The role of private sector in the system assigned by Dr. Amjad Ali Arain and presented by Salman Khowaja

1. The Role of Private Sector in
the Development of Education
in Pakistan.
Assigned by Dr. Amjad Ali Arain
Presented by Salman Khowaja MPHIL Education

2. Purpose
• The Purpose of this presentation is to provide historical
descriptive analysis of various procedural trends and
developments that emerged in Pakistan for private sector
school education.
• Expand private sector role in the system of school level
education in Pakistan .

3. Causes of growth in the private education
sector
• Poor quality of public schools (quality differentials)
• Parents value their children's security
• children get access to reasonable educational facilities
• Public does not have proper monitoring and evaluation
systems,
• Public does not have proper human resource systems,
• The teachers working the Public system have low morale,
• Provision of infrastructure is patchy
• Average poor provision of software (books, furniture and so
on) etc.

6. Other Private schools:
Beaconhouse School (1975),
City School (1978),
Fauji Education System (1982),
Lahore University of Management Sciences (1985),
Punjab Colleges (1985) and Roots School System (1988).
Lahore Grammar Schools
Middle-Income Groups
• Dar-e-Arqam Schools (religious dimension)
• Allied Schools
International private schools
• Pak-Turk International Schools

8. Introduction
• The educational landscape of Pakistan has gone
through numerous transformations in the past two
decades.
• Enrollment levels have been on the rise, with net
primary enrollment rate for children 5-9 years of age
42% in 199 (PIHS 1998-99) to 57% in 2009 (PSLM
2008-09); a massive 36% point increase (you mean
15% over a decade!).
• The gender parity index for net primary enrollment has
also changed from 0.68 in 2001 to 0.84 in 2009 (UIS),
a positive trend towards gender equality.

9. Cont:
• In addition to the changes in enrollments, education
delivery is being done through many non-state providers,
such as for-profit private, not for profit, religious and other
secular schools. This has also increased outreach both in
urban as well as rural areas.
• According to the National Education Census (NEC) 2005, 33%
of the total children enrolled are in private institutions in
Pakistan.
• According to the Pakistan Social & Living Standards
Measurement Survey (PSLM) government schools’ primary
enrollments have gradually decreased from 75% in 2001 to
70% in 2009, whereas it was 88% in 1991 (PIHS).

10. Continue
• The changes in the education sector that have been taking place in
Pakistan have created an environment with numerous
opportunities as well as challenges in terms of policy
development.
• With an increasing population of children under the age of 16 and
the addition of article 25A under the 18th Amendment Act 2010 to
the Constitution, the government is faced with a daunting task of
enrolling all the children of age 5-16 years in the country as well as
improving the quality of the education for sustained access.
• Even though the enrollment in government schools is much
bigger than any other sector, the declining trend in favor of non –
state providers is significant.
• The government needs to examine and collaborate with non –state
partners strategically for both education provision and quality
management.

16. Enrolment at Private sector
• The overall share for this private sector enrolment is
around 36%,
• Its enrolment 42% in pre-primary education,
• Primary stage 13%,
• Middle stage 58%
• High 45%
• Higher secondary 34 %
( National Education Policy, 2009)

17. Historical Development of the Private System of
Education in Pakistan
The development of education in Pakistan may be
divided into three periods:
• Period I: Pre-Independence Period (Before 1947)
• Period II: Onward Political Developments (1947 to
onwards)
• Period III: From 1979 to onwards

18. Private education in Pakistan has a long history dating back
prior to independence.
• Limited data suggest that private schools catered to a niche
market restricted to the big cities from 1947-1972.
• The market for private schooling was dominated by missionary run
schools (or local schools imitating the missionary model),
mainly used by the elite.
• In1972, private schools were nationalized.
• The policy was reversed in 1979. Private schools were allowed to
open and returned to the original owners.
However, government policy towards private schools was and still is
one of laissez affaire—there are no subsidies in the form of grants
to parents or schools (as in Bangladesh, the Philippines or India) so
that private schools arise and survive purely as a market based
phenomenon.

19. Management of School Education in United
India for the period 1946-47
School Category Private sector Local Bodies Government
Primary Schools 42.64 % 53.23% 4.50%
Middle Schools 47.09% 50.24% 2.65%
High Schools 82.73% 8.09% 9.18

20. Local Bodies and Private Sector in
Selected cities of Pakistan,1967
School
Location
Private
sector
Local
Bodies
Government
Rawalpindi 36.93% 39.65% 23.41%
Lahore 42.51% 28.28% 29.20%
Hyderabad 30.98% 33.33% 35.68%

21. Location of Privately Managed Institutions in
Pakistan 1967-68,
Region Percentage of Private School
Lahore 42.51%
Rawalpindi 40%
Hyderabad 31%
Karachi 73.38%
Quetta 22%
Pakistan 40.2%

31. Suggestions/Recommendation
• Local Bodies have the potential to contribute in
the development of education in urban areas.
Therefore, district governments may be
encouraged to sponsor education in their area
of jurisdiction.
• Special incentives may be given to NGOs and
private sector to establish female schools in
rural areas of Pakistan.
• Private sector may be encouraged to establish
technical and vocational education. They may
be provided soft loans in this regard.

32. Suggestions/Recommendation
• Rules of regulation (for opening private school) and
affiliation must be observed and strictly followed.
• Private sector should offer salary and other benefits at
par with teachers working in government system.
• Government should encourage and support private sector
in identifying and opening “ghost schools” (a term used
in Pakistan for schools that were established on paper or
schools were teachers do not come regularly but enjoy
salary).
• We further suggest, government should transfer these
schools to private sector and use these schools for
improving education of rural areas.

33. Conclusion
• Private sector is playing a key role in the development of
school education. The national educational policies and
plans advocated the establishment of private institutions
in the country.
• Pakistan is still struggling in achieving the targets of EFA
and Millennium Development Goals (MDGs).
• About 50% of the population is illiterate. The
participation rate at primary and secondary level in
rural areas of Pakistan is not satisfactory.
• Government alone cannot solve the problems of
education of this country because of limited resources.
• Involvement of private sector not only improves education
of children but will also generate a new culture of public