Collaborative Partnership Strategies and Sustainable Quality Education in Public Primary Schools in Kenya

Abstract

This study explored the role of collaborative partnership strategies in promoting sustainable quality education in public primary schools in Kenya. Guided by three objectives, the study sought to investigate how school community linkages contribute to quality education, assess the extent to which public private partnerships influence educational outcomes and identify barriers to effective collaboration. Drawing on Co - production theory and Collaborative Governance theory, the study employed a desktop research methodology, analyzing secondary data from academic journals, policy documents, and empirical studies. It focused on three key areas: the contribution of school community linkages, the role of Public Private Partnerships and the barriers that hinder effective collaboration. The findings revealed that active community involvement in school governance, development planning and learner support enhanced educational outcomes, resource utilization, and accountability. Public Private Partnerships were also found to strengthen education delivery through infrastructure development, teacher training and digital learning resources, particularly in marginalized regions. The study also identified critical challenges such as limited stakeholder coordination, unclear role definition, and capacity gaps as major impediments to effective partnership implementation. The study concludes that collaborative strategies can significantly improve the quality and sustainability of basic education in public primary schools when supported by clear policy frameworks, inclusive stakeholder engagement, and targeted capacity building. These insights provide practical guidance for policymakers, school leaders, and development partners seeking to foster effective, equitable, and locally responsive education systems through school community linkages and public private partnerships.