EXAMINING SCHOOL PERFORMANCE THROUGH PUBLIC-PRIVATE PARTNERSHIP: A CASE OF EDUCATIONAL MANAGEMENT ORGANIZATION, SINDH, PAKISTAN

Abstract

Public–Private Partnerships (PPPs) have gained increasing significance in advancing social policy, particularly within the education sector. This collaboration strengthens and enhances the accountability mechanism. Despite notable achievements, certain PPP models have proven cost-intensive and have failed to deliver expected outcomes in the local context, raising critical questions about their adaptability and sustainability. The current study aims to explore current practices through the adapted PPP model in the marginal region of Sindh, Pakistan. This single case study employed a qualitative approach. Empirical data were gathered through fifteen semi-structured interviews, and five non-participant observations were also supplemented. For face-to-face data collection, head teachers and direct educational stakeholders were involved purposively.  Although the PPP model enhances collaboration, effective school leadership practices remain underdeveloped. Limited Head teacher empowerment created inequity and fairness concerns. The current study was limited to a small number of EMO schools in one region of Sukkur, Sindh, Pakistan, which may limit the generalizability of the findings. The study provides actionable insights for local educational stakeholders and departmental policymakers to design contextually responsive PPP frameworks. Promoting equitable access, shared accountability, and community engagement can improve PPP practices to ensure inclusive, high-quality education for all, particularly marginalized groups in Sindh, Pakistan.