IAFOR Journal of Education: Inclusive Education

Volume 9 – Issue 1 – 2021

School’s Perspectives on Educational Programmes under Corporate Social
Responsibility Initiatives. Case Study: Malaysia
Athirah Azhar
Universiti Malaysia Sarawak
Malaysia
Azlinda Azman
Universiti Sains Malaysia
Malaysia

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Abstract
This study explores the impacts of the Corporate Social Responsibility educational programmefrom the schools’ perspectives towards their pupils and school. A qualitative approach waschosen from a case study of these programmes conducted in Malaysia. The method used fordata collection was semi-structured interviews. Purposive sampling was adopted to collect datafrom 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 wererelated 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 overa 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, anda study visit. In conclusion, CSR educational programmes initiatives must be sustainablebecause it had great impact on pupils, teachers, schools, and the community surrounding theschool.
Keywords: corporate social responsibility, CSR initiatives, educational programme, education,school, social work

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Corporate Social Responsibility (CSR) is social obligation of business organisations towards
wider society and local community (Sinha & Chaudhari, 2018) Corporate companies have theawareness in giving back to the community through their CSR initiatives. Besides, each of thecompanies have their own niche areas in implementing CSR particularly based on the products
supplied and service provided. Corporate companies need to see that becoming involved in
CSR, particularly education, is not just a one-off donation, providing scholarship or internshipfor the students, but goes beyond that.
According to Banks et al. (2016), it is crucial to surpass materialistic flows that establishes aconnection between the community and companies by gaining the community’s perspective on
CSR. Corporate companies need to get involved in implementing CSR programmes to provide
a better impact to community. Nodoushani et al. (2014) added that education investments are
one positive way to give back to the communities which are consequently connected with
employees having better health. One of the beneficial investments in education is byimplementing CSR educational programmes in school. Why educational programmes inschool? School will be the best place to inspire children so that children can see the upside ofgoing to school. This is the case particularly for children in rural areas, who did not have achance to finish high school as they could not see the purpose of going back there. The top
CSR practice in Malaysia is education which focuses on scholarship and internship (Ismail etal., 2015). Types of CSR in Malaysia ranged from school infrastructure, such as computer labs,
to the provision of the learning materials for students, as well as professional development forteacher s. Therefore, this study addressed the following research questions:
1. What are the impacts of CSR educational programmes on pupils?
2. What are the impacts of CSR educational programmes on schools?
3. What are the suggestions from schools for future CSR educational programmes?
Previous studies on CSR have concentrated more on the corporate side. This study is focusing
on CSR from the perspectives of stakeholders which are the schools. This study also makes
novel contributions on CSR from the community perspectives. CSR educational programmes
have been organised by the corporate companies and it has given a great impact to schools.
Ismail et al. (2013) stated that educational programmes in CSR has indeed acted as a medium
for nurturing knowledge outside the classroom due to its multi-dimensionality in practice
involving fields such as information and communications technology (ICT), the environment,
languages, and life sciences. Besides that, Ismail et al. (2015) suggested future research should
occur on CSR programmes in schools, and to also consider looking at the impact of CSR inschools.
This paper highlights the impacts of CSR educational programmes from the schools’
perspectives towards their pupils and schools. Findings are organised by recording theperspectives from headmasters / headmistresses (HM) and teachers who had been involved in
CSR educational programmes in their schools. Recommendations from these perspectives arealso presented which might be useful for both the schools and corporate companies. Corporate
and school ties or public and private partnerships, will be beneficial as rural schools are notable get any other resources in their area. In fact, the impact needs to be highlighted so that the
programme could be implemented on a long-term basis to benefit all children enrolled in thatparticular rural school every year. Investing in future education is important for the long-termsustainability of a company and the economy (Nodoushani et al., 2014).

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Literature Review
Corporate Social Responsibility Contributions in School
Businesses lack a relationship with the school’s children and this has been detailed ininternational affairs and academic analysis (Collins, 2014). In fact, according to Collins (2014),
businesses are stated to provide influences that are positive to children. This is achieved byproviding access to education, and rest and play. In addition, it also supports parents, ensures
the product’s safety and supports environment stewardship. The nature of CSR activities
delivered to schools depends on the type of business they are operating. This is logical becausethrough CSR programmes, a specialist from the companies transfers the core knowledge andtechnologies with the purpose of benefitting the school (Ismail et al., 2013). These CSR
programmes have shown that the students who took part in it were able to read, did well inarithmetic, and engaged in discussion after they participated in said programmes (Sinha &Chaudhari, 2018). This would really help in providing exposure to children, especially the ones
in rural or underserved areas.
O’Donnell and Kirkner (2014) added that family’s involvement programmes, reading
programmes and parent-teacher collaboration programmes were positively predictive of
academic improvement for both elementary and secondary students. Building partnership withprivate sectors here are important. Moreover, “the surrounding communities, teachers,
administrators and government officials are accountable for the inclusion of all children
through formal institutional mechanisms, community members become more interested inschool improvement and more willing to commit their own resources to the task” (The United
Nations Educational, Scientific and Cultural Organisation [UNESCO], 2009, p.16). However,though it involves many outsiders, the programme has to be suitable to the children in that
school area. O’Donnell and Kirkner (2014) stated that in partnership with community-basedorganisations, programmes should be culturally appropriate within the community.
Educational programmes such as an environmental programme can lead to positive changes instudent knowledge awareness, skills, attentions, intentions and behaviour (Stern et al., 2014).
Also, through CSR, corporate companies have developed a school computer lab which has
made the school environment more conducive to students (Ismail et al., 2013). Ismail et al.
(2013) also added that teachers have gained hands-on skills relating to computers and students’positive changes were also felt by teachers. In addition, there was also a wide range in student
achievements in examinations and in co-curricular activities involving soft skills, plus CSR
programs in school have multiplied the effects on the students, teachers and society (Ismail etal., 2013).
Inclusivity in Education
Inclusive education is a “core element of teacher preparation, continuing professional learning,
and a domain within education policymaking and practice” (Slee, 2020, p.5). It is also statedin a fourth core of the Sustainable Development Goals (SDG). “Inclusion involves improving
inputs, processes and environments to foster learning both at the level of the learner in his or
her learning environment and the system level to support the entire learning experience”(UNESCO, 2009, p.7). Inclusivity discussed here is not the inclusivity of the children, but theinclusivity of the education for children. As mentioned by UNESCO (2009), there are threejustifications which are educational justification, social justification and economic
justification. The educational justification requirement is to develop ways of teaching that
respond to individual differences and that therefore benefit all children (UNESCO, 2009).
Unfortunately, most of us consider inclusivity as social justification.

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In ensuring children get the best education, it should be inclusive not only in terms of thelearning process, but the place should also be taken into account, and not just by the teachers,
but also by the surrounding community. More can be done in a creative way and one course ofaction is by conducting more educational programmes which involve collaboration fromdiverse stakeholders. Ballantine et al. (2017, p.29) suggested an open systems model that canhelp to conceptualise a whole system in addition to understanding which pieces would fit or do
not fit together. Inclusive education could not be achieved if the school is not willing to include
individuals or groups from a diverse background with diverse learning styles. With varieties oflearning, an educational programme could also be included as part of inclusive education.
Myriad educational programmes can be organised in school and one is through Game Based
Learning (GBL). According to Trajkovik et al. (2018), collaborative environment in traditional
games through GBL can increase motivation in introvert children for the extrovert measure
influence. When traditional games were used as an instructional tool, it enhanced students’learning to use available technology to search more information on the traditional games which
subsequently acts as an intrinsic motivational factor (Trajkovik et al., 2018). Ranieri and Bruni(2013) stated that students who were not responsive in class but started talking, showedcollaborative attitudes and engagement when given mobile phones.
GBL is not just an educational programme but it encompasses a variety of programmes andactivities that can be conducted in school by engaging with individual or agencies outsideschools. Therefore, school curricular should be interdisciplinary, represent diverse interests andenhances critical thinking skills that could assist children in reaching their common goal via a
different path (Ballantine et al., 2017; p.29). In fact, with participation from the adults such as
the surrounding community and parents, educational programmes in school would be thrilling.
Adams et al. (2016) said that, inclusivity, is the process of collaboration of the people andeducational programmes which the source of strength is to accomplish a singular goal. These
could not be accomplished by managing individually (Adams et al., 2016). Supposedly, notlooking at the child as the problem but to identify that the education system is the problem(UNESCO, 2009)
Programme Theory
This research adopts ‘programme theory’ as it has been used by evaluators to develop the best
outcome to a programme (Rogers et al., 2000). Programme theory describes programme
content, predicts the end result of the programme, specifies what needs to be done based on theaim of the programme, and outcomes of the programmes by domain (Reynolds, 1998; Sidani,1999). The relevance of the theory to this study is that it evaluates CSR educational
programmes. The evaluation is from corporate companies’ perspectives. It is wide-ranging toconceptualise and evaluate the programme that covers all the factors. Furthermore, Rogers etal. (2000) added that it is impossible to design an evaluation that covers all the identified factors
in programme theory. In these research findings, it describes school’s perspective on CSR
educational programmes towards pupils and schools.
Methods
Research Design
This study used a qualitative research approach and selected a case study of the Adopt-a-School(AASC) Programme as it was conducted in most of the rural primary schools throughout
Malaysia. The AASC Programme involves corporate companies and government-linkcompanies (GLC) that work together to adopt a school in the rural areas for the period of three
years. Once this period ends, the company will then leave to adopt other rural schools.

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Sampling
The CSR educational programmes are conducted throughout Malaysia but only 10 schools
were selected as samples for this study. These schools are from three different states in thenorthern region: Kedah, Pulau Pinang and Perak. Purposive sampling was used whereinterviewed schools have completed three years of adoption with a corporate company under
CSR educational programmes initiatives. During the adoption, the corporate companies haveorganised varieties of CSR educational programmes based on the school needs. Theinterviewees included headmasters/mistresses (HM) and some of them were accompanied byteachers who acted as programme coordinators when the CSR educational programme in theschool took place.
Data Collection
The technique of data collection was semi-structured interviews while the research instrumentused was a questionnaire. The interview questions were nine open-ended questions comprisedof three sections, which were the educational programme, pupils and school. It was conductedin the Malaysian language. With the consent of the HM, the interview was recorded.
The interviews were transcribed and translated into English. Each of the interviews took
between 40 and 45 minutes maximum. More than 50% of the questions were derived from
(Wall & Sage Solutions, 2014) that has guided the suitable questions for summative evaluation
to ensure the validity and reliability of the questions. Refer to Table 1 below, questions thathave been ticked ( / ) were used as the interview questions.
Table 1: Summative Evaluation Questions after the Educational Programme has beenCompleted• What did the programme accomplish?
• Did the program reach its goals and objectives?
• What impact did the program have on its recipients?
• What were the outcomes?
• Who benefited the programme?
• How much was the benefit?
• Was the benefit greater with this program as compared with another programme?
• Did all the types of students or clients benefit from the programme?
• What were the positive outcomes?
• What were the negative outcomes?
• What should be improved or changed in the programme?
• Does the benefit of the programme warrant the cost?
Source: (Wall & Sage Solutions, 2014)

Schools
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Data Analysis
Narrative analysis was used for case study as a method for “describing and critiquing different
positions present in narratives” (White & Taket, 2000; p. 702). The researcher needs to decide
which stories provided answers to the research objectives rather than provide everything
participants conveyed (Wong & Breheny, 2018).

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Ethics
Ethical clearance was ensured through an approval from Ministry of Education Malaysia andState Education Department as the samples were HM from schools. Before the interview
started, interviewees were informed that the interview will be recorded. The school name was
not stated but only stated as Respondent.
Findings
This section presents the findings from respondent about their perspective on CSR educational
programmes in the rural school. There were three questions related to CSR educational
programmes.
Question 1: What are the impacts of CSR educational programmes towards the pupils?
From the interviews conducted with 10 respondents, 90% said that the CSR educational
programme has benefitted the pupils in their school. A respondent said that it has given
exposure and helped pupils holistically through gaining their self-development, hobby andfuture jobs. Pupils were exposed to robotic programmes which have brought them up to therobotic national level competition. According to a respondent, pupils who could not do well inacademics were taught about a computer’s technical side such as how to mantle and dismantle
the computers CPU. As for other pupils, they were taught the basic software such as Microsoft
Office. Pupils were also exposed to the quizzes in computer programmes. Another respondent
stated that if no outsiders came to their school, especially corporate companies, schools would
not be able to organise all sorts of educational programmes for their pupils. With so much
exposure from CSR educational programmes, it has allowed pupils to have a much better
attitude.
A respondent stated that by bringing outsiders to the school, pupils had benefitted throughmotivational talks as well as on better learning methods. In fact, a respondent said that pupils
were motivated, thrilled and excited to come to school upon hearing about the CSR educational
programmes organised in their school. This would help pupils who are always absent fromschool to come back to school to join the programme. A respondent added that CSR educational
programmes have given benefits towards school achievement, pupils understand better about
green environment, encourage creativity and helped pupils in their career development.
Respondent 5 said about how the educational programme benefitted participating pupils:
Good. Because pupils here lack exposure. When it comes to the programme
the students get excited and thrilled. Games or whatever right. We want tomake the pupils excited and happy to come to school to learn. Have to givesomething to motivate them to come to school as here also a lot of pupils
always absent” (Respondent 5).
A respondent suggested that CSR educational programmes ought to include more programmesthat are related to computers and technology to attract the pupil to learn: For example, by
having computers in each of the classrooms. With the addition of a projector and screen, thiswill benefit pupils during the learning process. A respondent stated that pupils needmotivational programmes such as talks and academic additional classes before they sit forPrimary School Achievement Test (PSAT). Other than that, a respondent added that pupils
need study visit programmes so that they would have more of an open mind. One of the study
trips suggested is a historical visit. Pupil would learn more and understand better by visiting
the historical places, besides, they themselves would search for more information on their own

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initiative to get further information. This would also help pupils in their essay writing. A
respondent also mentioned out-of-class learning such as camping or during science subjects,
where a teacher would bring pupils out from class, but still in the school compound, to learn
about plants and trees. Other suggestions on suitable CSR educational programmes for pupils
are 21st century classes, exam-focus for PSAT pupils, and green programmes.
Question 2: What are the impacts of CSR educational programmes towards the schools?
Teachers were sent for courses to update their knowledge and teaching methods. CSR
educational programmes did not just benefit pupils and teachers but also parents and thecommunity surrounding the school. According to a respondent, corporate companies did
conduct computer classes for the community. Parents and the surrounding community havegiven their full support in all CSR educational programmes conducted in school by attending
programmes conducted by corporate companies and sending their children to school forparticipation at any time. When their children attended school during a weekend, the wholecommunity got together to cook and prepare food for everyone from the budget allocated forthe programmes.
From all ten respondents who were interviewed, six respondents stated that CSR educational
programmes provided were insufficient. A respondent was surprised that pupils who did not
do well in class could express themselves very well in the programme conducted. The activity
requires pupils to choose their ambition, which one pupil chose to be a newscaster. A
respondent was surprised to see most of the pupils’ showed their hidden talent:“If you can see how my students who have low IQ become a newscaster in
one of the programmes, with his own style, I was shocked when I saw that. It
was a very interesting programme. There are a lot more programmes but thetime was too short and we could not let other students experience this”(Respondent 1).
Despite the insufficient funds, schools could not organise their own educational programme
for their pupils. Besides, a respondent stated that in rural areas, the community only depends
on school to educate their children. Thus, school also needs support from outsiders to assist
schools. Another respondent stated that they fully utilised the resources that they have aroundthem: for example, inviting agencies to school and requesting to use the agency’s facility forthe pupils’ benefit.
“From here we can see that we need a good network with private sector andoutsiders. If here you can see that we need assistance from the prisoner’s
department, army, police and government agencies and private for us to
produce the student based on what the ministry has requested. For sure wereally need contributions from outsiders especially through this programme”(Respondent 1).
After the CSR educational programme was completed, schools were back to normal and they
were not in contact with the companies any longer. Moreover, the school’s ranking has dropped
down in a year or two after CSR educational programme had completed, as the school could
not afford extra intensive classes for their pupils. An interviewed respondent stated that CSR
educational programmes should continue as they are really in need of financial assistance,
another respondent said they need to let other pupils experience it as well as it has assisted
teacher’s in teaching. A respondent also added that even from the Parent Teacher Associations

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(PTA), it could not provide that much funding because most of the parents who sent theirchildren to school are working in agriculture, selling food in stalls or working in a factory, that
do not earn that much. A respondent prefers that corporate companies to continue their CSR
educational programmes and do not stop. This is because pupils enrol to school every year andthe school would want the new pupils to benefit from the same programmes. Besides, pupils
always look forward for CSR educational programmes by corporate companies.
“If it’s possible, to have it every year because new students comes in every
year that means the programme should be continued. We really encourage
corporate agencies or government themselves come together and assist theschool” (Respondent 1)“We have already gotten the assistance/programme for 3 years and thensuddenly it disappears just like that. At least they still send the motivator thatthey have sent before once in a while. Meaning that they do not leave theschool just like that” (Respondent 2)“If we can have a programme every month it will be much better. Because
children will always look forward for more programmes” (Respondent 4)
Question 3: What are the suggestions from schools for future CSR educational
programmes?
Respondents were asked on future programme suggestions that best suits their pupils. The
respondents suggested academic foci such as night tuition and intensive classes. Moreover,intensive classes should be conducted by schools’ once examinations are closer. This is because
sending children to the paid tuition classes outside would be expensive for their parents and far
away in town. There was also a suggestion for the pupils to come to school at night to do their
homework with other classmates and discuss homework amongst them. A respondent agreed
that by learning from each other, students would understand better.
A respondent stated that it is imperative for CSR educational programmes to provide basic
skills for pupils who have learning difficulties such as difficulty to focus on reading, writing
and counting. According to a respondent, if there is extra funding, schools would subscribe to
one year’s worth of educational magazines or buy new books for the benefits of pupils. Indeed,reading projects should be continued so that pupils have an open mind. A respondent alsoemphasised an English language programme. According to a respondent, English language is
one of the main issues in the rural schools. Besides, in the PSAT, it is compulsory for pupils topass the English language subject. Other than that, a holistic programme is also essential todevelop pupils to a high level of knowledge.
“For me is to each pupil to be holistic. Whatever the curriculum is depends
on the student holistically. Let’s say the school performs well, is a greatschool, famous school, but when the results come out they did not reach theaverage school grade that is required by the state education department sothey didn’t get anything. But when we focus on student holistically teachers
will help the student individually” (Respondent 3)“Can I say English language? I want to focus more on the English
proficiencies, if you talk about education I really want to focus that first. We
really have to put a lot of effort for English language. I could not depend on

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just one schedule but the most challenging part was pupil’s interest to learn
English language. How to make them like/enjoy English language is quitedifficult” (Respondent 7)
The respondent did give some suggestions for the CSR educational programmes for future
improvement. According to a respondent, the programme must be suitable for rural schools
and the community surrounding them. Moreover, any programmes that will be organised inschool should involve at least one whole classroom instead of just 10 pupils from the whole
school. This was when there were 10 students selected along with selected teachers to the cityof Kuala Lumpur. Other than that, the facilitator that will be involved in the CSR educational
programmes should also be among the teachers or university students as they could convey themessages in an easy manner at the pupils’ level of understanding. Another respondentemphasised that CSR educational programmes should be offer variety and focus more on
academics related subjects. Furthermore, a respondent suggested that it would be good if thecompanies could focus more on 21st century learning. A respondent also suggested that schools
and corporate companies should work together for the sustainability of the programmes infuture. Finally, schools’ suggestion on future programmes must be academic related whichshould include an English language programme, information technology, 21st century learning,
green programme, basic skills (read, write, count), motivational programme and study visit.
Discussion
This aim of the study was to highlight the impacts of educational CSR programmes from theschools’ perspectives towards their pupils and school. CSR educational programmes’ flaws
and future programmes are also discussed in this section.
Perspective on CSR Educational Programme towards Participated Pupils
From the findings, CSR educational programmes assuredly have provided positive impact tothe pupils. It has impacted them through educational exposure, holistic approaches, academic
improvement, motivation, encouraging creativity and assisting in pupils’ future careerdevelopment. As stated by Ballantine et al. (2017) school curricular should be interdisciplinary,
represent diverse interests and enhance critical thinking skills that could assist children inreaching their common goal. From the findings, one of the pupils who was quiet and did not
do well in academics, was very expressive in one of the CSR educational programmes
conducted in school. Ranieri and Bruni (2013) stated pupils that did not react when asked orally
about themselves started talking and discovering the cell phone’s multimedia functionalities
when prompted by mobile phones. The new generation indeed preferred the new style oflearning in which CSR educational programmes can incorporate. A myriad of styles of learning
can be applied in educational programmes under CSR initiatives based on the company’s
expertise. Ismail et al. (2013) stated that teachers have gained hands-on skills relating
computers and students’ positive changes also felt by teachers. In addition, there was also awide range in student achievements in examinations and in co-curricular activities involving
soft skills, plus, CSR programmes in school have multiplied the effects on the students, teachersand society (Ismail et al., 2013). Through CSR initiatives, some companies do bring pupils fora study visit and this should be continued to provide another side of learning to pupils. Walanand Gericke (2019) gave examples of out of school activities: learning experience is different
from school, topics selected will attract pupils, and high cognitive activities.

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Perspective on CSR Educational Programme towards Participated School“Leaders from a successful rural school have said that to maintain school-wide is to focus on
instruction and high expectations; development of multiple support systems for students, andwork with teacher’s strength to improve students’ outcome” (Masumoto & Brown-Welty,
2009, p.15). School should take note that the focus is not just for the pupils but also for thedevelopment of the teachers. As Slee (2018, p.5) stated, “inclusive education in school is a coreelement of teacher preparation, continuing professional learning, and policy making andpractice”. During CSR educational programmes, some of the teachers were sent for courses onteaching as well as to keep updated on teaching and learning methods. Schools were delighted
that corporate companies were willing to reach out to them in the rural areas. Through corporatecompanies’ CSR educational programmes initiatives, extra tuition classes can be conducted toassist pupils that are weak in certain subjects. Everyone was happy when school academic
ranking went up during this time. Besides, extra tuition classes are also emphasised for thepupils that will be sitting for PSAT. Sinha & Chaudhari (2018) stated five major impacts on
school academic programme in CSR initiatives. The sustainability attributes to the pupils after
the programme are, pupils are able to understand and participate in the discussion after the
programme, pupils can read a paragraph, pupils can read sentence, pupils can read a story; andpupils can subtract arithmetic numbers (Sinha & Chaudhari, 2018). It is evident that the CSR
educational programme initiative in school has helped pupils to improve their academic
performance. The surrounding community was supportive and they are willing to send theirchildren anytime to school. Sometimes when the school is running a CSR educational
programme for their children during weekend, the rural community also gathered in school toprepare food for everyone using the budget that has been allocated to schools for the
programme. This is how we can see that the rural community is very warm and welcoming
when conducting programmes for their children. This is supported by O’Donnell and Kirkner(2014) that stated family involvement impact on student achievement, followed by parentteacher collaboration and communication programmes. More, Adams et al., (2016) stated thatcollaboration is important to accomplish goals in educational programmes.
CSR Educational Programmes Challenges
The CSR educational programmes conducted were not consistent and occurred for only acertain period of time or just as a one-off. It would be wiser for pupils to be enrolled in the
program every year, so that they can gain continued benefit, especially in the rural areas. It istrue as Collins (2014) said that the relationship between businesses and children are stilllacking. Child rights are significant to businesses and offer an opportunity to improve businessefforts in relation to sustainability, ethics, CSR and societal progress generally (Collins, 2014).
If the corporate sees the importance of education for all children, corporate will encourage
more and other corporates to carry out CSR educational programmes in rural school. There
should have a continuity of the CSR educational programmes. Even though rural schools fully
utilise the resources surrounding them, few resources can be found in their areas. Rural school
need corporate companies’ continuous support. In the SDG fourth core, it is also stated that all
stakeholders including a business can leverage their resources and core competencies tosupport governments in delivering on their promise of education for all (UNESCO, 2009).
Future Suggestions for CSR Educational Programmes in School
From the findings, all respondents stated that CSR educational programmes in school should
be continued. Finally, the schools’ suggestion on future programmes must be academic related
which should include English language programme, ICT, 21st century learning, green
programme, basic skills (read, write, count), motivational programme and study visit.

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Conclusion
The results reveal that the CSR educational programmes have given good perspectives to thepupils, teachers, school and the surrounding community. The programmes have impacted
pupils through educational exposure, a holistic approach, academic improvement, feelingmotivated, encourage creativity and assist in pupil’s future career development. The school’s
perspective on an educational programme’s impact is improved as is teaching and knowledge.
The programme has benefitted the community surrounding and assisted in financial assistance.
The school suggested that CSR programmes should be improved by providing a variety ofeducational programmes, that it should be more academic focused and is to be sustained inschool. CSR educational programme types in future are suggested to be academically related
which should include an English language programme, information technology (IT), 21st
century learning, green programme, basic skills (read, write, count), motivational programmeand study visits.
The CSR educational programme initiatives in school are subsequently preparing rural children
to enter to higher education so that the children are well-prepared, matured and broad-minded.
This would also help children to realise their dreams and what they want to pursue in the future.
In fact, this would help to generate the quality of future generations and quality of workforce.
Numerous CSR educational programmes have been conducted involving pupils, teachers andthe surrounding community. It should be noted that, school is not just to teach but also touch
pupil’s hearts by engaging with their family and rural community around. After all, in rural
primary school, students are keen to obtain a formal education, followed by sustainableeducational programmes (collaboration with community, companies and agencies), highly
trained teachers and good teacher-student relationship. To emphasise, schools are not justgetting good results, but they also equip their pupils holistically with little resources that they
have. In conclusion, CSR educational programmes initiatives must be sustainable because it
had great impact on pupils, teachers, schools, and the community surrounding the school.
We acknowledge the limitations of this study. The results of the study might appear to notreflect all participated schools in CSR educational programmes as the number of respondents
were 10 which represents 10 schools from approximately 500 schools that participated in CSR
educational programmes in throughout Malaysia. However, the sample was the representativefrom participated schools in CSR educational programmes. Another limitation was some of theinterviewed HM were not fully involved in CSR educational programmes. Their response wasfrom feedbacks given by the teachers in the school.
For further research, CSR educational programmes in rural school must be investigated interms of the programme sustainability after the company has left. This is to ensure that new
pupils that enrol in primary school could also get the benefit as well as to keep the privatepublic-chain in education.

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References
Adams, D., Harris, A., & Jones, M. S. (2016). Teacher-parent collaboration for an inclusiveclassroom: Success for every child. Malaysian Online Journal Educational Sciences, 4(3),58–71.
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Corresponding author: Athirah Azhar
Email: aathirah@unimas.my20