Kashmir’s nightingale Habba Khatoon

By Dr Naveeda Katper Different countries have different characteristics regarding population, geography, and natural resources that shape their economic growth. Economists use various indicators to measure development, and population is one of the most debated among them. A large population is often viewed as a hurdle to economic growth. However, every issue deserves to be examined from different angles. The question, “Is a large population a curse or a blessing?” cannot be answered with a simple yes or no. We need to move beyond the idea of population as a burden and understand the concept of the demographic dividend. What appears to be a curse can become a blessing when viewed through the right perspective and supported by the right policies. Research by the RAND Corporation and the World Bank has shown that countries with a growing working-age population can experience faster economic growth when supported by sound education, health, and employment policies. Whether a large population becomes an economic asset depends on governance and public policy. A growing population is not necessarily a curse because every additional mind brings new ideas, different perspectives, and fresh solutions to existing problems. One mind can accomplish one task, two minds can accomplish two, and millions of minds can achieve far more. That is the value of teamwork and collective human potential. Every individual possesses different skills, abilities, and talents that can contribute to national development. What many consider a burden may actually become a country’s greatest strength if those human resources are properly developed. This is the essence of the demographic dividend—the economic advantage that emerges when the working-age population becomes larger than the dependent population. Development economists describe this period as a “window of opportunity” rather than a guaranteed outcome. Highly populated countries can utilize their youthful population to strengthen their economies. After India, China, the United States, and Indonesia, Pakistan is the fifth most populous country in the world. This should be seen as an opportunity rather than a challenge because more than 65 percent of Pakistan’s population consists of young people. That gives the country a significant advantage. A demographic dividend can only be realized when the working-age population is educated, healthy, skilled, and productively employed. When more people are working and contributing to the economy, household savings increase, investment grows, government spending on dependents declines, and both economic output and per capita income improve. The World Bank has repeatedly emphasized that human capital—education, health, and skills—is one of the strongest drivers of long-term productivity and national income. The real challenge is identifying the policies required to achieve this dividend. A country can benefit only if it creates sufficient employment opportunities, provides quality education and skill development, ensures access to healthcare, encourages women to participate in the workforce, and maintains stable economic and public policies. When these conditions exist, the country enjoys faster economic growth, greater productivity, increased investment and savings, improved living standards, and stronger entrepreneurship and innovation. Economic growth becomes inevitable when people are hardworking, equipped with multiple skills from an early age, and capable of adapting to changing economic demands. Skilled and self-reliant citizens become the driving force of national development. Evidence from South Korea, Singapore, and Ireland shows that investment in education and skills transformed youthful populations into globally competitive economies. However, a demographic dividend can quickly become a demographic burden if employment opportunities and skills do not keep pace with population growth. The consequences may include rising unemployment, poverty, social unrest, and migration. Economists and demographers consistently argue that a demographic dividend is not automatic; it is an opportunity that must be earned through effective governance and strong institutions. Without adequate planning and investment, a large youth population can become a liability instead of an asset. The International Labour Organization has warned that persistent youth unemployment can reduce economic productivity and increase social instability. A dynamic economy capable of creating millions of formal-sector jobs each year is essential for absorbing a growing workforce. Human capital development should remain at the center of national policy. Strong educational systems, Technical and Vocational Education and Training (TVET), science, technology, engineering and mathematics (STEM), digital literacy, coding, digital finance, and technology-based curricula should be introduced from the early years of education. Equal opportunities for girls and women in education and employment are equally important. Pakistan also needs job creation, labour market reforms, export-led manufacturing, labour flexibility, investment in high-value industries such as technology, electronics, and specialized services, support for youth entrepreneurship and microfinance, and stronger healthcare infrastructure. UNESCO has consistently highlighted that technical and vocational education equips young people with practical skills that improve employability and economic resilience. Pakistan possesses one of the largest youth populations in the region, but this advantage can only be realized through greater investment in education, skills, and employment. In conclusion, population control alone is not a long-term solution to economic growth. Developing people’s abilities, expanding opportunities, and investing in human capital are far more effective. The experiences of countries such as Italy and Japan also demonstrate that declining populations and ageing societies create their own economic challenges. The real question is not how many people a country has, but how well it prepares its people to contribute to national development. Research across both developed and developing countries consistently concludes that people become an economic asset when governments invest in their education, health, productivity, and opportunities rather than viewing population solely as a number. The writer holds a PhD from Malaysia and writes on economic development, public policy, and demographic issues. She can be reached at naveedakatper11@gmail.com

By Dr. Naveeda Katper Human beings live in a world of countless needs and wants, but the resources available to meet those needs are limited. Food, shelter, education, health and a sense of belonging are among the basic requirements of life. Because resources are scarce, individuals, organizations and governments have to set priorities, make choices and use available resources wisely. Resources can broadly be divided into natural and human-made resources. Natural resources such as land, water, forests, minerals and energy come from nature. Human-made resources, including machines, buildings, technology and infrastructure, are developed by people using natural resources. Natural resources can be depleted, while human-made resources can depreciate through use and time. Human beings, however, are different from other resources. A person is not simply a consumer of resources. With education, training, health and appropriate opportunities, a person can develop knowledge and skills and become an important form of human capital. This is why human capital is often considered more valuable than other resources. Human beings discover, develop and manage resources. They create technology, improve production, solve problems and generate new ideas. Among the traditional factors of production—land, labour, capital and entrepreneurship—human effort remains central because it activates and combines the others. Education and skills are therefore essential for economic and social development. A person without education or employable skills may have limited opportunities to earn a stable income. A skilled person, on the other hand, can use available resources productively and create value for both themselves and society. Skills can take different forms. Hard skills include technical and professional abilities. Soft skills include communication, teamwork, discipline and problem-solving. Transferable skills can be applied across different occupations and workplaces. All of these can improve a person’s ability to participate productively in the economy. Developed economies provide useful examples of how investment in people can contribute to national development. Countries such as Finland, Norway, Singapore, Switzerland, Japan and South Korea have invested substantially in education, vocational training, technology and workforce development. Their experience shows that economic progress is not based only on natural resources or physical infrastructure. The knowledge, skills and productivity of people are equally important. Skills development should begin early in life. Children should not be taught only to memorise information. They should also be encouraged to ask questions, solve problems, make things, experiment and learn from mistakes. An education system that allows children to try, fail and try again can help develop confidence, creativity and practical thinking. Schools, vocational institutions and workplaces all have a role in this process. Young people need opportunities to connect education with practical skills. They should be able to understand how knowledge can be applied to real problems and employment opportunities. The challenge is particularly serious in developing and least-developed countries, where many people have limited access to quality education, technical training and decent employment. Weak educational systems, inadequate infrastructure and limited opportunities for formal employment can prevent large sections of the population from developing their full potential. The problem is not simply unemployment. It is also the gap between what people know and what the economy needs. Many young people complete some level of education but do not acquire the practical or technical skills required by employers. At the same time, businesses often struggle to find workers with the right skills. Pakistan faces a similar challenge. The country has a large and relatively young population, which can become an important economic advantage if the right investments are made. But population size alone does not create economic growth. A large population becomes an asset when people are healthy, educated, skilled and productively employed. The World Bank’s Human Capital Index has repeatedly highlighted the importance of investments in education, health and skills for Pakistan’s long-term economic prospects. Pakistan’s human-capital performance remains below that of many countries that have made stronger and more sustained investments in these areas. Improving the quality of education, expanding vocational training and increasing opportunities for productive employment should therefore be treated as national priorities. Formal education, however, should not be considered the only route to developing human capital. Many adults who did not receive adequate schooling can still acquire useful skills through vocational and technical training. Short courses in areas such as construction, agriculture, livestock, tailoring, information technology, electrical work, plumbing, mechanics, hospitality and other trades can provide people with opportunities to earn a livelihood. Such training should not remain concentrated in major cities. Local training centres and mobile skill programmes can take practical education to towns and villages. Community-level training can help women, young people and adults who cannot easily access conventional educational institutions. Pakistan can also benefit from stronger links between education and the labour market. Training programmes should be designed after identifying the skills actually demanded by local and national economies. Employers, educational institutions and government departments should work together to ensure that training leads to real opportunities rather than certificates alone. The private sector also has an important role. Businesses can provide apprenticeships, internships and on-the-job training. Young people can gain valuable experience when they are given opportunities to learn directly in workplaces. Human capital development should also include lifelong learning. Technology and the nature of work are changing rapidly. Skills that are valuable today may become less relevant tomorrow. Workers therefore need opportunities to update their knowledge and acquire new skills throughout their careers. The central lesson is simple: people should not be viewed merely as consumers of a country’s resources. With proper investment, they become producers, innovators, entrepreneurs, teachers, technicians, researchers and problem-solvers. They create value from resources that might otherwise remain underused. For Pakistan, this is both a challenge and an opportunity. The country’s young population can become a powerful economic resource if it receives quality education, healthcare, practical skills and meaningful employment opportunities. But if these needs are ignored, population growth can increase pressure on already limited resources. Human capital is therefore not a secondary concern. It is one of the foundations of sustainable development. Roads, buildings, machines, technology and natural