POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

Industry and School Partnership as a Workforce

Development Strategy

MARIVI TEVAR CAMACHO, LPT, MBE, DBA Candidate

Master Teacher II/Academic Head, Nagpayong Senior High School-DEPED.
venice_gaby@hotmail.com / vi.attendance@gmail.com
DBA Student - Polytechnic University of the Philippines
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
2

Title: Industry and School Partnership: A Workforce Development Strategy.

Abstract:

Strengthening partnership between Industries and educational institutions are

actively pursued globally. Linkages between schools and industries become a crucial
means to develop innovative approaches and strategies to meet workforce needs and
educational outcomes. The purpose of this paper is to explore and share the benefits of
school and business industry partnership as a workforce development strategy. Literature
reviews and secondary data were analysed to derive wider and thorough understanding
on the industry and school partnership. The results revealed that strong collaborative
partnership could lead to a deeper and lasting mutually beneficial bond that can
contribute to broader institutional and industry goals.

Keywords: School-Industry Partnership, Workforce development

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
3

Introduction

There are growing percentage of employers in the world that claim they cannot find
job seekers with the skills they need at work not even for an entry-level jobs. Surveys show
that graduates are not employable in many job sectors- technology, manufacturing, and
hospitality or corporate due to skills and employment standard issues. In other words, skills
gaps exist in workplaces and it is taking different forms from newly graduate job applicants
or people who lost their jobs. There is a mismatch between the skills and aptitudes of
students or graduates produced by schools and the actual need and standard of the
industries.
Notably, educational programmes have been exhausting opportunities to deliver
students a learning environment that could provide hands-on and professional experience
and other learning resources that could develop career skills and competencies in practical
situations. Traditionally, higher education has established partnerships with potential
business institutions to create more qualified and job ready candidates. However, the
opportunities provided to students may not fully prepare them as college and career ready
workforce to meet employment needs.
In a bid to bridge the gap between the academe and the industry, there is an imminent
call for everyone to work together. There is an increase evidence of engaging voluntarily in
strategic collaboration between the two sectors. Strategic means collaboration that brings in
potential financial or businesslike connections that touched the core transaction or activities
of both partners. This strategic partnership is comprised by organizations with common
purpose and goal, often one that a partner conceptualized to be accomplished on its own.
Cutting-edge workforce development strategies for economic development are
pursued to harness and strengthen the capability and resources of industries and educational
institutions. When both parties combined their strength, capabilities and resources, it helps
them reached their objectives and creates pioneering workforce solutions. Therefore, there
is a need for both sides to enhance their capabilities for the fulfillment of a shared mission
that could further give wider global impact and better design a school and industry programs
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
4

and policy that can help them produce highly competent, skillful knowledgeable and
employable workforce of the country.
But despite its benefits, there are fundamental challenges and risks that need to be
addressed. There is a need to investigate how the support and intervention of the parties
involved impact the overall outcome of the partnership of school and business industries.

The Problem
The purpose of this study is to explore and share the benefits of Industry and School
Partnership as a Workforce Development Strategy.
Particularly, this paper would like to investigate on the following:
 benefits for schools and students from partnering with the Industry;
 benefits for Industry from partnering with schools;
 challenges to schools and Industry in partnering with each other
 ways to improve the Industry and School partnership

Methodology
To answer the research objectives, a qualitative research method was employed.
Qualitative research method is primarily investigative in nature. It is applied to gain
knowledge, opinions and underlying reasons for a phenomenon. It is also used to discover
trends in views and thoughts for particular problems (Wyse, 2011). Literature reviews of
various author’s viewpoints that are thematically analyzed to support the objective of the
study as well as the researcher’s viewpoints regarding the topic was incorporated.
Thematic Analysis is a process of identifying and reporting outlines within data set. It
minimally organized the set of data in detailed manner (Braun & Clarke, 2006).

Literature Review
Benefits for Student from Partnering With Business

How do students benefit from the school and Industry partnership? There are major
motivators from the perspective of teaching and learning when students are immersed in
the workplace according to (Ashworth, Saxton & Buckle 1989}: (1) linking theory into
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
5

practice; (2) gaining general work experience within a particular function; (3) acquiring
personal insight -- including job preferences; (4) understanding professional roles; (5)
gaining knowledge of the nature of work of a particular organization; (6) obtaining
knowledge and attitudes relevant to future learning; (7) develop creative thinking in a
practical context; and (8) developing personal maturity. According to Knowles (1970),
personal maturity advancement implies more independence, wider consciousness,
comprehensive capacities, more ability to accept responsibilities, clear work roles, higher
self-acceptance, and greater tolerance for uncertainty. Integrating learning from the
students’ workplace community of practice and learning from the learning group at the
academe performed most effective.
Many studies revealed that school-based participation with employers is a way of
getting a knock on the door to a desired paid work (Mann et al, 2010). Allowing students
to engage with business provide young people’s opportunities for transition to employment
after high school (Carter et al, 2009). Further education, openings for casual employment
or recruitment after school (BSC Roundtable, 2010).
Partnership between schools and businesses contribute to enhanced vocational
outcomes for students, including opportunity for training, industry-based expertise,
competitive qualifications, better knowledge of occupational health and safety issues, and
improved employability skills (ACER, 2010a). Improved work readiness is gained by
students. (Department for Children, Schools and Families, 2008; PhillipsKPA, 2010a; BSC
Roundtable, 2010; Carter et al, 2009; CCIQ, 2010). Development of skills in teamwork,
business, communication and problem solving are also benefits of a hands-on experience
gained by young people (IEBE, 2011). Further, school and business partnership can increase
young people’s income when they start employment. It was concluded that efficient
engagement with employers over the years of schooling produces ‘substantial and continual
progress in postsecondary labor market prospects’. A 2008 evaluation by MDRC of the US
Career Academies program.
The partnership of school and business is a better way to improve students’ academic
outcomes. ACER Reported on November 2010 in the study, School Community Partnership
in Australia showed that schools were approached by potential business partners for the
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
6

following reasons: improve student literacy or numeracy skills, increase the performing arts
curriculum (including improving musical performance, enhancing creativity), utilize
science-based projects to connect students with the real world, generate bigger
inquisitiveness in mathematics and science, develop bi-lingual competences in students and
staff, develop a better understanding of local history, intensify awareness and appreciation
of other cultures, teach students about the impact of human behaviour on the environment,
including on marine life.
The program has also helped enhanced student relationship with peers and family,
gained high self-esteem, self-confidence and awareness, setting aspirations and goals for the
future, conflict management and resolution skills, competitive leadership skills, independent
learning, healthy lifestyle, respect for the previous generations, a more positive perspective
in life and greater mindfulness to community work groups. (ACER, 2010).
A large margin showed that young learners valued their enjoyment with employers as
part of their educational experiences. Academic researches on Learners show that there is a
positive response to learning experience that draw on expert knowledge and have real-life
relations. Overwhelmingly, young learners supported the claim that work experience,
which they considered a great exposure to work-related learning, motivates them to perform
harder at school. Surveys show that many teachers and employers assure that occupational
learning activities and enterprise teaching help in the development of skills, knowledge and
attitudes that make young people work-ready. A conclusion gathered in Ofsted reviews of
Young Apprenticeships and Diplomas. Young people consider that work placements
provide them a good idea of what they desire to do in future life, promoting hope and
aspiration by having a better thought of the reality of a work life and options of employment
options that are open to them. Mann, A, Lopez, D, and Stanley, J (2010).
Furthermore, many young people perceive that their involvements in working with
employers have a positive effect on their school performance. In the 2007 CBI survey of
1,034 young people aged 14-16 who had freshly a finished a work placement, showed that
35% agreed that their school work has improved as a result of what they learned during their
work experience; and 68% agreed that work experience helped them to recognize how
learning at school is essential in hunting a job. Mann, A, Lopez, D, and Stanley, J (2010)
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
7

Benefits for School from Partnering With Business

The profile and image of the whole school has reportedly improved in the
communities they belonged with as a result of partnering with businesses. One of the
improvements is the physical set up and surroundings. There has been an increased source
of facilities that benefited students, school staff and personnel and other stakeholders. This
has resulted in the increased pride and appreciation to the school for having better access to
facilities. These facilities have been provided and donated by their partners. As a
consequence, it brought about good community profile and increased enrolment. (ACER
Report 2010).

A good partnership that have been developed by schools to their partners has helped
school improved students engagement and deepen the educational pedagogy and curriculum
being offered, opened opportunity for professional trainings and learning for teachers,
devised to an improved student attendance, helped in the reduction of unsociable behaviour,
improvement in students work values and ethics at school and facilitated in the good quality
of work and learning which all led to a more optimistic student-teacher relationships in
school. (ACER Report 2010).
The curriculum or vocationally centered partnerships between schools and businesses
has given vast of benefits and welfare to teachers and school staff. They gained more
understanding about their student’s background and about the subjects they taught. If the
partnership instrumental to students improved behaviour and learning, teachers are
indirectly benefited for having more time to focus on teaching since less time is spent on
behavioural management of students.
Moreover, schools in Australia found out a range of academic-related benefits in their
applications for a NAB Schools First Impact Award in 2009. The benefits are the outcome
of school–community partnerships, which includes industry rather than from business
partners directly, and were measured in numerous ways. Reported benefits included: the
advent of a firsthand culture of academic brilliance in the school; in-depth understanding of
specific subjects; Better quality skills in various subjects learned; cultural awareness and
responsiveness is deepened; enhanced literacy, numeracy, communication or ICT skills,
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
8

critical and analytical skills; environmental awareness; evident incorporation of theory and
practice in subjects; appreciation for the elderly. (AIR UK, 2008).

The active engagement of business in schools can potentially increase its achievement
through a clear understanding of relevant skills and knowledge learnt in schools to the
workplace. By making sure that more young people acquire the skills needed for success in
their college or vocational career choices before leaving the school. (CBI, 2010, p. 5; IEBE,
2011). PhillipsKPA (2010a) found that business engagement with schools profited students
by keeping them more concentrated on their studies. The interviews conducted with schools
by the KPMG suggested that the involvement of employers adds significance to academic
work; having varied and new viewpoints and enhances the motivations in students who
could understand the importance of their school work (KPMG, 2010).
The study of (Kemple and Snipes, 2000; cited in Department for Children, Schools
and Families, 2008) cited that dropout rates have significantly lowered, attendance has
improved, taking academic courses has increased and the likelihood of students graduating
on time have all found out as benefits for students. Therefore, there was strong evidence that
learning can be more enjoyable and interesting for young learners through employer and
school engagement. (Mann et al, 2010). Also, the parents and their learners value and
appreciate more the educational experiences that has employer engagements since it created
relevance for to young people’s real life connections (Mann et al, 2010, pp. 6-7).
Due to limited resources and demands to improve the academic performance of
students, a skyrocketing number of public schools are turning to businesses for various
resources and facilities such as cash and computers, educational supplies and materials and
career mentorships. (Policy Report on Issues in K-12 Educational Management, Fall 2001,
http://nepc.colorado.edu/files/EPRU-0108-60-OWI.pdf)
Blechen (2010) cited major benefits such as the utilization of state-of-the-art video
technology equipment sponsored by Panasonic as part of its Panasonic Kids Witness News
program that enriched the teaching of a range of subjects to students. (BSC Roundtable,
2010) Schools also benefited from the software and professional development support,
opportunities for public relations and connection with other state schools and education
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
9

professionals, nationwide and globally (PhillipsKPA, 2010a).

The academic research conducted by the University of Bath cited the relevance of
skills that were developed by students in the workplace were positively link to effective
school governance, which is correlated to school performance (Mann et al, 2010).
School and industry partnership has also benefited teachers and other staff out from
their involvement in business through trainings and professional development as well as
having the opportunity to gain first-hand industry experience. Exposure to various
leadership styles and management practices is also one major benefit for teachers. (bsc
roundtable, 2010; phillipskpa, 2010a). Mentoring program from business partners can help
teachers’ and principals’ enrich their leadership skills (mann et al, 2010). This is best done
when the business employees or staff volunteers to work with teachers to aid students shape
their career and personal goals as well as to expound various fields of study in higher
education and other related careers. Not to mention, links with business employers can bring
the educational curriculum to life, “showing how knowledge is practically used in the wide
and realistic world” (IEBE, 2011, p. 5).
In specific ways, the business industry and other professionals in the workforce can
help schools with real world learning needs, standard readiness and setting of skill
expectations. They can also ensure that the learning experiences of students and their exits
are aligned with the college and career entry plans and expectations. In a nutshell, schools
can build the best type of up-to-date learning environments anchored for students needs and
success in todays’ skilled based job markets with the collaboration of their vast associates in
education, specifically those within the business community. Business Engagement in
Education FINAL (Edweek Blog report).pdf
There are underlying positive benefits for teachers and college leaders and faculty
regarding their experience of partnering with business industry employers. Polling evidence
highlighted that just like young people; they showed great enjoyment and appreciation to the
experience. So their desire to work continuously and collaboratively with employers in the
future resulted to 87% of respondents to BITC‟s survey of 400 senior school leaders (split
equally between primary and secondary schools) by 39 Secondary schools (all cited by
90% of respondents): Mann, A, Lopez, D, and Stanley, J (2010)
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
10

In an article entitled Business School Partnership by State Government of Victoria,

partnership with business can provide many benefits to schools. It provides a range of extra
skills and resources; it builds long term ability to deliver better-quality performance through
improved engagement, and individual support, particularly for young people. It also add
value in the delivery of the curriculum, expanding experience of young people, bridging
young people in the transition from school to further skill training and development and even
up to employment as well as opportunity for professional development of school staff which
results in the enhancement of gaining community confidence, support and connections.
http://www.education.vic.gov.au/Documents/school/principals/community/businessprtnrshp.
pdf)
Benefits for Business from Partnering With School

Business partners are benefited is various ways. Employers were given easy access to
students that greatly addressed definite staffing/skills requirements and needs particularly in
areas that experienced skills shortages. Also it helped increased volunteers to the
organisations such as environmental task force. Other welfares to partners involved:
Exposure of the business group to relevant and new ideas generated by young people. Not to
mention, work collaboration with young people assisted the partner organizations developed
a better approach to help address “at risk” youth in the local community, understanding their
needs, capabilities and potentials.
There was a report of gaining personal satisfaction of employees in working directly
with young people when they see improvements in self-esteem, abilities, and confidence
resulted from their mentorship and assistance. Another benefit for employees is the
opportunity for professional development associated with the partnership programs. Partners
highlighted gaining a sense of satisfaction out from investing for local youth that can greatly
contribute to positive outcomes for the wider community. Partners are also given positive
local and national media attention and community acknowledgement of the work and
contributions they did with school partners and the young people. Thus, the partnerships
facilitated the industry a higher profile for the partners and empowered both businesses and
community groups to outspread their influence to others in the community. ACER Report
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
11

November,2010)
https://research.acer.edu.au/cgi/viewcontent.cgi?article=1006&context=policy_analysis_mis
There are underlying evidences that show how business can get great benefits from
establishing connections and partnership with schools. Recruitment and good community
image are the key benefits that have been reported by the industry partners engaging with
school. (YouGov, 2010). He further mentioned that Business need to assist the educational
sector to understand what students as the future workforce need to showcase, so that
potential candidates are readied and if they availed early education, there is no need to take
a remediation in terms of lack of the basic and necessary skills that could lead to people’s
rejection. (You Gov, 2010). This means that business industries are secured of acquiring the
workforce requirements they need in the future.
Some major benefits to business include contact to a bigger pool of skilled employees
that possess positive attitude to learning and transferable skills (CBI, 2010; CCIQ, 2010)
and entrance to possible recruits in areas of skill deficiencies (ACER, 2010a).
Another advantage that comes from partnering with schools is that employers more
pin-pointed as a chosen employer. (KPMG, 2010; CCIQ, 2010). Partnering with school to
help map the educational outcome for students show corporate social responsibility, which
in turn could be an avenue to attract and keep the best employees. (PhillipsKPA, 2010a;
2010b). Researches shows that development of the national skills is the primary aim of
organizations in partnering with schools. (IEBE, 2008).
Some studies emphasized the economic impact of industry involvement with schools.
For instance, the partnership can potentially grow the revenue of the company through the
support they get from their customers or clients, shareholders, suppliers, and other
stakeholders. (PhillipsKPA, 2010).
The level of engagement employers has with education industry derived work-related
benefits and learning. Clearly, many companies significantly invest amount of time and
money for education support and linkages. The Work-Related Learning Guide by the
Education and Employers Taskforce (2010) cited the following benefits. 1. Providing up-to-
date ideas and perspectives that back up their business goals and objectives. 2.
Demonstrations of available jobs and careers within the organization and to access potential
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
12

recruits from school leavers who are already job ready and employable, thus, reducing the
recruitment and training expenses. 3. Building links to local community which can boost
companies profile and reputation. 4. Influence and contribution to young people’s
education, attitude towards work and development of skills and capabilities. 5. Company
staff is given opportunity to provide motivation and personal development to young people
through broadened perspective, communication enhancement and increased sense of
responsibility, self-confidence and job satisfaction. Widening of the potential recruitment
pool away from the traditional typecasts of industry workers. (DCSF 2009, p.5)
Employers chiefly choose to get involve in education to attain related commercial
benefits. Benefits to the organizational staff are classified into 4 types: recruitment,
motivation, development, and building of strong corporate uniqueness. The value of a more
reliable staffing process is an important economic interest to businesses. The one that
supports the retention of employees is the business engagement in education which also
serves as their way to show corporate social responsibility and a key driver of employees’
commitment and pride to the company they work with. Working with schools also serves as
attractive way of building awareness and good image with the community. (Anthony Mann
with Desiree Lopez and Julian Stanley, 2010).
A number of employers also highlighted major benefits from partnering with schools
such as: They feel that it is their responsibility to give something back to the society.
Employees enjoy taking some time off from their routinely jobs to work with learners that
eventually gives them a great amount of satisfaction and achievement. They also consider it
as a marketing tool to help their organization publicly known. Most specially, it helped
developed the skills of employees by learning various approaches and strategies. (KPMG
Final Report July 2010) https://www.educationandemployers.org/wp-
content/uploads/2014/06/kpmg-final.pdf
Student mentoring is predominantly helpful in the development of skills and abilities
through coaching and mentoring others to improve by supervising their performance.
Evidence from managing enterprise workshops showed significant skills development
across number of areas such as leadership, team working, adaptability, and building
relationships and networks and financial skills. Corporate Citizenship (2010).
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
13

Employers are seen to have a big role in assisting the improvement of teaching
personnel in terms of school governance. A study by the National Foundation for Educational
Research into the impact of mentoring schemes, including those which engage external
partners, revealed vast of benefits to participants. Academic research at the University of
Bath pointed the relevance and significance of skills developed in other workplaces to school
governance as well as the positive impact of having an effective governance play on school
performance. Mann, A, Lopez, D, and Stanley, J (2010).
In the study entitled “A Model for School and Business Partnerships to Promote
Young People’s Career Prospects” by the British Chamber and Commerce, partnering with
school can bring significant benefits to business. It provides link to prospective employees in
the future. It raises consciousness of the skills the business required. Mentoring young people
is a good and enjoyable engagement for the staff which can boost staff morale. It enhances
staff’s skills and professional development – e.g. public speaking; presentations, partnership
building and networking which helps improve the business’s reputation and forms a strong
link with the local community. It can also provide market awareness derived from working
with school learners and staff.
http://www.britishchambers.org.uk/A%20MODEL%20FOR%20SCHOOL%20AND%20BUS
INESS%20PARTNERSHIPS.pdf

Challenges and Risks of Industry and School Partnership

Unfortunately, while there are numerous benefits to business-school partnerships,

literature is also manifesting risks and challenges accompanied by it. It came from benign
neglect and ultimately melting established connections and become destructive. Thus, risk
can be operationally defined as factors which have the possibility to impair trust and deter
relationships among schools and businesses, and hinder them from accomplishing shared
goals.

Radinsky et al (2001) highlighted that in the attempts to deliver significant benefits to

all parties of the partnerships; it conveyed clashes in cultural values between school and
corporate groups resulting in both learning opportunities and risks to the participants.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
14

The issue of a conflicting interest can be evident itself through power struggles. In
the study of Abowitz (2000), the influential power of businesses in school-industry
partnerships can be a barrier in the independent decision-making power of the academe.
When power is limited, one party may use excessive influence in the partnership, hence,
compromising the capacity of the collaborative partnership to attain their objectives or
realize their particular goals. While neutralizing these risks altogether is challenging, they
can be mitigated. Abowtiz (2000) further said there must be an acknowledgement of
“power imbalances” and reflectively analysed by partners (p. 336). The need for the
monitoring of their efforts and processes in their partnership must be done in order to
ensure democratic practice and avoid overly influential decision-making and governance.

In the review of Bowman and Dawson-Jackson (1994) in a Florida school-industry

partnership with a diverse group of contributors, found the importance of a feeling of
ownership for each member of the partnership which is necessary for the initiative’s
success.

One major challenge associated to school leaders is their relatively unfamiliarity in

managing partnerships in particular which resulted in unpreparedness in dealing with new
arrangements that are complicated and reform driven. (Benneth & Thompson 2011).

Bryan and Henry (2012) held that sustaining an effective industry-school relationship
is very challenging, maintenance is the hardest. Bryan and Henry highlighted distinct
attention to this aspect in their framework for nurturing industry-school partnerships.

Industry’s primary goal and purpose is for profit, (Murray & Hwang, 2011). While,
the purpose for schooling is the cultivation of knowledge and skills, the development of
character and human development (Sparzo, Bruning, & Vargas, 1998). This misalignment
in purpose is a strong challenge for supporting school–business partnerships.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
15

Ways to Improve Business and School Partnership

Willems and Gonzalez-Dehazz (2012) cited that school and business partnerships
brings many benefits that can serve as a scaffolding in the creation of educational
experiences that nurtures the ability of the students to connect academic content to life’s
practical context.
Radinsky et al (2001) emphasized the meaningful relationship existing among
community businesses and local schools that gives value to each party. As pointed out in the
interviews, meaningful and equally beneficial connections are categorized by an intricate
interconnectedness wherein both parties can develop ability to appreciate and assume one
another’s needs, wants and expectations. Thus, the interconnectedness promotes a desire to
proactively warrant the other party achieves its goals. It also led to the created products of
value to the industry partners and to the teachers and students.
Gross et-al (2015) affirmed that in order to have a productive and healthy school-
business partnerships, trust is a key element. In the study of Kisner et al (1997) such
partnerships it is not only trust that supports the partnerships. In addition to it, ownership
and investment are crucial in having successful partnerships.

Leslie Hann (2008), cited in her article, the Council for Corporate and school
partnerships formulated eight guiding principles which is divided into four categories for
effective partnership. First, the Foundation should be built on shared values and defined by
mutually beneficial goals and objectives. Second, implementation should include activities
that are unified into school and business cultures, and driven by clear management process
and defined measurable outcomes. Third, for continuity it should have high level of support
and include internal and external communication plans of both parties. Fourth, evaluation
should be done with definite understanding of success for all partners. It is clearly
demonstrated that school-industry partnership can be a strong and desired support for each
other. A strong finding of reciprocal benefits definitely manifests.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
16

Findings and Discussions

Previous studies and literature dealing with the benefits of Industry and School
partnership were used as a basis for this study. This paper reviewed studies discussing the
various benefits it brought to students, schools and business including the challenges and
risks underlying the partnership. The researcher identified themes providing the frame for
understanding the collective data relevant to the benefits of business-school partnerships.
This is executed because the absence of categorical themes confuses a researcher’s ability
to attribute relative meaning to the interpretations (Ryan & Bernard, 2003). The themes
identified in the study were the following: Collaboration and Shared Goals and Objectives,
Workforce Development Strategy, Relationship and Reputation, Trust and Communication.

Collaboration and Shared Goals and Objectives.

Anderson and colleagues (2010) stressed in their study that collaboration involves
reciprocity. There is an overarching need for business and school to support each other as
they also want to actively engage in partnership for the purpose of refining student’s
capacity to attain professional and work success. In fact, many industry and academic
leaders agree that collaboration is crucial in the effective delivery of quality education and
curriculum development. Building business and school partnership greatly helped in the
development of skills, knowledge and attitude and solid foundation of the future
workforce. Capitalizing in the collaboration of business and school can create essential
ecosystem in a new approach of working and learning to adequately prepare young people
to succeed in evolving workforce environment. The partnership as a whole will benefit
both parties seeing concrete value-added to their organisational goals and priorities. Hence,
it is in the interests of each partner to have awareness and provide contribution to
individual partner goals in any possible way they can.

Workforce Development Strategy.

As highlighted in many literature reviews gathered, this theme showcased the data
relevant to students, business and schools collaboration pertaining to their roles in meeting
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
17

the workforce requirement. Industry and academic leaders claimed that the relevant skills
needed for workforce success are not manifested by students. Thus, searching for
applicants with sufficient practical experiences poses a great challenge in recruitment.
Providing practical and experienced-based education is seen to be critical in addressing the
gap.
Students benefit in the partnership through helping them link theory into practice,
wherein academic outcomes such as literacy and numeral skills are honed and improved.
Not only gaining practical work experiences that can help them gain opportunity for work
transition through enhanced employability skills but also gaining self-esteem, confidence,
enjoyment and motivation to learn and awareness in their aspirations and goals in learning.
Schools and teachers are benefited by gaining understanding of relevant skills and
knowledge needed by the workplace. Provision of training and professional development,
personalized or work-related learning for teachers and other staff are considered great
benefit which make them more competitive. Moreover, sponsorship and funding and
relevant knowledge pertaining to career guidance and development for the learners is seen
to be enjoyed and appreciated by the partnering schools and staff.
On the other hand, business gained benefits by gaining access to staffing, skills and
work requirements and ease of recruitment, getting avenue in understanding what students
as future workforce need to showcase, and active engagement in the development of the
national skills and abilities through coaching and mentoring.
Relationship and Reputation.
Schools have so much to benefit through partnership and building good relationship
with them. So as business do in the recruitment, development and motivation of staff, while
building valuable public image and reputations.
Positive impact can be expected on young people’s motivation to learn, academic
goals and extent of their aspirations when business and school work together very well.
The partnership highlighted several benefits to school such as having a more
optimistic student-teacher relationship, improvement in student engagement and interest in
learning. Learning becomes more enjoyable and stimulating which is linked to an improved
school performance. Enjoyment and appreciation of teachers in their partnership
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
18

experience have also manifested which helped them deliver a more valuable and deepened
educational pedagogy and curriculum.
Business industry also emphasized the importance of work collaboration to young
people. Employees gained personal satisfaction in working and mentoring young people.
Partnership has given them opportunity for professional development and sense of
satisfaction, positive media attention and community acknowledgment. It also served as an
avenue to show social responsibility and building of links to community which boosts the
business profile and reputation and strong corporate uniqueness.

Trust and Communication

When trust is established and sustained in partnership it results in a win-win situation

for all parties involved. Hands, C. (2005). Hence, lack of trust and proper communication
of goals and boundaries is a killer in the partnership. Therefore, the importance of feeling
of ownership must be respected in order to avoid clashes of values between school and
business groups. Thus, there should be an acknowledgement of goals and purpose as well
as recognizing power imbalance and establishment of democratic partnerships built on
meaningful, mutually beneficial activities and that are developed through shared values,
trust, and mutual respect, policies in business and school partnership. Furco (2013).

Conclusion and Recommendation

School and business have shared interest and shared responsibility to the community
they serve. Strong and shared views demonstrates that business and education partnership
can provide significant benefits and importance to students, schools and business leaders
and employers as this is supported by reliable literature found in a growing body of
evidences. Embarking in business and school partnership is a confirmation that both parties
need to support each other’s goals and objectives for their common good and benefits.

Both entities are impacted by outcomes of schooling, therefore, business and school
leaders who wish to form partnerships should reflect how the themes revealed in this
research can assist in creating a framework for the shared endeavours they pursue with
each other. Through this, making quantifiable contribution and acquiring meaningful
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
19

benefits from the society they will join and lead in the future will be possible.

Hence, there is an overarching need for educators and business leaders to collaborate
and stay up-to-date with educational trends and market needs that leverage vast number of
job seekers and graduates earned knowledge and skills of the labor market, pedagogy, and
students. This partnership addressing the talent and skill problem for the entire sector is seen
as institutional and industry innovative workforce development solutions. Such
collaboration and strong partnership is both attractive to industries and schools because the
training costs, joint-investments in facilities and resources are shared and the risks are
limited.
It is then clear that we must define and extend this collaboration in a much broader
way. In order to maintain the partnership, it is crucial for both partners to comprehend and
identify the underlying variances each partner may have. Dealing with problems with open
communication, trust and respect can surely help resolve any form of issues that emerged.
http://www.education.vic.gov.au/Documents/school/principals/community/businessprtnrsh
p.pdf
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
20

REFERENCES

Abowitz, K. (2000). Democratic communities and business/education “partnerships” in

secondary education. The Urban Review, 32(4), 313–337.

Anderson, J., Houser, J., & Howland, A. (2010). The Full Purpose Partnership model for
promoting academic and socio-emotional success in schools. School Community
Journal, 20(1), 31–53. Retrieved from
http://www.schoolcommunitynetwork.org/SCJ.aspx

ACER (2010a) ‘School–community partnerships in Australian schools’, unpublished

report for the National Australia Bank

AIR UK (2008). The involvement of Business in Education: A rapid evidence

assessment of measurable impacts. Department for Children Schools and
Families. http://www.dcsf.gov.uk/rsgateway/DB/RRP/u015330/index.shtml

Australian employers' strategies to improve the quality of apprentices (PDF Download

Available). Available from:
https://www.researchgate.net/publication/235293465_Australian_employers%27_
strategies_to_improve_the_quality_of_apprentices [accessed Jan 05 2018]. Erica
Smith

Bennett, J. V., & Thompson, H. C. (2011). Changing District Priorities for

SchoolBusiness Collaboration: Superintendent Agency and Capacity for
Institutionalization. Educational Administration Quarterly, 47(5), 826–868.

Bremer, C. D., & Madzar, S. (1995). Encouraging employer involvement in youth

apprenticeship and other work-based learning experiences for high school youth.
Journal of Vocational and Technical Education, 12(1), 15-26
(https://ejournals.lib.vt.edu/JCTE/article/view/496/687)

Centre for Education and Industry, University of Warwick (2009)

https://www.educationandemployers.org/wp-content/uploads/2014/06/kpmg-
final.pdf (KPMG Final Report July 2010)

Corporate Citizenship (2010). Vounteering - the business case. The benefits of

corporate volunteering programmes in education. Report for City of London
Corporation.

Department for Children, Schools and Families (2009). Building Stronger Partnerships
– Schools, Colleges and Childrens and Families’ Services: How Employers Can
Support You. http://www.dcsf.gov.uk/14-
19/documents/building_stronger_partnerships_schools_families.pdf
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
21

EDI/CBI, Ready to Grow: business priorities for education and skills – education and
skills survey, 2010 84 Education and Employers Taskforce (2010).

Furco, A. (2013). Legitimizing community engagement with K–12 schools. Peabody

Journal of Education, 88(5), 622–636. doi:10.1080/0161956X.2013.835180

Gross, J. M., Haines, S. J., Hill, C., Francis, G. L., Blue-Banning, M., & Turnbull, A. P.
(2015). Strong school–community partnerships in inclusive schools are “part of
the fabric of the school….we count on them.” School Community Journal, 25(2),
9–34. Retrieved from http://www.schoolcommunitynetwork.org/SCJ.aspx

Hands, C. (2005). It’s who you know and what you know: The process of creating
partnerships between schools and communities. School Community Journal, 15(2),
63–84. Retrieved from http://www.schoolcommunitynetwork.org/SCJ.aspx

Jonathan Black and Kat Wall (2010). “Employers hold the key to unlocking Oxford
undergraduate potential.” Oxford University Careers Service

Kirby, M. M., & DiPoala, M. F. (2011). Academic optimism and community

engagement in urban schools. Journal of Educational Administration, 49(5), 542–
562. doi:10.1108/095782 31111159539

Kevin Badgett (2016) “School-Business Partnerships: Understanding Business

Perspective. School Community Journal , 2016, Vol. 26, No. 2.
http://www.schoolcommunitynetwork.org/SCJ.aspx

Kiger D. (2014) The Risks and Benefits of Getting into Business with a Partner.
https://www.business2community.com/business-intelligence/risks-benefits-
getting-business-partner-0920649 Feb 3, 2018 at 4:00pm

KPMG (2010) ‘Evaluation of education and employer partnerships’, Education and

Employers Taskforce,
http://www.educationandemployers.org/media/6755/kpmg%20final.pdf (accessed
14 January 2011).

Lueking R., Deschamps, A., Allison, R. (2015). A Guide to Developing Collaborative

School-Community-Business Partnerships. National Technical Assistance Center on
Transition.
https://www.transitionta.org/sites/default/files/postsecondary/SCB%20Partnerships
%20Guide.FINAL%201.pdf
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
22

Mann, A, Lopez, D, and Stanley, J (2010) ‘What is to be gained through partnership?’

Education and Employers Taskforce.

PhillipsKPA (2010a) ‘Unfolding opportunities: A baseline study of school–business

relationships in Australia’, DEEWR,
http://www.deewr.gov.au/Schooling/Documents/FinalStudyReport.pdf (accessed
20 January 2011).

Radinsky, J., Bouillion, L., Lento, E. M., & Gomez, L. M. (2001). Mutual benefit
partnership: A curricular design for authenticity. Journal of Curriculum Studies,
33(4), 405–430

Siebert, S., Mills, V., & Tuff, C. (2009). Pedagogy of work-based learning: The role of
the learning group. Journal of Workplace Learning, 21(6), 443-454.
(http://psycnet.apa.org/record/2009-19236-001)

The Partnering Initiatives (2018) “The Benefits and Risks of Partnering.

https://thepartneringinitiative.org/about-us/philosophy-and-approach/the-benefits-
and-risks-of-partnering/

Vicki Belt, Paul Drake and Katherine Chapman (2010). Employability Skills: A
Research and Policy Briefing. UK Commission for Employment and Skills.

Victoria State Government. Business School Partnership

http://www.education.vic.gov.au/Documents/school/principals/community/business
prtnrshp.pdf

Willems, P., & Gonzalez-DeHass, A. (2012). School–community partnerships: Using

authentic contexts to academically motivate students. School Community Journal,
22(2), 9–30.
Retrieved from http://www.schoolcommunitynetwork.org/SCJ.aspx