PRIVATIZATION OF PUBLIC PRIMARY SCHOOLS AND EDUCATIONAL QUALITY: A SWOT ANALYSIS FROM RURAL PUNJAB, PAKISTAN

Abstract

School privatization has emerged as a major education policy strategy in Pakistan, particularly in Punjab, where thousands of public schools have been shifted to private management under Public–Private Partnership (PPP) models. While privatization is often justified as a mechanism to improve efficiency, infrastructure, and learning outcomes, concerns remain regarding equity, affordability, and the actual quality of education delivered at the primary level. This study examined the strengths, weaknesses, opportunities, and threats (SWOT) of privatizing public primary schools in Tehsil Pindi Bhattian, District Hafizabad, with a specific focus on educational quality. A quantitative descriptive survey design was employed. Data were collected from 112 teachers working in Punjab Education Commission (PEC) schools selected from a total population of 156 teachers. A structured questionnaire based on a five-point Likert scale was used, and the instrument demonstrated acceptable reliability. Findings revealed that inappropriate student–teacher ratio (Mean = 3.61), commercialization of education (Mean = 3.64), and low teacher performance (Mean = 3.62) were major drivers of privatization. Teachers also identified better performance of private schools and improved market responsiveness as key strengths, while affordability concerns and social inequality were perceived as major threats. The study concludes that privatization may improve operational efficiency and school performance; however, without strong regulation and equity safeguards, it risks widening educational disparities. Policymakers must ensure that quality improvement does not compromise universal access to primary education.