期刊名称：Journal of Public Administration and Governance
电子版ISSN：2161-7104
出版年度：2016
卷号：6
期号：1
页码：20-34
DOI：10.5296/jpag.v6i1.8951
语种：English
出版社：Macrothink Institute
摘要：Public-private blend remains the more pragmatic approach for efficiency through assistance and mutual cooperation for the contemporary educational policies in any area. This article summarizes PPP for advancement of the secondary education through quantifiable and qualitative support from both the poles in the most backward central tribal region of Pakistan. It is focused on policy strategies, over the years, from the national educational institutions facilitated by not-for-profit sector to increase net enrolment rate, gross enrolment ratio and reduction in gender parity through the package of developed infrastructure, teaching material provision and studentships. Furthermore, training of the teaching-staff to boost quality aspect to provide enough qualified human resource to tertiary level alternatively to improve the local economy. However, the article concludes wide-range objectives’ setting through sequential educational policies, and strategies, investment of significant financial resources, and outlaying of comprehensive mechanism of implementation, yet, triggered retrogression across net enrolment rate, gross enrolment ratio, wide geographical and gender disparity besides discrepancies across selection of teachers for training, training modules and trainers’ competencies.
其他摘要：Public-private blend remains the more pragmatic approach for efficiency through assistance and mutual cooperation for the contemporary educational policies in any area. This article summarizes PPP for advancement of the secondary education through quantifiable and qualitative support from both the poles in the most backward central tribal region of Pakistan. It is focused on policy strategies, over the years, from the national educational institutions facilitated by not-for-profit sector to increase net enrolment rate, gross enrolment ratio and reduction in gender parity through the package of developed infrastructure, teaching material provision and studentships. Furthermore, training of the teaching-staff to boost quality aspect to provide enough qualified human resource to tertiary level alternatively to improve the local economy. However, the article concludes wide-range objectives’ setting through sequential educational policies, and strategies, investment of significant financial resources, and outlaying of comprehensive mechanism of implementation, yet, triggered retrogression across net enrolment rate, gross enrolment ratio, wide geographical and gender disparity besides discrepancies across selection of teachers for training, training modules and trainers’ competencies.
