Evaluating Public-Private Partnerships in Education: Evidence from Government-Subsidized Low-Cost Private Schools in Sindh, Pakistan

This study aimed to investigate the impact of the government subsidies on low-cost private schools in Sindh, Pakistan, under the Public-Private Partnerships (PPPs) policy design. The study was guided by research questions on how, in what way, and for whom low-cost Foundation-Assisted Schools (FASs) under PPPs policy design improve access, quality, and equity. The Realist Evaluation theoretical framework and the qualitative study design approach were employed. The data included policy documents, 25 semistructured interviews, and focus group discussions with the FAS stakeholders. This study's findings indicate that FASs under PPPs in education have some advantages over government-run schools, specifically in governance. However, the broader impact of PPP reforms in education through the low-cost schools model still does not result in increased access, quality, and equity to meet the rising demand for education in Pakistan. The implication of this study for policymakers and future researchers is to design more contextually framed model PPPs in education that work for local needs.