. For example, at the end teacher training, curriculum develop- of 2016, Careem introduced women driv- ment, school facilities, monitoring and ers to its fleet, saying they wanted “to give supervision of educational programmes. women the same opportunities and the To top that, budgetary allocations do same chance that men have of leveraging not necessarily translate into actual budget our platform to generate healthy income”.7 Although the number of women drivers spending reported at the end of fiscal year. Jawan Ideas In fact, actual budget spending is far less is still small, their reasons for joining the than the amount allocated in the begin- service are representative of women’s expe- ning, resulting in massive underutilisation riences around the country. For example, of resources. There is a dire need to increase a 30-year old widow with two children both the size of education spending, and whom she is raising alone since her hus- Allow nursing mothers to bring band’s death had just enough money to their babies to work and provide to adopt measures to monitor the efficient space that allows them privacy. utilisation of the funds. For this purpose, a buy a car. Aiming to work as a ride-share proper monitoring mechanism – designed driver, she also got her driving license. It with an inclusive approach involving all is a sign of the changing times that while stakeholders (students, parents, teachers, Careem originally turned down her appli- government etc.) – needs to be put in place. cation as they weren’t hiring women then, they later called back and got her on board. Employment “The only skill I know is driving,” she says. “Now I can raise my children honourably, In terms of sheer numbers, Pakistan has had I can give my children a good education.”8 a fairly good record of creating jobs, even This story signals not only changes in with rising population. However, they are social and employment norms, but also un- mostly low quality jobs. Poor quality jobs derlines another universal phenomenon: essentially mean servitude with low pay women’s yearning to make an honourable and little or no security. Such jobs are detri- living and educate their children. However, mental to the economy as they do not con- while such opportunities are increasing in

Chapter 6 Enhancing human development through youth | 137 Pakistan, there are still far too few of them favourable policy environment to rural and to go around and absorb the millions who peripheral urban youth who are compara- attain the working age every year. Dedicat- tively disadvantaged. State policies can be ed efforts to generate employment pros- complemented by a more holistic approach pects for the youth are urgently needed. involving civil society and the private sector to train the youth in marketable skills Suggestions to generate employment op- such as oral and written communication, portunities include: presentation techniques and report writing. This can be accompanied by aware- Encourage entrepreneurship: The slug- ness-raising activities to sensitise workers gish growth of employment generation on the financial aspects of running a busi- in Pakistan makes it difficult to cater ness, like fair wages, profit maximisation to the youth entering working age ev- and investment methods. Additionally, ery year. Multiple strategies involving all an entrepreneurship network can be built Jawan Ideas stakeholders are necessary to foster em- to bring together youthful entrepreneurs, ployment creation not only in public the mentors, industry, and government repre- sector but also in the private sector. One sentatives. Policy can ensure that new en- such strategy is entrepreneurship – often trants, especially those who are socio-eco- associated with innovation and creative nomically and educationally marginalised, Initiate national level school sports competitions including students problem solving - which under the right gain access to investment opportunities, from all types of schools – private, conditions can lead to employment cre- financial capital, technical knowledge public and madaris. ation. When an entrepreneurial venture pools, and international markets to foster grows, it requires services, raw materials, entrepreneurship at the grassroots level. productive assets to contribute towards its growth, including labour supply -- hence Bring more women into the workforce: creating more jobs and need for services. The education attainment gap between Entrepreneurial ventures from sole pro- young men and women has narrowed over prietorship (individual-led business) to the past 7 years. However, the gap in their large-scale multinationals create a domi- labour force participation remains consis- no effect by enhancing opportunities in tently wide, showing no signs of conver- terms of job creation and improving over- gence anytime soon. With the growing all wellbeing. More importantly, inculcat- young population, abysmally low levels of ing a culture of creativity and innovative participation of young women in labour thinking in the education system can enforce can lead to an increasing dependen- able the youth to enter the labour market cy ratio, where the non-working popula- as skilled, problem-solving individuals. tion exceeds the working population by a Jawan Ideas Over the past couple of years Pakistan large number. In this situation, there is a has seen increasing interest and investment huge loss of the potential of young wom- in cultivating entrepreneurship, especially en, especially the educated who are not in large urban centres. Although a step in enrolled in further education, employ- the right direction, these initiatives tend ment, business or training. They must be Include a mandatory employment to be restricted to urban localities tar- provided with an environment that fa- component in the annual federal geting individuals with a certain level of cilitates not only their participation but budget summary saying how many new jobs need to be created education and social background. Rural also their economic and social wellbeing. and outlining a strategy for future youth and those in peripheral urban set- Essentially, what is required is concrete employment growth. tlements are restricted by factors like lim- policy interventions to encourage increased ited access to finance, lack of communica- participation of women in the labour force tion skills, location and social networks. and create equitable growth opportunities The government must provide formal for women even if that counters broad- training and facilitate access to larger net- ly accepted cultural and religious norms. works of mentorship, access to finance and There is a dire need to: improve fami-

138 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 ly-friendly policies enabling a better work- tion. This leads to not only increased fe- life balance; improve infrastructure facili- male labour force participation but also to ties to reduce transaction costs associated increased economic and social wellbeing. with women’s access to the labour market; and increase quality job opportunities. For Improve working conditions for quality instance, young mothers often face the employment: The many jobs generated ev- dilemma of having to choose between the ery year in Pakistan are mostly low quality, wellbeing of their family, children and their marked by low pay and insecurity. To reach career. This restricts their participation in the goal of providing quality employment, the workforce. Most importantly, it is criti- it is essential to ensure minimum standards cal to change the mindset and social values for working conditions. The Ministry Jawan Ideas that see women as being only homemakers of Labour and Manpower can be tasked within the family. This mindset severely with developing these standards that typ- restricts women’s role in society to within ically include: maximum weekly working the confinements of the domestic sphere. hours, health standards, minimum health To counter these handicaps and increase insurance especially for companies with Support voluntary programmes in colleges and universities for opportunities, policy can require employ- hazardous working conditions, minimum awareness and education on drug ers to offer paid maternal, paternal and annual, parental and personal care leave abuse, HIV and STD, dealing with family sick leaves. This would balance entitlements, public holidays, social secu- mental stress, etc. the distribution of unpaid family-care rity, old-age benefits, and minimum over- work including looking after children or time pay. Where these standards exist, an acutely ill family member. Investing in their implementation needs to be ensured. improving access to electricity and water Relevant government departments can sources closer to home, especially in rural ensure that all the registered companies areas, is another effort that would spare follow these standards. Additionally, the women’s unpaid work time and allow government should raise public awareness them to participate in the labour force. about these standards, non-compliance of Similarly, facilitating access to affordable which may be challenged in court. Simulta- and safe transport and commuting would neously, provide alternate issue resolution greatly increase young women’s participa- mechanisms – such as mediation and con- tion in the labour force in both rural and ciliation – to avoid going through the court urban settings. For instance, upgrading to avoid lengthy procedures. This may re- and expanding existing road networks and duce implementation barriers and enable Jawan Ideas providing incentives to the private sector better enforcement of workers’ legal rights. to invest in new transport routes and ve- To ensure that workers’ rights are pro- hicles would increase mobility of labour. tected within the private sector as well, It would also increase employment op- the government can provide incentives to Under the guidance of the Ministry portunities in the short run. Similar mea- the private sector (including corporations, of Labour, establish Labour Market sures to increase mobility for women in small, medium and micro enterprises) to Observatories at universities to rural areas would pave the way for their register themselves with relevant ministries analyse labour market trends to increased participation in labour force. and provide minimum working standards improve decision-making. In general, policies that improve eco- protection to their employees. An Informal nomic opportunities for young women Sector Labour Policy could be formulated lead to a positive correlation between the for this sector which includes agriculture, number of young women entering the la- fishing, mining, manufacturing, wholesale, bour force and overall women’s economic and retail etc. The Labour Policy 2010 does success in society. For example, establish- currently touch upon issues concerning the ing career-nurturing platforms with se- informal sector. However, a full-fledged nior women mentors and role models, as policy custom-made to look after the needs well as mentoring and coaching facilities, of the informal sector, which is the largest increases women’s labour force participa- growing sector, would greatly benefit in

Chapter 6 Enhancing human development through youth | 139 improving the quality of youth are increas- is a greater need to strengthen the weak ingly engaged in politics jobs. An Informal ties between state and society by educat- Labour Policy can set minimum labour ing civilians of the merits of democracy standards specific to informal sector jobs. There need to be sincere efforts to en- It is dignity that completes the individu- sure meaningful engagement of the youth. al and gives meaning to the lives of even the Failure to engage this youth bulge con- Jawan Ideas poorest of the poor, affirming their being. structively could lead to disengaged fu- Dignity is also central to resolving conflict. ture leaders with little or no interest in And dignity is at the heart of the concept of the country’s socio-political affairs and human development. Violating the dignity those more prone to violent extremism. of human beings leads to adverse reactions The government can foster a positive Establish provincial Teacher Support Networks linking high- and negative consequences not just for social contract by creating opportunities performing teachers in each the individual but also for society at large for youth to interact meaningfully with province to under-resourced and and in a ripple effect, for the economy. government officials at various adminis- under-performing schools to train teachers and share best practices. tration levels – national, provincial, and Engagement district level. These platforms could provide the youth a chance to influence poli- This brings us to the last E, engagement. cy decision-making by voicing their needs As discussed in chapter 4, while Pakistan’s and concerns, and contributing their ideas youth are eager to be engaged, not many and solutions for societal problems. Ex- meaningful engagement opportunities isting platforms such as Youth Parliament exist for them to participate in the com- of Pakistan and Young Parliamentary As- munity, or political affairs. A handful of sociates (YPA) can be further expanded engagement opportunities that do exist, un- to consciously include rural youth and fortunately do not become widely known. marginalised communities. Similarly, pol- Efforts need to be made to not only create icy can ensure increased representation meaningful opportunities but also to engage of the youth in decision-making roles by the youth in positive manner. These include: allocating more youth-specific seats at the national, provincial and district level. Invest in the social contract to nurture future leaders: Creating meaningful Ignite the spirit of ‘Edhisim’ – encourage social relationships between young people, volunteer work: Young Pakistanis show a government, and society and improving the high level of willingness to participate in quality of existing interactions can deepen community affairs. However, their level of social cohesion, solidarity and trust among engagement remains low, restricted by a lack the youth. This in turn fosters greater of viable social engagement opportunities responsibility as individuals and as citizens. and lack of information about existing In Pakistan, with its history of poor opportunities. The government can make quality education and health facilities, low voluntary work a national priority for quality jobs and deteriorating socio-eco- all, and the youth particularly. Voluntary nomic conditions, this social contract has engagement opportunities can be made remained weak. In addition, nearly half publicly accessible for both rural and of the country’s 70 years has been under urban youth through different media military dictatorship, preventing citizens platforms like newspaper, television and from experience democracy in the true radio channels, and the social media. sense of the word and learning how to Policy can encourage voluntary work by participate in the state affairs. It was only providing special incentives, for instance, recently in 2013 that a government com- prestige awards and study credits to pleted its tenure without being disrupted. youth, and public grants for voluntary Thereby, social contract between the state organizations and their work. There are and society has remained weak. There plenty of spaces in the public sector where

140 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 young, energetic ideas can be utilised have unapproved drafts, while Baloch- and spaces for voluntary work created. istan and Gilgit Baltistan are engaged in All that’s needed to make this happen consultations and the drafting processes. is sincerity and consistency of effort. While these are all necessary and positive steps in terms of developing a policy Give the space to the young to be narrative on youth, in terms of implemen- young: The most important lesson of tation what is needed are not large expen- Chapter 4 on engagement is that there is sive programmes but subsidiarity – that a shrinking space for the young in Pakistan is, a very large number of generally very to be young. Insecurity, uncertainty, intol- small steps taken at all levels of govern- erance, and sheer lack of opportunities, all ment, but especially at the local level, in- collude to restrict the space available to cluding village council, tehsil, and city. the young in Pakistan to be young. Gener- This report has earlier outlined the broad ations are growing up under the clouds of and overall policy approach required for violence that can sometimes force them to each of the three Es, education, employment Jawan Ideas ‘grow up’ much faster than they should be. and engagement, and for Pakistan’s policy The good news is that this is a genera- process, pertaining to the youth, in general. tion that is politically engaged, even eager Many of the steps that need to be tak- to take on challenges. The better news is en are included in the Jawan ideas high- Establish district, provincial and that the young of Pakistan have a very high lighted throughout this report. These are national level competitions in art, desire to be active in the search for change, examples authentically collected through poetry and writing to encourage and is optimistic that it can bring about the various processes that inform our avenues for self-expression and change. The bad news is that it is deprived findings. They point to the kind of ac- promote interaction amongst young people. of the infrastructure that can allow its youth tions that may be required to channel- to blossom with innovation. From a lack of ise the energies of Pakistan’s youth into a public spaces to opportunities for physical positive direction. We hope that readers activity and to restrictive norms of partic- will allow these ideas to percolate and de- ipation in the decisions that impact their velop them into actionable steps. There- own future, there are significant hurdles fore, we will not summarise them here. for the young in Pakistan to be as engaged Clearly, as mentioned above, in terms in societal processes as they clearly want to of subsidiarity, many positive things are be. Creating and expanding the space for happening in Pakistan, youth-driven and societal engagement for the young can be led, as well as led by adults engaging the the single best investment that can be made youth. To harness their full potential, in their lives, or in the future of Pakistan. the following policy steps are essential: Sow lots of seeds – a Johnny Policy-wise, what is to be done? Appleseed approach

Analysing policy options regarding the The first step when formulating policy youth, Pakistan already has necessary infor youth human development would be stitutional structure in place. There is a to envision the approach taken by John- ministry of Youth Affairs at the provincial ny Appleseed, the pioneering American and regional levels. Youth policies also ex- frontiersman who became legendary for ist at provincial and regional level, since planting swaths of apple seeds to begin or- youth affairs become a provincial subject chards that would nurture later settlers.9 after the passage of the 18th Amend- Like the celebrated orchardist, Pakistan ment. Punjab has a working youth policy needs to plant swaths of seeds and nour- (passed in 2012), Khyber Pakhtunkhwa ish them to grow more fruit-bearing or- has approved youth policy (passed in chards around the country. This could be 2016), Azad Jammu & Kashmir and Sindh part of policy but does not necessarily have

Chapter 6 Enhancing human development through youth | 141 to be government driven as the approach YIA in each of the Es to the Parliament. allows a great deal of autonomy, initia- Donors should also adapt the YIA as a tive, ownership and entrepreneurship to best practice and require the initiatives the ordinary Pakistani citizen. The policy they support to submit a YIA. Pakistan al- recommendation here would be for the ready does this for the environment, with government to view as allies those who the national and provincial budgets re- join in this youth-orchard-development quired to provide an EIA for all budgetary movement, and automatically bring them allocations. The budgets should also be re- under the umbrella of government policy. quired to provide a YIA every year to give Government policy, then, would enable an assessment of how budgetary alloca- Jawan Ideas and support these private initiatives rather tions will impact the goals of the three Es. than placing bureaucratic obstacles in their There must be an acknowledgement and way. The policy will then be civil society realisation of the inter-connectedness of and youth-driven rather than top-down. the three Es. Pakistan must enhance the Provide tax incentives to quality of education to create opportunities businesses that employ a Establish a youth impact assessment for entrepreneurs which in turn leads the minimum of 25 percent women in (YIA) way to quality engagement – an engaged their workforce. and active, rather than passive citizenry is The second step we recommend is a what will enhance the quality of life in the major policy point. More important than country and connect Pakistan to the world. creating a balkanised set of ‘youth policies’ This has begun to happen in the field or creating what are likely to become side- of the first E, education. To take the mo- lined and un-empowered ministries, is to mentum further, in addition to focusing bring a youth focus into every policy that on increasing budgetary allocations for is made, at the project and policy level. education and educational opportunities, The Planning Commissions at the federal, the budget must also specify the steps be- provincial, and local body levels would ing proposed and taken to enhance the take on a much more central role in terms quality of education. Similarly, for the of putting every policy to test to gauge second E, employment, the annual bud- how the proposed policy will impact get must state not only how many jobs are Pakistan’s youth and quality of services being created but also give an idea about for the youth. In other words, this would the quality of the jobs being provided. be a youth impact assessment (YIA). This The third E, engagement, requires could be along the lines of what is done that Pakistan provide its young people in some countries for diversity, gender, or with the opportunities to enable them environment. Pakistan in fact has a robust to participate in the civic and political environmental impact assessment (EIA) life of the country as full, active citizens in place that may be used as a template for and not as passive subjects, to choose the YIA. the kind of life they want to live and be respected for who they are regard- Macro level policy less of class, ethnicity, religion or gender. This report mentions several initia- At the macro level, Pakistan must include tives around the country that lead to- the critical issue of the country’s youth wards these goals. However, there is an at the budgetary level. It is not neces- urgency to scale up these enterprises sary for a separate youth budget to be and view them as part of a larger poli- developed, but Parliament must include cy goal even when they are private rath- a national budget test in the national er than government-initiated or funded. budget on all three Es – education, employment and engagement. This document would provide an assessment of the

142 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 Last words: let the youth lead impact be made positive? How can we leverage the 3 E’s to make this happen? The most important lesson that The essential approach outlined here, and emerges from this exercise, howev- throughout this report, is to integrate a er, is the need to listen to the young. Jawan Ideas concern for the youth – as expressed by the Throughout this report, we have includ- three essential policy levers of education, ed ideas that we gathered from the young employment and engagement (the 3 E’s) of Pakistan. These ideas may not always be – within all policy and societal decisions. practical in a policy context, but they do re- This is a different approach from creating Provide incentives to small and flect the felt needs of the youth of Pakistan. balkanized policies for the youth, as if they medium enterprises to create More than that, they reflect a clear sense meaningful internship and are separate from the rest of society. While that our youth have something to say, and apprenticeship programmes for an enhanced and special focus on the young high school students. we should be listening to them. The single is always welcome, the danger is that it can most important thing that policy can de- quickly turn into sloganeering; or into liver for the young, is to open up the space side-lined and marginalized institutions. in which the they can lead and chart their A better approach is to apply the ‘youth own course; to enable and empower them to test’ – possibly, via the YIA – to every unleash the potential of a young Pakistan. policy process. What will be the impact of the policy on the young? How can that

Chapter 6 Enhancing human development through youth | 143 144 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 Notes

Chapter 1 Khattak, Abbottabad (first runner 6 UNDESA 2015. go-Cabrillana 2010. up); Saira Agha, Rawalpindi (sec- 7 Wight et al. 2016. 45 Akbari and Muhammed 2000. 1 The only prior national level ond runner up) and Hafsa Bintee 8 UNDESA 2015. 46 SAFED 2014. survey focusing on youth in Paki- Aqeel, Karachi (third runner up). 9 For more details see Statistical 47 Aslam, Bari and Kingdon 2008. stan was conducted in 2001-02 – 18 Facebook page: www.fb.com/pg/ Notes in Annex. 48 ADB 2013a. ‘Adolescent and Youth in Pakistan PakistanNHDR; Twitter @Jawan- 10 The cut-offs used in the global 49 Government of Punjab 2015a. 2001-02’ (Population Council, Pakistan HDI computations are different 50 Government of Pakistan 2016b. 2002). However, it missed out 19 Hosted by Newsweek Pakistan, than the ones used for this 51 The structure of TEVT in Pakistan several important aspects of the 30 July 2015, the chat attracted Report. The global HDI cut-offs is bi-layered. The federal level lives of the youth, like religion 375 unique active participants are as follows: Low— less than has a National Vocational & Tech- and politics - two areas that the and generated 1,500 tweets, with 0.550, Medium – between 0.550 nical Training Commission while youth are now actively involved an estimated reach of 2,000,000, and 0.699, High — between there are Technical Education & in. In any case, life has changed estimated exposure of 3,500,000 0.700 and 0.799, and Very Vocational Training Authorities at much in the last 14 years since and a total of around 27 million High —greater than 0.800. The the provincial levels. this survey was conducted, deliveries. HDI cut-offs used (and their 52 UNDP 2015c. and new empirical evidence is 20 PodBean 2016. corresponding classifications) are 53 MHHDC 1998. required. 21 The briefing was held at Marriot arbitrary and should be referred 54 Alam 2008. 2 Government of Pakistan 1998. Hotel in Islamabad, 26 February to with caution. See Technical 55 ADB 2013a. 3 Pakistan’s current population 2015. note 1 for further details. 56 Government of Pakistan, AEPAM, stands at 207.7 million according 22 UNDP 2016e. This short film 11 Ibid. UNESCO, WFP, and UNICEF 2015. to the recent census (2017). Jawan Pakistan (3.5 min) was 57 Ibid. However, since age specific broadcast from February-March Chapter 3 58 Bari 2016b. disaggregation had not been 2015 on television channels 59 Ibid. released at the time of writing, 1 Khawar 2015. Express News, Samaa TV, Abb 2 UNDESA 2016. 60 Ibid. for purpose of analysis this Tak News, 8XM music Channel 61 Ibid. Report uses data based on the 3 UNDP 1990. (Urdu); Apna Channel (Punjabi); 4 Connolly, Leoz, Gorospe and 62 SAFED 2015. 1998 census. AVT Khyber News (Pushto); 4 UNDP 2016b. Sebastian 2014. Kawish Television Network - 5 Meyer 2014. Chapter 4 5 Khalid 2014. KTN (Sindhi); and VHS NEWs 6 UNDP2016c. 6 Šlaus and Jacobs 2011. 1 Stankorb 2014. (Balochi). 7 Ibid. 2 ILO 2016b. 7 UNDP 2016b. 23 The radio shows were broadcast 8 Ibid. 8 Sen 1997. 3 UN 2016c. on weekends, February-April 9 Deneulin 2009. 4 UNDESA 2016. 9 See Technical note 8 for further 2015, to allow the maximum details 10 UNESCO 2003. 5 Government of Pakistan 2015c. number of youth to participate, 11 UNESCO 2016. 6 UNDESA 2016. 10 May-June 2015. on channels FM 89, FM 90, FM 11 June-August 2015. The project, 12 Government of Pakistan 2015f. 7 ILO 2009. 94 Peshawar, FM 94 Sialkot, FM 13 UNESCO 2006. 8 Pieters 2013. “Razakar Programme”, is esti- 94 Swabi, FM 96, and FM 100. mated to have engaged some 14 Alif Ailaan 2014. 9 World Bank 2011. 24 The LLF panel discussion “We 15 Government of Pakistan 2015f. 10 Since youth in the first two 1,500 youth. Can be Heroes” is online at: 12 The reports and essays were 16 Government of Pakistan 2016b. age groups (15-19 and 20-24) https://www.youtube.com/ 17 Ibid. are expected to be engaged in the submitted in Urdu and English. watch?v=YO35by84gSc. 13 We sought entries in English and 18 Government of Pakistan 2015f. labour force, this report deviates 25 They include Fatima Jinnah 19 Government of Pakistan 2016b slightly from the standard defini- Roman Urdu between November Women’s University in Rawal- and December 2016 through the 20 UNDP 2016g. tion of labour force participation pindi, University of Peshawar, 21 Government of Pakistan 2017a. rate (LFPR), and excludes those online survey ‘Your Idea Counts’ the Information and Technology -- https://www.surveymonkey. 22 Ibid. from the denominator who are University Lahore, and Lahore 23 Malik and Rose 2015. enrolled. com/r/578ZS6J. Publicised University of Management through the NHDR social media 24 Ibid. 11 MHHDC 2016. Sciences. 25 SAFED 2015. 12 Government of Pakistan 2007. platforms and media outreach. 26 The session was held on “Youth 14 UNDP 2016a. 26 Ibid. 13 Government of Pakistan 2013e. Bulge or bomb? Harnessing the 27 Ibid. 14 Government of Pakistan 2015c. 15 Ibid. potential of youth”, LSE, chaired 16 Some 500 youths participated 28 Government of Pakistan 2015f. 15 UNDESA 2016. by Dr. Mahvish Shami, Assistant 29 Pastore 2012. 16 Pieters 2013. in the International Youth Day Professor, International Develop- Conference and Panel discussion, 30 World Bank 2009. 17 Government of Pakistan 2015c. ment, with speakers Marc-André 31 UNDP 2015c. 18 Srivastava and Barmola. 2011. Islamabad (12 August 2015) Franche and Emrys Schoemaker, and the Youth Civic Engagement 32 UNESCO 2004. 19 UNDP 2015c. communications and conflict 33 Idara-e-Taleem-o-Aagahi 2015. 20 Government of Pakistan 2015c. Conference, Quetta (2 September specialist. 28 April 2016. 2015). 34 Pakistan Education Statistics 21 Ibid. 27 This was a round table discussion 2015-16. Government of Pakistan 22 Government of Pakistan 2013e. 17 The judges were then UNDP held with the donors and devel- Country Director Marce Andre 2016b. 23 Also see Women in Agriculture in opment partners to discuss the 35 World Bank 2006. Pakistan: Food and Agriculture Franche, Assistant Professor preliminary findings of NHDR, (Fine Arts) at National College 36 ADB 2012b. Organization of the United at UNDP Islamabad, 12 August 37 Hussain 2012. Nations. of Arts R. M. Naeem, architect 2016. Seemi Saeed and former CEO of 38 World Bank 2017. 24 Government of Pakistan 2015c. 39 Haider 2011. 25 Government of Pakistan 2017b. the School of Leadership Umair Chapter 2 Jaliawala. Winners were selected 40 Government of Pakistan 2015b. 26 ILO 2016d. based on the judges’ decisions 1 Positive News 2012. 41 World Intellectual Property Orga- 27 ILO 2016a. and online votes. The winners 2 Dawn 2017. nization 2013. 28 ILO 2004. were announced at the UNDP Me- 3 UNDESA 2015. 42 ADB 2012b. 29 ILO 2016b. dia Briefing on 26 February 2015: 4 Ibid. 43 Boni and Walker 2013. 30 Hussain and Dubey 2014. Fizza Nassir, Lahore; Momina 5 Ibid. 44 Castelló-Climent and Hidal 31 World Economic Forum 2016.

PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 | 145 32 Government of Pakistan 2013e. ment gap with boys almost 52 World Bank 2007. stan/G00004I9lCwMDMOM/). 33 World Bank 2011. disappeared. 53 WHO 1946. Another young artist Abdullah 34 UND2015c. 14 Bernard, Dercon, Orkin and 54 Population Council Pakistan Ahmed Khan has been making 35 UNDP 2009. Taffesse 2015. 2016. waves with his upbeat, hiphop 36 Nayyar 2011. 15 British Council 2013. 55 UNICEF 2015b. style of graffiti art (See Saadia 37 This understanding is a summary 16 Afzal 2015. 56 Stefan and Sánchez 2011. Qamar, Express Tribune. of Deepak Nayyar’s essay “Some 17 Yusuf 2015. 57 Krishnan and Krutikova 2015 July 30, 2012. ‘Sanki King’s Reflections on Development in 18 British Council 2014b. 58 UNICEF Pakistan 2015b. graffiti knows no boundar- South Asia: Markets, Democra- 19 Blattman, Jamison and Sheridan 59 Government of Pakistan 2013. ies’. https://tribune.com.pk/ cy, and People” in Democracy, 2016. 60 Government of Pakistan 2015e. story/415014/sanki-kings-graf- Sustainable Development, and 20 Basit 2015. 61 Ibid. fiti-knows-no-boundaries/). Peace (2011). 21 Kaiser 2014. 62 Ibid. In 2014, citizens fed up with 38 Government of Pakistan 2015g. 22 Kaul 2016. 63 Lancet Series on Adolescent violence and the ugly political, 39 Government of Pakistan 2015f. 23 Yusuf 2015. Health 2014. religious and commercial wall 40 Cheema 2015. 24 Paluck and Green 2009. 64 Iqbal 2015. chalking in the city developed 41 Rashid 2005. 25 Hall 2015. 65 Ibid. graffiti art into art for peace and 42 Ibid. 26 IEP 2015b. 66 Coakley 2011. against violence, utlising the 43 International Training Centre of 27 British Council 2014b. 67 Lopez and Moore 2010. skills of folk art practitioners like the International Labour Organi- 28 British Council 2013. 68 British Council Pakistan 2016b. truck artist Haider Ali. Campaigns zation 2011. 29 Bauer, Cassar, Chytilová and 69 Punjab Olympic Association like I Am Karachi (Express 44 Plan9 2015. Henrich 2014. 2012. Tribune, 10 Aug 2014. Campaign 45 Shorish 2016. 30 US Department of Veteran Affairs 70 The City District governments sets out to reclaim the lost vibes 46 Invest2innovate 2014. 2015. and Town Municipal administra- of Karachi. 47 Ibid. 31 Internal Displacement Monitoring tions are supposed to provide https://tribune.com.pk/ 48 Ibid. Centre 2015. these spaces under the Master, story/746602/campaign-sets- 49 UN 2016c. 32 UNHCR 2015. Zoning, Land Use and Spatial out-to-reclaim-the-lost-vibes- 50 Sen 1999. 33 Insight on Conflict 2016a. Plans, to be implemented at the of-karachi) and ‘walls of peace’ 51 Ibid. 34 Government of Pakistan 2008. local government level. also harnessed the energies and 52 MHHDC 2016. 35 Wight 2016. 71 Kuyoro, Awodele and Okolie passion of Pakistan’s youth (AFP 53 ILO 2009. 36 Centre for Civic Education Paki- 2012. report in Dawn. July 25, 2015. 54 Ibid. stan 2016. 72 British Council 2013. Artists reclaim Karachi walls from 55 Hisam 2015. 37 British Council 2009. 73 Internet Live Stats 2016. hate graffiti. https://www.dawn. 56 Ibid. 38 Jamil 2015. 74 Reinikka and Svenson 2005. com/news/1196150). 57 Ibid. 39 Citizens Archive 2016. 75 UNDP 2015c. 6 Imaan Sheikh. ‘Here’s Why South 58 Ibid. 40 British Council 2016a. 76 British Council 2009. Asian Women Are Uploading 59 Aqeel 2015. 41 British Council 2013; Population Photos of Themselves At Dha- 60 ILO 2006. Council Pakistan 2016. Chapter 6 bas’. Buzzfeed. 10 August 2015. 42 Computed based on information 1 A Spanish love song from Quetta. www.buzzfeed.com/imaansheikh/ Chapter 5 provided by National Assembly of 8 Nov 2015. https://beenasarwar. girls-at-dhabas. See also: Shilpa 1 Hall 2015. Pakistan 2016. com/2015/11/08/a-spanish-love- Phadke, Sameera Khan and Shil- 2 Hutchinson 2011. 43 Siddiqui 2015. Before the 2013 song-from-quetta/ pa Ranade. Why Loiter?: Women 3 Mental models consist of identi elections, the PML (N) constitut- 2 Walls of Kindness – 7 Cities That And Risk On Mumbai Streets ties, stereotypes, prototypes ed a team to find out why urban are Already Helping the Poor. (Penguin 2011), the book that and stories that the youth use youth in Punjab were pro-PTI. https://www.parhlo.com/walls- catalysed India’s ‘Why Loiter?’ to understand how things work, They found that “the [youth] are of-kindness-7-cities-that- are- movement and inspired Girls their place in society, and what is pro-PTI because they feel like already-helping-the-poor/. At Dhabas. See also: Bhaskar “thinkable” for their lives. they have a role to play in that 3 Positive.News. Riot clean-up Chawla. ‘Why Loiter: A Movement 4 Council of Europe 2003. party. They basically want impor- in Pakistan. 4 October 2012. to Reclaim Public Places for 5 UNDP 1990. tance. If the PML-N gives them https://www.positive.news/2012/ Women in South Asia. 4 January 6 UNDP 2002. room, [they would be more likely society/9248/riot-clean-up-pa- 2016. http://www.vagabomb. 7 World Bank 2017. to hold pro-PML-N opinions]” kistan/ com/Why-Loiter-A-Movement-to- 8 Hutchison 2011. 44 There are areas in Pakistan where 4 M. Jibran Nasir. Facebook post. Reclaim-Public-Places-for-Wom- 9 Cohn, Marechal and Noll 2013. mostly male community leaders, 13 September 2016. https://www. en-in-South-Asia/ . For instance, Hoff and Pandey on the pretext of religion and facebook.com/MohammadJibran- 7 Reuters 2016. (2014) show that low caste cultural traditions, prevent Nasir/posts/589104204617790/. 8 Ibid. school boys in India perform women from exercising their UCA News. 30 September 2013. 9 Kristy Puchko. ‘9 Facts That Tell worse on puzzles when their right to vote. Religions unite to protest Pesha- the True Story of Johnny low caste is made salient, while 45 UN 2015a. war church bombing Hundreds Appleseed’. MentalFloss.com. 26 there is an increase in cheating 46 For instance, according to the show interfaith solidarity by September 2016 on games among prisoners when British Council Pakistan: Next forming human chain in Karachi. http://mentalfloss.com/arti- their criminal identity is made Geneation, Voices in Conflict & http://www.ucanews.com/news/ cle/62113/9-facts-tell-true-sto- obvious. Violence report, 54 percent of religions-unite-to-protest-pesha- ry-johnny-appleseed. 10 Markus and Kitayama 2010. young people between the ages war-church-bombing/69358 11 British Council Pakistan 2013a. of 18 and 29 rate the national 5 A few examples: young artist 12 Genicot and Ray 2003. government unfavourable. Asim Butt (1978-2010) took to 13 Beaman, Duflo, Pande and Topalo 47 The existing sub-clause requiring the streets of Karachi with his va 2012. There was a positive intra-party elections was graffiti art – see http://asimbutt. role model effect of female local removed from the Constitution pk/work/graffiti/ -- starting a leaders in Indian village councils during the passage of the 18th trend of art as political protest where women held office for Amendment. (see Adrian Fisk, A Journey two electoral rounds: the gap in 48 Hart 1992. of Graffiti Through Pakistan, parental aspirations for daughters 49 Insight on Conflict 2016. 1 Oct 2009. https://adrianfisk. vis-à-vis sons fell by 20 percent 50 British Council 2013. photoshelter.com/gallery/A-Jour- and girls’ educational achieve- 51 UNDP 2014e. ney-Of-Graffiti-Through-Paki-

146 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017

Statistical annex

Readers’ Guide 151

Statistical Tables Human Development indices 1 Human Development Index and its components 153 1A Human Development Index and its components 156 2 Human Development Index trends, 2005-2015 159 3 Youth Development Index and its components 162 4 Youth Gender Inequality Index and its components 164 5 Multidimensional Poverty Index and its components 166

Human Development indicators 6 Education 169 7 Health: Mother and Child 172 8 Mode of Communication 175 9 Labour Force Participation 178 10 Employment 179

Technical notes 1 Human Development Index 180 2 Youth Development Index 183 3 Youth Gender Inequality Index 186 4 Multidimensional Poverty Index 188

National Youth Perception Survey 2015 192

Data sources 195

Regional classification 196

Statistical annex references 197

Statistical Annex | 149

Readers’ guide

The 11 annex tables provide an overview of the key as- high medium human development; and 0.800 or greater pects of human development in Pakistan, with a central for high human development. focus on the youth. Table 1 contains the district-wise Hu- man Development Index (HDI) for 2015 at the sub-index level, while Table 1A looks at district-wise HDI val- Youth Development classifications ues for 2015 disaggregated at the sub-index component level. Table 2 presents a picture of human development The YDI classification scheme is based on the following in Pakistan over the last decade, across six time-periods — cut-off points: less than 0.400 for very low youth devel- 2005, 2007, 2009, 2011, 2013, and 2015. Tables 3 and 4 opment; 0.400-0.499 for low youth development; 0.500- depict the Pakistan Youth Development Index (YDI) and 0.599 for medium youth development; and 0.600 or the Youth Gender Inequality Index (YGII) at the region- greater for high youth development. al level for 2015. Table 5 presents the Multidimensional Poverty Index (MPI) at the district level. All these tables are estimated by the NHDR team at UNDP Pakistan. Youth Gender Inequality classifications The next set of tables provide a broader set of indicators related to human development. Based on the YGII scores, the following cut-offs are used to classify the regions on youth gender inequality: less than 0.120 for low; 0.120-0.239 for medium; 0.240- Sources and definitions 0.319 for high; and 0.320 or greater for very high youth gender inequality. UNDP Pakistan uses primary files and estimates from various national surveys with mandate, resources and expertise. Definitions of indicators and data sources are giv- Regional classifications en at the end of each table, with the full source details in the Statistical references. The YDI is disaggregated at the regional level. Pakistan is categorised in a total of 18 regions, based mainly on Pickney’s (1989) agro-climatic zones. Methodology

The Pakistan NHDR 2017 includes the HDI, the YDI, Symbols the YGII, and the MPI. Technical notes 1 to 4 explain the methodology used to compute these indices. The most recent year is mentioned for the data if the survey was conducted across two years. The following sym- Comparisons over time: Six waves — 2004 to 2005 and bols are used in the tables: 2014 to 2015 — of the Pakistan Standard of Living Mea- .. Not available surement (PSLM) survey were used to compare the HDI 0 Nil or negligible values and rankings at the district level. Statistical tables Human Development classification The first seven tables relate to the four composite human HDI classifications are based on HDI fixed cut-off development indices and their components — the HDI, points. The cut-off points and HDI classification are as YDI, YGII, and MPI. follows: less than and equal to 0.299 for very low human Table 1, Human Development Index and its sub-indi- development; 0.300-0.499 for low human development; ces, provides districts’ HDI, sub-index values and ranking 0.500-0.599 for low medium human development; 0.600- in 2015. The table also presents the 2013 HDI values at 0.699 for medium human development; 0.700-0.799 for the district level, along with the change in rank between

Readers guide | 151 2013 and 2015. Table 6, Education, presents gender inequalities in the Table 1a, Human Development Index and its compo- standard education indicators along with mean and ex- nents, rearranges the districts by provinces rather than by pected years of schooling, and percentage of population aged district HDI values in 2015, and reports the component 25 years and older with some secondary education, at the dis- values of the sub-indices. trict level in 2015. Table 2, Human Development Index trends, 2005- Table 7, Health: Mother and child, provides information 2015, presents the HDI values across six waves, allowing a on the percentage of fully immunized children between the comparison of HDI scores. age of 12 and 23 months (based on record and recall), chil- Table 3, Youth Development Index and its components, dren below five years of age suffering from diarrhea in the last provides YDI rankings in 2015 at the regional level. one month preceding the survey, and percentage of women Table 4, Youth Gender Inequality Index and its compo- between 15 and 49 years of age who gave birth in the last 3 nents, presents YGII rankings and values, along with YDI years prior to the survey and received any prenatal consultan- ranking at the regional level for 2015. cy during the pregnancy. Table 5, Multidimensional Poverty Index and its com- Table 8, Mode of Communication, presents the percent- ponents, captures the multiple deprivations in education, age of households with a television set, a computer and a ra- health and living standards. The MPI encompasses both dio at district level in 2015. the incidence of non-income poverty (a headcount of Table 9, Labour Force Participation, provides gender-dis- those who experience multidimensional poverty), and the aggregated information on the labor force participation rate intensity, or average share of deprivations experienced by for both urban and rural areas at the provincial level. poor at a point in time. To tailor the MPI for Pakistan, Table 10, Employment, presents gender-disaggregated some modifications in the global MPI were proposed. In unemployment rates, for both urban and rural areas, at the the Pakistani MPI, 15 indicators are used for the national provincial level. measure, rather than the 10 used in the global measure.

152 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 TABLE 1 Human Development Index and its Components

Human Satisfaction Expected Human Development Immunisation with health years Mean years Living Development Index (HDI) rate facility of schooling of schooling Standard Index (HDI) Change Value (%) (%) (years) (years) (%) Value in rank HDI rank Province/Region a 2015 b 2015 b 2015 b 2015 b 2015 b 2015 b 2013 b 2013-2015 HIGH HUMAN DEVELOPMENT 1 Lahore Punjab 0.877 89.5 85.8 12.2 7.5 98.9 0.858 2 2 Islamabad Islamabad Capital Territory 0.875 85.2 77.7 12.6 8.2 99.1 0.891 -1 3 Rawalpindi Punjab 0.871 92.4 84.5 12.7 7.4 94.0 0.826 1 4 Karachi Sindh 0.854 80.2 82.5 11.8 7.7 98.5 0.867 -2 5 Sialkot Punjab 0.834 93.7 80.6 12.3 5.9 94.6 0.770 5 6 Jhelum Punjab 0.829 98.0 73.2 12.8 6.1 90.6 0.811 -1 HIGH MEDIUM HUMAN DEVELOPMENT 7 Gujrat Punjab 0.795 92.5 71.7 12.3 5.3 90.8 0.792 -1 8 Chakwal Punjab 0.792 96.2 81.5 11.9 4.9 87.2 0.788 -1 9 Attock Punjab 0.786 96.7 75.8 11.9 4.7 88.4 0.762 4 10 Faisalabad Punjab 0.782 88.2 84.5 10.8 5.2 89.4 0.775 -2 11 Gujranwala Punjab 0.769 90.9 65.8 11.5 5.2 90.0 0.774 -2 12 Toba Tek Singh Punjab 0.763 91.3 75.4 11.2 4.6 88.2 0.720 6 13 Abbottabad Khyber Pakhtunkhwa 0.761 94.3 70.7 12.0 4.8 83.7 0.768 -2 14 Peshawar Khyber Pakhtunkhwa 0.756 94.8 83.5 10.3 4.8 82.6 0.761 1 15 Narowal Punjab 0.748 98.6 64.5 11.6 4.6 83.5 0.706 4 16 Nankana Sahib Punjab 0.740 95.7 77.9 11.1 4.8 76.5 0.762 -4 17 Sheikhupura Punjab 0.738 86.4 75.2 10.8 4.3 86.1 0.760 -1 18 Haripur Khyber Pakhtunkhwa 0.732 82.1 60.2 11.9 4.8 86.6 0.702 2 19 Layyah Punjab 0.729 89.4 86.7 10.4 3.8 82.4 0.682 9 20 Sargodha Punjab 0.728 90.8 70.9 10.6 4.3 83.7 0.692 6 21 Multan Punjab 0.718 92.2 81.4 8.9 4.3 83.3 0.693 3 22 Hyderabad Sindh 0.716 84.5 73.6 8.5 5.4 84.5 0.762 -8 23 Mandi Bahauddin Punjab 0.716 91.6 73.0 11.4 3.9 77.5 0.738 -6 24 Kasur Punjab 0.714 86.3 74.4 10.9 3.7 82.7 0.695 -1 25 Sahiwal Punjab 0.710 91.1 62.3 10.2 4.0 86.2 0.691 2 26 Khushab Punjab 0.706 90.6 78.6 10.4 3.7 78.4 0.650 9 27 Okara Punjab 0.705 90.5 75.9 9.7 3.5 84.3 0.667 3 28 Hafizabad Punjab 0.705 96.7 69.7 10.5 3.7 78.6 0.693 -3 29 Mardan Khyber Pakhtunkhwa 0.703 90.4 87.9 10.4 3.3 76.8 0.647 7 MEDIUM HUMAN DEVELOPMENT 30 Khanewal Punjab 0.699 95.1 81.1 9.0 3.6 80.4 0.651 4 31 Nowshera Khyber Pakhtunkhwa 0.697 84.4 80.4 10.3 3.2 81.6 0.696 -9 32 Malakand Khyber Pakhtunkhwa 0.690 94.8 59.7 11.7 3.7 73.6 0.640 5 33 Jhang Punjab 0.682 89.1 77.5 9.6 3.6 75.9 0.636 6 34 Mansehra Khyber Pakhtunkhwa 0.676 77.3 66.0 10.8 3.8 78.1 0.609 13 35 Chitral Khyber Pakhtunkhwa 0.674 97.8 64.1 11.1 3.6 69.1 0.637 3 36 Charsadda Khyber Pakhtunkhwa 0.666 98.5 80.4 9.7 2.9 70.5 0.635 4 37 Naushehro Feroze Sindh 0.665 70.7 69.7 9.8 5.1 72.2 0.594 11 38 Quetta Balochistan 0.664 64.6 53.8 10.2 4.2 89.7 0.702 -17 39 Pakpattan Punjab 0.660 93.9 69.2 9.1 2.9 78.2 0.629 5 40 Sukkur Sindh 0.659 79.6 73.5 8.0 4.8 73.5 0.622 5 41 Lodhran Punjab 0.659 94.8 79.7 8.2 3.1 76.9 0.629 2 42 Chiniot Punjab 0.657 90.4 82.4 9.0 3.0 72.4 0.677 -13 43 Vehari Punjab 0.655 92.5 79.2 8.8 2.8 75.7 0.661 -12 44 Swabi Khyber Pakhtunkhwa 0.654 87.1 63.9 10.4 2.7 76.9 0.657 -12 45 Kohat Khyber Pakhtunkhwa 0.650 83.5 79.2 9.9 3.3 68.1 0.560 12 46 Bahawalpur Punjab 0.645 83.5 86.4 7.7 3.1 77.5 0.629 -4 47 Mianwali Punjab 0.645 89.8 50.5 9.9 3.7 74.5 0.655 -14 48 Dadu Sindh 0.632 82.9 49.0 9.3 5.0 68.5 0.591 1 49 Bahawalnagar Punjab 0.630 78.7 71.9 8.8 3.0 75.5 0.635 -8 50 Bhakkar Punjab 0.628 86.8 49.2 9.5 3.2 76.6 0.587 1

TABLE 1 Human Development Index and its components | 153 TABLE 1 Human Development Index and its Components

Human Satisfaction Expected Human Development Immunisation with health years Mean years Living Development Index (HDI) rate facility of schooling of schooling Standard Index (HDI) Change Value (%) (%) (years) (years) (%) Value in rank a HDI rank Province/Region 2015 b 2015 b 2015 b 2015 b 2015 b 2015 b 2013 b 2013-2015 51 Rahimyar Khan Punjab 0.625 83.4 85.3 7.2 2.9 75.2 0.585 1 52 Swat Khyber Pakhtunkhwa 0.618 88.8 70.9 9.6 2.8 64.3 0.551 7 53 Larkana Sindh 0.618 70.2 60.5 8.4 4.2 74.0 0.581 0 54 Karak Khyber Pakhtunkhwa 0.615 62.7 58.8 10.4 4.2 68.5 0.588 -4 55 Bannu Khyber Pakhtunkhwa 0.613 57.4 66.6 9.4 4.0 72.7 0.551 3 56 Lower Dir Khyber Pakhtunkhwa 0.600 84.1 58.7 10.9 2.8 59.8 0.549 4 LOW MEDIUM HUMAN DEVELOPMENT 57 Hangu Khyber Pakhtunkhwa 0.594 75.4 73.4 8.7 1.9 72.9 0.561 -1 58 Muzaffargarh Punjab 0.584 88.2 73.5 7.7 2.5 64.9 0.564 -4 59 Lakki Marwat Khyber Pakhtunkhwa 0.577 49.2 70.3 9.5 3.9 62.8 0.489 13 60 Jamshoro Sindh 0.572 81.7 55.7 8.0 3.0 65.8 0.529 4 61 Nawabshah/ Shaheed Benazir Sindh 0.572 76.1 67.7 7.7 3.4 60.9 0.503 9 Abad 62 Matiari Sindh 0.569 86.6 75.6 7.0 3.6 54.7 0.562 -7 63 Khairpur Sindh 0.556 79.7 49.3 8.2 3.6 58.3 0.528 3 64 Dera Ghazi Khan Punjab 0.535 74.8 69.9 7.5 2.6 55.4 0.504 5 65 Tando Allahyar Sindh 0.528 84.8 69.5 6.2 2.8 54.8 0.526 2 66 Buner Khyber Pakhtunkhwa 0.528 78.0 83.0 8.9 1.5 49.4 0.543 -5 67 Shikarpur Sindh 0.520 64.5 75.9 6.2 3.2 54.8 0.529 -2 68 Ghotki Sindh 0.514 62.0 75.8 5.7 2.9 59.4 0.537 -6 69 Rajanpur Punjab 0.506 90.7 65.2 7.1 2.0 48.9 0.481 7 70 Battagram Khyber Pakhtunkhwa 0.505 51.1 56.0 7.9 1.8 68.0 0.532 -7 71 Dera Ismail Khan Khyber Pakhtunkhwa 0.496 64.5 56.2 7.6 3.0 50.1 0.489 2 72 Sanghar Sindh 0.491 65.2 61.9 6.7 3.2 48.9 0.524 -4 73 Pishin Balochistan 0.482 49.5 67.8 7.6 2.7 48.9 0.425 10 74 Kashmore Sindh 0.471 73.3 81.5 5.3 2.4 45.6 0.426 7 75 Mastung Balochistan 0.459 75.3 85.0 9.1 4.0 23.9 0.485 -1 76 Tank Khyber Pakhtunkhwa 0.459 66.1 70.1 7.8 2.8 35.4 0.449 2 77 Kamber Shahdadkot Sindh 0.456 61.8 62.2 6.2 2.3 47.5 0.483 -2 LOW HUMAN DEVELOPMENT 78 Gawadar Balochistan 0.443 51.4 74.0 10.6 2.7 28.2 0.442 1 79 Noshki Balochistan 0.441 52.7 63.5 8.2 2.3 37.9 0.395 7 80 Sibi Balochistan 0.441 60.9 38.3 6.6 3.5 43.7 0.618 -34 81 Jacobabad Sindh 0.440 65.0 68.5 5.9 2.5 39.5 0.494 -10 82 Shangla Khyber Pakhtunkhwa 0.438 48.7 47.4 6.7 1.7 56.5 0.411 3 83 Mirpurkhas Sindh 0.430 63.9 31.7 6.6 3.5 42.0 0.426 -1 84 Killa Saifullah Balochistan 0.422 50.0 100.0 6.6 2.5 29.0 0.194 23 85 Lasbela Balochistan 0.416 49.1 65.4 7.1 2.6 34.1 0.413 -1 86 Khuzdar Balochistan 0.412 60.5 90.3 8.3 2.6 22.7 0.361 3 87 Badin Sindh 0.412 73.1 60.2 5.8 2.9 31.1 0.330 10 88 Kalat Balochistan 0.405 83.5 89.0 9.1 3.1 16.9 0.343 7 89 Loralai Balochistan 0.381 44.5 99.9 8.7 2.9 17.6 0.361 1 90 Thatta Sindh 0.377 50.6 74.1 5.9 2.5 26.8 0.314 8 91 Tando Muhammad Khan Sindh 0.377 62.5 63.6 4.7 2.3 31.4 0.456 -14 92 Upper Dir Khyber Pakhtunkhwa 0.375 77.4 31.5 8.1 1.8 27.2 0.351 1 93 Musakhail Balochistan 0.368 38.3 97.9 9.1 2.6 16.8 0.125 18 94 Jaffarabad Balochistan 0.345 44.1 51.1 5.7 2.0 29.7 0.358 -3 95 Bolan/Kachhi Balochistan 0.345 59.0 62.8 6.4 2.6 19.5 0.332 1 96 Sujawal Sindh 0.326 47.7 61.3 5.4 2.4 21.2 .. .. 97 Umerkot Sindh 0.322 67.1 18.0 6.3 2.3 24.4 0.390 -10 98 Naseerabad Balochistan 0.311 29.8 78.2 5.1 1.7 21.9 0.282 3 99 Ziarat Balochistan 0.301 33.2 67.3 7.4 2.0 15.6 0.437 -19

154 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 TABLE 1

High Medium Human Azad Jammu & Kashmir 0.734 86.7 66.3 12.2 4.8 80.0 0.726 Development Federally Administered Very low Human 0.216 15.7 7.5 6.7 1.8 27.7 .. Tribal Areas (FATA) Development Low Medium Human Gilgit-Baltistan 0.523 73.1 51.4 10.5 3.4 44.2 0.426 Development

Balochistan Low Human Development 0.421 51.0 65.8 7.4 2.6 33.9 0.382 Medium Human Khyber Pakhtunkhwa 0.628 78.0 72.7 9.7 3.3 67.1 0.605 Development High Medium Human Punjab 0.732 89.0 78.3 10.1 4.6 83.0 0.705 Development Medium Human Sindh 0.640 73.0 73.2 8.3 5.1 67.6 0.620 Development

Medium Human Pakistan 0.681 82.1 75.5 9.4 4.5 74.5 0.661 Development

NOTES DEFINITIONS Expected Years of Schooling MAIN DATA SOURCES Number of years of schooling that a child of school Columns 1-7: UNDP calucalultions are based on micro a For districts, their respective provinces and Human Development Index (HDI) entrance age can expect to receive if prevailing patterns data of PSLM survey for the years 2010/11, 2012/13 territories are mentioned. For regions and provinces, A composite index measuring average achievement in of age-specific enrolment rates persist throughout the and 2014/15, and the FDIHS 2013/14. levels of human devleopment are identified. three basic dimensions of human development -- a long child’s life. Column 8: Calculated based on data in coloumns b Calculations are based on PSLM district level and healhy life, knowledge and a decent standard of Mean Years of Schooling 1 and 7. microdata for the year 2014/15. For Azad Jammu living. See Technical Note 1( this report) for details on Average number of years of education received by & Kashmir and Gilgit-Baltistan, due to unavailability how the HDI is calculated. people ages 25 and older, calculated from education of PSLM microdata for the year 2014/15, data for Immunisation Rate attainment levels using official durations of each level. the years 2012/13 and 2010/11 are used. For Percentage of fully immunized children between the age Living Standard FATA, calculations are based on the FDIHS 2013/14 of 12 and 23 months based on record and recall. A composite index based on six household indicators microdata. Satisfaction with Health Facility: related to access and quality of public services, Districts of Kech/Turbat and Panjgur were dropped A household is regarded as deprived in ‘satisfaction household infrastructure and assets’ ownership. from the scope of the PSLM survey 2014/15. with health facility’ if any of the household members did not use health care facility because it is costly, it It is based on methodology proposed from the does not suit, lacks tools or not enough facilities, or if Multidimensional Poverty Index (MPI). See Technical any of the household member is not satisfied with the Notes 1 and 4 for details. health facility.

TABLE 1 Human Development Index and its components | 155 TABLE 1A Human Development Index and its Components

Human Satisfaction Expected Human Development Immunisation with health years Mean years Living Development Index (HDI) rate facility of schooling of schooling Standard Index (HDI) Change Value (%) (%) (years) (years) (%) Value in rank HDI rank 2015 a 2015 a 2015 a 2015 a 2015 a 2015 a 2013 a 2013-2015 Human Development Status BALOCHISTAN 114 Awaran 0.173 85.2 83.3 5.9 2.5 1.9 0.111 -2 Very low Human Development 107 Barkhan 0.237 67.6 5.7 6.8 1.2 12.7 0.213 -2 Very low Human Development 95 Bolan/Kachhi 0.345 59.0 62.8 6.4 2.6 19.5 0.332 1 Low Human Development 110 Chaghi 0.210 29.5 65.3 4.3 1.6 8.6 0.165 -1 Very low Human Development 103 Dera Bugti 0.271 31.6 59.0 4.3 2.1 17.7 0.145 7 Very low Human Development 78 Gawadar 0.443 51.4 74.0 10.6 2.7 28.2 0.442 1 Low Human Development 112 Harnai 0.184 34.0 58.2 5.2 1.4 5.5 0.260 -10 Very low Human Development 94 Jaffarabad 0.345 44.1 51.1 5.7 2.0 29.7 0.358 -3 Low Human Development 113 Jhal Magsi 0.183 43.9 32.9 5.5 1.7 6.0 0.286 -13 Very low Human Development 88 Kalat 0.405 83.5 89.0 9.1 3.1 16.9 0.343 7 Low Human Development .. Kech/Turbat b ...... 102 Kharan 0.290 61.3 24.7 7.2 2.1 16.6 0.291 -3 Very low Human Development 86 Khuzdar 0.412 60.5 90.3 8.3 2.6 22.7 0.361 3 Low Human Development 106 Killa Abdullah 0.238 29.6 74.6 4.8 1.1 12.0 0.200 0 Very low Human Development 84 Killa Saifullah 0.422 50.0 100.0 6.6 2.5 29.0 0.194 23 Low Human Development 104 Kohlu 0.267 30.8 93.8 6.5 2.0 9.6 0.091 10 Very low Human Development 85 Lasbela 0.416 49.1 65.4 7.1 2.6 34.1 0.413 -1 Low Human Development 89 Loralai 0.381 44.5 99.9 8.7 2.9 17.6 0.361 1 Low Human Development 75 Mastung 0.459 75.3 85.0 9.1 4.0 23.9 0.485 -1 Low Medium Human Development 93 Musakhail 0.368 38.3 97.9 9.1 2.6 16.8 0.125 18 Low Human Development 98 Naseerabad 0.311 29.8 78.2 5.1 1.7 21.9 0.282 3 Low Human Development 79 Noshki 0.441 52.7 63.5 8.2 2.3 37.9 0.395 7 Low Human Development .. Panjgur b ...... 73 Pishin 0.482 49.5 67.8 7.6 2.7 48.9 0.425 10 Low Medium Human Development 38 Quetta 0.664 64.6 53.8 10.2 4.2 89.7 0.702 -17 Medium Human Development 101 Sherani 0.295 55.3 88.6 4.9 2.1 13.3 0.347 -7 Very low Human Development 80 Sibi 0.441 60.9 38.3 6.6 3.5 43.7 0.618 -34 Low Human Development 111 Washuk 0.188 48.8 71.9 4.8 1.4 4.8 0.101 2 Very low Human Development 100 Zhob 0.295 65.9 5.5 8.5 2.0 18.8 0.362 -12 Very low Human Development 99 Ziarat 0.301 33.2 67.3 7.4 2.0 15.6 0.437 -19 Low Human Development ISLAMABAD CAPITAL TERRITORY 2 Islamabad 0.875 85.2 77.7 12.6 8.2 99.1 0.891 -1 High Human Development KHYBER PAKHTUNKHWA 13 Abbottabad 0.761 94.3 70.7 12.0 4.8 83.7 0.768 -2 High Medium Human Development 55 Bannu 0.613 57.4 66.6 9.4 4.0 72.7 0.551 3 Medium Human Development 70 Battagram 0.505 51.1 56.0 7.9 1.8 68.0 0.532 -7 Low Medium Human Development 66 Buner 0.528 78.0 83.0 8.9 1.5 49.4 0.543 -5 Low Medium Human Development 36 Charsadda 0.666 98.5 80.4 9.7 2.9 70.5 0.635 4 Medium Human Development 35 Chitral 0.674 97.8 64.1 11.1 3.6 69.1 0.637 3 Medium Human Development 71 Dera Ismail Khan 0.496 64.5 56.2 7.6 3.0 50.1 0.489 2 Low Medium Human Development 57 Hangu 0.594 75.4 73.4 8.7 1.9 72.9 0.561 -1 Low Medium Human Development 18 Haripur 0.732 82.1 60.2 11.9 4.8 86.6 0.702 2 High Medium Human Development 54 Karak 0.615 62.7 58.8 10.4 4.2 68.5 0.588 -4 Medium Human Development 45 Kohat 0.650 83.5 79.2 9.9 3.3 68.1 0.560 12 Medium Human Development 108 Kohistan 0.229 21.9 56.9 5.5 1.3 12.5 0.172 0 Very low Human Development 59 Lakki Marwat 0.577 49.2 70.3 9.5 3.9 62.8 0.489 13 Low Medium Human Development 56 Lower Dir 0.600 84.1 58.7 10.9 2.8 59.8 0.549 4 Medium Human Development 32 Malakand 0.690 94.8 59.7 11.7 3.7 73.6 0.640 5 Medium Human Development 34 Mansehra 0.676 77.3 66.0 10.8 3.8 78.1 0.609 13 Medium Human Development 29 Mardan 0.703 90.4 87.9 10.4 3.3 76.8 0.647 7 High Medium Human Development 31 Nowshera 0.697 84.4 80.4 10.3 3.2 81.6 0.696 -9 Medium Human Development

156 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 TABLE 1A

KHYBER PAKHTUNKHWA 14 Peshawar 0.756 94.8 83.5 10.3 4.8 82.6 0.761 1 High Medium Human Development 82 Shangla 0.438 48.7 47.4 6.7 1.7 56.5 0.411 3 Low Human Development 44 Swabi 0.654 87.1 63.9 10.4 2.7 76.9 0.657 -12 Medium Human Development 52 Swat 0.618 88.8 70.9 9.6 2.8 64.3 0.551 7 Medium Human Development 76 Tank 0.459 66.1 70.1 7.8 2.8 35.4 0.449 2 Low Medium Human Development 105 Tor Ghar 0.240 3.0 69.6 6.1 0.9 15.4 0.217 -1 Very low Human Development 92 Upper Dir 0.375 77.4 31.5 8.1 1.8 27.2 0.351 1 Low Human Development PUNJAB 9 Attock 0.786 96.7 75.8 11.9 4.7 88.4 0.762 4 High Medium Human Development 49 Bahawalnagar 0.630 78.7 71.9 8.8 3.0 75.5 0.635 -8 Medium Human Development 46 Bahawalpur 0.645 83.5 86.4 7.7 3.1 77.5 0.629 -4 Medium Human Development 50 Bhakkar 0.628 86.8 49.2 9.5 3.2 76.6 0.587 1 Medium Human Development 8 Chakwal 0.792 96.2 81.5 11.9 4.9 87.2 0.788 -1 High Medium Human Development 42 Chiniot 0.657 90.4 82.4 9.0 3.0 72.4 0.677 -13 Medium Human Development 64 Dera Ghazi Khan 0.535 74.8 69.9 7.5 2.6 55.4 0.504 5 Low Medium Human Development 10 Faisalabad 0.782 88.2 84.5 10.8 5.2 89.4 0.775 -2 High Medium Human Development 11 Gujranwala 0.769 90.9 65.8 11.5 5.2 90.0 0.774 -2 High Medium Human Development 7 Gujrat 0.795 92.5 71.7 12.3 5.3 90.8 0.792 -1 High Medium Human Development 28 Hafizabad 0.705 96.7 69.7 10.5 3.7 78.6 0.693 -3 High Medium Human Development 33 Jhang 0.682 89.1 77.5 9.6 3.6 75.9 0.636 6 Medium Human Development 6 Jhelum 0.829 98.0 73.2 12.8 6.1 90.6 0.811 -1 High Human Development 24 Kasur 0.714 86.3 74.4 10.9 3.7 82.7 0.695 -1 High Medium Human Development 30 Khanewal 0.699 95.1 81.1 9.0 3.6 80.4 0.651 4 Medium Human Development 26 Khushab 0.706 90.6 78.6 10.4 3.7 78.4 0.650 9 High Medium Human Development 1 Lahore 0.877 89.5 85.8 12.2 7.5 98.9 0.858 2 High Human Development 19 Layyah 0.729 89.4 86.7 10.4 3.8 82.4 0.682 9 High Medium Human Development 41 Lodhran 0.659 94.8 79.7 8.2 3.1 76.9 0.629 2 Medium Human Development 23 Mandi Bahauddin 0.716 91.6 73.0 11.4 3.9 77.5 0.738 -6 High Medium Human Development 47 Mianwali 0.645 89.8 50.5 9.9 3.7 74.5 0.655 -14 Medium Human Development 21 Multan 0.718 92.2 81.4 8.9 4.3 83.3 0.693 3 High Medium Human Development 58 Muzaffargarh 0.584 88.2 73.5 7.7 2.5 64.9 0.564 -4 Low Medium Human Development 16 Nankana Sahib 0.740 95.7 77.9 11.1 4.8 76.5 0.762 -4 High Medium Human Development 15 Narowal 0.748 98.6 64.5 11.6 4.6 83.5 0.706 4 High Medium Human Development 27 Okara 0.705 90.5 75.9 9.7 3.5 84.3 0.667 3 High Medium Human Development 39 Pakpattan 0.660 93.9 69.2 9.1 2.9 78.2 0.629 5 Medium Human Development 51 Rahimyar Khan 0.625 83.4 85.3 7.2 2.9 75.2 0.585 1 Medium Human Development 69 Rajanpur 0.506 90.7 65.2 7.1 2.0 48.9 0.481 7 Low Medium Human Development 3 Rawalpindi 0.871 92.4 84.5 12.7 7.4 94.0 0.826 1 High Human Development 25 Sahiwal 0.710 91.1 62.3 10.2 4.0 86.2 0.691 2 High Medium Human Development 20 Sargodha 0.728 90.8 70.9 10.6 4.3 83.7 0.692 6 High Medium Human Development 17 Sheikhupura 0.738 86.4 75.2 10.8 4.3 86.1 0.760 -1 High Medium Human Development 5 Sialkot 0.834 93.7 80.6 12.3 5.9 94.6 0.770 5 High Human Development 12 Toba Tek Singh 0.763 91.3 75.4 11.2 4.6 88.2 0.720 6 High Medium Human Development 43 Vehari 0.655 92.5 79.2 8.8 2.8 75.7 0.661 -12 Medium Human Development SINDH 87 Badin 0.412 73.1 60.2 5.8 2.9 31.1 0.330 10 Low Human Development 48 Dadu 0.632 82.9 49.0 9.3 5.0 68.5 0.591 1 Medium Human Development 68 Ghotki 0.514 62.0 75.8 5.7 2.9 59.4 0.537 -6 Low Medium Human Development 22 Hyderabad 0.716 84.5 73.6 8.5 5.4 84.5 0.762 -8 High Medium Human Development 81 Jacobabad 0.440 65.0 68.5 5.9 2.5 39.5 0.494 -10 Low Human Development 60 Jamshoro 0.572 81.7 55.7 8.0 3.0 65.8 0.529 4 Low Medium Human Development

TABLE 1A Human Development Index and its components | 157 TABLE 1A Human Development Index and its Components

Azad Jammu & Kashmir 0.734 86.7 66.3 12.2 4.8 80.0 0.726 High Medium Human Development Federally Administered 0.216 15.7 7.5 6.7 1.8 27.7 -- Very low Human Development Tribal Areas (FATA) Gilgit-Baltistan 0.523 73.1 51.4 10.5 3.4 44.2 0.426 Low Medium Human Development

Balochistan 0.421 51.0 65.8 7.4 2.6 33.9 0.382 Low Human Development Khyber Pakhtunkhwa 0.628 78.0 72.7 9.7 3.3 67.1 0.605 Medium Human Development Punjab 0.732 89.0 78.3 10.1 4.6 83.0 0.705 High Medium Human Development Sindh 0.640 73.0 73.2 8.3 5.1 67.6 0.620 Medium Human Development

Pakistan 0.681 82.1 75.5 9.4 4.5 74.5 0.661 Medium Human Development

NOTES DEFINITIONS Expected Years of Schooling MAIN DATA SOURCES Number of years of schooling that a child of school Columns 1-7: UNDP calucalultions are based on micro a Calculations are based on PSLM district level Human Development Index (HDI) entrance age can expect to receive if prevailing patterns data of PSLM survey for the years 2010/11, 2012/13 microdata for the year 2014/15. For Azad Jammu A composite index measuring average achievement in of age-specific enrolment rates persist throughout the and 2014/15, and FDIHS 2013/14. & Kashmir and Gilgit-Baltistan, due to unavailability three basic dimensions of human development -- a long child’s life. Column 8: Calculated based on data in coloumns of PSLM microdata for the year 2014/15, data for and healhy life, knowledge and a decent standard of Mean Years of Schooling 1 and 7. the year 2012/13 is used instead. The changes living. See Technical Note 1( this report) for details on Average number of years of education received by in HDI scores and ranks for these two regions are how the HDI is calculated. people ages 25 and older, calculated from education calculated using PSLM micro data for the years Immunisation Rate attainment levels using official durations of each level. 2012/13 and 2010/11. For FATA, calculations are Percentage of fully immunized children between the age Living Standard based on the FDIHS 2013/14 microdata. of 12 and 23 months based on record and recall. A composite index based on six household indicators b Districts of Kech/Turbat and Panjgur were dropped Satisfaction with Health Facility: related to access and quality of public services, from the scope of the PSLM survey 2014/15. A household is regarded as deprived in ‘satisfaction with health facility’ if any of the household members household infrastructure and assets’ ownership. did not use health care facility because it is costly, it It is based on methodology proposed from the does not suit, lacks tools or not enough facilities, or if Multidimensional Poverty Index (MPI). See Technical any of the household member is not satisfied with the Notes 1 and 4 for details. health facility.

158 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 TABLE 2 Human Development Index trends, 2005-2015

HDI Rank Change Since Human Development Index (HDI) Two Year Decade Change Change HDI rank Province/Region 2005 2007 2009 2011 2013 2015 a 2013-2015 2005-2015 b HIGH HUMAN DEVELOPMENT 1 Lahore Punjab 0.811 0.804 0.834 0.824 0.858 0.877 2 2 2 Islamabad Islamabad Capital Territory 0.820 0.922 0.853 0.849 0.891 0.875 -1 -1 3 Rawalpindi Punjab 0.716 0.827 0.802 0.791 0.826 0.871 1 2 4 Karachi Sindh 0.812 0.819 0.852 0.864 0.867 0.854 -2 -2 5 Sialkot Punjab 0.733 0.702 0.744 0.770 0.770 0.834 5 -1 6 Jhelum Punjab 0.675 0.738 0.778 0.694 0.811 0.829 -1 3 HIGH MEDIUM HUMAN DEVELOPMENT 7 Gujrat Punjab 0.656 0.725 0.745 0.705 0.792 0.795 -1 3 8 Chakwal Punjab 0.680 0.718 0.754 0.765 0.788 0.792 -1 -1 9 Attock Punjab 0.584 0.726 0.690 0.612 0.762 0.786 4 9 10 Faisalabad Punjab 0.644 0.694 0.671 0.710 0.775 0.782 -2 1 11 Gujranwala Punjab 0.691 0.716 0.741 0.758 0.774 0.769 -2 -5 12 Toba Tek Singh Punjab 0.616 0.681 0.703 0.697 0.720 0.763 6 1 13 Abbottabad Khyber Pakhtunkhwa 0.604 0.651 0.692 0.688 0.768 0.761 -2 2 14 Peshawar Khyber Pakhtunkhwa 0.579 0.607 0.662 0.695 0.761 0.756 1 5 15 Narowal Punjab 0.560 0.592 0.611 0.673 0.706 0.748 4 5 16 Nankana Sahib Punjab .. .. 0.696 0.679 0.762 0.740 -4 .. 17 Sheikhupura Punjab 0.611 0.663 0.721 0.713 0.760 0.738 -1 -3 18 Haripur Khyber Pakhtunkhwa 0.552 0.603 0.684 0.731 0.702 0.732 2 5 19 Layyah Punjab 0.520 0.594 0.567 0.571 0.682 0.729 9 14 20 Sargodha Punjab 0.542 0.578 0.599 0.602 0.692 0.728 6 7 21 Multan Punjab 0.555 0.572 0.609 0.634 0.693 0.718 3 1 22 Hyderabad Sindh 0.587 0.641 0.760 0.746 0.762 0.716 -8 -5 23 Mandi Bahauddin Punjab 0.511 0.652 0.666 0.655 0.738 0.716 -6 14 24 Kasur Punjab 0.550 0.599 0.660 0.633 0.695 0.714 -1 0 25 Sahiwal Punjab 0.593 0.626 0.624 0.617 0.691 0.710 2 -9 26 Khushab Punjab 0.489 0.598 0.618 0.630 0.650 0.706 9 16 27 Okara Punjab 0.466 0.513 0.617 0.607 0.667 0.705 3 21 28 Hafizabad Punjab 0.494 0.563 0.611 0.658 0.693 0.705 -3 13 29 Mardan Khyber Pakhtunkhwa 0.501 0.565 0.583 0.580 0.647 0.703 7 10 MEDIUM HUMAN DEVELOPMENT 30 Khanewal Punjab 0.543 0.538 0.600 0.569 0.651 0.699 4 -4 31 Nowshera Khyber Pakhtunkhwa 0.544 0.647 0.643 0.610 0.696 0.697 -9 -6 32 Malakand Khyber Pakhtunkhwa 0.396 0.488 0.532 0.576 0.640 0.690 5 33 33 Jhang Punjab 0.472 0.516 0.586 0.545 0.636 0.682 6 12 34 Mansehra Khyber Pakhtunkhwa 0.429 0.495 0.570 0.580 0.609 0.676 13 22 35 Chitral Khyber Pakhtunkhwa 0.404 0.431 0.386 0.515 0.637 0.674 3 27 36 Charsadda Khyber Pakhtunkhwa 0.441 0.507 0.520 0.580 0.635 0.666 4 18 37 Naushehro Feroze Sindh 0.513 0.555 0.680 0.506 0.594 0.665 11 -3 38 Quetta Balochistan 0.677 0.685 0.724 0.767 0.702 0.664 -17 -30 39 Pakpattan Punjab 0.512 0.539 0.559 0.481 0.629 0.660 5 -3 40 Sukkur Sindh 0.629 0.564 0.563 0.576 0.622 0.659 5 -28 41 Lodhran Punjab 0.445 0.477 0.545 0.500 0.629 0.659 2 11 42 Chiniot Punjab ...... 0.555 0.677 0.657 -13 .. 43 Vehari Punjab 0.522 0.558 0.625 0.535 0.661 0.655 -12 -11 44 Swabi Khyber Pakhtunkhwa 0.526 0.511 0.566 0.632 0.657 0.654 -12 -14 45 Kohat Khyber Pakhtunkhwa 0.482 0.547 0.566 0.549 0.560 0.650 12 -1 46 Bahawalpur Punjab 0.488 0.550 0.577 0.531 0.629 0.645 -4 -3 47 Mianwali Punjab 0.530 0.577 0.568 0.560 0.655 0.645 -14 -18 48 Dadu Sindh 0.385 0.418 0.574 0.539 0.591 0.632 1 19 49 Bahawalnagar Punjab 0.542 0.553 0.565 0.547 0.635 0.630 -8 -21 50 Bhakkar Punjab 0.451 0.495 0.462 0.490 0.587 0.628 1 1

TABLE 2 Human Development Index trends, 2005-2015 | 159 TABLE 2 Human Development Index trends, 2005-2015

HDI Rank Change Since Human Development Index (HDI) Two Year Decade Change Change HDI rank Province/Region 2005 2007 2009 2011 2013 2015 a 2013-2015 2005-2015 b

51 Rahimyar Khan Punjab 0.513 0.512 0.540 0.547 0.585 0.625 1 -16 52 Swat Khyber Pakhtunkhwa 0.454 0.576 0.449 0.520 0.551 0.618 7 -2 53 Larkana Sindh 0.413 0.465 0.597 0.516 0.581 0.618 0 6 54 Karak Khyber Pakhtunkhwa 0.401 0.475 0.474 0.404 0.588 0.615 -4 9 55 Bannu Khyber Pakhtunkhwa 0.456 0.498 0.522 0.530 0.551 0.613 3 -6 56 Lower Dir Khyber Pakhtunkhwa 0.499 0.443 0.428 0.598 0.549 0.600 4 -16 LOW MEDIUM HUMAN DEVELOPMENT 57 Hangu Khyber Pakhtunkhwa 0.505 0.512 0.535 0.519 0.561 0.594 -1 -19 58 Muzaffargarh Punjab 0.391 0.380 0.500 0.421 0.564 0.584 -4 8 59 Lakki Marwat Khyber Pakhtunkhwa 0.397 0.403 0.440 0.426 0.489 0.577 13 5 60 Jamshoro Sindh .. .. 0.442 0.470 0.529 0.572 4 .. 61 Nawabshah/ Shaheed Benazir Sindh 0.441 0.414 0.437 0.474 0.503 0.572 9 -8 Abad 62 Matiari Sindh .. .. 0.563 0.519 0.562 0.569 -7 .. 63 Khairpur Sindh 0.470 0.468 0.535 0.474 0.528 0.556 3 -17 64 Dera Ghazi Khan Punjab 0.425 0.491 0.414 0.417 0.504 0.535 5 -7 65 Tando Allahyar Sindh .. .. 0.546 0.471 0.526 0.528 2 .. 66 Buner Khyber Pakhtunkhwa 0.354 0.473 0.515 0.437 0.543 0.528 -5 4 67 Shikarpur Sindh 0.559 0.398 0.520 0.475 0.529 0.520 -2 -46 68 Ghotki Sindh 0.526 0.408 0.470 0.486 0.537 0.514 -6 -37 69 Rajanpur Punjab 0.441 0.348 0.347 0.399 0.481 0.506 7 -14 70 Battagram Khyber Pakhtunkhwa 0.380 0.401 0.553 0.576 0.532 0.505 -7 -2 71 Dera Ismail Khan Khyber Pakhtunkhwa 0.405 0.354 0.414 0.374 0.489 0.496 2 -10 72 Sanghar Sindh 0.406 0.425 0.477 0.454 0.524 0.491 -4 -12 73 Pishin Balochistan 0.277 0.300 0.407 0.583 0.425 0.482 10 9 74 Kashmore Sindh .. .. 0.431 0.415 0.426 0.471 7 .. 75 Mastung Balochistan 0.328 0.442 0.277 0.435 0.485 0.459 -1 -1 76 Tank Khyber Pakhtunkhwa 0.332 0.346 0.370 0.361 0.449 0.459 2 -3 77 Kamber Shahdadkot Sindh .. .. 0.458 0.439 0.483 0.456 -2 .. LOW HUMAN DEVELOPMENT 78 Gawadar Balochistan 0.365 0.391 0.471 0.386 0.442 0.443 1 -9 79 Noshki Balochistan .. .. 0.325 0.284 0.395 0.441 7 .. 80 Sibi Balochistan 0.340 0.339 0.412 0.633 0.618 0.441 -34 -8 81 Jacobabad Sindh 0.347 0.243 0.378 0.330 0.494 0.440 -10 -10 82 Shangla Khyber Pakhtunkhwa 0.301 0.366 0.377 0.437 0.411 0.438 3 -4 83 Mirpurkhas Sindh 0.467 0.413 0.451 0.515 0.426 0.430 -1 -36 84 Killa Saifullah Balochistan 0.108 0.204 0.227 0.270 0.194 0.422 23 14 85 Lasbela Balochistan 0.287 0.313 0.336 0.336 0.413 0.416 -1 -6 86 Khuzdar Balochistan 0.218 0.255 0.214 0.342 0.361 0.412 3 0 87 Badin Sindh 0.419 0.286 0.361 0.341 0.330 0.412 10 -29 88 Kalat Balochistan 0.220 0.333 0.250 0.301 0.343 0.405 7 -3 89 Loralai Balochistan 0.218 0.245 0.229 0.229 0.361 0.381 1 -2 90 Thatta Sindh 0.302 0.268 0.374 0.335 0.314 0.377 8 -14 91 Tando Muhammad Khan Sindh .. .. 0.435 0.351 0.456 0.377 -14 .. 92 Upper Dir Khyber Pakhtunkhwa 0.280 0.297 0.340 0.417 0.351 0.375 1 -11 93 Musakhail Balochistan 0.121 0.167 0.106 0.030 0.125 0.368 18 4 94 Jaffarabad Balochistan 0.301 0.281 0.334 0.249 0.358 0.345 -3 -17 95 Bolan/Kachhi Balochistan 0.280 0.236 0.174 0.367 0.332 0.345 1 -15 96 Sujawal Sindh ...... 0.326 .. .. 97 Umerkot Sindh ...... 0.409 0.390 0.322 -10 .. 98 Naseerabad Balochistan 0.208 0.153 0.245 0.237 0.282 0.311 3 -10 99 Ziarat Balochistan 0.269 0.283 0.265 0.409 0.437 0.301 -19 -16

160 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 TABLE 2

HDI Rank Change Since Human Development Index (HDI) Two Year Decade Change Change HDI rank Province/Region 2005 2007 2009 2011 2013 2015 a 2013-2015 2005-2015 b VERY LOW HUMAN DEVELOPMENT 100 Zhob Balochistan 0.204 0.316 0.366 0.318 0.362 0.295 -12 -10 101 Sherani Balochistan ...... 0.246 0.347 0.295 -7 .. 102 Kharan Balochistan 0.142 0.223 0.225 0.266 0.291 0.290 -3 -6 103 Dera Bugti Balochistan .. 0.126 0.183 0.069 0.145 0.271 7 .. 104 Kohlu Balochistan .. 0.179 0.142 0.202 0.091 0.267 10 .. 105 Tor Ghar Khyber Pakhtunkhwa ...... 0.217 0.240 -1 .. 106 Killa Abdullah Balochistan 0.206 0.153 0.228 0.414 0.200 0.238 0 -17 107 Barkhan Balochistan 0.172 0.260 0.226 0.208 0.213 0.237 -2 -15 108 Kohistan Khyber Pakhtunkhwa 0.155 0.168 0.188 0.137 0.172 0.229 0 -15 109 Tharparkar Sindh 0.303 0.164 0.185 0.203 0.257 0.227 -6 -34 110 Chaghi Balochistan 0.143 0.201 0.158 0.187 0.165 0.210 -1 -15 111 Washuk Balochistan .. .. 0.099 0.135 0.101 0.188 2 .. 112 Harnai Balochistan ...... 0.211 0.260 0.184 -10 .. 113 Jhal Magsi Balochistan 0.149 0.180 0.182 0.153 0.286 0.183 -13 -19 114 Awaran Balochistan 0.067 0.000 0.240 0.127 0.111 0.173 -2 -15 .. Kech/Turbat Balochistan 0.196 0.274 0.321 0.273 0.357 .. .. -1 .. Panjgur Balochistan 0.239 0.157 0.334 0.225 ...... -23

Azad Jammu & Kashmir .. 0.459 .. 0.726 0.734 .. Federally Administered ...... 0.216 Tribal Areas (FATA)

Gilgit-Baltistan .. 0.406 .. 0.426 0.523 ..

Balochistan 0.294 0.350 0.337 0.383 0.382 0.421 Khyber Pakhtunkhwa 0.463 0.513 0.515 0.555 0.605 0.628 Punjab 0.583 0.630 0.648 0.643 0.705 0.732 Sindh 0.559 0.560 0.586 0.599 0.620 0.640

Pakistan 0.547 0.584 0.600 0.608 0.660 0.681

NOTES MAIN DATA SOURCES Columns 1-6: UNDP calculations based on micro a Calculations are based on different waves of PSLM data of PSLM survey for the years 2004/05, 2006/07, survey at district level. For FATA calculations are 2008/09, 2010/11, 2012/13, and 2014/15, and FDIHS based on the FDIHS 2013/14 microdata. 2013/14. b Calculations are based on PSLM microdata for the Column 7: Calculated based on columns 5 and 6. years 2012/13 and 2004/05 due to unavailability of Column 8: Calculated based on columns 1 and 6. the latest data for Ketch/Turbat. For Panjgur, PSLM microdata for the years 2010/11 and 2004/05 are used due to unavailability of data for the recent surveys.

TABLE 2 Human Development Index trends, 2005-2015 | 161 TABLE 3 Youth Development Index and its components

Ratio of total Youth Youth labour unemployment Youth Percentage Youth Youth mean secondary force rate to youth Youth social political of youth with Youth Development years Youth literacy enrolment participation unemployment participation participation knowledge of physical Index of schooling a rate a rate a rate b rate b rate c rate c AIDS d activity rate c Value (years) (%) (%) (%) Ratio (%) (%) (%) (%) YDI rank 2015 2015 2015 2015 2015 2015 2015 2015 2013 2015

HIGH YOUTH DEVELOPMENT 1 Azad Jammu & Kashmir 0.630 7.7 86.9 52.0 45.2 0.648 5.7 66.1 43.8 71.2 2 Eastern Punjab 0.611 7.7 84.3 51.8 50.0 0.656 9.3 53.3 49.8 42.5 3 Islamabad 0.609 9.3 94.5 65.2 45.2 0.648 1.4 55.6 80.1 57.8 4 Northern Punjab 0.607 8.6 90.5 62.4 50.0 0.656 3.0 61.5 49.8 49.5 MEDIUM YOUTH DEVELOPMENT 5 Karachi & Hyderabad 0.595 8.5 86.8 65.4 44.4 0.702 11.1 54.0 39.9 33.9 6 Central Punjab 0.563 6.4 73.9 40.3 50.0 0.656 6.3 53.7 49.8 43.8 7 Western Punjab 0.528 4.7 57.8 27.9 50.0 0.656 5.0 66.1 49.8 35.5 8 Southeastern Punjab 0.518 4.9 60.9 27.9 50.0 0.656 4.5 63.8 49.8 31.7 9 Eastern Sindh 0.503 4.9 55.5 31.7 44.4 0.702 7.0 64.9 39.9 29.0 LOW YOUTH DEVELOPMENT 10 Western Sindh 0.475 4.5 52.5 28.1 44.4 0.702 4.5 62.4 39.9 31.3 11 Gilgit-Baltistan 0.454 6.4 70.0 46.1 45.2 0.648 1.0 50.7 20.6 50.5 12 Southern Khyber Pakhtunkhwa 0.423 5.6 61.2 40.8 36.8 0.631 2.8 48.9 32.5 38.2 13 Central Khyber Pakhtunkhwa 0.412 5.9 64.7 42.2 36.8 0.631 4.0 40.6 32.5 36.1 VERY LOW YOUTH DEVELOPMENT Federally Administered 14 0.392 3.5 39.9 13.5 40.4 0.680 1.2 53.7 32.5 50.5 Tribal Areas 15 Southeastern Balochistan 0.390 4.0 51.4 25.6 44.4 0.575 4.5 48.6 25.7 25.8 16 Northern Balochistan 0.380 4.0 51.1 25.2 44.4 0.575 2.2 51.0 25.7 27.7 17 Northern Khyber Pakhtunkhwa 0.360 5.7 63.5 39.2 36.8 0.631 1.3 37.7 32.5 31.6 18 Central Balochistan 0.343 3.7 46.4 23.8 44.4 0.575 0.4 47.2 25.7 25.4

Azad Jammu & Kashmir 0.630 7.7 86.9 52.0 45.2 0.648 5.7 66.1 43.8 71.2 Federally Administered 0.392 3.5 39.9 13.5 40.4 0.680 1.2 53.7 32.5 50.5 Tribal Areas (FATA) Gilgit-Baltistan 0.454 6.4 70.0 46.1 45.2 0.648 1.0 50.7 20.6 50.5

Balochistan 0.373 3.9 50.0 24.9 44.4 0.575 2.3 49.3 25.7 26.5 Khyber Pakhtunkhwa 0.394 5.7 63.5 40.6 36.8 0.631 2.6 41.3 32.5 34.5 Punjab 0.570 6.5 73.6 41.6 50.0 0.656 6.4 58.3 49.8 39.8 Sindh 0.538 6.3 67.7 44.7 44.4 0.702 8.1 59.3 39.9 31.8

Pakistan 0.526 6.2 69.7 41.5 45.2 0.648 5.9 56.1 43.8 37.8

NOTES DEFINITIONS Youth Labour Force Participation Rate MAIN DATA SOURCES Percentage of youth who are either employed or Column 1: UNDP calculations based on microdata a Calculations are based on PSLM district level Youth Development Index (YDI) unemployed. of the NYPS, PSLM survey for the years 2014/15 and micro data for the year 2014/15, which is further A composite index measuring average achievement Ratio of Total Unemployment Rate to Youth 2012/13, the LFS 2014/15, the FDIHS 2013/14, the aggregated at regional level. For Gilgit Baltistan and in four diemsions of youth development -- health, Unemployment Rate NYPS 2015 and the PDHS 2012/13. Azad Jammu Kashmir, due to unavailability of PSLM knowledge, engagement, and employment. See Ratio of unemployment rate among the population 15 Columns 2, 3 and 4: PSLM 2014/15. micro data for the year 2014/15 data, PSLM data for Technical Notes( this report) for details on how the HDI years or above to youth unemployment rate. Columns 5 and 6: LFS 2014/15 and FDIHS 2013/14. the year 2012/13 is used instead. is calculated. Youth Social Participation Rate Columns 7, 8 and 10: NYPS 2015. b Calculations are based on LFS micro data for the Youth Mean Years of Schooling Percentage of youth with membership of any social Columns 9: PDHS 2012/13. year 2014/15 at provincial level. For FATA, micro Average number of years of education received by organization and participation in the activities of that data of the FDIHS 2013/14 is used. National values people between 15 and 29 years of age, calculated group at least once in a month. from the LFS 2014/15 are imputed for the regions from education attainment levels using official durations Youth Political Participation Rate not covered in these surveys. of each level. Percentage of youth who voted in the past or wish to c Calculations are based on the NYPS 2015 at Youth Literacy Rate vote in the future. regional level. Percentage of literate youth. Percentage of Youth With Knowledge of AIDS d Calculations are based on the PDHS 2012/13 at Youth Secondary Enrolment Rate Percentage of youth who had ever heard of AIDS. provincial level. Percentage of youth who have reached (but not Youth Physical Activity Rate necessarily completed) a secondary level of education. Percentage of youth involved in any physical activity at least once a week.

162 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 TABLE 3

Regions

Azad Jammu & Kashmir, Federally Administrated Tribal Areas, Gilgit-Baltistan, Islamabad

Central Balochistan Bolan/Kachhi, Jhal Magsi, Naseerabad, Jaffarabad, Chaghi, Mastung, Kalat, Kharan, Noshki

Northern Balochistan Quetta, Killa Abdullah, Killa Saifullah, Musakhail, Barkhan, Ziarat, Pishin, Loralai, Zhob, Kohlu, Dera Bugti, Sibi, Sherani, Harnai

Southeastern Balochistan Awaran, Lasbela, Panjgur, Gawadar, Khuzdar, Washuk, Kech/Turbat

Central Khyber Pakhtunkhwa Peshawar, Nowshehra, Mardan, Swabi, Charsadda

Northern Khyber Pakhtunkhwa Buner, Kohistan, Malakand, Shangla, Chitral, Battagram, Swat, Mansehra, Abbottabad, Lower Dir, Haripur, Upper Dir, Tor Ghar

Southern Khyber Pakhtunkhwa Kohat, Karak, Bannu, Hangu, Lakki Marwat, Dera Ismail Khan, Tank

Central Punjab Sargodha, Khushab, Faisalabad, Jhang, Toba Tek Singh, Okara, Chiniot

Eastern Punjab Hafizabad, Narowal, Sheikhupura, Nankana Sahib, Gujrat, Kasur, Mandi Bahauddin, Gujranwala, Sialkot, Lahore

Northern Punjab Attock, Jhelum, Chakwal, Rawalpindi

Southeastern Punjab Bahawalnagar, Bahawalpur, Sahiwal, Lodhran, Rahimyar Khan, Vehari, Multan, Khanewal, Pakpattan

Western Punjab Mianwali, Bhakkar, Dera Ghazi Khan, Layyah, Rajanpur, Muzaffargarh

Sukkur, Khairpur, Nawabshah/ Shaheed Benazir Abad, Tharparkar, Naushehro Feroze, Ghotki, Umerkot, Mirpurkhas, Eastern Sindh Sanghar, Matiari, Tando Allahyar, Tando Muhammad Khan

Karachi & Hyderabad Karachi, Hyderabad

Western Sindh Jamshoro, Dadu, Kashmore, Jacobabad, Kamber Shahdadkot, Thatta, Badin, Shikarpur, Larkana, Sujawal

TABLE 3 Youth Development Index and its components | 163 TABLE 4 Youth Gender Inequality Index and its components

Percentage of Youth labour Youth Gender Youth physical youth with Youth secondary Youth political force participation Youth a b a c Inequality activity rate a knowledge of AIDS enrolment rate participation rate rate Development Index (%) (%) (%) (%) (%) Index Value Female Male Female Male Female Male Female Male Female Male rank YGII rank 2015 2015 2015 2013 2013 2015 2015 2015 2015 2015 2015 2015 1 Azad Jammu & Kashmir 0.085 64.6 77.7 41.0 63.0 48.0 58.9 63.5 69.3 23.0 70.7 1 2 Central Punjab 0.086 28.6 57.4 46.9 71.9 38.0 43.0 45.3 62.7 28.9 73.2 6 3 Eastern Punjab 0.103 21.2 62.3 46.9 71.9 55.5 52.1 40.9 67.3 28.9 73.2 2 4 Islamabad 0.114 25.0 89.3 78.5 91.7 65.4 65.0 51.9 60.6 23.0 70.7 3 5 Northern Punjab 0.114 19.6 76.6 46.9 71.9 61.9 63.0 53.7 71.8 28.9 73.2 4 6 Southeastern Punjab 0.129 11.4 48.9 46.9 71.9 24.0 32.1 54.5 73.6 28.9 73.2 8 7 Western Punjab 0.140 10.9 56.0 46.9 71.9 21.3 34.7 62.6 70.0 28.9 73.2 7 8 Eastern Sindh 0.213 9.6 48.1 38.6 46.5 19.3 42.4 63.8 65.7 15.1 71.0 9 9 Karachi & Hyderabad 0.217 8.3 56.4 38.6 46.5 66.9 64.1 41.4 67.5 15.1 71.0 5 10 Western Sindh 0.240 6.7 49.8 38.6 46.5 18.4 36.8 56.6 68.7 15.1 71.0 10 11 Gilgit-Baltistan 0.285 7.2 87.8 16.7 56.8 38.9 54.4 38.6 61.8 23.0 70.7 11 12 Southeastern Balochistan 0.288 7.6 45.5 19.6 70.3 11.2 37.1 37.4 66.1 20.7 65.1 15 13 Northern Balochistan 0.301 6.2 49.2 19.6 70.3 11.2 36.2 40.2 64.0 20.7 65.1 16 14 Central Balochistan 0.321 6.4 43.9 19.6 70.3 9.2 35.7 30.0 68.1 20.7 65.1 18 15 Central Khyber Pakhtunkhwa 0.338 8.7 60.6 28.8 63.1 26.4 57.8 17.9 68.0 13.4 63.1 13 Southern Khyber 0.339 10.4 59.8 28.8 63.1 22.3 60.3 20.4 77.8 13.4 63.1 12 16 Pakhtunkhwa Northern Khyber 17 0.355 8.6 53.0 28.8 63.1 26.1 53.5 11.5 70.0 13.4 63.1 17 Pakhtunkhwa Federally Administered 18 0.362 11.4 84.9 41.0 63.0 2.9 21.4 34.6 79.5 13.1 60.6 14 Tribal Areas

Azad Jammu & Kashmir 0.085 64.6 77.7 41.0 63.0 48.0 58.9 63.5 69.3 23.0 70.7 Federally Administered 0.362 11.4 84.9 41.0 63.0 2.9 21.4 34.6 79.5 13.1 60.6 Tribal Areas (FATA) Gilgit-Baltistan 0.285 7.2 87.8 16.7 56.8 38.9 54.4 38.6 61.8 23.0 70.7

Balochistan 0.302 6.6 46.7 19.6 70.3 10.7 36.3 36.4 65.8 20.7 65.1 Khyber Pakhtunkhwa 0.344 9.0 57.0 28.8 63.1 25.4 56.6 15.7 71.2 13.4 63.1 Punjab 0.104 18.9 58.4 46.9 71.9 40.6 42.5 49.0 68.7 28.9 73.2 Sindh 0.147 8.4 52.2 38.6 46.5 38.9 49.9 51.2 67.2 25.1 71.0

Pakistan 0.153 11.6 49.2 41.0 63.0 37.0 46.0 44.7 68.6 23.0 70.7

NOTES DEFINITIONS Youth Political Participation Rate MAIN DATA SOURCES Percentage of youth who voted in the past or wish to Column 1: UNDP calculations based on microdata of a Calculations are based on the NYPS 2015 at Youth Gender Inequality Index (YGII) vote in the future. the NYPS 2015, the PSLM survey for the years 2014/15 regional level. A composite index measuring gender-based Youth Labour Force Participation Rate and 2012/13, the LFS 2014/15 and the FDIHS 2013/14 b Calculations are based on PSLM district level disadvantage in three dimensions: health, Percentage of youth who are either employed or and the PDHS 2012/13. microdata for the year 2014/15, which is further empowerment and the labour market. See Technical unemployed. Columns 2, 3, 8 and 9: NYPS 2015. aggregated at regional level. For Azad Jammu & Note 3 for details on how the YGII is calculated. Columns 4 and 5: PDHS 2012/13. Kashmir and Gilgit-Baltistan, due to unavailability Youth Physical Activity Rate Columns 6 and 7: PSLM 2014/15 and 2012/13. of PSLM microdata for the year 2014/15 data, Percentage of youth involved in any physical activity at Columns 10 and 11: LFS 2014/15 and FDIHS PSLM data for the year 2012/13 is used instead. least once a week. 2013/14. c Calculations are based on LFS microdata for the year Percentage of Youth With Knowledge of AIDS 2014/15 at provincial level. For FATA, micro data of Percentage of youth who had ever heard of AIDS. the FDIHS 2013/14 is used. National values from Youth Secondary Enrolment Rate the LFS 2014/15 are imputed for the regions not Percentage of youth who have reached (but not covered in these surveys. necessarily completed) a secondary level of education.

164 | PAKISTAN NATIONAL HUMAN DEVELOPMENT REPORT 2017 TABLE 4