Cross Cutting Themes in the FRESH Framework

The 2014 FRESH Core Indicators document included a short list of "cross-cutting themes" that have an impact on the implementation and sustainability of both the core components of the framework as well as all thematic or topic-focused initiatives. This page introduces a revised list of themes and indicators developed by the FRESH Partners in 2020.
The cross-cutting themes identified and described in the original version of the FRESH Framework included; partnerships with the education sector, community participation/ownership and child/youth participation.
This expanded list of cross-cutting themes is based on a discussion of implementation/capacity/sustainability issues held by the FRESH Partners in March and May 2019. That discussion gradually broadened into a set of themes related to using a systems-based approach to school health promotion and social development. 

FRESH Members, experts and practitioners were invited to comment on this list and the related specific indicators.We were careful not to reinvent any themes and indicators that have already been published in existing global guidance documents. Indeed, we have grouped these sources together within the document. . 

We will continue to update and revise these cross-cutting themes and indicators as new research or guidance documents become available. We welcome your comments on this current set of these themes and indicators  (You can leave your comments in the space below.
Cross-Cutting Themes in the FRESH Framework
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The following cross-cutting themes should be considered as guiding principles or essential elements of the core and topic/thematic indicators of the FRESH Framework:  

1. Understanding the Context to Focus Resources on Priority Needs
  • Doing a situation analysis
  • Using an evidence-based, experience-tested situation analysis tool
  • Collecting, using data from regular, reliable surveys
  • Using national self-assessment tools to understand system capacity
  • Identifying and describing a limited number of national priorities
  • Focusing resources on these priorities
  • Learning from comparisons with similar countries
2. A Shared Vision Across the Sectors Working With & Within Schools
  • Addressing the needs of the whole child
  • Support all children & youth, especially the disadvantaged or vulnerable
  • Promoting gender equity and diversity
  • Engaging & empowering young people
  • Informing, involving, educating & supporting parents
  • Involving and supporting community participation & ownership
3. Aligning Sectoral Policies and Promoting Inter-sectoral Coordination
  • Child-youth and school-related policies and programs are grounded within and aligned across core programs in several ministries
  • Policies committing to and requiring inter-ministry, inter-agency and inter-professional cooperation
  • Structures, organizational practices, multi-level policies committing to intra-ministry coordination at multiple levels within systems
  • Explicit support and actions to strengthen and maintain the core infrastructure required to deliver all multi-component approaches (over-arching policy, instruction & informal education, delivery of support services, inclusive social environment, safe, healthy physical environment & resources
  • Explicit selection and alignment of multi-component approaches used in various sectors (healthy schools, safe schools, inclusive schools, community schools, social & emotional learning etc.)
  • Explicit development and maintenance of multi-intervention programs on broad educational, health and social issues (active schools, nutrition friendly schools, girl-friendly schools etc.)
  • Establish formal mechanisms (protocols, committees, assigned staff) to coordinate multi-component approaches and multi-intervention programs
  • Promote and support informal mechanisms (joint professional development, consensus statements, participation in broad coalitions, inter-agency newsletters, etc.) to encourage informal cooperation across ministries, agencies and professions
4. Implementing, Maintaining, Scaling Up and Sustaining Approaches and Programs
  • Using evidence-based, experience-tested implementation frameworks and published planning tools
  • Anticipating and planning for adequate staff/instructional time to implement and maintain the interventions as well as core/front-line human and start-up and on-going financial resources from the outset
  • Assessing the relevance, complexity, suitability/fit, risk and benefits of interventions
  • Using standard operational planning techniques and elements
  • Anticipating local barriers and opportunities
  • Planning for critical junctures or transition points in the scaling up process
  • Realistic, strategic planning for sustainability/institutionalization of approaches and programs
5. Building system, agency and professional capacities
  • Inter-ministry, inter-agency and school-level coordination committees
  • Coalitions to share information/knowledge, create consensus
  • Designated coordinators at all levels with defined roles & resources
  • Regular monitoring and reporting tied to system, agency and school improvement planning processes
  • Ongoing knowledge exchange and practice/policy-driven development 
6. Maintaining Inter-ministry, inter-agency and inter-professional partnerships, integrating/mainstreaming within education systems core mandates, concerns and constraints
  • Negotiating strategic, reciprocal, explicit and transparent partnerships
    Identified and visible benefits to students or school effectiveness
  • Commitment from education ministries and local education authorities to designate staff and resources to facilitate school-focused partnerships and initiatives
  • Commitments from health, social protection, child protection, municipal, police/law enforcement, security/civil protection, agriculture, environmental and other ministries and agencies to provide staffing and funding for school-based and school-linked programs
  • In-depth understanding and support to address educator concerns, work-related constraints, beliefs, norms
7. Systems approach, actions, change and strengthening
  • Expanding the use of systems science and organizational development tools
  • Modifying internal routines and processes in ministries & agencies
  • Practice-based, practical consultations with middle and front-line managers in all relevant ministries and agencies
  • Initial education and on-going development of educators and other school-assigned professionals within and across sectors within a long-term, multi-year, inter-professional, systems-based workforce development plan