Engaging purposefully

To progress the development of Schools as Community Platforms it is crucial to involve various stakeholders from the local system. This requires investing time in understanding other parts of the system and finding those with similar goals and building relationships with the key decision-makers. 

Seeking connection at the appropriate level in the ideation stage helps build a network of collaborators and establish trust and credibility, which are necessary to gain the authorization required to proceed with the project. 

Determining who to involve depends on the scale and objectives of the project. Consider a staged approach engaging like-minded supporters who share the same goals, identifying the parties responsible for the desired outcomes, and involving those with the capacity to implement the proposed changes. 

Using engagement opportunities to provide a clear and compelling vision that resonates with others seeking similar outcomes. Invite stakeholders into the vision, allowing them to contribute and co-design the solution. Paint a vivid picture of how the vision could look when realized, fostering open collaboration and exploring roles for multiple parties.

Our Experience / Learnings

The Bryan Foundation started with approaches to senior bureaucrats in the Department of Education where there was already interest in the concept.  They were able to visit examples of how the concept was being implemented in Doveton. The endorsement from the Department of Education led The Bryan Foundation to work further with the Treasury department to build the case for state government for trialling this work in the Queensland context.  Once cross government support was received the responsibility for “making it happen” was transferred back to the Department of Education who then took the lead in liaison with other parts of state government. 

In the early stages there is a need to balance the desire to include everyone, with the need to not create false expectations.  Conversations in the early stages were with those who were most aligned with the purpose to improve life chances of children and families by improving education outcomes and who would eventually need to authorise or influence the involvement of schools and most crucial to authorising the work to be done in a school.   

The second part of the goal “using existing system resources" requires buy in from other parts of the system, however a staged approach to the early ideation worked starting with the Department of Education and the philanthropic organisation agreeing to share the responsibility of progressing the initial idea.  

Rather than simply pitching an idea, it was important to focus on finding alignment of purpose and exploring possibilities. Expect iterative and multiple conversations to build relationships, deepen understanding and alignment and cultivate the necessary trust for long-term success. 

Early discussions can also identify others who are working on similar goals.  This does not have to mean joining up, but it might and at minimum an awareness of each other’s work is important in later planning stages.