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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.

The COVID-19 crisis has forced the majority of higher education institutions (HEIs) worldwide to transition to distance education. All countries have faced several challenges, such as the deteriorating economy, poor ICT infrastructure, and insufficient training, in their transition to distance education, with the severity of these challenges being remarkable for developing countries. This chapter aims to investigate tertiary students’ perceptions, attitudes, experiences, and expectations of their higher education journey amid COVID-19 across four developing countries: Lebanon, Afghanistan, Pakistan, and Bangladesh through an online questionnaire that was administered in each of these countries. This study found that many of the stances, attitudes, concerns, and challenges related to online learning experiences and the emergency status of higher education were common amongst the Lebanese, Afghani, Pakistani, and Bangladeshi participants. The participants across the four countries favored the physical classroom over online learning and identified the disadvantages of distance education that included lack of ICT skills, poor infrastructure, and insufficient training. The few differences that were identified across participants from these countries were mainly attributed to differences in contexts, including socio-economic and political contexts. These findings voice the concerns of one of the key stakeholders, tertiary students, that address the transition to distance education during emergency times and call for immediate intervention from decision and policy-makers.

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.