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Since the early  s, the government of Pakistan has promoted a policy of public-private partnerships to increase access and improve the quality of education in Pakistan. This article describes the evolution of the policy and discusses a variety of partnership arrangements aimed to establish and govern primary schools. It suggests that, while partnerships have positive outcomes and may be a viable option for resourceful communities, they are located in a hierarchical structure and lack equal distribution of power and trust between partners. Partnerships are often temporary and established for the purpose of a transition to privatization. These problems make them an unlikely strategy for a sustained increase in the chances of access to good-quality schooling for the poor and disadvantaged.

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First of all, we would like to thank the Ministries of Education in Kenya, Tanzania and Uganda for giving us permission to undertake this review and access teacher education institutions in their respective countries, and for taking the time to participate in the consultative workshop. We are also thankful to the various education departments for sharing curriculum documents and other relevant information with us.A number of people helped us collect information about curriculum implementation in colleges. We would like to acknowledge and thank the