ducation in Pakistan faces a crossroads, especially in the Punjab, where policies increasingly favour privatisation rather than direct investment in public schools. In the recent decade, many schools have been transferred to private operators via public-private partnerships to enhance efficiency and quality. Although enrollment has grown, the core issue of whether children are genuinely learning to read, write and do basic math still stands. The key question is whether the focus should be on outsourcing education to increase enrollment or on direct investments to improve literacy.

In 2016, the government made a pivotal decision to transfer control of numerous schools to private operators through the Punjab Education Foundation. This groundbreaking initiative aimed to improve educational standards and efficiency. Building on its success, the government expanded its strategy with the creation of the Punjab Education Initiatives Management Authority. As a result, thousands of schools now thrive under dynamic public-private partnerships, fostering innovation and enhancing the quality of education available to students across the region. The government currently pays between Rs 900 and Rs 1,500 per student to private contractors responsible for providing teachers and necessary infrastructure.

While this approach might seem cost-effective on paper, it raises significant concerns in practice. Contractors, limited by tight budgets, often cut corners by hiring underpaid teachers, reducing support for quality training and relying on inadequate facilities. By shifting responsibility to private entities instead of investing directly in its schools, the state is neglecting its duty. Children continue to suffer from weak educational foundations.

The deeper crisis is not simply about enrollment numbers; it is fundamentally about the quality of learning. The Annual Status of Education Report 2023 and the ILMpact baseline by the Sustainable Development Policy Institute 2025 highlighted that the province is struggling significantly with literacy and numeracy. Around 34 percent of Class III students in the Punjab can read a story at the Class II level. Even among Class V students, only 61 percent can read at a level expected of children two grades lower than them. Numeracy is just as concerning; less than half of Class V students can solve a simple two-digit division problem. These statistics illustrate the extent of what global experts term “learning poverty,” where children spend years in school without acquiring even the most basic skills.

If the goal of privatisation was to address learning poverty, the results are disappointing. Evaluations of PEF and PEIMA schools show little evidence of improved learning outcomes. In fact, children in these schools often perform no better and sometimes worse than their peers in government schools. This gap can be attributed to several factors: these schools operate on tight budgets, frequently rely on poorly trained and low-paid teachers and prioritise cost-cutting over effective pedagogy. In many ways, the privatisation experiment has shifted responsibility away from the state without addressing the root causes of poor literacy.

This trend is reflected in international experience. Privatisation alone does not solve educational challenges. In India, for example, the rapid growth of low-cost private schools has not led to improved learning outcomes. Millions of children are struggling with reading and basic math at grade level, according to ASER India. In Kenya, public-private partnerships may have increased enrollment but did not produce consistent improvements in literacy or numeracy. In Latin America, countries like Chile and Colombia have witnessed growing inequalities due to privatisation, with wealthier families benefiting more than poorer households. The consistent lesson is clear: while outsourcing education may boost enrollment numbers, it seldom results in quality learning.

This underscores the critical importance of literacy, which goes beyond merely decoding words; it is the foundation for all types of learning. Proficient literacy enables children to engage with various subjects, as the skills gained from reading and comprehension are essential across disciplines. For example, a child who struggles to read fluently by Grade III may face challenges in science, history and mathematics, where understanding texts and interpreting information is vital. When reading skills are lacking, students may become disengaged and frustrated, negatively impacting their academic performance and confidence. This cycle of struggle can hinder their overall educational journey. Therefore, fostering literacy from a young age is essential, as it not only facilitates academic success but also lays the groundwork for lifelong learning and critical thinking.

The current trend poses a significant risk of creating a two-tier education system: one for those who can afford high-quality private options and another for those who are left behind in underfunded public schools or low-fee private institutions. This division will exacerbate inequality, limiting opportunities for children from poorer families and rural communities. Education should be a great equaliser, not a source of further exclusion. A robust public education system, where literacy is a universal guarantee, remains the only sustainable path toward equity.

Addressing learning poverty requires a multifaceted approach that includes policy reforms, targeted interventions and strategic investments. Here are some potential strategies to consider:

First, the government needs to change its focus and make literacy and numeracy a priority in education policy. Calling literacy a national emergency can show how urgent the situation is and help direct resources to early-grade learning. Policymakers should avoid relying too much on privatisation schemes, as they have not significantly improved learning outcomes. Instead, investments should enhance the public education system. The state must be accountable, ensuring that every child, no matter their background, has access to quality education and basic skills.

Second, the cornerstone of any literacy movement is a well-trained and motivated teaching force. Government must provide continuous professional development training for all teachers, focusing on practical methods for teaching reading comprehension and numeracy, while utilising modern teaching tools. Additionally, funding should prioritise improving school infrastructure, classroom resources and creating child-friendly environments. Instead of spending funds on private contractors, these resources could be redirected to upgrade public schools. A strong investment in teachers and learning conditions will yield greater long-term benefits than short-term privatisation contracts that prioritise cost savings over educational quality.

Third, improving literacy requires targeted interventions within classrooms. By the end of Grade III, every child should be able to read fluently and solve basic math problems. For those who are struggling, remedial “catch-up” programmes need to be systematically implemented. Teachers should be provided with structured materials, age-appropriate texts and innovative approaches that promote active learning. Technology can also play a supportive role when used thoughtfully, such as through digital reading apps or math practice tools. School monitoring systems should not focus on only enrollment figures but also assess whether children are actually learning. By embedding these interventions into daily practice, we can ensure that no child is left behind academically.

The way forward must be different. The government needs to treat literacy as a national emergency and invest accordingly. Every rupee spent on training teachers, redesigning curricula, supporting early grade learning and providing children with reading materials and practice opportunities at home will yield far greater returns than any privatisation scheme. Instead of outsourcing responsibility, the government should take ownership and lead a literacy movement that reaches every classroom, household, and child. Only then can the Punjab overcome its learning poverty and lay the foundations for a more equitable and prosperous future.

The writer is lead statistician at Sustainable Development Policy Institute, Islamabad, Pakistan. He can be reached at mohsinali@sdpi.org and tweets @kazmi_m