# *Detailed SUMMARY of the article "Harder life for children" by Farid Panjwani, Published in Dawn on June 21st, 2025:* The article explores the troubling reality that despite wishing to give our children better lives, we have become the *first generation* making life more difficult for our offspring. Through the example of *Junaid*, a pharmaceutical executive, the author illustrates how while material wealth may increase, *stress*, *job insecurity*, and *work demands* have intensified dramatically. *Junaid* notes his children abroad have better material lives but work *harder* with *little social life* and constant *job anxiety*. The *Sutton Trust* report on the *UK* reveals that for generations growing up in the *early 21st century*, the dream of *social mobility* is disappearing. *Harvard economist Raj Chetty* confirms the *American dream* is fading, while a *University of Michigan* study shows fewer members of newer generations earn more than their parents across *several countries*. In *Pakistan*, *26 million out-of-school children* face a bleak future in *knowledge-based economies*. *UNICEF's 2024* report highlights children living in a world of *crises*, *poverty*, and *discrimination*. The situation is worsened by *climate change*, creating fierce *resource competition*, and *AI* acting as both partner and competitor. The typical response - urging young people to work harder and build longer resumes - is already happening, with workers aged *18-24* putting in an extra *8.5 hours* weekly compared to older groups due to *work insecurity*. An *Economist* article warns that *AI* will create unimaginable fortune for a *smaller number* of people, leading some to decide against having children. The author attributes this crisis to an *economic system* focused solely on *growth* and *wealth accumulation* without moral purpose like *happiness* or *equitable resource access*. Over the last *40 years*, this system has deliberately weakened *public services*, concentrating wealth where the richest *10%* now own *76%* of global wealth. Solutions include restructuring the economic system by boosting *public services*, ensuring *fair wages* and *taxes*, protecting *jobs*, and regulating *big business* through *democratic oversight*. *Critical understanding* of economic systems should be part of *high school* and *university education*. At community level, the author advocates protecting *childhood* as a phase itself, making *play central* until age *seven*, letting children find their *passion* before choosing careers, prioritizing *happiness* and *cooperation* over *hardship* and *competition*, and encouraging study for *discovery* rather than just passing tests. Citing *David Graeber*, the author concludes that the world is something we make and can remake differently, urging action for a better world for our children. # *Easy/Short SUMMARY*: Despite wanting better lives for children, we've become the *first generation* making their lives harder. *Social mobility* is declining globally, with *Pakistan's 26 million* out-of-school children facing tough futures. Young workers aged *18-24* work *8.5 extra hours* weekly due to *job insecurity*. The crisis stems from an *economic system* focused on *wealth accumulation* where the richest *10%* own *76%* of global wealth. Solutions include restructuring economics through *public services*, *fair wages*, and *democratic oversight*. Communities must protect *childhood*, prioritize *play* until age *seven*, and choose *happiness* over *competition*. The world can be remade differently for our children's benefit. # *SOLUTIONS of The Problem*: ## *1. Restructure Economic System* Focus on *moral purposes* like *happiness* and *equitable access* rather than just *growth* and *wealth accumulation*. ## *2. Boost Public Services* Strengthen *public services* to meet *basic needs* of all citizens and reduce private dependency. ## *3. Implement Fair Wages and Taxes* Ensure *fair wages* and *progressive taxation* to reduce *income* and *wealth inequalities*. ## *4. Protect Jobs and Workers* Establish *job protection* measures and regulate *big business* through *democratic oversight*. ## *5. Include Economic Education* Make *critical understanding* of economic systems part of *high school* and *university curricula*. ## *6. Protect Childhood Phase* Celebrate *childhood* as valuable in itself, not just preparation for *adulthood*. ## *7. Prioritize Play Until Age 7* Make *play* the central activity for children until age *seven* for healthy development. ## *8. Let Children Find Passion* Allow children to discover their *passion* before choosing careers, prioritizing *life over career*. ## *9. Create Happy Learning Environments* Fill *homes* and *schools* with *happiness* and *cooperation* instead of *hardship* and *competition*. ## *10. Study for Discovery* Encourage children to study for *discovery* and understanding rather than just *passing tests*. # *IMPORTANT Facts and Figures Given in the article*: - Workers aged *18-24* work an extra *8.5 hours* per week compared to older groups. - Survey covered *32,000 workers* across *17 countries*. - *Pakistan* has *26 million out-of-school children*. - The richest *10%* own *76%* of global wealth. - Wealth concentration has increased over the last *40 years*. - *UNICEF's 2024 State of the World's Children* report mentioned. # *IMPORTANT Facts and Figures out of the article*: - Global *youth unemployment* stands at *13.1%* (*ILO*, 2024). - *Child poverty* affects *1 billion children* worldwide (*UNICEF*, 2024). - *Social mobility* has declined in *70%* of *OECD countries* (*OECD*, 2024). - *Mental health* issues among youth increased *25%* post-COVID (*WHO*, 2023). - *AI* could displace *85 million jobs* by *2025* (*World Economic Forum*, 2024). - *Climate change* may displace *1.2 billion people* by *2050* (*World Bank*, 2023). # *MCQs from the Article*: ### 1. *How many extra hours do workers aged 18-24 work per week?* A. 6.5 hours B. 7.5 hours *C. 8.5 hours* D. 9.5 hours ### 2. *What percentage of global wealth do the richest 10% own?* A. 70% B. 74% *C. 76%* D. 78% ### 3. *How many out-of-school children does Pakistan have?* A. 24 million *B. 26 million* C. 28 million D. 30 million ### 4. *Until what age should play be central to a child's life according to the author?* A. Age 5 B. Age 6 *C. Age 7* D. Age 8 ### 5. *Who observed that "the world is something that we make"?* A. Raj Chetty B. Junaid *C. David Graeber* D. Farid Panjwani # *VOCABULARY*: 1. *Pharmaceutical* (دوا ساز) – Related to drugs and medicines 2. *Probing* (تفتیش) – Investigating or questioning deeply 3. *Mobility* (نقل و حرکت) – Movement or ability to move between social classes 4. *Fraught* (بھرا ہوا) – Filled with or causing anxiety 5. *Deprived* (محروم) – Lacking basic necessities 6. *Propelling* (آگے بڑھانا) – Driving or pushing forward 7. *Resilience* (لچک) – Ability to recover from difficulties 8. *Perennial* (دائمی) – Lasting or continuous 9. *Insecurity* (عدم تحفظ) – Lack of safety or certainty 10. *Suppressing* (دبانا) – Holding back or restraining 11. *Hypotheses* (مفروضے) – Proposed explanations or theories 12. *Accumulation* (جمع کرنا) – Gathering or collecting 13. *Equitable* (منصفانہ) – Fair and just 14. *Camouflaged* (چھپایا گیا) – Hidden or disguised 15. *Clamour* (شور) – Loud noise or outcry 16. *Entrenched* (جڑ جمائے ہوئے) – Firmly established 17. *Critique* (تنقید) – Critical analysis or evaluation 18. *Endeavour* (کوشش) – Attempt or effort 19. *Inequities* (ناانصافیاں) – Unfair differences 20. *Exploitation* (استحصال) – Unfair treatment for benefit 📢 *Attention Please!* We appreciate your commitment to acquiring knowledge through our summaries. Please be reminded not to remove the attribution label affixed to this article. It is crucial to acknowledge the source and the effort invested in creating this summary. We discourage any unauthorized distribution without proper credit. Thank you for your understanding and cooperation. 🔍 ⚡ *Explore More Summaries, Solutions, and Vocabulary Meanings* 💡 Join our WhatsApp Channel for timely and comprehensive summaries of the latest articles, along with well-crafted solutions and helpful vocabulary meanings. Click the link below to join now 🔗 [Dawn Article Summaries](https://cssmcqs.com/dawn-editorials-articles-summary-for-students-pdf-download/) *WhatsApp Channel Link*: [https://whatsapp.com/channel/0029Va7tT3o35fLnJeFbpS2y](https://whatsapp.com/channel/0029Va7tT3o35fLnJeFbpS2y) --- *www.dawn.com* *Harder life for children* *Farid Panjwani* *6–8 minutes* "I EXPECT my children will have a better life than I had, but they will also have to work much harder." Such is the view of Junaid, an executive at a pharmaceutical company, and an interviewee in our research on parental expectations. Upon further probing, Junaid said, "I have more wealth and luxuries than my parents had but I also work far more, have greater stress and every few years worry about losing my job. My parents had more smiles than I do. My children are abroad and have a better life but they work even harder with little social life and are almost always worried about their jobs." Junaid is fortunate to have reason to hope his children would have a better life materially, even if it meant a tougher existence. Many around the world today cannot expect even this. Individually, we wish to give our children a life better than ours, and yet, collectively, we have ended up being the first generation that, with a few exceptions, is making life difficult for its offspring. A report about the UK by the Sutton Trust observes: "For generations growing up in the early 21st century, the dream of just doing better in life, let alone climbing the income ladder, is disappearing." Meanwhile, Harvard economist Raj Chetty has noted: "The American dream is fading for many in the country." Broadening these declining social mobility trends, a University of Michigan paper claims that "fewer members of newer generations in several countries grow up to earn more than their parents". In Pakistan, the future of the country's 26 million out-of-school children will be tough in the knowledge- and technology-based realms. Unicef's 2024 State of the World's Children report notes: "Unfortunately, today's children live in a world fraught with crises, poverty and discrimination. Where far too many are deprived of opportunities to meet their full potential." One can add to these the impact of climate change, which is going to make the coming decades even harsher in many parts of the world, propelling a fierce competition for resources. AI is as much a partner as a competitor which the next generation will have to engage with. Often the response by governments, educationists and corporate executives is to urge the young to work harder, make resumes longer, and have the resilience to compete endlessly. In fact, this is happening. A survey of 32,000 workers across 17 countries showed that people aged 18 to 24 put in an extra eight and a half hours of work per week, compared to older age groups. They work late and through break times not because they enjoy their job, though some must, but due to the perennial work insecurity. In a recent article in the Economist titled, 'How AI will divide the best from the rest', the message was clear: success will mean an unimaginable fortune but for a smaller and smaller number of people. Even without these statistics, many know that life for the next generation will be tougher than it has been for us. To some, this has led to a decision not to have children, suppressing the most natural of desires. There is no moral purpose, such as equitable access to resources, that sets the direction. How did we end up here? Of many hypotheses, the one I find persuasive is that we have allowed ourselves to fall into the grip of an economic system whose sole purpose is growth and the accumulation of wealth. There is no moral purpose, such as happier people or equitable access to resources, that sets the direction. As a result, while the world is collectively the richest, technologically the most advanced, and more educated than it has been in history, resources have ended up being concentrated in fewer and fewer hands. Over the last 40 years, this system has deliberately weakened public services and pushed wealth into private hands, with the result that today 10 per cent of the richest people own 76pc of global wealth, leaving the rest with less and less to fight for. It is this reality of a shrinking pie for the majority that is camouflaged by the clamour promoting a harder and more competitive life for the next generation as natural, suggesting that nothing can be done about it. But that is not true. What can be done? The causes are entrenched and so cannot be successfully addressed in a short time. Still, critique and hope can be combined. The first step is to realise that the economic system is at the heart of how the world is constructed. Start anywhere — ecological destruction, various strands of extremism, desperate migration, wars, the rampant penetration of technology, the undermining of democracy, etc — and you will see that all roads lead to the economic system. Hence, we must endeavour to restructure this system by boosting public services to meet the basic needs of all, insisting on fair wages and taxes to bring down income and wealth inequities, protecting jobs and regulating big business through democratic oversight. A critical understanding of the economic system should be part of high school and university education. It can help young people see its contradictions and sources of exploitation and realise the potential of their own agency to change it. At the community and personal level, we need to protect, celebrate and enjoy childhood as a phase in itself, not as a path to adulthood. Till age seven at least, let play be the central part of a child's life. Let children find their passion and then choose a career accordingly — in fact, choose life over career. Let homes and schools be full of happiness and cooperation, not hardship and competition. Let children study to discover, and not to simply pass tests. A plant protected when it is tiny grows up to be a strong tree. David Graeber observed that "the ultimate hidden truth of the world is that it is something that we make, and could just as easily make differently". It is time to act on this and push for a better world, if not for ourselves then certainly for our children. The writer is dean of the Institute for Educational Development, Aga Khan University. Published in Dawn, June 21st, 2025