We are missing the larger narrative of who becomes a teacher in Pakistan and why.
If we want to ensure employment for our youth, we have to invest heavily in our people.
The role of a leader in our public education system cannot be emphasised enough.
The state bears the ultimate responsibility for the current climate of fear.
The state has a role to play in creating a more equitable society.
The coping mechanisms teachers offer in class cannot level the playing field for all students.
Why are the last 10-15pc of out-of-school children, in the relevant cohorts, so hard to bring into the system?
When we think of development and quality of life, we should also consider our social fabric.
Do we want only those people who have no alternatives to become teachers?
If people are educated and healthy, why should it matter if growth rates do not match those of East Asia?
Many among our youth who have dropped out of school want a second chance at education later in life.
Are our inequalities so entrenched that they have warped our sense of personhood?
An elite English-medium school student does not have much in common with a madressah-going child.
There have been attacks against many on the basis of who they are and what they stand for.
Our society and institutions are structured to perpetuate inequality across generations.
Whatever one’s views on the Brexit vote, there was a mature acceptance of the results.
Our elders did want a homeland for Muslims. But was it this sort of society and state that we wanted?
Does poverty mean that the people of Tharparkar have no rights?
Faulty testing methods can end up producing graduates who do not even know how to write properly.
The torture of Aftab Ahmed raises several questions about the investigative tactics of the law enforcers.