Child Labor

We often hear about goals of education relate to ‘meeting our children’s needs,’ ‘responsible citizenship’ and ‘equipping students for the future.’ Yet, what do such goals mean when millions of our children are forced to work? How much actual attention is given to the circumstances of this segment of our future? How much consideration is given to the needs not only of this generation but future generations? How seriously do we care about human values when we see around innocent child laborers selling newspapers at traffic lights, serving tea at kiosks, or weaving a carpet? Is this the future we are talking about? How might we enhance the quality of our responses to unmet poor children’s needs? How might we begin to contribute more effectively to building cultures of peace and sustainable futures? No easy answers.

That the shameful practice of child labor should have played an important role in the Industrial Revolution from its outset is not to be wondered at. The displaced working classes, from the seventeenth century on, took it for granted that a family would not be able to support itself if the children were not employed. The children of the poor were forced by economic conditions to work, as Charles Dickens, with his family in debtor's prison, worked at age 12 in the Blacking Factory. In 1840 perhaps only twenty percent of the children of London had any schooling, a number which had risen by 1860, when perhaps half of the children between 5 and 15 were in some sort of school, if only a day school (of the sort in which Dickens's Pip finds himself in Great Expectations) or a Sunday school; the others were working.

Child labor is a pervasive problem. Children work for a variety of reasons, the most important being poverty and the induced pressure upon them to escape from this plight. Though children are not well paid, they still serve as major contributors to family income in Pakistan. Schooling problems also contribute to child labor, whether it is the inaccessibility of schools or the lack of quality education which spurs parents to enter their children in more profitable pursuits. Traditional factors such as rigid cultural and social roles in Pakistan further limit educational attainment and increase child labor.

There are 19 million working children in Pakistan, 7 million below the age of 10 and 12 million between the ages of 10-14. Everyday sun sets by shoving over 100 children into the labor market. The number of child workers under 15 years is estimated to be not less than 8 million. Punjab accounts for 60% of the total child labor. More than two-thirds of child laborers are working in the agricultural sector. Of 20 million bonded laborers 7.5 million are children and 1.2 million children are bonded in the carpet factories. Nearly 250,000 children working in brick kilns are bonded laborers, driven into a miserable state by the fact that their entire families have been 'pawned' to the owners by virtue of their having pledged their labor in return for some money taken. Children are sometimes kidnapped to be used as forced labor.

The newly emerged affluent class in urban cities employs some 6.7% of female child workers in domestic help. These domestic workers generally have to work for 15 hours a day, seven days a week.

Bonded labor, a contemporary form of slavery according to the UN definition, unfortunately holds strong in certain sectors in Pakistan, such as brick manufacture, construction, sports goods manufacture and carpet-weaving.

Demand for child labor is so high that children are often sold by desperate parents. They are then forced to work long hours, day and night, unable to attend school, and often subject to abuse and malnourishment. This perpetuates a cycle of poverty since most of these children never get the education and training needed to obtain a livable wage.

As a peace educator, human rights activist and a father of seven year old son, I am the first to admit that we have done nothing to halt child labor and just about 19 million child laborers continue to work in Pakistan. What inconsequential the government has done is measly cosmetics. This is just to show to the West that child labor is not involved in the production of export oriented goods. We have done nothing to remove the horrific and reckless conditions that push children to child labor. Rather than working together to help build a better world, in which poor children have the possibility to live, to laugh, to play, to share, to care and to transform into responsible citizens, we may fatalistically accept a foreclosed future. Rather than building intergenerational partnerships, the well being of children today and of successive generations may be stolen or colonized through our lack of quality responses.

We can, we must, and we should stop the exploitation of children. In 1999, when the member states of the ILO unanimously voted to adopt Convention 182 on the Worst Forms of Child Labor, the world community made a commitment to stop the suffering of millions of children. It was recognized that ending the commercial exploitation of children must be one of humankind's top priorities. It was accepted as a cause that demands immediate attention and a high priority action. Caught in a nightmare that never seems to end, a significant part of Pakistan’s future endures the worst forms of child labor. More than just words and passing resolutions, child labor is a part of the reality of our world today. No one will say that children should suffer. No one will support that children should work 14 hours a day. But who will step forward to stop this? (www.asifjmir.com)

The Brain Drain

The future trends explain that the nanotechnology will elongate life spans and thus the West and the Japan is going to have enlarged older population and diminishing youth. To fill in the demographic gap those countries will hire skilled youth from Asia. This will intensify the stream of brain drain from Pakistan. This calls for use of strategic human management and economic reasons as key actions needed to meet the challenges of the 21st century.

The term brain drain was popularized in the 1960s with the loss of skilled labor-power from a number of poor countries, notably India. Of particular concern was the emigration of those with scarce professional skills, like doctors, engineers and management scientists, who had been trained at considerable expense by means of taxpayers' subsidies to higher education.

UNESCO defines the brain drain as an odd form of scientific exchange among states because a movement in one direction that inevitably flows to developed countries characterizes it.

Pakistan is suffering from two main problems, one is poverty, which is increasing day by day and the other is increasing rate of crime. Both are result of unemployment. The wrong distribution of wealth due to wrong policies and over-population has made the situation even worst. This paved a way for skilled citizens to go abroad especially, the educated youth.

Other reasons include: they feel that they have a better future, a greater security; will be better off financially, and they feel that they and their children will get better education.

The receiving countries are the winners while the sending countries are the losers. The receiving countries include the US, England, Australia and West Germany. The sending countries include beside others, Pakistan. The rulers of Pakistan who remain indifferent to prevailing problems, and fail to respond to the employment problem creatively, contributes to brain drain.

Pakistanis who completed their studies in Europe and the US are not returning to Pakistan. Since one in three Pakistani professionals will like to live outside Pakistan, Pakistani universities are actually training one third of their graduates for export to the developed nations. We are thus operating one third of Pakistani universities to satisfy the manpower needs of Great Britain and the United States. Stated differently, the Pakistani education budget is nothing but a supplement to the American or British education budgets. In essence, Pakistan is giving developmental assistance to the wealthier western nations, which makes the rich nations richer and the poor nations poorer.

It is the best and brightest that can emigrate, leaving behind the weak and less imaginative. We cannot achieve long-term economic growth by exporting our human resource. In the new world order, people with knowledge drive economic growth. We talk a lot of poverty alleviation in Pakistan. But who is going to alleviate the poverty? Or the uncreative bureaucracy that created poverty? Hypothetically, the most talented should lead the people, create wealth and eradicate poverty and corruption.

In theory, overseas Pakistanis are morally obliged to return back home. In truth, it is unrealistic thinking that that a Pakistani professional will resign from his $60,000 a year job to accept a $3,000 a year job in Pakistan. A more meaningful question will be to ask: What measures can be taken to entice Pakistanis leaving abroad to return home and what can be done to discourage those professionals in Pakistan to remain in Pakistan?

The brain-drain seriously affects the quality and delivery of public and private services there are two obvious solutions (a) make it worthwhile for highly-trained professionals to stay and (b) replace them with competent locals at a rate as fast or faster than their departure brain train.

Another solution is to devise strategies of brain gain. These can take the development of a brain gain network. Pakistan is not effectively encouraging the use of its diaspora in contributing to development at home (e.g., 80 per cent of recent foreign investment in the People's Republic of China came from overseas Chinese). The brain gain network can help in the promotion of joint research and teaching posts, the use of medical specialists in periodic return visits, short-term training assignments and even systematic professional and research collaboration on electronic networks. These could be effective ways of harnessing the skills of some of the distinguished scientists, medics, artists and educators with Pakistani origins living abroad.

With good employers, attractive working conditions, improved telecommunications and the entrepreneurial climate in India today, young professionals are moving back and strengthening the economic sector. Then IT professionals in India are quite often paid in foreign currency at international rates to prevent brain drain and hence exports of Indian software industry is now in the range of $10 billion.

Pakistan’s bureaucracy, rigid hierarchies and frustrating professional fragmentation also pushed people away. Pakistan is a mess, a haze of over-regulated and overcomplicated bureaucracy smothering the rare flames of true entrepreneurial brilliance.

Lack of opportunities compelled me to leave Pakistan in early 80s. Since then I acquired not just high education from prestigious universities of Europe and America, my practice also earned global recognition with rain of medals and achievement awards. Now that I have voluntarily come back, rather timorous of my credentials, government officials are keeping me at bay. The President House vainly tried to get me Consulting jobs at two federal departments. It failed for I was undesirable most probably due to my high credentials. Government managers who have utterly unsuccessful in planning for even paltry matters such as payment of utility bills only creates road blocks for such Pakistanis who want to come back. Thus in a society comprising sycophants and greedy relatives, I am twiddling with no job in hand. Rhetoric aside, one question dominates my mind: does Pakistan have any repatriation policy for such Pakistanis who are globally recognized and who are capable of offering prescriptions for prevailing ills? (www.asifjmir.com)

The Evolution to Academic Excellence

In 21st century there is a need to develop a new entity in higher education - one that educates and develops graduates for meeting the challenges of this century. Such an institution must emphasize the creation and development of knowledge into practical, sustainable solutions to today's problems, and the commercialization of those solutions to create wealth. This must be done within a learning community that emphasizes communication and teaming skills leading to creative problem solving and within an environment that emphasizes a sound appreciation of humanity’s ethical and moral principles. Anthony G. Collins, President of Clarkson University, has expressed this in: “The Evolution to Academic Excellence.”

He asserts that with the advent of the industrial revolution during the nineteenth century, some liberal arts institutions added faculties that supported economic growth and spurred business development. At the same time, technological institutes sprang into action to create manufacturing professionals and some colleges even specialized in the art of business itself. After WWII a new emphasis began to emerge on research - the creation of scientific knowledge.

Those who have a vision to track the process of economic development – the connection of science to engineering to business coupled with liberal arts to provide the humanistic elements are best suited to create this type of institution. Ideally this type of institution would have engineering at the core of its being and value interdisciplinary activity rather than a culture that wants to retain disciplinary purity. The very interdisciplinary intellectual capacity and fundamental mathematics and sciences needed for engineering, technology and business degrees create the academic institution of the future.

General Francis Walker, President of Massachusetts Institute of Technology once said: “In the present stage of social and industrial change, change almost bewildering in the rapidity of its movement and in the extent of the field over which it is taking place, it is most reasonable to believe that great gaps exist between the public needs and the supply of those needs by the existing institutions of learning. As a result of their freedom from obligation to the general system of education, they not only will be at liberty, but they will be strongly impelled to search out those real needs of the people in the matter of education which are at present unsupplied. It is essential to this function that they should remain in a state of flux; open to all impressions; mobile under all influences; not too soon assuming that they have found their ultimate resting place and have taken on their distinctive character.”

The mission of the institution has to be of graduating and developing students who lead and practice technology. Our focus must be on this “product.” While we must recognize the influence of nanotechnology, we have to fully grasp that “technology” and also the engineering to embrace a new knowledge-age definition that includes biotechnology and info-technology. We have to broaden our vision of technology to include contributions from the life sciences, to embrace the vitality of new disciplines within engineering, and to appreciate how businesses operate with the sophistication of integrated technology systems.

We have not recognized the dramatic changes in demographics - the changing fraction of underrepresented individuals, the geographic shifts in population centers, the socioeconomic profile of our constituents - nor have we fully recognized the need to introduce new majors to draw more women into the technological workforce so that their talents can be developed and utilized. In short, we need to and should be obligated to deliver education that is appealing to a broader range of potential students.

In addition to lagging behind in reacting to changes in student interest, the marketplace, and the demands of employers, we have failed to react to the roles our educational institutions must play in the economy. We must now recognize that the creation of knowledge can no longer be our end goal. We must also develop intellectual property, transferring technology to the marketplace, and become a central part of the economic enterprise that values innovation, creativity and creates wealth. Implicit in this direction is the development of research at all levels of the institution.

Given this unsettling background of an institution dependent upon its external environment, our institutions must revitalize higher learning in order to provide a more comprehensive, unique image that remains true to core mission and values.

The students ought to know that they are the center of the educational process and all academic staff demonstrates an unparalleled commitment to creating a person-to-person connection within our living, research and learning environments. The faculty needs to collaborate, innovate and create knowledge across disciplinary boundaries and educate students to have a particular appreciation for the opportunities that lie at the intersection of traditional disciplines.

Our campus community must stimulate the intellectual environment that attracts a diverse pool of exceptionally talented women and men who will rise to be leaders of the 21st century with the passion to create enterprises that benefit society.

The evolving strengths and vision for the future must intersect precisely with the growing technological needs of the society – a society that must depend upon a workforce capable of creating, adapting and managing technology regardless of discipline of study or natural individual talents.

To fulfill this vision for academic excellence, our educational institutions should uniquely position to further stake their legacy to society based on commitment to technology and leadership in marrying coursework, research and extracurricular pursuits in engineering, business, science, health sciences and arts.

We should create a distinctive place in the higher education order as attainable as we each ought to continue to promote and explore innovative ways to arrange the basic building blocks of traditional fields of study to reflect new avenues for interdisciplinary education, research breakthroughs, and solutions for society.

Our education system is a pack of confusion disorder. Can we transform it for delivering academic excellence as envisioned by Anthony G. Collins? (www.asifjmir.com)