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You are here: Wiki-Summaries >> Implement, Maintain, Scale Up & Sustain Programs (IMSS) >> Understand the Context/Problems to Focus Resources
This Section: Implement, Maintain, Scale-Up & Sustain Programs

Implement, Maintain, Scale up, Sustain (IMSS) - Understand the Context & Problems to Focus Resources

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Policy-makers and decision-makers should understand their context and then focus resources on the priority issues and conditions that most affect children and youth which can be addressed through schools. These contexts include high, middle and low resource countries as well as countries that have been disrupted and face emergencies caused by disasters, epidemics, war and conflict. Within all countries, variations in the local community and neighbourhood needs and capacities should be taken into account for urban, rural, aboriginal/indigenous, disadvantaged communities, affluent, religious, minority and other types of communities and neighbourhoods. An evidence-based tool and data from various surveys of conditions and child/youth behaviours should be used to conduct a through situation analysis. There are many evidence-based and experience-tested situational analysis tools available. The situation analysis should use an inclusive and participatory process, being especially careful to engage the partners who will be involved in the comprehensive approach or program. Subsequently, all of the ministries involved in promoting the health of children and youth through schools should agree on a limited number of 4-5 priorities for joint action. This list should be reviewed annually. Resources should be focused on these priorities accordingly.

Please click on the "Encyclopedia Entry tab on this web page for more information and recommended better practices on this topic. This summary was first posted in June 2021 as a "first draft". These individuals  or organizations have contributed to the development of this series of IMSS topics: Carol MacDougal, Sandra Carpenter, Mary Shannon, Doug McCall. 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:
Policy-makers and decision-makers should understand their context and then focus resources on the priority issues and conditions that most affect children and youth which can be addressed through schools. These include high, middle and low resource countries as well as countries that have been disrupted and face emergencies caused by disasters, epidemics, war and conflict. Within all countries, variations in the local community and neighbourhood needs and capacities should be taken into account for urban, rural, aboriginal/indigenous, disadvantaged communities, affluent, religious, minority and other types of communities and neighbourhoods.
An evidence-based tool
and data from various surveys of conditions and child/youth behaviours should be used to conduct a through situation analysis. There are many evidence-based and experience-tested situational analysis tools available. Some address specific topics such school food and nutrition, some address other forms of school-based and school-linked programs generally and others have developed theories and models from other, broader sectors such as public health or education. The situation analysis should use an inclusive and participatory process when possible, being especially careful to engage the partners who will be involved in the comprehensive approach or program. The data collection process can include reviews of evidence, reports and surveys, specific and general consultations with stakeholders, the use of independent facilitators, ensuring a balance among researchers, practitioners and officials at various levels across the relevant sectors.
Subsequently, all of the ministries involved in promoting the health & well-being oc chuildren and youth through schools  should agree on a limited number of 4-5 priorities for joint action. This list should be reviewed annually. Resources should be focused on these priorities accordingly.
Initial and periodic assessments of child/youth needs and inventories of existing programs should be done to ensure that resources are focused on clearly identified priority issues, to select relevant multi-component approaches, or to strengthen critical components/elements of approaches and programs.  These assessments should lead to well-designed country strategies as well as ongoing knowledge exchanges with countries with similar needs or capacities. The resources (staffing, funding, structures, internal visibility, external dissemination) to develop and maintain critical policies and programs should be based on a strategic and practical assessment of the situation, problem/potential solutions, trends and national context and explicit selection of national priorities. A situation analysis of child/adolescent education, health and development needs as well as the status/capacity of school-related policies and programs should be done to design and develop education equity, health, safety and development multi-component approaches and multi-intervention programs in the country. A published, evidence-based, experience-tested situation assessment tool should be used to conduct this situation assessment and translate it into an action plan.
These situation assessments should use
  • comparative or trend data from regularly administered global or national surveys of overall child/youth health and development such as GSHS, HBSC.
  • comparative or trend data from global or national self-assessments of the status and capacities of national school-related policies and programs such as the FRESH Core and Topic/Thematic indicators, the World Bank SABER program and others.
The situation analysis should identify a limited number (4-5) of national/state priorities from among documented child/youth needs, the multi-component approaches to be used (healthy schools, safe schools, child-friendly schools etc.)  or the core components (FRESH pillars such as education, services, physical or social environment) of these various approaches that should addressed. Resources should be focused on these priority needs or components as part of a renewable, inter-ministry agreement or action plan. An inter-ministry protocol should guide the process for reviewing, adding to or deleting from these priorities. Funders, donors, global organizations, governments and ministries should ensure that research and demonstration projects are proposed and considered in the light of these country priorities rather than only the concerns or resources of external partners.
The country should use the situation assessments to understand how its policies and program compare with similar countries, states and regions. The country then should actively seek to establish on-going exchanges of knowledge and information with these similar countries to identify insights, policies, programs and other materials best suited to its circumstances and capacities.
Sources:
  • World Bank SABER SH&F Questionnaire Q 1.16, 1.17. 1.19;
  • Compendium of United Nations standards and norms in crime prevention and criminal justice (p 219-221);
  • WHO (2017), Global Accelerated Action for the Health of Adolescents (AA-HA!), Guidance to Support Country Implementation (p 70);
  • FAO, WFP (2018) Home-Grown School Feeding Resource Framework (See Annex One-Conducting a Context Analysis;
  • UNESCO, World Bank, UNICEF, Global Partnership for Education (2014) Education Sector Analysis Guidelines: Volume 1, New York, UNICEF;
  • UNESCO, World Bank, UNICEF, Global Partnership for Education (2014) Education Sector Analysis Guidelines: Volume 2, New York, UNICEF
This summary was first posted in June 2021 as a "first draft". These individuals  or organizations have contributed to the development of this series of IMSS topics: Carol MacDougal, Sandra Carpenter, Mary Shannon, Doug McCall. 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
Overview
  • Birken SA, Powell BJ, Presseau J, Kirk MA, Lorencatto F, Gould NJ, Shea CM, Weiner BJ, Francis JJ, Yu Y, Haines E, Damschroder LJ.(2017) Combined use of the Consolidated Framework for Implementation Research (CFIR) and the Theoretical Domains Framework (TDF): a systematic review, Implement Sci.2017 Jan 5;12(1):2. doi: 10.1186/s13012-016-0534-z
Key Examples

Understand the Approach/ Program & Its Effectiveness in Different Contexts, on Different Aspects of HPSD, on different Populations


The Processes used to Implement, Maintain, Scale Up, Sustain

How to Build IMSS Capacity and Comptencies


How to integrate within Education Systems

How IMSS fits within an Ecological/ Systems Approach



Research Questions/KDE Agenda




Overview
  • FRESH Partners (2019) Cross Cutting Themes in the FRESH Framework: An Overview & Theme-Related Indicators, Author, pp 21-31
Key Examples
  • UNESCO, WHO, UNODC (2017) Education sector responses to the use of alcohol, tobacco and drugs Paris, UNESCO, p 60
  • World Bank (2012) What Matters Most for School Health and School Feeding: A Framework Paper Washington, World Bank, p. 47
  • FAO (2019) Strengthening sector policies for better food security and nutrition results: Education, Policy Guidance Note 13, Rome, Food & Agriculture Organization of the United Nations, p 25-27 
Understand the Approach/ Program & Its Effectiveness in Different Contexts, on Different Aspects of HPSD, on different Populations


The Processes used to Implement, Maintain, Scale Up, Sustain

How to Build IMSS Capacity and Comptencies


How to integrate within Education Systems

How IMSS fits within an Ecological/ Systems Approach



Research Questions/KDE Agenda



The following additional resources are posted on this web site or published by other credible sources. Please send any suggested additions to i[email protected]


For updates and reader comments on this section, go to our Mini-Blog on Implement-Maintain-Scale Up-Sustain (IMSS)
(The number of summaries completed or drafted in this section are listed below)

- Introduction to this section
- IMSS Overview
  • Implementing
  • Maintaining
  • Scaling Up/Spreading Out
  • Sustaining
- Rationale & Examples of IMSS Planning
  • Theories of Change
  • Widely Used, Effective Examples
  • Global/Regional/National IMSS Reports
  • Evidence of Impacts on results, core components or sustainability
- Key Insights
  • Clarity about terms and processes
  • Understand the Context/Problems to Focus Resources
           - Situation Assessment Tools
  • Organizational Culture & Readiness
  • Fidelity to What?
  • Scaling Up or Spreading Out
  • IMSS in Large, Complex Systems
- The IMSS Process
  • Begin with the End in Mind
  • Match Process, Resources & Outomes
  • Use IMSS Models & Frameworks
  • Estimate size, cost, risks & benefits
  • Strengthen Traditional IMSS Factors
  • Anticipate local Barriers, Opportunities
  • Work with & within Ambiguities
  • Plan Specifically for  Sustainability
  • Recognize, reach critical junctures
- How IMSS fits within a Systems Approach
- Current/Future IMSS Knowledge Development
  • Centres & Networks
  • Research/Knowledge Agendas
  • Methodological Issues & Questions
  • Impacts on System/School Effectiveness
  • Cost-Benefits/Effectiveness
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