School’s Perspectives on Educational Programmes under Corporate Social Responsibility Initiatives. Case Study: Malaysia

Abstract

This study explores the impacts of the Corporate Social Responsibility educational programme from the schools’ perspectives towards their pupils and school. A qualitative approach was chosen from a case study of these programmes conducted in Malaysia. The method used for data collection was semi-structured interviews. Purposive sampling was adopted to collect data from headmasters/mistresses from 10 primary schools and was analysed using narrative analysis. Findings shows that these programmes have impacted pupils through educational exposure, a holistic approach, academic improvement, feeling motivated, encouraging creativity and assisting in pupils’ future career development. One of the impacts that were related to the educational programmes was the teaching and learning knowledge that was gained by the teachers. Other than that, the educational programmes also eased the financial burden of the school as well as providing benefits to the surrounding community. Schools suggested that the programmes should be improved by creating better and more programme type content, being more academically focused, allocating more funding, being conducted over a longer period for sustainability, and conducting the programme more regularly. Corporate Social Responsibility educational programmes in future are suggested to be academic related which should include an English language programme, information technology, 21st century learning, a green programme, basic skills (read, write, count), a motivational programme, and a study visit. In conclusion, CSR educational programmes initiatives must be sustainable because it had great impact on pupils, teachers, schools, and the community surrounding the school.

Are dyslexic children involved in delinquency? Issues and recommendations for a more fulfilling life

“…Aside from that, programmes like educational games, scientific talks and robotics contests are entertaining and beneficial for children. CSR educational projects have a tremendous influence on schoolchildren, teachers, the school and the surrounding community (Azhar and Azman, 2021b). In this context, according to Foucault’s concept of school as a training mechanism, everyone gathers in schools to educate children.…”

Education for All: A Local SDG 4 Journey at Tambunan Bondulu Toboh Home

“…More could be done creatively, and one approach is to organize more educational programs that incorporate participation from various stakeholders. Previous study such as Azhar and Azman (2021) studies the effects of the Corporate Social Responsibility educational program from the perspective of the schools' pupils and school found out educational programmes also eased the financial burden of the school as well as providing benefits to the surrounding community. Meanwhile, Siew (2022) claims that mentor-mentee outreach program was able to develop creativity, problem solving, critical thinking, and teamwork skills among rural secondary school students; and to support students in achieving gains in STEM knowledge or skills, positive attitudes, and practices.…”

Voices of Pupils on Educational Programme Under Corporate Social Responsibility Initiatives in Malaysia

“…Corporate sectors should thus work closely with the government to contribute back to society, especially at the elementary school level. While CSR educational programmes have been conducted in numerous elementary schools, the majority of the feedback to date has reflected an adult point of view, such as the perspectives of teachers (Ismail et al, 2014), schools (Azhar & Azman, 2021a), corporate companies (Azhar & Azman, 2021b) and the community (Ismail et al, 2015). Children, specifically pupils, have tended to be excluded as their feedback on the educational programmes has been taken for granted.…”

“…They also recounted how schools were opened during the holidays and some of them chose to go to school to surf the learning portals online. Azhar and Azman (2021a) stated that schools fully utilised the resources that they had for their pupils as the community depended solely on the school to educate their children. Compared with the urban pupils, "time are spent more on the television and the gaming devices which are absent in the rural living environment" (Walhain et al, 2016).…”