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National Action Plans & Strategies
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National Action Plans to Promote Intersectoral Coordination Most countries, states and provinces have laws, regulations and policies to protect children and adolescents, identify and respond to specific problems and promote educational success, health and development. However, many jurisdictions often need to use up-to-date "national action plans" that implement, strengthen, maintain, scale up or sustain multi-component approaches (e.g. Healthy Schools), multi-intervention programs (e.g. Dropout Prevention), specific interventions (regulating food sales) or broaden the use of Learning Behaviour Models (e.g Life Skills). National Action Plans (NAPs) are different than such approaches, programs, interventions and models because they are relatively short term (a defined set of years) while while approaches, programs and interventions are intended to be permanent fixtures or policies requiring practices and procedures to be maintained by or within systems and organizations.. Traditionally, NAPs have focused on broad health or social issues. However, they can also seek to strengthen core components such as health/life skills education, Progress towards the use of school-based and school-linked multi-component approaches and multi-intervention programs that seek to modify the family, community and school ecology that affect student learning, health and development have led to broader and more complex NAPs. More recently, policymakers and decision-makers have understood the need to incorporate these approaches and programs within a systems-focused paradigm that addresses contextualization, capacity-building, integration within the concerns of education systems and better use of systems science and organizational development strategies.Consequently, NAPs should include these systemic factors and actions within their plans. Effective national action plans provide a framework for comprehensive, systematic, multi-sectoral and multidisciplinary approaches at all levels — local, regional, national and ensures that these action plans draw from international dialogues and knowledge development. The action plans should be for multiple years (3-5) , with annual reports/updating and periodic renewals or conclusion/winding down. The characteristics of effective national plans include a solid base of research evidence, professional experiences and reliable administrative or survey data, a mix of short-term, strategic objectives and long-term goals, a willingness to address systemic barriers and to foster systems change, realistic forward and sustainability planning, cost estimates and selection/training of key personnel (rather than replying on volunteer champions and external seed funding), negotiated partnerships among ministries and agencies which share the risks, benefits and explicit commitments, careful use of incidents, examples and critical junctures to secure and maintain system and senior commitments and serve to respond and mobilize public and political concerns. There are several specific aspects of national action plans which are described in more detail in other topics within this encyclopedia which discuss ecological and systems-based approaches. This summary was first posted in January 2021 as a "first draft" .We encourage readers to submit comments or suggested edits by posting on the Mini-blog & Discussion Page for this section or posting a comment below: An Effective National or Provincial/Territorial Plan (Strategy) to Promote Aspects of Educational Success, Health or Development or To Prevent Health, Safety, Security, Social, Economic or Environmental Problems, Behaviours, Determinants or Conditions has the following elements:
individuals adopt healthy or risky behaviours and which determinants are more influential and - That addresses practical real-life barriers and systemic barriers to change
education, recreation, etc) - that maximize effectiveness through coordinated, multiple, interventions in selected settings where they reach defined populations and wil1 be sustainable
and economic outputs, student learning outputs, system outputs, system processes, inputs into those systems and the overall and local social, economic context and correlates those outputs with longer term outcomes - That the monitoring and reporting practices encourage ministry teams, local agencies and schools to identify and be accountable for annual and long-term improvements. Strategically such national plans should:
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..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.
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..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: 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.We have just begun to collect research on this topic, so here is our initial list:
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Mini-Blog on Common Topics &Terms Here is our list of topics for this section: - Introduction & Overview - Education Equity, Inclusion & Success- Multi-component Approaches (MCAs) - Core Components
- Staff Wellness - Student Conduct & Discipline - Engaging/Empowering Youth - Parent Participation - Community Involvement
- Learning/Behaviour Models (LBMs) - Behaviour & Learning Theories - Government/Inter-sector Actions & Levers
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