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This Section: Monitor, Report, Evaluate, Improve (MREI)
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Monitor, Report, Evaluate to Improve (MREI) - School Accreditation/Award Programs
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School accreditation or award programs are used in several countries as a delivery and accountability system for national or state/provincial programs that require or encourage schools, school boards and local health authorities to develop multi-intervention approaches/plans for school health promotion and development. Most award/accreditation programs use different levels of achievement (e.g. bronze, silver, gold) to measure progress, some with financial or other incentives used to encourage progress. Some award/accreditation programs have core elements within their required standards and most offer schools and local authorities the opportunity to select other issues of interest to them. The award or accreditation is provided after external auditing is done by experts or by some sort of assessment. These programs are often used in countries where there is a tradition of external inspections of schools and where the governance structure permits governments to assess schools directly. Often, the sponsoring ministry of health or education is required to reach and maintain certain levels of participation among the schools, with a gradual progression within the different levels of achievement. Schools can voluntarily submit to the accreditation process as part of a School Recognition Program, however, to be used within a monitoring and reporting (MREI) system, all schools must be required to participate in the accreditation program
This summary was developed from an ISHN project on Monitoring and Reporting that was done in cooperation with the International Union for Health Promotion and Education, with funding provided by the USA Centers for Disease Control & Prevention) This summary was first posted in June 2012 and revised in May 2021. Currently it has been posted as as a"revised edition" version. The following individuals or organizations have contributed to the development of this topic. Albert Lee, Christine Beyer, Nancy Hudson, Candace Currie, Vivian Barnekow and 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: School accreditation or award programs are used in several countries as a delivery and accountability system for national or state/provincial programs that require or encourage schools, school boards and local health authorities to develop multi-intervention approaches/plans for school health promotion and development. Most award/accreditation programs use different levels of achievement (e.g. bronze, silver, gold) to measure progress, some with financial or other incentives used to encourage progress. Some award/accreditation programs have core elements within their required standards and most offer schools and local authorities the opportunity to select other issues of interest to them. The award or accreditation is provided after external auditing is done by experts or by some sort of assessment. These programs are used in countries where there is a tradition of external inspections of schools and where the governance structure permits governments to assess schools directly. Often, the sponsoring ministry of health or education is required to reach and maintain certain levels of participation among the schools, with a gradual progression within the three levels of achievement. Schools can voluntarily submit to the accreditation process as part of a School Recognition Program, however, to be used within a monitoring and reporting (MREI) system, all schools must be required to participate in the accreditation program
The evaluation of these award/accreditation programs should first focus on whether the accreditation/award program is achieving the intended national or state/provincial levels of participation. This could take several years, as all schools are recruited and as they, hopefully, progress through the different levels of the awards. As well, longitudinal evaluations should use data from standardized health and education sources to determine if the “healthier” schools are producing healthier students in comparison to non-participating schools. Some evaluations have assessed whether these award/accreditation programs can reduce health/social inequities or even improve educational achievement or school effectiveness. Reports and studies on discontinued awards/accreditation program such as the one in in England offer some excellent insights. Examples of these types of award/accreditation programs include:
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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.
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The number of summaries completed or drafted in this section are listed below) - Overview
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