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Good Whole of Government (WoG) Practices to Support & Align IPPFCs
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Shis page describes one of several good practices which align and support Intersectoral Policy-Program Coordination Frameworks (IPPCFs) that should be purposefully selected by each country to promote different aspects of the education and development of young people. The drop-down menu on the right hand side of this page lists several good practices in WoG approaches. Use that menu to find examples, evidence and guidance about such WoG practices. Click on the tabs on this page (above) for a longer summary or more information on this practice.
Whole-of-government policies, plans and strategies for the overall development of children, youth and young adults in early childhood, primary & secondary schools and adult education programs involve coordination among various government departments and agencies to ensure that young people receive comprehensive support in areas such as education, health, social services, employment, environmental citizenship or youth development. (Note: This summary examines formal, written policies, plans and strategies. Other informal WoG approaches based in informal agreements, and efforts by individual officials or managers can be helpful but are not discussed here.) WoG policies, plans and strategies using the school, early childhood or adult learning centres as a hub for inter-ministry coordination should be positioned within or be aligned with broader whole of government (WofG) policy and strategies for the social and economic of the entire population. School-based and school-linked WoG policies, plans and strategies should address the needs of the whole child/learner, They require that education ministries coordinate with other ministries which must be resourced to provide funding, staff, and advice to school-based and school-linked programs. Such coordination is best done through Intersectoral Policy-Program Coordination Frameworks. Other Whole of Government (WoG) strategies on specific aspects of child and youth development can be led by other ministries. These strategies often do not use the school or community learning centres as a hub. They often use other settings such as hospitals/health care/physicians’ offices (e.g. adolescent health) or municipalities/sports/ recreation/ public safety (child/youth programs) or economic/employment ministries (technology use). These other ministry led strategies may have one or two single interventions in schools such as an instructional unit or change to the physical environment of the schools but often do not engage the whole school. WoG policies, plans strategies on the overall development (whole child/learner) using the school as a hub can and should align and coordinate can also support issue-specific multi-intervention programs or sector-wide multi-component approaches involving several ministries. An over[-arching whole child/whole learner approach can identify synergies, avoid competition and duplication of efforts and resources within the education sector as well as fully engage other ministries in school-based or school-linked programs related to their respective mandates. CLICK ON THE "ENCYCLOPEDIA ENTRY" AND OTHER TABS ABOVE TO LEARN MORE ABOUT THE ESSENTIAL FEATURES, EXAMPLES AND EVIDENCE SUPPORTING THIS WoG PRACTICE |
See our List & Checklist of leading Multi- Component Approaches (MCAs) & Multi- Intervention Programs (MIPs)
Use the drop down menu below to access descriptions , examples and links on several good practices in Whole of Government (WoG) approaches.
Whole of Government (WoG):
List of Good practices - Macro-Policy on Children & Youth - WoG Policy/Plan Whole Child - Required Use of IPPCF Frameworks - Required Coordination of Programs - Several Data Sources/ Regularly Compiled - Defined National Priorities for Child/Youth - Focus Resources on 4-5 National Priorities - Regular Surveys of Policies & Programs - Reciprocal, Negotiated, Strategic Inter-Ministry Partnerships - Education Ministry as Host & Co-Lead - Anchor Other Ministry Roles in their Core Mandates & Programs - Defined Roles for Front-Line Staff and Local Agencies - Regular reports on IPPCF Capacities - Senior & Middle Manager Involvement - Negotiate Formal & Informal Boundaries - Use of Inter-Ministry Mechanisms/Agencies - Comprehensive Inter-Ministry Agreements - Support for Core Components (Core H&LS curriculum , integrated student services etc from each IPPCF and ministry - Use of Joint Sector Reviews & Planning - Jointly named Inter-Ministry Coordinators - Defined job descriptions, competencies and development for Inter-Ministry Coordinators - Donors & Internal Funding Enable "blended funding" at local or regional levels |
his tab on this page provides a summary of the evidence for, examples and guidance about WoG policies, plans and strategies on overall development and education of children and youth (whole child, every child approach).
Whole-of-government policies, plans and strategies for the overall development of children, youth and young adults in early childhood, primary & secondary schools and adult education programs involve coordination among various government departments and agencies to ensure that young people receive comprehensive support in areas such as education, health, social services, employment, environmental citizenship or youth development.(Note: This summary examines formal, written policies, plans and strategies. Other informal WoG approaches based in informal agreements, and efforts by individual officials or managers can be helpful but are not discussed here.)
WoG policies, plans and strategies using the school, early and adult learning centres as a hub for inter-ministry coordination should be positioned within or be aligned with broader whole of government (WofG) policy and strategies for the social and economic of the entire population. School-based and school-linked WoG policies, plans and strategies should address the needs of the whole child/learner, They require that education ministries coordinate with other ministries which must be resourced to provide funding, staff, and advice to school-based and school-linked programs. Such coordination is best done through Intersectoral Policy-Program Coordination Frameworks.
Other Whole of Government (WoG) strategies on specific aspects of child and youth development can be led by other ministries. Hover, these strategies do not use the school or educational settings as a hub. More likely they will use other settings such as hospitals/health care/physicians’ offices (e.g. adolescent health) or municipalities/sports/ recreation/ public safety (child/youth programs) or economic/employment ministries (technology use). These other ministry led strategies may have one or two single interventions in schools such as an instructional unit or change to the physical environment of the schools but do not engage the whole school.
WoG policies, plans strategies on the overall development of children, youth and young adults (whole child/whole learner) using the school/educational setting as a hub can and should align and coordinate issue-specific multi-intervention programs or sector-wide multi-component approaches involving several ministries. An over[-arching whole child approach can identify synergies, avoid competition and duplication of efforts and resources within the education sector as well as fully engage other ministries in school-based or school-linked programs related to their respective mandates.
Most initiatives to scale up school-based frameworks (IPPCFs) start at the bottom, recruiting schools to build momentum and to seek additional funding. Others attempt to build sideways from one intervention to grow a more comprehensive program or approach (e.g., school meals program into a broader school food & nutrition program). Both of these strategies will continue to be unsuccessful (Herlitz et al, 2020, Global Child Nutrition Foundation 2021, p 51) unless we also start at the top, with a whole of government (WofG) approach that defines national goals for overall child and youth development using a holistic, whole child perspective. Within that frame, school-based and school-linked policies and programs can start with an inter-ministry commitment which is less fragmented and less “departmental”.
An Australian analysis suggests that WoG strategies can be operationalized at four levels:
That same analysis identifies several challenges or barriers to WoG strategies. These include:
Essential Features of WOG Strategies
The German Development Agency (GIZ) has published an analysis of government policies and action plans promoting overall youth development in developing countries. That analysis suggests that:
Using these sources and others, we can begin to define some the essential features of WoG policies and plans promoting the overall development of the whole child and every child:
The early childhood education & care sector often uses a whole child approach.This holistic approach avoids a narrow, academic focus on literacy skills and emphasizes social, moral and personal development as well as the identification of potential challenges to learning due to economic, social, family, vision, hearing and other barriers. Head start/early start and culturally sensitive programming are examples of tyypical responses. Recent policy and advocacy work in early childhood education has promoted the development of an ECE system and the creation of early childhood learning centres, some of which are being attached to or integrated within primary & secondary schools. Examples include
Whole-of-government policies, plans and strategies for the overall development of children, youth and young adults in early childhood, primary & secondary schools and adult education programs involve coordination among various government departments and agencies to ensure that young people receive comprehensive support in areas such as education, health, social services, employment, environmental citizenship or youth development.(Note: This summary examines formal, written policies, plans and strategies. Other informal WoG approaches based in informal agreements, and efforts by individual officials or managers can be helpful but are not discussed here.)
WoG policies, plans and strategies using the school, early and adult learning centres as a hub for inter-ministry coordination should be positioned within or be aligned with broader whole of government (WofG) policy and strategies for the social and economic of the entire population. School-based and school-linked WoG policies, plans and strategies should address the needs of the whole child/learner, They require that education ministries coordinate with other ministries which must be resourced to provide funding, staff, and advice to school-based and school-linked programs. Such coordination is best done through Intersectoral Policy-Program Coordination Frameworks.
Other Whole of Government (WoG) strategies on specific aspects of child and youth development can be led by other ministries. Hover, these strategies do not use the school or educational settings as a hub. More likely they will use other settings such as hospitals/health care/physicians’ offices (e.g. adolescent health) or municipalities/sports/ recreation/ public safety (child/youth programs) or economic/employment ministries (technology use). These other ministry led strategies may have one or two single interventions in schools such as an instructional unit or change to the physical environment of the schools but do not engage the whole school.
WoG policies, plans strategies on the overall development of children, youth and young adults (whole child/whole learner) using the school/educational setting as a hub can and should align and coordinate issue-specific multi-intervention programs or sector-wide multi-component approaches involving several ministries. An over[-arching whole child approach can identify synergies, avoid competition and duplication of efforts and resources within the education sector as well as fully engage other ministries in school-based or school-linked programs related to their respective mandates.
Most initiatives to scale up school-based frameworks (IPPCFs) start at the bottom, recruiting schools to build momentum and to seek additional funding. Others attempt to build sideways from one intervention to grow a more comprehensive program or approach (e.g., school meals program into a broader school food & nutrition program). Both of these strategies will continue to be unsuccessful (Herlitz et al, 2020, Global Child Nutrition Foundation 2021, p 51) unless we also start at the top, with a whole of government (WofG) approach that defines national goals for overall child and youth development using a holistic, whole child perspective. Within that frame, school-based and school-linked policies and programs can start with an inter-ministry commitment which is less fragmented and less “departmental”.
An Australian analysis suggests that WoG strategies can be operationalized at four levels:
- interdepartmental (across and between ministries of government)
- intradepartmental (within ministries and their respective agencies and/or professionals)
- intergovernmental (among and between different levels of government)
- intersectoral (among and within other stakeholders who deliver programs or influence policies or practices)
That same analysis identifies several challenges or barriers to WoG strategies. These include:
- Fragmentation: WoG approaches can, and often do, have the unintended effect of increasing fragmentation and confusion within the system(s)
- Accountability: tension springs from the need to balance traditional, accountability requirements for
public expenditure with more flexible ways of allocating resources for program delivery, in
order to more effectively cater to changing or even competing community needs. - Departmentalism: Departmentalism or ‘verticalism’ is consistent with the idea of rational decision making as a style of policy development. Often the analysis tends to blame managers for protecting their turf and reducing risks, However, "non-rational decision-making" theory and models suggest that individualls are actually acting in accordance with the unwritten rules of the system
- Relationships – the ‘people’ factor: The quality of relationships between people participating as individuals or as part of an organisation or institution, fundamentally uphold whole-of-government processes. They do
this by supporting negotiation, cooperation and sustained and continuing interaction between
the various players. Central to relationships for supporting whole-of-government is trust, which also features
prominently in the literature about integrated and holistic management, horizontal
management, collaboration and cooperation.
Essential Features of WOG Strategies
The German Development Agency (GIZ) has published an analysis of government policies and action plans promoting overall youth development in developing countries. That analysis suggests that:
- "Youth policies formulate visions for the development of young people, they define youth age groups and sub-groups, and they set overall goals and indicators for youth promotion. The action plans should contribute to the structuring, systematisation, coordination and coherence of youth promotion and empowerment. The development of a national or local action plan should be based on the needs of the youth and the available budget.
- Both the policy and the action plan should contain statements on: policy context, target groups, objectives,priorities.The action plan should contain statements on; key achievements of previous action plans,development process of the action plan, concrete lines of action and activities, expected results and impacts, groups, organisations and institutions responsible for implementation, time schedule, resources, analysis of risks and indicators of success for the evaluation.
- The elaboration of youth policies and action plans usually involves the following steps: (1) Identification of responsible authorities and relevant stakeholders, (2) Securing youth participation for the whole process, (3) Establishment of a steering committee, (4) Analysis of the situation and of existing youth promotion measures, (5) Formulation of a draft youth policy or action plan, (6) Discussion of/ consultations on the draft policy and action plan, (7) Approval of the youth policy and action plan, (8) Dissemination of the policy and action plan, (9) Implementation of the youth action plan and (10) Monitoring and evaluation, review and
adjustment."
- be rooted in the governance styles and customs of the jurisdiction (Australia promoted negotiating at the local agency level rather than the more formal British strategies or Canadian complex set of direct relationships
- foster organizational cultures and inter-personal relationships supporting WofG strategies
- target populations (children or adolescents) will have an impact on the WofG strategies
- ensure that the knowledge and attitudes of public servants to the WofG vision will be critical
- ensure that horizontal decision-making structures do not lead to confusion or ambiguous lines of accountability
- ensure that traditional, vertical accountability (part of departmentalism) is mitigated, and that risks and benefits of cooperation are shared and negotiated
- be grounded in laws, regulations, structures and informal mechanisms within government
- have sustained support from senior and middle level managers
Using these sources and others, we can begin to define some the essential features of WoG policies and plans promoting the overall development of the whole child and every child:
- they define and align laws, regulations on the mandates of several ministries on working with and within schools,
- they are actively supported or facilitated by first ministers
- they use established inter-ministry coordination mechanisms,
- they are positioned within comprehensive, whole sector agreements between ministries,
- they are led by jointly named inter-ministry coordinators,
- they are funded by joint budgeting processes and a composite burget across several ministries,
- joint sector reviews are used to assess progress,
- they use shared accountability systems and other actions.
- National, state, provincial and local agencies are required, supported or guided to create aligned policies, plans and polices
The early childhood education & care sector often uses a whole child approach.This holistic approach avoids a narrow, academic focus on literacy skills and emphasizes social, moral and personal development as well as the identification of potential challenges to learning due to economic, social, family, vision, hearing and other barriers. Head start/early start and culturally sensitive programming are examples of tyypical responses. Recent policy and advocacy work in early childhood education has promoted the development of an ECE system and the creation of early childhood learning centres, some of which are being attached to or integrated within primary & secondary schools. Examples include
- Norway has integrated policy and responsibility for ECEC provision and schooling under the Ministry of Education and Research since 2006. From 2012, certain tasks were delegated to its subsidiary Directorate for Education and Training, which facilitates smoother transitions of children across different levels of education and more coherent governance. In line with Norway's holistic approach to ECEC, young children of all ages are served the same settings before entering compulsory school. Municipalities play a key role in ECEC governance, and funding and stakeholders are being involved in key decisions.
- Finland is known for its comprehensive early childhood education and care system, which is integrated with the education system and emphasizes play-based learning and the holistic development of children.The early childhood education and care is guided by the Act on Early Childhood Education and Care and the National core curriculum for ECEC (2022), which is a national norm. The ECEC providers shall prepare the local curricula for ECEC based on the National core curriculum for early childhood education and care. ECEC providers are mostly municipal providers (84 %)
- Singapore has a comprehensive early childhood development system that includes early education, healthcare, and social services. The country places a strong emphasis on the importance of early childhood development in preparing children for future success. The Early Childhood Development Agency (ECDA) serves as the regulatory and developmental authority for the early childhood sector in Singapore. It oversees key aspects of children's development below the age of 7 across both kindergartens and child care centres.
The Singapore MOE operates MOE Kindergarten (MK) program and develops and shares the Nurturing Early Learners (NEL) Framework for children aged 4 to 6.Targeted support for children who may need more help is provided KidSTART (low income families) and Early Intervention (developmental needs) programs as well as appointing an Inclusion Coordinator in every preschool in 2023. - The Government of Canada and Canadian provinces and territories have a strong focus on early childhood development through initiatives such as the Early Childhood Development Agreement, which aims to improve outcomes for young children by supporting families and communities. The federal government made a transformative investment of over $27 billion over 5 years in 2021 to build a Canada-wide early learning and child care system with provinces and territories. Combined with other investments including Indigenous early learning and child care, up to $30 billion over 5 years will be provided in support of early learning and child care. These investments will support early learning and child care programs consistent with the Multilateral Early Learning and Child Care Framework. The framework defines early learning and child care programs and services as those supporting direct care and early learning for children in settings including, but not limited to, regulated child care centres, regulated family child care homes, early learning centres, preschools and nursery schools. Bi-lateral funding agreements were subsequently estabed with provinces and territories to continue and expand their respective Whole of Government strategies such as the BC Early Learning Framework, the multi-ministry Manitoba Healthy Child initiative, the long-standing Early Childhood Care Services in Quebec (used a a model in the federal-provincial plan), the. Ontario Early Years policy and others.
- National policy and legislation in South Africa as well as its application of the municipal level reveals both coherence and the potential for effective coordination using the school as a hub. The SA National Development Plan is for all departments (ministries) of government. It presents a coherent vision of the country’s hopeful future and well as a shared understanding of its past. Each ministry is presented with a vision, the components for action and priorities. All ministries are expected to work together.
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" The National Development Plan makes a firm commitment to achieving a minimum
standard of living which can be progressively realised through a multi-pronged strategy. .... The approach focuses on the key capabilities that individuals need to live the life that they desire. Of these capabilities, education and skills, and the opportunity to work are the elements where South Africa most needs to make progress. |
This tab on this page provides examples of, evidence for, and guidance about WoG policies, plans and strategies on overall development and education of children and youth (whole child, every child approach).
- The Every Student Succeeds Act (ESSA) in the USA was adopted in 2015 and continues in 2023-24 This act reauthorized the 50-year-old Elementary and Secondary Education Act (ESEA), and updated the previous version of the law, the No Child Left Behind (NCLB) Act. The Act provides funds and consolidates the funding for several US federal programs to states and local education agencies. These include basic education programs, training teachers and school administrators, ESL instruction, innovations promoting 21st Century schools, head start and technical-vocational programs, support for homeless students and more. School-wide programs for under-performing schools is also provided. States are responsible for reporting on progress in ways and topics that they choose.
This summary was first posted in April 2024 as a "first draft", prepared in part through the use of AI (ChatGPT & CoPilot). (See Prompts and Responses)
We encourage readers to submit comments or suggested edits by posting a comment below or on the Mini-blog & Discussion Page for this section.
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Here is our list of topics for this section:
- Introduction & Overview
- Education Equity, Inclusion & Success - Intersectoral Policy-Program Coordination Frameworks (IPPCFs) (published at global level)
- Multi-component Approaches (MCAs)
- Core Components
- Macro & Specific Policies
- Instruction & Extended Education
- Education Promoting HSPSSD
- H&LS/PSH Curricula & Instruction
- Physical Education
- Home Economics/Family Studies/Financial Literacy
- Promoting HPSSD within Other Subjects
- Moral/Religious Education - Extended Education Activities
- Health, Social & Other Services
- Psycho-Social Environment & Supports
- Staff Wellness
- Student Conduct & Discipline
- Engaging/Empowering Youth
- Parent Participation
- Community Involvement
- Physical Environment & Resources
- How to Build a Multi-Intervention Program
- Learning/Behaviour Models (LBMs)
- Behaviour & Learning Theories
- Government/Inter-sector Actions & Levers
- Whole of Government Strategies
- National Action Plans
- Declarations & Consensus Statements
- Standards & Procedures
- Inter-Ministry Coordination
- Inter-Ministry Committees
- Inter Ministry Coordinators
- Inter-Ministry Agreements
- Inter-Ministry Mechanisms
- Joint Ministry Decision-making - Inter-Agency Coordination
- Inter-Professional Coordination
- Workforce Planning in HPSD
- Teacher Education & Development
- Early Childhood Educators
- Primary School Teachers
- Secondary PSHE Specialists
- Home Economics Specialists
- Physical Education Specialists
- School Counsellors
- School Psychologists
- School Principals - Preparing Other Professionals to Work with or within Schools
- School Nurses
- School Social Workers
- School Resource (Police) Officers
- Security/Civil Protection Guards
- Teaching/Learning Assistants
- School Administrative/Clerical Staff
- School Maintenance Staff
- Pastoral Counsellors
- Community Volunteers & Elders
- Emergency Relief Aid Workers
- Development Aid Workers
- A Systems Focused Paradigm
- Contextualizing Approaches & Programs
- Implement, Maintain, Scale Up & Sustain Programs & Approaches
- System & Organizational Capacities
- Integrate Within Education System Mandates, Concerns & Constraints
- Better Use of Systems Science & Organizational Development Tools