EDUCATION PARTNERSHIPS FROM THE LENS OF

PRIVATE SECTORS, INDUSTRY PARTNERS,

AND OTHER STAKEHOLDERS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 10
Pages: 737-746
Document ID: 2023PEMJ896
DOI: 10.5281/zenodo.8137006
Manuscript Accepted: 2023-10-7
Psych Educ, 2023, 10: 737-746, Document ID:2023 PEMJ896, doi:10.5281/zenodo.8137006, ISSN 2822-4353
Research Article

Education Partnerships from the Lens of Private Sectors,

Industry Partners, and Other Stakeholders
Marvin R. Vicente*
For affiliations and correspondence, see the last page.
Abstract
It takes a village to raise a child. This saying resonates with the principle that school and community
partnerships play an essential role in the sustainability of quality and equitable education among
learners availing of public education. Industry partners and stakeholders are indispensable critical
players in the education of children and young individuals in Cabuyao, Laguna, Philippines. Public
school communities and private sectors form a linkage ensuring that the programs, projects, and
activities (PPAs) of the schools that involve the learning and education of learners are most likely to
be attained. This research employed a qualitative approach to determine the factors that motivate and
discourage potential private partners and stakeholders from participating in education partnerships.
Secondary data analysis of readily available data was utilized as the primary data source, where 19
industry partners or their representatives disclosed their perspectives on the given queries. The aim is
to use the study’s findings in forging strong partnerships among school communities and private
sectors, and industry partners in the City Schools Division of Cabuyao. Findings revealed important
themes representing the motivating and demotivating factors that could affect their willingness to
participate in education partnerships. Determinants of motivation include creating awareness,
fostering collaboration, showcasing impact, and setting clear goals. On the other hand, trust issues,
limited awareness, unclear objectives, and inadequate results are potential deterrence among potential
partners and donors.

Keywords: education partnerships, adopt-a-school program, cabuyao, laguna, thematic

analysis, Philippines.

is common among marginalized and disadvantaged

Introduction
The literature can provide various definitions of
education, but there is one thing we can agree upon:
education is essential. Education is a fundamental
human right. Every person has the right to a free
elementary education, regardless of their race, gender,
nationality, ethnicity, or social status, as well as their
age, ability, or political inclination. As cited in the
Norwegian Agency for Development Cooperation
(n.d.), this right has been internationally acknowledged
since the Universal Declaration of Human Rights. It
has since been included in several international
treaties, state constitutions, and development plans.
The Universal Declaration of Human Rights (UN,
1948) guarantees access to education and high-quality
education (Art. 26). Seven hundred fifty-eight million
adults globally are illiterate because they never
received any education, and 61 million children lack
access to primary education despite numerous legal
provisions that guarantee everyone's right to education
(Global Education Monitoring Report, United Nations
Educational, Scientific and Cultural Organization
[UNESCO], 2016).
Education has been challenging to access for learners
availing of public schools, even if it is free. This issue
learners. A variety of reasons can be the causes of this
perennial problem. Some of the potential bottlenecks
include a lack of education funding (Onyema et al.,
2020; Dorn et al., 2021; Catalano et al., 2021), fewer
or unavailability of schools, and crowded classrooms
(Ingersoll, 2017; Yue et al., 2018; Agasisti et al., 2018),
lack of necessary education and learning resources
(Onyema et al., 2020; Uluyol & Sahin, 2016; Sintema,
2020; Jack, 2019; Bondarenko et al., 2019) and,
poverty, poor nutrition and hunger (Gorski, 2017; Afridi
et al., 2019). It has been shown that assisting
underprivileged students in thriving in their education
is advantageous for them and society. Evidence
demonstrates that helping disadvantaged students,
learners, and schools can increase their opportunities
while enhancing the educational system and
community (OECD, 2012). Additionally, students with
limited access to education have poorer prospects for the
future. They are less able to fully participate in the
civ i c and d e m o c r a t i c f ac e t s of m o d e rn
societies and less inclined to pursue opportunities for
further learning. As a result, educational failure also
comes at a tremendous cost to society. People with low
levels of education impede an economy's ability to
produce, develop, and innovate.
The global community and society have been key
players and partners in children’s education. Their role

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Research Article
in equitable and quality education sustainability has
been widely recognized across nations and continents.
According to World Conference on Education for All
(WCEFA) (as cited in World Education Forum,
UNESCO, 2000), there are two primary justifications
for why v ar io u s s t a k e h o l d e r s en g ag e in
partnerships. The first emphasizes resources, whereas
the second stresses learning. The first enables
community-based education partners to use available
resources better and mobilize financial and human
resources as needed. The second justification enables
partners to take part in the education of students.
Partnerships in education also produce sustainability.
The partnership builds the capacities and makes the
most of the investments required to guarantee long-
term educational programs for children (UNICEF, as
cited in World Education Forum, UNESCO, 2000).
On the local front, the role of the community in the
basic education of children has been amplified in R.A.
9155, also known Governance in Basic Education Act
of 2001. Schools are encouraged to form networks
with the community to enhance the skills of teachers
and learning facilitators, develop and improve school
buildings, and provide supplies and equipment for the
classroom.The Adopt-A-School Program Act of 1998,
which the Department of Education (DepEd)
institutionalized, encourages volunteerism and
collaboration with the community. With this program,
the private sector and partner industries will have the
chance to work together to support the noble cause of
educating every Filipino. The construction and
enhancement of the learning environment, learning
support, technology support, health and nutrition,
reading programs, and the provision of assistive
learning tools are just a few ways partners can help
(Llego, 2020).The DepEd has maintained and
recognized external partners’ support in basic
education and learning continuity among learners. In
2020, the partnership data generated from the DepEd
Partnership Database System (DPDS) incurred
21,891,547,312.20 pesos worth of resources, received
and reported at the school level nationwide. Of this
amount, 7,134,704,779.00 was from Brigada Eskwela
(BE) activities, which highlighted partnership
initiatives of the Department (DepEd, 2021). Several
local literatures demonstrated the valuable contribution
of the Adopt-A-School Program and its benefits to
improve student’s learning outcomes and school
systems and programs (Bello, 2020; Bano, 2020;
Verguela & Mercado, 2019; Intatano, 2019; Batalon et
al., n.d.). While the education partnership has been a
solid program of the Department, with the continued
support of the existing partners, we cannot deny that
many potential partners may have yet to participate in
the said program. There is a scarcity of studies
Marvin R. Vicente
identifying the factors that motivate and demotivate
education partners to participate in the program. This
study is aimed to determine these factors from the lens
of education partners to forge more meaningful
education partnerships in the future.
Research Questions
My study's primary purpose is to surface determinants
of motivation and demotivation based on the
perspectives of private sectors and industry partners.
Specifically, this study sought to answer the following
research questions:
1. What factors influence industry partners and other
stakeholders to participate in education partnerships?
2. What factors demotivate potential industry partners
and other stakeholders to participate in the education
partnerships?
3. What inputs can be shared to increase and
encourage industry partners and other stakeholders to
participate in the Adopt-A-School Program of the
Department of Education?
Literature Review
Education Partnerships
Establishing partnerships between schools, the private
sector, and industry partners is crucial in sustaining
quality basic education and better educational
outcomes for learners in public schools. This has been
demonstrated in several studies (Almaguer, 2021;
Adombilla et al., 2019; Herlina et al., 2019; Bridwell-
Mitchell, 2019). Education partnerships provide much-
needed resources, support, and expertise to improve
educational outcomes and address the various needs of
students and schools. Support from private sector
actors can help overcome identified perennial
challenges in schools and education (Khan, 2018).
However, the success of education partnerships relies
on the active participation and engagement of potential
partners and donors (Bridwell-Mitchell, 2019). The
literature has helped to shed light on the factors that
hone meaningful school-community partnerships.
Creating awareness and advocating for the program's
objectives is crucial in attracting partners and donors
(Steer & Wathne, 2010). Transparent and effective
communication and regular updates on project
progress help build trust and sustain collaboration
(Sheldon & Vooris, 2004; Wang & Wang, 2018;
Calingasan & Caguimbal, 2019; Jumarang, 2019;
Kamatham et al., 2020). Recognition (Verguela &
Mercado, 2019) of their contributions allow for the
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Research Article

sustenance of their support. As we acknowledge

education partners’ role in resource mobilization, construction (Braun & Clark, 2022). My objectives are
they become more motivated when actively to forward significant themes serving as determinants
participating in resource planning and of motivation and demotivation. My study context
implementation (Lopez & Panganiban, 2019). revolved around factors that motivate and discourage
Additionally, potential partners are motivated by the private sectors and industry partners from participating
opportunity to positively impact students’ lives in the Adopt-A-School Program, the banner program
through relevant school activities such as education of the Department of Education centering on education
development, health and sanitation, and sports
partnerships. My secondary aim is to forward inputs
development (Verguela & Mercado, 2019). When
among public schools helping them to increase
done effectively, the program has essential and
awareness and encourage private sectors and industry
positive effects on the student’s academic
partners to support education partnerships.
performance, attendance (Bautista, 2019), and school
infrastructure (Khan, 2018). Further, schools, Participants
partners, and donors forge meaningful community
engagement for school improvement (Rupa, 2019). Participants of this study involved private sectors and
industry partners or representatives of their companies
Clearly defining goals and objectives and presenting
who attended the conduct of Recognition of
well-structured proposals that outline student and
Stakeholders held by the Department of Education,
teacher benefits also encourage participation. In
City Schools Division of Cabuyao in 2019.
enhancing the extent of productivity of education
Convenience sampling informed the participant
partnerships, the involvement and participation of the
selection. At that time, I was present at the said
private sector should be well-documented (Ocampo,
activity as a monitoring and evaluation official.
2019), as well as the best practices (Galit, 2019).
Participants were conveniently available (Andrade,
Moreso, Galit (2019) highlights the school head’s
2021) and accessible to me as the researcher. Survey
managerial competencies in communicating the
questionnaires were floated among 79 invited industry
desired goals of the school as a factor in the Adopt-A-
partners and guests. The program management team
School program productivity. The school head’s
harvested 19 returns of the survey questionnaires from
effective communication skill is significant in forging
the guests, which they willingly provided.
meaningful education partnerships (Jumarang, 2021).
Instruments of the Study
While it is imperative to determine the factors that
discourage potential partners and donors from
My data source was existing and available text data
participating in education partnerships, I found it
derived from the participants’ responses in an open-
challenging to source a few as I immersed myself in
ended survey. The survey included queries as follows:
relevant literature about the preceding. Literature has
(1) What do you think may encourage a potential
much to say about the factors and parameters that
partner or donor to participate in the Adopt-A-School
attract potential partners and donors. Likewise, more
Program of the Department of Education? (2) Can you
local studies on the Adopt-A-School program aimed at
cite a reason why a potential partner would ignore or
reviewing and examining its implementation, whether
not participate in the program? (3) What can you
effective or not. However, more studies may be needed
suggest or recommend to DepEd to increase and
on demotivating factors that yield poor and low
encourage external stakeholders to participate in the
commitment among education partners. Hence, this
Adopt-A-School Program? The data gathered was
study has been purposely done to generate a few. As
considered a secondary data type as they were initially
an educator who believes that child’s education is the
utilized for other purposes using another primary
community’s interest, it is crucial to identify factors
analysis technique. As Szabo and Strang suggest (as
that can negatively affect their willingness to
participate in the Adopt-A-School program. cited in Ruggiano and Perry, 2019), secondary data
analysis (SDA) involves investigations where data
collected for a previous study is analyzed by the same
Methodology or different researcher(s). Hence, I opted for SDA to
utilize already available data using different analysis
I employed the qualitative method in the entirety of the strategies that were not part of the primary analysis
study. I used thematic analysis to generate themes and (Szabo & Strang, as cited in Ruggiano and Perry,
sub-themes to provide answers to posed research 2019).
questions. The analysis framework supports
meaningful knowledge production through theme

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Procedure
As this study utilized already existing data, they were
used for other purposes. I treated them as secondary
data types to subject them to another analysis
technique (Szabo & Strang, as cited in Ruggiano and
Perry, 2019). I initially sought the permission of the
section-in-charge (i.e., Socialization and
Mobilization), who handled and safely kept the data to
use them in this study for forwarding and constructing
new knowledge out of available data through another
means of data analysis. The data were harvested
through a survey during the Recognition of
Stakeholders held by the Department of Education,
City Schools Division of Cabuyao in 2019. Thematic
analysis informed the analysis framework of this
study. My goal was to emerge themes and sub-themes
serving as determinants of motivation and
demotivation of potential industry partners, donors,
and other stakeholders to participate in the Adopt-A-
School, an education partnership program of the
Department of Education.
Ethical Considerations
Heaton (as cited in Ruggiano and Perry, 2019)
suggests that the strength of secondary data analysis
(SDA) of qualitative data is that it relieves the burden
of participation from research participants and
community partners collaborating with researchers.
However, Morrow et al. (as cited in Ruggiano and
Perry, 2019) criticized that the SDA of qualitative data
poses ethical dilemmas to informed consent,
confidentiality, and anonymity when such data are
archived or shared. To warrant that the data were
ethically handled and managed, the re-use data and the
respondents’ personal information remain anonymous
and confidential in this research. I also analyzed the
data and investigated them with a high amount of
rigor. I purposely aimed to construct and forward
novel and relevant knowledge about education
partnerships. This knowledge is believed to be
beneficial in forging meaningful school and
community partnerships where the beneficiaries are
the Cabuyeño learners.
Results
This section presents the findings according to the
study's research questions. As a qualitative researcher,
I aim to generate and forward knowledge on education
partnerships. Private sectors and industry partners are
indispensable critical players in the education sector. I
desire to surface important themes that address
motivating and discouraging factors – both warrant
attention in ensuring strong and meaningful education
Marvin R. Vicente
partnerships.
I present the following findings to reveal the
determinants of motivation and demotivation among
potential private sectors and industry partners in
education partnerships. They are both discussed
consequently in the succeeding passages. The final
part intends to share inputs among public schools on
increasing and encouraging private partners and other
stakeholders to engage in the Adopt-A-School
Program of the Department of Education.
The necessity of increasing public knowledge of the
needs of schools and the education partnership
program was stressed by the first theme, Awareness
and Advocacy. Participants recommend informing
prospective partners and donors of schools' particular
needs, such as school supplies distribution. The
importance of sharing information through venues like
PTA meetings and barangay levels is highlighted by
Participant #17, who emphasizes that awareness
should expand from small to large networks. Openness
and communication of school needs are also critical
elements in fostering engagement. Overall, this
theme implies that promoting the objectives and needs
of the program and raising knowledge of them is
essential in attracting potential partners and donors.
According to research findings by Calingasan and
Caguimbal (2019), Adopt-A-School sustainability is
strengthened by better information dissemination
about school policies and procedures and the use of
efficient communications tools to guarantee timely
access to understandable and accessible information
about the school.
The second theme, Sustained Collaboration and
Communication highlighted the need for ongoing
collaboration and good communication in enticing new
partners and sponsors to engage in education
partnerships. Participants stress the significance of
informing and educating the public about project
development and progress. Participant #10 said
improved school and community communication
might attract additional stakeholders. Essential
techniques include regular communication,
acknowledging stakeholders' efforts, and inviting them
to participate in the project. Establishing core groups
that can promote networking and collaboration is an
idea by Participant #11. This theme emphasizes the
importance of ongoing collaboration and open lines of
communication to attract potential partners and
donors. Schools must create pertinent policies and
regulations to foster involvement and cooperation
among stakeholders, as stated by Calingasan and
Caguimbal (2019). To ensure the success of the
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Adopt-A-School program, teachers engaging in

partnerships must collaborate with the stakeholders
(Galit, 2019).

Table 1. Thematic Coding for Determinants of

Motivation

The third theme, Beneficence and Impact,

concentrated on education partnerships' advantages
and positive effects, which might inspire donors and
potential partners to get involved. They stress that
supporting such programs is a means to aid in and
promote school growth while also helping children.
The possibility of addressing the lack of facilities in
schools is also highlighted by participants as a
motivating factor for potential partners, citing
corporate social responsibility. Also noted as
motivating factors are the pupils' potential for success
and a brighter future and the immediate impact on the
school community. This theme emphasizes educational
partnerships' benefits and positive impacts. The study
by Verguela and Mercado (2019) recognized the
Adopt-A-School program's educational development,
health and sanitation, and sports development
programs as a few of its most beneficial projects.
Additionally, the program positively impacts the
student's attendance and academic achievement
(Bautista, 2019). The Adopt-A-School program is
thought to be sustained in part by well-documented
best practices (Galit, 2019).

The fourth theme, Clear-Cut Goals, emphasized the

need for well-defined aims and objectives to attract
potential partners and donors. They advise schools to
submit well-organized proposals detailing the precise
strategies and objectives that benefit students and
teachers. To promote participation, it is essential to
present a clear picture of the goals that must be met
and the program’s beneficiaries. Participant #9
emphasizes how crucial it is to inform prospective
partners of the program's scope and objectives so they
can give it their full support. This theme highlights the
importance of making a solid argument for the
program and laying out its goals and objectives. Galit
(2019) also concluded that teachers are crucial in
school-community partnerships. Teachers must have
access to training to become more knowledgeable,
receptive and participate in such projects. Conversely,
the program’s effectiveness depends critically on the
school head's managerial ability to convey the school's
goals.

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Research Article
Overall, the analysis of the responses provided by the
participants identifies several important themes that
may persuade potential donors and partners to support
an education partnership program. These themes
include creating awareness and advocacy, sustaining
collaboration and communication, emphasizing
beneficence and impact, and setting clear-cut goals.
Education partnerships can improve their capacity to
draw in and keep sponsors and partners by including
these factors in the program design and outreach
approaches.
Table 2. Thematic Coding for Determinants of
Demotivation
The first theme, Trust and Confidence Issues
addressed these concerns when potential partners
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consider whether to participate in education
partnerships. The improper utilization of donations,
whether in cash or in kind, has been considered an
issue. The fear of corruption, as mentioned by
Participant #12, can deter potential partners from
getting involved. Other elements that undermine trust
include a lack of recognition and transparency. This
theme emphasizes that cultivating trust, ensuring
resource usage is transparent, and recognizing partner
contributions are crucial for luring in and keeping
potential partners. The creation of a thorough
evaluation and feedback framework was advised by
Bautista (2019) so that internal and external
stakeholders could keep an eye out for any deviations
that would jeopardize the successful execution of the
Adopt-A-School program.
It became clear that the second theme Limited
Awareness or Knowledge was a significant obstacle
to participation. Participants stressed potential
partners' lack of initiative, hectic schedules, apathy,
and lack of knowledge. Lack of knowledge about the
state of schools nowadays and a lack of understanding
of the possible contributions of stakeholders are also
noted. The theme highlights the importance of
effective advertising, transparent communication about
school requirements, and thorough information sharing
with potential partners. Effective communication is
essential in the partnership program, as Jumarang
(2019) found out.
Th e t h i r d t h e m e , U n c l e a r G o a l s a n d
Objectives, addressed how unclear objectives and
goals can prevent potential partners from joining
education partnerships. Participants observe that
imprecise goals or ones that do not help the
beneficiaries can cause disengagement. The objectives
of the program and its beneficiaries are not widely
known, which is also cited as a contributing factor. To
set expectations clearly and draw in possible partners,
participant #11 proposes that programs should have
precise, timely, manageable, practical, low-cost, and
high-impact projects. This theme underlines how
crucial it is to spell out the goals and objectives in
detail to pique potential partners' attention and
commitment. It is also imperative that partners are
capacitated not only in resource mobilization but also
in taking an active part in goal planning and
implementation (Lopez & Panganiban, 2019).
The fourth theme, Inadequate Results and Impact,
describes how a potential partner's view of poor results
and impact can deter them from joining education
partnerships. Participants cite their disengagement as
caused by the school's lack of apparent results.
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Partners may lose interest in participating if they
believe their contributions do not give the students real
advantages. Additionally mentioned as contributory
causes are poor documentation and time-consuming
formal recognition procedures. This theme emphasizes
how important it is to show and explain the outcomes
and impacts of the education partnership program in
order to keep potential partners interested and on
board. Ensuring the program is implemented correctly
has important and beneficial implications for student
attendance and academic achievement (Bautista,
2019). Likewise, partnerships in education can lead to
better school infrastructure and basic facilities, such as
clean drinking water, restrooms, furniture, desks, a
library, and a lab (Khan, 2018).
In summary, the participant responses' analysis
indicates several significant themes that can be used to
explain why prospective partners could disregard or
decide not to take part in education partnerships. Some
of these themes are issues with trust and confidence,
limited awareness or knowledge, unclear goals and
objectives, and inadequate results and impact. By
addressing these concerns, potential partners can be
persuaded to actively participate in education
partnerships by fostering transparency, developing
trust, offering thorough information, establishing clear
goals, and showing tangible results.
Proposed Inputs
Several inputs can be shared among public school
communities to increase and encourage industry
partners and other stakeholders to participate in Adopt-
A-School Program:
Raise Awareness: It is important to tell potential
partners about the goals of the education partnership
program as well as the unique needs of schools.
Potential partners can better appreciate how their
contributions can significantly impact children's
education by emphasizing the significance of fulfilling
these needs. This can be accomplished through various
means, including PTA gatherings, community
outreach campaigns, and industry-specific linkages. A
crucial component of advocacy and awareness
involves communicating how partners can improve
learners' lives. Therefore, the partnership program
greatly values the school leaders' and constituents'
communication skills (Jumarang, 2019).
Foster Communication and Collaboration: Constant
collaboration and open communication channels
should entice industry partners and stakeholders. It is
essential to provide regular updates on the project’s
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status, share success stories, and highlight the
partnership's benefits. Schools and potential partners
might improve their relationships by forming core
groups or committees that promote networking and
collaboration. Jumarang (2019) upheld the significance
of maintaining a close relationship with the
education partners leading to obtaining more support,
facilities, and resources from partners.
Demonstrate Beneficence and Impact: Place a
strong emphasis on the advantages and positive
impacts of education partnerships for students and
collaborating organizations. Emphasize the
partnership's impact on the growth and improvement
of educational programs and students' general well-
being. Share case studies, success stories, and other
materials that illustrate the transformative results of
prior partnerships. Education partners are driven to
participate in education partnerships because they can
positively impact students' lives. They hope to
contribute to the infrastructure and development of the
school (Rupa, 2019; Khan, 2019). As a result, they
may have a favorable effect on students' academic
progress and access to school (Bautista, 2019).
Provide Clarity on Goals and Objectives: The
education partnership program's goals and objectives
should be stated in plain terms. Send well-organized
proposals detailing the specific activities and projects
to be undertaken and how they will benefit the
teachers and pupils. Potential partners can grasp the
value and impact of their involvement, which will
increase their drive to participate by being given a
clear vision and purpose. As we realize the partners'
importance in resource mobilization, new strategies
are emerging to increase the commitment of the
education partners by giving them a voice in resource
planning and implementation (Lopez & Panganiban,
2019). The head of the school also has a significant
impact on how the program's objective is
communicated (Galit, 2019) in order to entice
additional possible educational partners.
Ensure Transparency and Recognition: Address
difficulties with trust and confidence by ensuring that
resource usage is transparent and that partners' efforts
are recognized. Create systems for ongoing reporting
and accountability that will indicate how donations
and resources are used wisely. To foster a sense of
pride and satisfaction in their involvement,
acknowledge and recognize partners publicly and
provide them with certificates or awards for their
contributions. Varguela and Mercado (2019) propose
that one strategy to create fruitful education
partnerships is acknowledging partners' and sponsors'
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contributions. A venue for disclosing the relevant
results and outputs of partners' and donors'
contributions can be provided by recognizing
stakeholders. Well and transparent documentation of
the outcome and output of their contributions
encourages participation (Ocampo, 2019) as they
convey the school’s best practices (Galit, 2019).
Facilitate Information Sharing and Training: Give
prospective partners and stakeholders thorough
orientation sessions. Inform them of the objectives of
the education partnership program and how they can
participate. Provide training or workshops to deepen
their comprehension of educational partnerships and
give them the skills and information they need to
participate in the Adopt-A-School Program actively.
Similarly, Batalon, Abadilla, and Del Monte (n.d.)
recommend that teachers chosen to serve as Adopt-A-
School coordinators receive training to develop their
skills and knowledge of the program. They may assist
in encouraging potential partners and donors to
provide information about the program's purpose and
objectives.
By implementing these suggestions, school
communities can foster an environment inviting
industry partners and other stakeholders to participate
in education partnerships. It encourages a sense of
shared responsibility, collaboration, and a shared
objective of ensuring that all students receive a high-
quality education.
Discussion
This study provided insightful information about
factors that may motivate or dissuade potential
partners from participating in education partnerships.
The first set of themes emphasizes the significance of
awareness and advocacy, sustained collaboration and
communication, beneficence and impact, and clear-cut
goals. These themes are led by the question of what
may encourage their participation. The second set of
themes focused on challenges with trust and
confidence, limited awareness or knowledge, unclear
goals and objectives, and inadequate results and
impact. These themes were driven by the question of
why potential partners would disregard or choose not
to engage. The results highlight how crucial it is to
raise awareness, maintain communication and
collaboration, demonstrate impact, and define clear
goals to persuade potential partners to participate in
education partnerships. Additionally, to eliminate
obstacles and encourage active engagement in these
collaborations, it is crucial to address concerns with
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trust and confidence, provide thorough information,
define goals, and show tangible outcomes.
Conclusion
In order to maintain high standards for basic
education and guarantee improved learning results for
students attending public schools, partnerships
between educational institutions, the private sector,
and industry partners are essential. Education
partnerships can prosper and significantly impact
students' lives and the larger educational ecosystem by
utilizing motivating factors like creating awareness,
fostering collaboration, showcasing impact, setting
clear goals, and minimizing discouraging factors like
trust issues, limited awareness, unclear objectives, and
inadequate results.
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Abstracts, 3(2M). Affiliations and Corresponding Information

Wang, X., & Wang, L. (2018). What Makes Charitable Marvin R. Vicente, PhD
Crowdfunding Projects Successful: A Research Based on Data Department of Education - Philippines
Mining and Social Capital Theory.

Yue, H., Rico, R. S., Vang, M. K., & Giuffrida, T. A. (2018).

Supplemental instruction: Helping disadvantaged students reduce
performance gap. Journal of Developmental Education, 18-25.

Marvin R. Vicente 746/746