Since the introduction of Education for All (1990), governments have sought ways to educate all children to high levels of global preparedness. In order to achieve this goal, in many places around the globe there has been a drive to introduce cost-effective strategies such as public-private school partnerships. For the most part, the evaluations of these economic efficiency based reforms in the educational system of developing countries–such as in Pakistan, the focus of this study–have narrowly focused on economic considerations, neglecting other aspects of reform, such as human cost. Yet a substantial body of literature indicates that all educational reforms that are “person-dependent” have the potential for consequent heavy human costs, an unintended consequence of which can lead to overall program failure. Such is the tension around which this study revolves. The government of Pakistan’s per-child subsidy program to low-cost private schools, referred to as the Foundation Assisted Schools (FAS) program, in Punjab Province, Pakistan, reflects the current global rhetoric of efficiency and performativity. The target population of the FAS program is largely students from rural, low-income families with limited or no parental support. Based on its ability to increase students’ enrollment and academic achievement (in terms of students’ test scores), the FAS program has been declared one of the most cost effective interventions among developing countries.My dissertation is a comparative case study that aims to introduce humanistic perspectives to the study of the FAS program. This comparative study employs a mixed method approach and draws upon surveys, school observations and interviews with FAS and public school personnel to explore the human costs (task, social, and psychological) associated with schools in both sectors. The study also explores the possible impacts of these costs on the criteria of quality education prescribed by Education for All and the National Educational Policy of Pakistan 2009. The study concludes that the FAS program compromises the personal, professional, psychological and social needs of teachers, aspects which are critically significant for the achievement and sustainability of quality education goals in Pakistan. The findings of this study suggest the need to re-evaluate and re-define the practices of cost effective interventions. The study also stresses the need to develop a comprehensive and standardized strategic framework for teacher induction, training and reception of job entitlements within the FAS sector. Absent such counter reforms, there is a potential to segregate the teacher labor force in Pakistan and adversely impact the goals of quality and equity in the future.
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