Development Priorities in Punjab and KP: A Critical Analysis

Abstract

Education is regarded as pivotal for transforming human capital and sustainable economic development. SDG-4 and Article 25-A of the 1973 Constitution put a binding constraint on the government to accord centrality to education. This research paper delves into exploring the critical pathways between development priorities demonstrated through public spending and the resultant impacts and outcomes in the school education sector of Punjab and KP. The scope of the study is limited to the timeframe of 2018-2022 and relies on triangulation of data of both qualitative and quantitative nature using a mixed-methods approach. The study alludes to interesting findings ranging from policy inadequacy to a skewed spending matrix projecting a predominant share of non-development expenditure. While overall spending has increased over the course of time, the overwhelming focus has been on infrastructural components, which paradoxically has not even led to resolving the chronic issues of access to education. The study, while acknowledging that there is no standard blueprint signifying an ideal sectoral mix, recommends an evidence-based and more nuanced approach with a greater focus on the qualitative aspects through soft interventions like teacher training, robust assessment framework and improved governance at the school level.