1. Linear model Assumes that policy making is a rational process. Assumes that policy is accepted as a given Legitimises a top down power and acceptance of authority. Embraces a notion of a correct way of doing things Separates policy implementation from policy formulation Prescribes a range of tools for actors to use to regulate, measure and control the policy process

2. Problem identification Agenda setting Policy adoption Policy implementation Evaluation Linear Model

3. Policy objectives Operational guidelines Series of tasks Resources Control tools Policy implementation Linear Model

4. Linear – Key factors Clear goals, guidelines and procedures Good management and leadership Commitment of implementing officials Control measures and pressure Resources Policy is based on sound theory

5. Interactionist Model Policy is not regarded as constant but as a product of continuing interaction between groups Assumes that policies are incomplete, ambiguous and contradictory. Policy implementation is regarded as continuous reformulation and translation of policy. It emphasises collaboration, compliance and contestation

6. Interactionist Approach Context of influence Context of policy Context of practise Production From Bowe et al (1992)

7. Policy Implementation Interactionist Model Policy Practise

8. Interactionist – Key Factors Intersectoral collaboration Institutional capacity Willingness of the actors Commitment of policymakers Support for policy Clear objectives and procedures Availability of resources Strategic planning Management and sustainability Understanding of the policy Incentives for implementation Time factor Control and ownership Legislative pressure

9. Inclusive Education – Key Factors Management and sustainability Strategic planning Resources Relevant curriculum Support Capacity Attitudes Intersectoral collaboration Operational Guidelines

10. Analysis Framework Clear objectives and guidelines Management and sustainability Commitment Support Collaboration Legislation pressure Time factor Curriculum relevance Institutional capacity Attitudes Resources Strategic planning

11. Implications for the development of Health Promoting Schools Unless management structures and operational guidelines are in place HPS initiative will not take off the ground. HPS demands intersectoral collaboration and if this in not established, attempts to implement it will be futile. Any program needs commitment from the policy makers and the implementers. Lack of strategic planning ( synergy between programmes) impacts negatively any programme. Lack of resources ( human, financial, physical resource ) will continue to undermine new initiatives.