Housing of Pakistan

Existing housing stocks do not meet national needs, and demands for housing have far outpaced the ability of the economy to produce more living space. Sufficient housing, in fact, has not traditionally been a high priority of the government, although in 1987 it did establish a National Housing Authority with the goal of developing housing units for the country’s burgeoning low-income population. However, such attempts were abandoned in the 1990s for want of adequate resources. In 2001 a National Housing Policy was approved to review the status of nationwide housing and to identify sources of revenue, land availability, incentives to developers and contractors, and the conditions needed to make construction cost-effective.

There are three general classes of housing in Pakistan: pukka houses, built of substantial material such as stone, brick, cement, concrete, or timber; katchi (or kuchha [“ramshackle”]) houses, constructed of less-durable material (e.g., mud, bamboo, reeds, or thatch); and semi-pukka houses, which are a mix between the two. Housing stocks comprise an equal number of semi-pukka and katchi houses (about two-fifths each), and remaining houses (roughly one-fifth of the total) are the better-variety pukka houses. Urban areas are dominated by ramshackle neighbourhoods known locally as katchi abadis, which can be found in all cities. In such unplanned and unregulated areas, safe drinking water and proper sanitation are rare (as they are in rural areas), and the buildings themselves are often flimsy and unsafe. Throughout the country, roughly half of all urban residents live in such areas.

Pakistan’s housing problem increased dramatically with the devastating 2005 earthquake in the northern regions, where more than half a million houses were destroyed or severely damaged over a vast area. The Pakistani government quickly established the Earthquake Reconstruction and Rehabilitation Authority (ERRA), which received funding from the World Bank and a large number of other sources. In addition to constructing new earthquake-resistant houses and reinforcing existing structures, the ERRA is repairing roads and other infrastructure in the region. Massive floods in 2010 destroyed or damaged an estimated 1.7 million houses, forcing millions of Pakistanis to move to temporary shelters.

Education

Pakistan’s literacy rate is substantially lower than that of many developing countries; roughly half of all adults are literate, the literacy rate being significantly higher for males than for females. A substantial proportion of those who are literate, however, have not had any formal education. Educational levels for women are much lower than those for men. The share of females in educational levels progressively diminishes above the primary school level.

Education in Pakistan is not compulsory. Since independence Pakistan has increased the number of primary and secondary schools, and the number of students enrolled has risen dramatically. Teacher training has been promoted by the government and by international agencies. Higher education is available at vocational schools, technical schools, and colleges throughout the country. The oldest university is the University of the Punjab (established 1882), and the largest institutions are Allama Iqbal Open University (1974), in Islamabad, the University of Peshawar (1950), and the University of Karachi (1950). Other universities established during the 20th century include Quaid-i-Azam University (1967; called the University of Islamabad until 1976), the Khyber Pakhtunkhwa Agricultural University in Peshawar (1981), the International Islamic University in Islamabad (1980), the Aga Khan University in Karachi (1983), and the Lahore University for Management Sciences (1986). Most university classes are taught in Urdu or English.

Education suffered a major setback in the 1970s as a result of the nationalization of private schools and colleges. The reversal of that policy in the 1980s led to a proliferation of private institutions, particularly in the large cities. In the 1980s the government also began to focus on the Islamization of the curriculum and the increased use of Urdu as the medium of instruction. During that period there was also an increase in the number of madrassas (Islamic schools) established throughout the country, particularly in poorer areas. (The added incentive of such institutions has been that most are residential schools, providing room and board at no cost in addition to a free education.) Although many of these schools provide good quality education in religious as well as secular subjects, others are simply maktabs (primary schools) that provide no basic education, even for older students, beyond the memorization of scripture; a number of those—particularly schools found along the Afghan border—have been recruiting and training centres for jihadist groups.

The more-Westernized segments of the population prefer to send their children to private schools, which continue to offer Western-style education and instruction in English. A number of private schools offer college entrance examinations administered by educational agencies in the United States and the United Kingdom, and many graduates of these schools are educated abroad. The division of the educational system into a private Westernized section and a state-run Islamized section has thus caused social tensions and exacerbated the problem of “brain drain,” the emigration to the West of many of the better-educated members of the population.