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A coalition of UN agencies, networks, donors and global organizations
Core components of school-based and school-linked approaches
Promoting educational success, health and development
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Building system, agency and professional capacities

The health, educational and social effectiveness of school-based and school-linked programs are the product of three factors; the size of the effect of the intervention, the reach of the intervention and the sustainability of the intervention. Capacity-building prolongs the effect of individual intervention, multi-intervention programs and multi-component approaches. Consequently, ensuring that system, agency and professional capacities are adequate and that ongoing capacity building is a priority.

Baseline capacities in the ministries, agencies and front-line entities are required. These include:
  • minimum staffing levels for front-line delivery and coordination at all
  • defined minimum service levels and wait times for health, social, food and other services
  • sufficient instructional time being available in the curriculum and in coordinated extra-curricular/co-curricular activities/school routines
  • adequate reach and repetitions of professional development programs.
Several different types of organizational/ system operational capacities are also required. These include:
  • coordinated ministry, agency/school board policies & school procedures that are actively supported by senior and middle managers;
  • assigned staffing and infrastructure to support horizontal and vertical inter-ministry, inter-agency and interprofessional coordination and cooperation at all levels;
  • formal and informal mechanisms for inter-ministry, inter-agency and inter-professional coordination;
  • ongoing and active knowledge development, transfer and exchange;
  • ongoing long-term workforce development and planning of health, social service, police, education and other professionals;
  • regular monitoring, reporting, evaluation, analysis that is linked directly with system, agency and & professional Improvement planning;
  • early identification and strategic management of emerging issues, trends and joint priorities and
  • an explicit sustainability plan and succession planning for key personnel.

References and Resources:
  • WHO (2003) Rapid Assessment and Action Planning Process,Geneva, WHO;
  • World Bank (nd) School Health SABER Questionnaire, Washington, DC, Author, (Q1.7 and 1.8);
  • WHO (2017), Global Accelerated Action for the Health of Adolescents (AA-HA!), Guidance to Support Country Implementation Geneva, WHO, p.105;
  • World Bank (nd) World Bank SH SABER Questionnaire (Q 1.20-1.25);
  • CASEL (nd) The CASEL Guide to Schoolwide Social and Emotional Learning (See CASEL Resources for continuous Improvement);
  • Vince Whitman, C. (2005). Implementing research-based health promotion programmes in schools: Strategies for capacity building. In S. Clift & B.B. Jensen (Eds.) The health promoting school: International advances in theory, evaluation and practice (107-136). Copenhagen, Denmark: Danish University of Education Press;
  • McCall D (2007) Operational Capacity & School Health Promotion (Discussion paper prepared for the Health & Learning Knowledge Centre, Canadian Council on Learning, Ottawa, Canada)
  • FAO (2019) Theme 7: Systemic Capacity. White Paper on School Food & Nutrition Education (In Progress), Rome, FAO
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