Rethinking the Public-Private Partnership in Higher Education: A Tale of Lost Promises and Deteriorating Employment Conditions

Written by Dr. Fariha Gul

When public-private partnerships (PPPs) in higher education were introduced in Pakistan over three decades ago, they came with the promise of expanding access, reducing pressure on public institutions, and creating more employment opportunities. This model was framed as a pragmatic solution to the state's resource constraints, aiming to harness the private sector's agility and investment capacity. However, after years of operation, it is imperative to critically assess whether these partnerships have lived up to their initial vision—particularly in terms of the quality of employment they offer.

To begin, it is important to identify the stakeholders in this equation. On one end, we have operational actors: the state, regulatory bodies (or their increasingly weakened presence), private education providers, and administrative staff. On the other end are the 'products' of the system: the students, and crucially, the faculty members who drive academic output and intellectual development.

There is no doubt that the proliferation of private sector institutions has expanded access to higher education. More students than ever before can now pursue undergraduate and postgraduate degrees, and more professionals have found employment in the education sector. Yet, the narrative is not all positive. This growth has come at the cost of quality—particularly regarding faculty employment conditions.

The absence of robust regulatory oversight has created a chaotic employment environment in many private higher education institutions. In theory, regulatory frameworks exist; in practice, implementation is sparse. Governing bodies lack the authority—or perhaps the will—to enforce labor protections and ensure fair employment practices. Consequently, many faculty members find themselves trapped in exploitative work environments, where they are overburdened, underpaid, and stripped of academic freedom or job security.

The metaphor is apt: faculty in many private institutions are treated like laborers in coal mines—expected to produce more with fewer resources, under constant pressure, and with little to no institutional support. Incentives for research and teaching excellence are minimal. Contracts are often short-term and opaque. Promotion pathways are unclear or non-existent. The regulatory vacuum allows employers to sidestep accountability, leaving educators disillusioned and demoralized.

This situation is not merely a labor rights issue—it is an academic crisis. When the intellectual workforce is devalued, the quality of education suffers. Students are taught by faculty who are overworked and burnt out, and who have no incentive or means to engage in meaningful scholarship. Over time, this degrades the very purpose of higher education: the generation and dissemination of knowledge.

Therefore, while the public-private partnership may have succeeded in quantitative terms—more institutions, more students, more jobs—it has failed in qualitative ones. Without urgent reform, especially in how faculty are treated, this model risks undermining the long-term sustainability of higher education in Pakistan.

It is time to move beyond the romanticism of "partnership" and critically examine its consequences. Policymakers must revisit the regulatory architecture and ensure that employment in private higher education institutions is not only plentiful but also dignified. Otherwise, we are simply building an educational system on the foundations of exploitation—an unsustainable and unethical bargain.