Public–Private Partnerships and School Infrastructure Development in Basic Education: Evidence from Public Schools

Persistent infrastructure deficiencies continue to challenge the delivery of quality basic education in many developing contexts, prompting governments to adopt Public–Private Partnerships (PPPs) as alternative mechanisms for school infrastructure development. This study examined the impact of PPP initiatives on the availability, quality, and sustainability of infrastructure in public basic education schools, anchored on Human Capital Theory, which emphasizes the role of adequate learning environments in fostering educational and socio-economic development. Employing a descriptive research design, the study gathered data from 45 public school teachers and school heads in Tiaong I District, Philippines, using a researcher-developed questionnaire administered via Google Forms. Descriptive statistical techniques were utilized to analyze respondents’ perceptions and experiences regarding PPP-supported infrastructure projects. The findings revealed that PPPs have contributed positively to the increased availability of essential school facilities, particularly classrooms, laboratories, and sanitation amenities. Respondents generally assessed the quality of PPP-developed infrastructure as satisfactory, indicating improvements in functionality and learning conditions. However, concerns were raised regarding long-term maintenance, sustainability, and institutional accountability. Key challenges identified included delays in project implementation, limited stakeholder and community engagement, and the absence of clearly defined maintenance responsibilities after project turnover. To enhance the effectiveness of PPP initiatives, respondents recommended greater transparency in project implementation, formalized maintenance agreements, and stronger participation of school communities and local stakeholders. The study concludes that while PPPs offer a viable strategy for addressing infrastructure gaps in basic education, their long-term effectiveness depends on sustained collaboration, institutionalized accountability mechanisms, and proactive maintenance planning. The findings provide empirical evidence to inform policymakers, school administrators, and private partners in strengthening PPP frameworks to ensure durable, equitable, and sustainable infrastructure development in basic education systems.