Public-private partnerships (PPPs) in education are increasing in profile as countries grapple with serious challenges of educational access and quality—and as donors such as the World Bank turn to this approach as they advise countries on potential solutions to these barriers. Evidence is still limited on the impacts of this policy approach, however, and the academic literature that looks at equity and inclusion raises profound concerns.

This study seeks to understand the impact of the Punjab PPP initiative in Pakistan on key dimensions of equity, education quality, and democratic and social accountability. It was conducted over a period of two months, through field visits in a sample of 31 schools across five districts of Punjab province (in both rural and urban/slum areas) and all four PEF programs.

The study provides an in-depth view of how the sample schools are operating and are incentivized within the framework of the PEF program, raising serious concerns about equity, quality, and accountability that need to be considered more broadly in the PPP program.

Report by Oxfam