ROLE OF PP-PARTNERSHIP IN BRIDGING THE GAP IN ACCESS IN EDUCATION SECTOR ACROSS PUNJAB

Abstract

Public-private partnerships (PPPs) have increasingly been adopted in Punjab as an alternative mechanism for expanding access to education, particularly for children who remain outside the formal school system. Despite the expansion of PPP-based schools, a significant number of children in Punjab continue to remain out of school, raising questions about whether these initiatives have been able to address educational access in an equitable and inclusive manner. This study examines the role of PPPs in bridging the gap in access to school education across Punjab, with particular focus on the Punjab Education Foundation (PEF) and the Punjab Education Initiative Management Authority (PEIMA). The study assesses the extent to which these two models have contributed to educational accessibility up to the secondary level and examines whether the distribution of PPP-supported schools reflects the needs of different geographical and socioeconomic groups. Particular attention is given to inclusiveness and equity, including access among disadvantaged and economically vulnerable populations and gender-related considerations. The study focuses on PPP interventions in Punjab from 2015–16 onward, a period marked by significant expansion of these initiatives. By examining the geographical distribution and accessibility of PPP-supported schools, the research seeks to identify gaps between the expansion of educational provision and the equitable distribution of access. The study aims to provide evidence-based insights for policymakers and the School Education Department to improve the design, targeting, and implementation of future PPP interventions in Punjab.