Dr. Muhammad Akram Zaheer
Punjab’s education landscape has long stood at the intersection of ambition and constraint. Successive governments have promised reform, yet the gap between policy and classroom reality has often remained wide. In this evolving context, the educational vision of Maryam Nawaz Sharif, particularly in relation to the Public Schools Reorganisation Programme (PSRP) and the Punjab Education Foundation (PEF), is being closely watched by educators, parents, and policy observers alike.
Her approach appears to build upon an existing framework rather than discarding it altogether. The PSRP, which places underperforming public schools under the management of private partners, has been both praised and criticised over the years. Supporters argue that it injects efficiency and accountability into a system weighed down by bureaucratic inertia. Critics, however, caution that it risks diluting the public character of education and may prioritise numbers over substance. Within this debate, Maryam Nawaz Sharif’s stated emphasis on improving access and standards suggests a pragmatic rather than ideological stance. Her public addresses have repeatedly highlighted the need to ensure that no child is left out of school due to poverty or geography. In a province where millions of children remain out of school, such a focus resonates with ground realities.
The role of PEF in this vision is central. Established as a vehicle to promote public-private partnerships in education, the foundation has expanded its reach over the years, particularly in low-income communities. Through programmes that subsidise tuition for students in private schools, it has sought to bridge the affordability gap. Under the current administration, there are indications that this model may be further strengthened, with an emphasis on expanding coverage and tightening oversight. Observers note that one of the more significant aspects of this approach is its reliance on measurable outcomes. Schools operating under PEF-supported schemes are required to meet certain performance benchmarks, often assessed through standardised testing. This has introduced a culture of evaluation that is not always present in traditional public schools. For policymakers, such data offers a way to track progress and identify gaps. For teachers and students, however, it can sometimes translate into pressure to perform within narrow parameters. Maryam Nawaz Sharif’s challenge lies in balancing these competing considerations. On one hand, there is a clear need to raise standards and ensure accountability. On the other, education cannot be reduced to test scores alone. Issues such as teacher training, curriculum relevance, and student well-being require equal attention. In her recent statements, there has been some recognition of this broader picture, with references to improving school infrastructure, investing in teacher capacity, and incorporating modern teaching methods. Another dimension of her educational vision is its social context. In many parts of Punjab, particularly in rural and underserved urban areas, schools are not just centres of learning but also spaces o
