This paper explores the potential for the scalability of education interventions in Pakistan. Here, scalability refers to institutional embedding and sustainability, together with the incorporation of gender and social inclusion (GESI). The paper combines data from a review of secondary documentation (project evaluation reports) and key informant interviews with six project implementers whose interventions were recognised as having the potential to scale, and with six evaluators or experts in the field. Through this analysis, the report highlights the key enablers and barriers that determine whether an intervention can be successfully embedded within government systems and expanded at scale. In this paper, ‘education intervention’ refers to a structured programme or approach aimed at enhancing access, quality, equity, or governance in education. This broad definition allows for capturing diverse activities relevant to this analysis in the Pakistan context.
