The other have-nots.

Byline: Zehra Waheed

COVID-19 has impacted us all. From personal isolation to affecting our health and well-being to changing the way we work and live, Pakistan has seen it all.

Beyond the need to normalise lives while social distancing, the necessity to work using remote technology is both a challenge and an opportunity for industry, educationists and policymakers. While increased local adoption of technology continues to drive change and innovation, it is also helping create an invisible but unavoidable and major divide between the 'haves' and 'have-nots'. If not identified and addressed, it will increase inequalities in terms of losses in earnings as well as lifetime opportunities - because some individuals will have access to, and knowledge of, simple technology while others will not.

Even for small communities, connectivity is essential.

In the face of Covid-19, service industry appears to be the one transforming most rapidly - adopting remote working and developing new methods of customer-centric service provision. General Electric was one of the few organisations operating in Pakistan that had truly embraced remote working pre-Covid. Now large oil and gas service providers such as INTECH are also exploring extended remote service provision. Financial and educational service provision is maturing by leaps and bounds. This response is a testament to not only Pakistanis' extraordinary resilience and resourcefulness but also to the quality of manpower and leadership in these sectors.

Having said that, these successes flow from the top five per cent at best. What happens (or does not happen) within, say, the bottom 50pc will create huge inequalities in terms of opportunities, income generation, growth and employment that will likely impact the generations to come. With 64pc of our population under the age of 30, that cannot be good news.

Take the education sector which has been one of the most highly impacted service sectors since the virus struck. The massive change in operational dynamics forced public-sector primary and secondary schools (in the absence of quick tech solutions) to adopt policies such as inviting 50pc of the students to school premises on any given day.

Learning via flexible teaching methods took place in small private schools that were able to offer limited recorded or online classes. A driven young private school instructor explained to me how, due to bandwidth constraints, she pre-recorded audio classes and used the...