Alleviating Disadvantage with Schools & Communities

UN Agencies Technical Committee June 2007 Douglas 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.org

http://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