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Multi-Component Approaches in
Education, Health, Safety, Security, Social & Sustainable Development
Education, Health, Safety, Security, Social & Sustainable Development
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A Multi-Component Approach (MCA) is a defined, coordinated set of core components, pillars or Infrastructure that includes a macro-policy, mandatory health-personal-social development or similar curriculum & instruction, minimum set of health, social and other services, minimum physical conditions and safety/sanitary standards, minimum social environment delivered in and with schools through education systems in cooperation with other sectors/ministries and sets of corresponding agencies/ authorities. To be considered a “multi-component approach”, the MCA needs to have a at least one sector (ministry, agencies professionals) as primary or equal partner. These include Healthy Schools with the health sector, Community Schools with the economic and social planning sectors, Safe Schools with the law enforcement, safety/accident prevention, military and emergency preparedness agencies/ministries, Eco-schools with the environment sector, Education in Emergencies working with relief aid agencies & donors, School Health & Nutrition working with humanitarian and development aid agencies & donors, Child Friendly Schools working with the human rights sector and others. Often the descriptions of the multiple components are accompanied by a list of system, organizational and professional capacities such as leadership, work force development & training, coordination and similar concepts. Sometimes these system/organizational capacities are considered to be a key component within an MCA (e.g. school leadership is one of the elements of the Community School MCA) A MCA should be “comprehensive” (delivered at multiple levels, in multiple systems, on multiple issues) and include several “coordinated agency-school district programs” at the regional level. However, many comprehensive approaches are often focused only on the school level in “whole school strategies” that involve only educators as the delivery agents. MCA’s are often also used as planning frameworks to guide the development of multi-intervention programs (MIP’s) that include policy, educational, service and environmental interventions. This use sometimes obscures the need for establishing and maintain a core set of components or infrastructure. This summary was first posted in June 2019. It was revised and is now published as a final version. However, we encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section. Text This summary was first posted in June 2012. It was revised and is now published as a final version. However, we encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section. Text This summary was first posted in June 2012. It was revised and is now published as a final version. However, we encourage readers to submit comments or suggested edits by posting a comment on the Mini-blog & Discussion Page for this section. Bibliography/Toolbox on
Key research, reports and resources on this topic are posted below. Many of the topics in this web site also have extensive bibliographies/toolboxes (BTs) published as separate documents. These lists use our BT outlines that we have developed over several years of curating these materials.
The following additional resources are posted on this web site or published by other credible sources. Please send any suggested additions to info@internationalschoolhealth.org Writers, contributors, editors and presenters of the knowledge in these summaries include:
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Introduction to Glossary Terms Common to Many Approaches, Sectors, Programs
Post a comment on our Mini-Blog & Discussion page on Common Terms & Topics (The number of terms completed or drafted in this section are listed below)
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