Abstract:
Pakistan’s education sector has, since its inception, been a recipient of
international development assistance. International aid agencies have
leveraged funding to introduce internationally accepted pedagogical
practices and perspectives into the country’s education system. From the
provision of basic facilities to institutional development, teacher training
and curriculum development, and education plans, policies, and reform
interventions, the canvas of donor interventions is much larger than the
actual quantum of aid. Changing aid modalities, agendas, and competing
“equity” paradigms have showcased poor governance, leading to a shift
in donor support toward research and advocacy. An analysis of
initiatives from the standpoint of what has paid off—from both
government and donor perspectives—should provide insights for
policymakers seeking a way out of the existing education conundrum.
