Unlocking shared value: reimagining multi-stakeholder collaboration for future-oriented post-school skills development

Abstract

Purpose – This study investigates how multi-stakeholder partnerships (MSPs) support skills development in the post-school education and training sector. It examines how MSPs enhance alignment between education systems and labour market needs within rapidly shifting economic and technological contexts. Design/methodology/approach – Drawing on social systems and stakeholder theory, the study used 24 semi-structured interviews with senior system-level and leadership stakeholders across government, higher education, civil society, and industry. The qualitative, interpretivist approach extends global MSP literature by foregrounding coordination practices in a Global South setting. Findings – Five themes emerged: stakeholder complementarity, strategic communication, institutional alignment, partnership sustainability, and shared visions of quality education. Although MSPs were widely valued, challenges included policy misalignment, unclear roles, and uneven engagement. Research limitations/implications – The sample reflects senior perspectives within one national context, excluding frontline educators and students. Future work should include longitudinal and mixed-methods designs to enhance applicability and incorporate a wider range of stakeholder voices. Practical implications – Clearer role definition, stronger communication frameworks, curriculum-labour market alignment, and improved collaborative structures are recommended. Social implications – Strengthened MSPs can support inclusive, future-oriented skills ecosystems that advance employability and socio-economic development. Originality/value – The study offers a systems-level perspective of MSPs as interdependent, intentionally structured arrangements. It contributes to global scholarship by identifying conditions that strengthen labour market alignment and skills pipeline coherence in resource-constrained contexts.