Alleviating Disadvantage with Schools & Communities

UN Agencies

Technical Committee

June 2007Douglas S McCall

Purposes

Introduce four sub-tracks Discuss why context matters, really matters Identify some differences in four contexts Suggest follow ups in four areas (networking,

communities of practice, practical uses of technology in knowledge exchange, research and development)

Some health tips

Don’t smoke Eat healthy Be active Drink water Stay out of the sun etc

Health tips based on social determinants

Don’t smoke Eat healthy Be active Drink water Stay out of the sun

Don’t be born poor. Don’t live in a poor

community. Get a high-paying,

interesting job. Marry well. Don’t lose your job.

Start with the end in mind

Communities of practice

Networking

Maximize practical uses of technology

Develop and exchange knowledge

International School Health Network (ISHN)

Network (loose, informal, messy) of other networks) Members from countries (3 per), regional networks & agency

offices, language, issue-based, research centres, international agencies, regrouping of countries (high, medium, low, mega) and schools reflecting communities of practice

Networking (side mtgs. at conferences), online collaboration (web sites, email, skype, wiki, blog, webinar, facebook) and knowledge dev (books, comparative studies, country portraits & case studies)

www.internationalschoolhealth.orghttp://internationalschoolhealth.blogspot.com

Four Sub-Tracks

Low income countries Low income communities Aboriginal communities Disrupted communities

Only a beginning, not the end of the process

Clarity and Stereotypes

Determinants or disadvantages

Comfortable Canada

Good enough is not good enough

HPS/CSHP/CSH/…..

School Health Promotion is a professional concept developed in several countries that must be redefined in every community and every school to be effective

Educators have their own settings-based concepts, so do crime/law, environment, development, human rights/racism)

How that concept is developed, implemented and sustained will depend on the historical, social and economic context (eg Europe, US, Canada, Australia, Latin America, low income countries, aboriginal communities etc)

Context Matters, Really Matters

Flay Stokol Fullan Hargreaves

Each School has its own ecology

Each context brings different issues, capacities, and approaches

In Canada In the world Basic policy/program dilemma at all levels:

setting the agenda and the priorities

Recall the actions we can take

Create and maintain networks Create communities of practice, seek

continuous improvement, build capacity over time

Make good use of technologies Conduct targeted research and knowledge

exchange

Ensure meaning to our work with the disadvantaged

Organize to hear the voices from the margins

Recognize limits of school’s influence on SES, war/peace/conflict while still demanding accountability

Use different forms of knowledge

Establish links with other initiatives such as Soc Determinants, aboriginal,

Low income Countries

Issues: many, different, see next slide Approach: Access to primary education, basic

literacy, delivery of cost-effective public health services

Capacities: the school as the centre of the community, respect for teachers

Actions to support:

Issues in low income countries

Access to and effective basic education

Schools construction, clean water, sanitation teacher training,

Basic literacy, completion of primary school

Role of faith communities, private sector

H & S Issues Basic hygiene School feeding Girls education Trades education Basic health literacy Parasites, malaria,

Low income communities

Issues:Approach: Completion of secondary education, basic health literacy and health careers, delivery of health, social services

Capacities: schools as safe havens Actions to support:

Issues in Low Income communities

Equity in Opportunity or Result

Literacy, numeracy, Completing secondary

school School renovation, clean

water, safe transportation

parasites

H & S Issues Gangs, violence, FASD family violence, neglect Substance abuse After school programs School meal programs Parent resource centres Head start programs

Aboriginal communities

Issues:Approach: Completion of secondary education, basic health literacy and health careers, cultural relevance and colonization, traditional knowledge and community as family

Capacities: schools as centres of renaissance, community elders are better organized

Actions to support:

Issues in aboriginal communities

Access to Ed Result Completion of high

school Vocation and trades Cultural relevance of

school practices, curriculum, materials

Governance issues

H & S Issues Suicide prevention Child abuse/neglect School meal programs Aftermath of colonization Chronic diseases,

genetic diseases,

Cultural relevance

Pacific Islands Generalized “we” Indirect and implied Diplomacy valued Seeks consensus “yes” means harmony Contextual, relational

Western world Assertive “I” Direct and frank Debate valued Seeks compromise “yes” means agreement Linear, analytical

Disrupted communities

Issues:Approach: Completion of secondary education,

Capacities: schools as centres of reconstruction (often only place to start)

Actions to support:

Issues in disrupted communities

Access Issues School reconstruction Clean water, safe

buildings Emergency response

and preparedness Role of development

org’s

H & S Issues Ethnic conflict Safety from looting Lawlessness Stress, trauma, anger Peace & global

education, human rights Environmental education

One last “c” word

Cooperation

www.internationalschoolhealth.org