ADMINISTRATIVE CHALLENGES IN PAKISTAN'S PRIMARY EDUCATION SYSTEM: A COMPARATIVE ANALYSIS WITH INDIA, SRI LANKA, AND BANGLADESH THROUGH A GOOD GOVERNANCE PERSPECTIVE

Abstract

Pakistan's primary education system faces deep and persistent administrative challenges that continue to limit access, quality, and governance effectiveness despite repeated policy efforts. With over 25 million out-of-school children and one of the lowest literacy rates in South Asia , the need to understand and address administrative failures in Pakistan's primary education is both urgent and significant. This study aims to identify the major administrative challenges facing Pakistan's primary education system and to compare these challenges with those of India, Sri Lanka, and Bangladesh through the lens of good governance theory, supported by institutional theory and human capital theory. A qualitative comparative research design is employed, drawing on a systematic review of published and unpublished literature, including government policy documents, international organization reports, national education surveys, and peer-reviewed academic sources. The findings reveal that Pakistan performs weakest across all nine administrative factors examined, including management and structure, policy application, dropout rates, communication, testing systems, professional development, educational resources and curriculum content. Sri Lanka consistently emerges as the strongest performer, while India and Bangladesh offer valuable lessons in decentralization and community engagement respectively. The study concludes that improving Pakistan's primary education administration requires stronger governance, greater institutional accountability, and sustained investment in human capital at every level of the system.