Comparative Analysis of Educational Quality in Privatized-Public Schools Under the Public-Private Partnership Program and Low-Performing Public Schools in District Gujranwala
DOI:
https://doi.org/10.62997/rl.2024.31052Keywords:
Educational Quality, Privatized-Public School, Public-Private Partnership Program, Low-Performing Public School, Education, GujranwalaAbstract
The study, Comparative Analysis of Educational Quality in Privatized-Public Schools Under the Public-Private Partnership Program and Low-Performing Public Schools in District Gujranwala, examines the effectiveness of the Public-Private Partnership (PPP) initiative in addressing educational challenges in low-performing public schools. Using a mixed-methods approach, data were collected through self-developed instruments, including the Scale for Evaluation of School Performance (SESP) and a checklist for physical facilities, and analyzed using descriptive statistics, t-tests, and qualitative interviews with parents. Quantitative findings revealed that privatized-public schools performed better in assessments, parent-teacher interaction, and co-curricular activities, enhancing students’ development and parents’ engagement. However, these schools lagged in teacher qualifications compared to low-performing public schools, which excelled in this area but struggled with inadequate infrastructure and resources. Gender parity among teaching staff was observed in both school types, with a higher proportion of female teachers. Qualitative data highlighted that parent of privatized-public school students appreciated financial relief, improved facilities, and increased stakeholder interaction, while parents of students in low-performing public schools expressed concerns about limited teacher engagement and poor communication regarding their children's progress. The findings underscore the strengths and weaknesses of both school types, emphasizing the need for targeted improvements in teacher training, infrastructure development, and community involvement. The study concludes that while PPP programs have made strides in enhancing assessment systems and stakeholder engagement, both privatized-public and low-performing public schools require strategic interventions to elevate overall educational quality.
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