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Child malnutrition is a grave concern for Pakistan, as the country has one of the highest incidences of child stunting in the developing world. The present study examines the relative significance of parents' education on a child's nutritional status in Pakistan.

For analysis, the study has used data from Phase 7 of the Pakistan Demographic and Health Survey (PDHS) (2017–2018). Since the dependent variable ranges from 0 to 1 (1 indicates not a stunted child, while 0 represents a stunted child), binary logistic regressions are used for the analysis.

The results show that mothers' and fathers' education positively contributes to a child's nutrition. However, mothers' education is considered more significant, especially in the long run. The mother's education categories are positive and significant in the long run, while only their higher education is positive and significant for the father's. Moreover, the magnitude of the effect also shows that the probability of stunting is less if the mothers are educated. The long-run coefficient for mothers' higher education is 0.752, while that of fathers' higher education is only 0.232.

The present study compares the importance of mothers' and fathers' education in child nutrition and concludes that the role of the mother is more crucial for child upbringing. There are rarely any studies that focus on the role of fathers' education in child nutrition and compare whose role, mothers' or fathers,' is more important for child well-being.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-06-2023-0483

This paper examines and compares the role of social protection to promote inclusive growth in two countries (once related), Pakistan and Bangladesh, from 1984 to 2020, using annual time series data.

The study used principal component analysis to develop the index of social protection, inclusive growth and macroeconomic stability. It also employed co-integration with impulse response function and fully modified ordinary least squares test for long-run cointegration.

The key results highlighted that social protection positively promotes inclusive growth in both countries. However, Bangladesh attains a high position in achieving inclusive growth through the mechanism of welfare programs. Findings show that institutional quality, macroeconomic stability and globalization are the positive and significant drivers of inclusive growth in both countries. It also confirms that macroeconomic stability and globalization are contributing more to achieving inclusive growth in Bangladesh as compared to Pakistan.

Institutions and macroeconomic stability in both countries are critical toward providing a transparent system of welfare schemes to achieve inclusive growth. Shocks to social protection schemes in Pakistan are inconsistent for achieving inclusive growth as compared to Bangladesh.

The study extends the empirical measurement of social protection and inclusive growth while using protracted dimensions and indicators. It further examines and compares the dynamics of social protection programs for inclusive growth in two countries once related. For further originality and reliability, this study checks the robustness of long-run estimates by disaggregating the institutional quality and globalization into their key dimensions.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-07-2023-0548

The COVID-19 pandemic is having an unprecedented impact on schools and schoolchildren across the globe. There is still a dearth of studies that investigate this recent phenomenon in a developing country context, and this is true of Pakistan. Much of the population in Pakistan resides in rural settings and a lack of technology and of online provision of teaching for more than one year must have had huge negative impacts on students’ learning. The school dropout rate was already high in rural settings (Geven & Hasan, 2020) and, with school closures, this will likely have increased further, and cause some schoolchildren to lose interest in going back to school. However, no current data appear to exist to corroborate this. Due to the lack of available current quantitative and qualitative data, this study seeks to explore the impact of COVID-19 on schoolchildren’s education in Pakistan by examining recently published related studies. This study employs a literature review technique that gathers data to ascertain the potential overall impact on schoolchildren during the pandemic. The findings reveal that there remains a lack of detailed studies on this important topic and that urgent attention is needed from researchers to assess the scale of the impact. In addition, the review found that many children from rural communities had little to no school engagement due to technology poverty and their families being unable to support home-schooling, either due to family and/or work constraints or a lack of prior education and/or skills. Themes that emerged were that families, especially mothers, struggled to balance both caring and home-schooling duties, pupils from private schools had a better experience than those from public school backgrounds, and many of these reported that online provisions helped students develop new skills. This study may help to improve the understanding of the impact on the lost learning of schoolchildren during the pandemic by guiding practitioners as well as policymakers.

This study presents quantitative analysis of 251 items contributed by 64 Pakistani LIS professionals culled from LISA‐PLUS. Volume of contribution, sources where published, periodic distribution, type of publications and topical coverage are dealt with in the analysis. Journal literature which represents 90.4 per cent of the citations is published in 43 periodicals, most of which are from the United States. However, more than half of the journal literature comes from one national journal. A wide range of topics is covered, but critical areas such as information needs, user education and collection evaluation receive very little attention.

This paper examines the profitability and performance measurement of U.S. regional banks during the period 1994–2011, using the GMM estimator technique. Our study extends prior research by including several factors not previously considered using U.S. data.

We use bank-specific, industry-specific, and macroeconomic determinants of profitability contemporaneous with our performance indicators. We follow the accounting fundamental analysis path in explaining the bank performance.

Among the performance measures, the efficiency ratio and provisions for credit losses are negatively and equity scaled by assets is positively related to profitability. However, these relationships either reverse (efficiency ratio and provisions for credit losses) or become insignificant (equity scaled by assets) when the target becomes change in profitability. The level of nonperforming assets is negatively related to profitability across all measures of profitability used. Macroeconomic variables are largely unrelated to profitability during the year they are measured. However, they have a significant relationship with earnings change measures, suggesting they have a lagged effect on profitability. The slope of the yield curve is especially strong in this regard.

We use our determinants to model changes in bank profitability one year ahead, in addition to including several factors not previously considered, using the predictive focus of the fundamental analysis research.

This paper reports the results of an investigation in current continuing professional development practices, perceptions of academic library employers about skills that need to be developed in their staff in the six Gulf Cooperation Council countries. A mailed questionnaire was used to collect data from 15 publicly funded academic institutions; 13 responded. Analysis shows that a systematic staff development program is generally lacking. Current continuing professional development activities focus on immediate institutional needs. Information and communication technology skills preferred relate to automated systems, electronic resources, networking, and multimedia applications. Writing and research skills related to measurement and evaluation, studying information needs, and report writing received higher ranks. The paper concludes with a number of recommendations which are made in order to improve the situation.

Describes the library and information science education through the distance teaching system offered by Allama Iqbal Open University in Pakistan. The only open university in the country has offered Certificate and Bachelor’s programmes in the subject since 1988 and is planning to offer Master’s and some other advanced programmes in the future. The paper presents a brief history of the University and the establishment of the Department of Library and Information Sciences. Syllabi and objectives of various LIS courses are provided. The system of education, including admissions, study materials, regional services, tutors, study centres, assignments and examination is also described. Enrolment data up to spring 1996 are analyzed (by area and gender). Opinions of senior library professionals in the country about these LIS courses are also cited.