Different Type of Partnerships

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This Section: Integrating H & S Programs Within Education

Different Type of Partnerships with the Education Sector

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Different types of partnerships with the education sector are required in programs and comprehensive approaches to promoting equity, inclusion, health, safety, personal and social d Development are to be successful. These partnerships need to be education-led, reciprocal, negotiated/renegotiated, strategic have a shared vision, stable long0term goals and updated annually determined/reviewed priorities..
Despite the often-stated arguments and appeals for partnerships between the education, health and other systems, there are often tensions, misunderstandings, competitions and differing priorities among and within the various sectors seeking access to schools that need to be addressed Further, educators often view these various health & social programs as being secondary to their core mandates. Indeed, better integration within education systems may be the key to successful implementation and maintenance of these programs in schools. Consequently, the health, social, safety, environmental, relief/ humanitarian aid and environmental sectors and donor organizations should establish and maintain new partnership models with the education sector based on integration within school systems rather than add-on strategies seeking to persuade educators of the value of health or social programs.
This will include developing new or strengthened formal inter-ministry and inter-agency agreements that have been truly negotiated and that address issues such as budgets, internal and cross-sector communications, control of staffing, office procedures, relationships with external stakeholders as well as careful consideration of strategic benefits and risks to ministries such as public profile, access to increased funding, risks of on-going unrealistic expectations, time and expense in re-organizing or re-structuring and other factors.
This summary recommends that these new types of partnerships should:

ensure that the education sector be the primary or lead entity in these partnerships in order that health & social programs can be integrated more effectively within school systems
be reciprocal in principle, in practice and in the provision of resources and responsibilities
be negotiated and re-negotiated periodically to reflect the reality in professional bureaucracies that non-rational decision-making, constant revisions of priorities, roles and priorities and other factors dominate much of the allocation of resources
openly discuss and negotiate the strategic benefits and risks of even having or maintaining a partnership as well as the roles, resources and major activities of the partnership
work together within a stated shared vision and mandate, have long-term goals over several years and agree annually on specific objectives/activities that meet the annual plans of the partner ministries and agencies

This summary was first posted in June 2015. Currently it has been posted as a "first edition" version. The following individuals or organizations have contributed to the development of this topic. ASCD, Education International, Peter Paulus, Marthe Deschenes, Doug McCall. We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page on Integrating Health & Social Programs Within Education Systems for this section or posting a comment below:

Different types of partnerships with the education sector are required in programs and comprehensive approaches to promoting equity, inclusion, health, safety, personal and social d Development are to be successful. These partnerships need to be education-led, reciprocal, negotiated/renegotiated, strategic and have a shared vision, stable long-term goals and updated annually determined/reviewed priorities.
Despite the often-stated arguments and appeals for partnerships between the education, health and other systems, there are often tensions, misunderstandings, competitions and differing priorities among and within the various sectors seeking access to schools that need to be addressed Further, educators often view these various health & social programs as being secondary to their core mandates. Indeed, better integration within education systems may be the key to successful implementation and maintenance of these programs in schools. Consequently, the health, social, safety, environmental, relief/ humanitarian aid and environmental sectors and donor organizations should establish and maintain new partnership models with the education sector based on integration within school systems rather than add-on strategies seeking to persuade educators of the value of health or social programs.
This will include developing new or strengthened formal inter-ministry and inter-agency agreements that have been truly negotiated and that address issues such as budgets, internal and cross-sector communications, control of staffing, office procedures, relationships with external stakeholders as well as careful consideration of strategic benefits and risks to ministries such as public profile, access to increased funding, risks of on-going unrealistic expectations, time and expense in re-organizing or re-structuring and other factors. .
This summary recommends that these new types of partnerships should:

ensure that the education sector to be the primary or lead entity in these partnerships in order that health & social programs can be integrated more effectively within school systems
be reciprocal in principle, in practice and in provision of resources and responsibilities
be negotiated and re-negotiated periodically to reflect the reality in professional bureaucracies that non-rational decision-making, constant revisions of priorities, roles and priorities and other factors dominate much of the allocation of resources
openly discuss and negotiate the strategic benefits and risks of even having or maintaining a partnership as well as the roles, resources and major activities of the partnership
work together within a stated shared vision and mandate, have long-term goals over several years and agree annually on specific objectives/activities that meet the annual plans of the partner ministries and agencies

This summary was first posted in June 2012. Currently it has been posted as an "excerpt/adaptation", "first draft" or "revised draft" and "first or revised edition" version. The following individuals or organizations have contributed to the development of this topic.
We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below:

Text

This summary was first posted in June 2012. Currently it has been posted as an "excerpt/adaptation", "first draft" or "revised draft" and "first or revised edition" version. The following individuals or organizations have contributed to the development of this topic.
We encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section or posting a comment below:
Due to the length of Handbook Sections (similar to a book chapter) prepared for this web site and knowledge exchange program, we post these documents as separate documents. Click on this web link to access the draft or completed version on this topic. Come back to this page to post any comments or suggestions.

Bibliography/Toolbox on
Key research, reports and resources on this topic are highlighted below. Many of the topics in this web site also have extensive bibliographies/toolboxes (BTs) published as separate documents. Click on this web link to access the full version of our Bibliography/Toolbox on this topic. These lists use our outline for these collections that we have developed over several years of curating these materials.

Research	Reports, Resources
Understand the Approach/ Program & Its Effectiveness in Different Contexts on Different Aspects of HPSD, Populations How to Implement, Maintain, Scale Up, Sustain, Build Capacity, Leverage to Support Core Components. How to integrate within Education Systems Use of Ecological/ Systems Approach Research Questions/ KDE Agenda	Understand the Approach/ Program & Its Effectiveness in Different Contexts on Different Aspects of HPSD, Populations How to Implement, Maintain, Scale Up, Sustain, Build Capacity, Leverage to Support Core Components. How to integrate within Education Systems Use of Ecological/ Systems Approach Research Questions/ KDE Agenda

There are several other terms and concepts published within this encyclopedia that address the critically important partnerships that must exist among the mandated ministries and agencies responsible for school health & social development. These include

inter-ministry and inter-agency cooperation,
whole of government approaches and
formal/informal mechanisms to promote cooperation as part of a broader discussion of system,
the health sector initiative to engage other sectors through Health in All Policies (HiAP)
and organizational capacity and capacity-building.

The following additional resources are also posted on this web site or published by other credible sources. Please send any suggested additions to info@internationalschoolhealth.org

For updates and reader comments on this section, go to our Mini-Blog on Integrating Health & Social Programs Within Education Systems.

The number of summaries completed or drafted in this section are listed below)

Overview

Key Concepts and Insights

Key Changes within Systems (other than Education)

- Research Questions/Knowledge Development

Research Programs/Knowledge Centres
Impact on Student Learning
Cost Effectiveness, Cost Benefits

Research Methods & Data Collection Issues