Transforming the Education Landscape: The Role of Non-State Actors in Education in Pakistan

• In Event: Highlighted Session: The Role of Non-State Actors in Education in South Asia: A panel discussion on the GEM South Asia Regional Report

Proposal

Non-state actors are a vital force in many education systems today, and their roles are dramatically evolving. Over the years, the role of non-state actors has gone broader, and their contribution is now recognized as far more than providing formal education. South Asia, home to almost 2 billion people, of the global population is a region with tremendous socioeconomic, political, religious and demographic diversity in almost all imaginable ways, with a large share of young people and a substantial historical role of non-state actors – from Non-Governmental Organizations (NGOs), faith-based, private industry to international organizations. The region has some of the highest shares of private provision at primary, secondary and tertiary levels of education with or without state partnership.
Amongst South Asian countries, Pakistan has also witnessed a rise in the share of the non-state actors. Within 10 years, from 1999 to 2009, private schooling alone had increased three-folds (Ferguson et al., 2010), and its market share has evolved from elite and urban regions to low and low-middle class and rural settings as well (Barakat et al., 2012). Overall, 38% of schools, 40% of universities, 56% of TVET institutes, 27% of teacher training institutes and 10% of degree colleges are run by the non-state sector (Pakistan Education Statistics, 2017-18).
Several recent research studies (country specific and regional) have examined public-private differences in access, outcomes, learning environment, and systemic effects from demand and supply perspectives. The evidence base remains quite mixed, even as proponents and opponents engage in heated debates around the merits and negative consequences of a significant private sector and its impact on equity.
This current study on Pakistan takes a step forward and reviews existing policies, literature and collects primary qualitative and quantitative data to analyze the diversity of roles played by non-state actors – in provision, financing, regulations, promoting certain innovations in teaching, learning, management, and broader policy influence. Given the morphing crisis of education, learning and growing inequalities, the study provides insights to transformative policy actions about service delivery options for core and ancillary services. Some of the key takeaways from the study are that non-state actors are a key player in Pakistan’s education landscape, with distinct motivations and roles in that space. The regulatory focus of the state is largely limited to registration requirements. Additionally, there is no financial engagement of the state beyond public-private partnership agreements.
The findings from the study are useful in guiding the analysis on the efficacy of the non-state sector in the areas of education provision, financing and regulation especially post the COVID-19 pandemic leaving many children left behind due to school closures. It will further unpack areas where the engagement from the non-state actors can lead to sustainable advancement in learning, teaching and schooling.

Author

• Baela R Jamil, Idara-e-Taleem-o-Aagahi (ITA)