rimary education is a crucial foundation for human resource development in underdeveloped countries like Pakistan, as it equips children with essential literacy and numeracy skills, fostering critical thinking and creativity. By ensuring access to quality primary education, communities can break the cycle of poverty, enabling individuals to pursue higher education and vocational training.

This not only enhances personal and economic growth but also contributes to the overall development of the nation. Educated individuals are better positioned to participate in the workforce, engage in civic activities and drive innovation, ultimately leading to improved socio-economic conditions and a more prosperous society. Investing in primary education is thus vital for building a skilled, informed and capable population that can address the challenges faced by the country.

Recently, the media reported that the Punjab government under Maryam Nawaz has prioritised the privatisation of schools. This raises serious questions about the state’s fundamental responsibility to provide quality education for all its citizens. The prevailing belief seems to be that outsourcing — essentially privatisation disguised under a more palatable term — is the best approach to address the challenge of providing quality education to young people.

The chief minister’s announcement to outsource 14,000 schools to private entities raises significant concerns, particularly regarding governance, educational equity and the implications for public education. The chief minister’s claim that the government will monitor these outsourced schools brings into question the feasibility of effective oversight.

With 5,800 schools set for the first phase and a total of 50,000 in the system, quality control is a daunting task. The effectiveness of government oversight in a privatised context is often questioned, especially when accountability mechanisms are not well-defined.

Outsourcing could exacerbate existing inequalities, as private entities may prioritise profit over educational outcomes, potentially harming marginalised communities. Ensuring equitable access to quality education becomes essential, as privatisation might widen the gap between well-resourced and under-resourced schools.

The government claims that it lacks the funds to fulfil its primary duty of educating its populace.

Outsourcing schools can be seen as a denial of fundamental rights. In most progressive economies, the provision of school education is regarded as a primary responsibility of the government. When delivery of this essential right is outsourced, it reflects a failure on the part of the government to fulfill its basic duty.

The social contract is the foundation of national cohesion, ensuring that all individuals have access to quality education as a means of personal and societal advancement. By relinquishing this responsibility, the government undermines its role in promoting equity and opportunity, jeopardising the future of its citizens and the nation as a whole. Education is not merely a service; it is also a fundamental right that shapes the trajectory of individuals and collective progress. Thus, maintaining public control over education is vital for upholding democratic values and fostering a well-informed, capable citizenry.

Let me quote from some of the most eminent thinkers who have focused on the importance of the primary (public) school education. These educational thinkers emphasise the critical role of public education in fostering an equitable society. Paulo Freire, for instance, viewed education as a means of liberation for the marginalised communities.

Outsourcing (or privatising) schools can be seen as a denial of the fundamental rights. In most progressive economies, the provision of school education is regarded as a primary responsibility of the government. 

When education is privatised, the control shifts to profit-driven entities that might neglect the needs of those most vulnerable. This creates barriers to access and reinforces existing inequalities, undermining the state’s commitment to empower all citizens through education.

John Dewey championed the idea that education is a catalyst for social change, emphasising public accountability and equitable access. A privatisation of schools fragments educational opportunities and often prioritises profit over civic responsibility. This retreat from accountability is evident in the growing divide in educational quality, exacerbated by the government’s misallocation of resources.

Ken Robinson argued that education should nurture creativity and cater to diverse learning styles. In a privatised context, schools tend to adopt standardised curricula designed to maximise efficiency and profits, stifling innovation and personal growth. The government’s failure to foster a creative educational environment further jeopardises the unique potentials of every student.

Mary Warnock highlighted the importance of inclusiveness in education. Privatised institutions frequently lack the resources and commitment to support students with diverse learning needs. This shift limits access for those who need it the most and reflects the government’s neglect of its obligation to ensure that all children receive a quality education. Carol Dweck’s research on growth mind-set underscores the importance of fostering resilience and a love for learning.

In a privatised educational landscape, the emphasis on standardised testing often cultivates a fixed mind-set, equating success with grades rather than the learning process itself. This approach directly contradicts the government’s responsibility to promote growth and lifelong learning among its citizens.

Both Maria Montessori and Margaret McMillan advocated for child-centred educational approaches that encourage initiative and holistic development. Privatisation often leads to rigid curricula focused solely on academic achievement, neglecting the overall growth of children. This departure from foundational principles signifies the Punjab government’s failure to fulfil its duty to develop well-rounded individuals.

John Ruskin posited that it was the government’s obligation to educate its citizens. By commodifying education through privatisation, the government risks excluding those who cannot afford quality schooling.

Caleb Gattegno’s emphasis on experiential learning is crucial in a landscape where privatisation favours rote memorisation, diminishing the effectiveness of engaging teaching methods. Marie Clay’s focus on early literacy interventions identifies the risks of leaving vulnerable populations without essential support.

In the light of these insightful thoughts of the thinkers mentioned above, meaningful reforms can be carried out. Revamping teacher training by hiring instructors from developed countries, investing in infrastructure and bringing in changes in the curriculum development can be the main components of the proposed reforms.

The push for school privatisation poses profound challenges to the state’s fundamental obligation to educate all citizens. To fulfil its role as a steward of education, the state must recommit to providing quality, inclusive and equitable educational opportunities for every individual. A robust public education system is not a policy choice; it is a fundamental duty of the state, essential for fostering a just and thriving society.

The writer is a professor in the faculty of Liberal Arts at the Beaconhouse National University, Lahore.