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PARTNERSHIP IN SEXUAL EDUCATION: PARTNERSHIP IN SEXUAL EDUCATION: EDUCATIONAL REFORM AND EDUCATIONAL REFORM AND

LOCAL INNOVATIONS LOCAL INNOVATIONS Nonn, Nonn, ÉÉ., ., 11 Otis, JOtis, J., ., 11 MMéérini, C. rini, C. 22

2828--30 September 2009, Vienna30 September 2009, Vienna

1 1 University of Quebec in MontrealUniversity of Quebec in Montreal2 2 Laboratory PAEDI EA4281 Laboratory PAEDI EA4281 BlaiseBlaise Pascal University, Pascal University, ClermontClermont--Ferrand, FranceFerrand, France

European educational research association (ECER)Theory and Evidence in European Education ResearchNetwork 15: Research Partnership in Education

Principal investigator: Otis, J.; principal coPrincipal investigator: Otis, J.; principal co--investigator: Gaudreau, L.; investigator: Gaudreau, L.; coco--investigators: Duquet, F., and Michaud, F.investigators: Duquet, F., and Michaud, F.

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ObjectivesTo describe the sex education trajectory since To describe the sex education trajectory since the educational reform (5 phases identified)the educational reform (5 phases identified)To describe the partnershipsTo describe the partnerships’’ characteristics characteristics along the trajectoryalong the trajectoryTo To discuss, from the points of view of the social discuss, from the points of view of the social actors, the various dimensionsactors, the various dimensions (sociopolitical (sociopolitical interinter--organizational, organizational, and organizational, organizational, and individual) that influence sex education individual) that influence sex education partnerships in this area according to the partnerships in this area according to the trajectorytrajectory

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Theoretical frameworkTheoretical framework is centered :Theoretical framework is centered :

On On complex systemscomplex systems and their and their actorsactors(Crosier, M. Friedberg, E. 1977)(Crosier, M. Friedberg, E. 1977)On On strategiesstrategies of of negotiation negotiation in particular in particular conditionsconditions(Strauss, A. 1992)(Strauss, A. 1992)On On multimulti--rationality rationality and and uncertainty of decisions uncertainty of decisions ((SfezSfez, L. , L. 1984)1984)On On factors related to the changes in organizationsfactors related to the changes in organizations(Champagne, F., 2002; Rogers, 1995, 2003) (Champagne, F., 2002; Rogers, 1995, 2003) On On partnershippartnership in education or healthin education or health--related organizations related organizations (M(Méérini, C., 1994, 1995, 2007; Bizzoni, C., 2009)rini, C., 1994, 1995, 2007; Bizzoni, C., 2009)

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Methods

Qualitative, interpretative approachQualitative, interpretative approachMultiple case studyMultiple case study

One case represents one school and its environmentOne case represents one school and its environmentVariation in collection and data analysis techniques:Variation in collection and data analysis techniques:

semisemi--directed interview (results presented today)directed interview (results presented today)direct observationdirect observationquestionnaire surveyquestionnaire surveydocumentary analysisdocumentary analysis

Thematic analysis assisted by Thematic analysis assisted by NVivoNVivoAnalysis up to saturation of the categories and data Analysis up to saturation of the categories and data

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Description of the sampleVisited sitesVisited sites ::

9 schools (3 primary and 6 secondary level)9 schools (3 primary and 6 secondary level)Health and education networks (Health agencies, Healthy school Health and education networks (Health agencies, Healthy school program supporter, regional direction of MELS, complementary program supporter, regional direction of MELS, complementary services in school boards)services in school boards)

Actors metActors met : 94 individuals: 94 individualsSchool directors, teachers, members of complementary services, School directors, teachers, members of complementary services, parents, members of community organisms, health and education parents, members of community organisms, health and education network agentsnetwork agents

Sampling strategy: diversification Sampling strategy: diversification Rural vs. urban environment, level of education, school dropout Rural vs. urban environment, level of education, school dropout rates, rates, participation to a pilot project in sex educationparticipation to a pilot project in sex education

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Sex education before educational reform

Space and time reservedSpace and time reservedPrescribed in the curriculumPrescribed in the curriculumSex education given within Sex education given within the Biology and the Personal the Biology and the Personal and social development and social development course (PSD)course (PSD)Learning periods planned in Learning periods planned in teachersteachers’’ schedulescheduleContent defined according to Content defined according to the development level of the development level of youth (youth (««turnkey programturnkey program»»))Health aspects of sex Health aspects of sex education approached by the education approached by the complementary servicescomplementary services

Individual responsibilities Individual responsibilities assigned to specific actorsassigned to specific actors

ButBut::PSD was taking too much space: PSD was taking too much space: MELS desired to put more focus MELS desired to put more focus on on ««basicbasic»» subjects subjects (mathematics, (mathematics, frenchfrench))Despite the prescription, sexual Despite the prescription, sexual education was not always education was not always systematically addressed in PSDsystematically addressed in PSDHealth programs arrived Health programs arrived parcelled, were repetitive, not parcelled, were repetitive, not much systematic, and rarely much systematic, and rarely concertedconcerted

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Educational reformIn progressive implementation (2001In progressive implementation (2001--2010)2010)Profound transformation in QuebecProfound transformation in Quebec’’s schoolss schoolsBased on social constructivism perspectiveBased on social constructivism perspective

Student : subject of his learning Student : subject of his learning ««CompetenceCompetence»» instead of instead of ««knowledgeknowledge»»Context situated learning processContext situated learning processCoaching Coaching andand support support of students by all member of teamof students by all member of team--schoolschool

Two major implementation strategies:Two major implementation strategies:

1)1) New Quebec education programNew Quebec education program2)2) New reference frame for complementary servicesNew reference frame for complementary services

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New Quebec education programSubject areasSubject areas

Based on learning essentialsBased on learning essentialsSexual educationSexual education--related programs : Science and technology, Ethics and related programs : Science and technology, Ethics and religious culture, Physical education and healthreligious culture, Physical education and healthResponsibilityResponsibility: individual (each teacher in his own subject areas): individual (each teacher in his own subject areas)

CrossCross--curricular competencies (12)curricular competencies (12)Across subject areasAcross subject areasTo exploit information, resolve problems, develop efficient workTo exploit information, resolve problems, develop efficient work methods,methods,……ResponsibilityResponsibility: shared between every teacher: shared between every teacher

Broad areas of learning (5)Broad areas of learning (5)Learning activities around citizenship activities (medias, healtLearning activities around citizenship activities (medias, health and wellh and well--being, being, environment, consumerenvironment, consumer’’s rights)s rights)Area directly associated with sex education : health and wellArea directly associated with sex education : health and well--beingbeingResponsibilityResponsibility: shared by all actors including complementary services: shared by all actors including complementary services

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New reference frame for complementary services: Agreement MSSS/MELS

Coherence and partnership for the studentsCoherence and partnership for the students’’ successsuccess andandtheir their health and wellhealth and well--beingbeing4 programs of integrated services among which one, that of 4 programs of integrated services among which one, that of the the promotion and the preventionpromotion and the prevention is concerned by sex is concerned by sex education education «« Healthy schools programHealthy schools program »» promoted by the agreement topromoted by the agreement to

Support the school in identifying studentsSupport the school in identifying students’’ needs in needs in health and wellhealth and well--beingbeingPromote partnership between school, family and communityPromote partnership between school, family and community

ResponsibilityResponsibility: : Members of complementary services (education/healthMembers of complementary services (education/health and social and social services)services)LLocalocal, national and regional Healthy schools program responsible, national and regional Healthy schools program responsible

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Sex education in Educational reformAbolition of Personal and Social Development (PSD) programAbolition of Personal and Social Development (PSD) programSex education dispersed, several ways of inclusionSex education dispersed, several ways of inclusion

CurricularCurricular (diffused through basic subject areas)(diffused through basic subject areas)CrossCross--curricularcurricular: by Broad areas of learning (where sex education is : by Broad areas of learning (where sex education is one of the elements of one of the elements of Health and wellHealth and well--beingbeing))Out of curricular prescriptionsOut of curricular prescriptions

According to the MSSS/MELS agreement According to the MSSS/MELS agreement Offered by the complementary services actorsOffered by the complementary services actors

Sex education in this context is a major challenge for the Sex education in this context is a major challenge for the school teamschool team

Sex education is everywhere, but whoSex education is everywhere, but who’’s responsible? s responsible? How to share this responsibility? How to share this responsibility? Which contexts facilitate or impede the coherence and collaboratWhich contexts facilitate or impede the coherence and collaboration of ion of activities?activities?

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The sex education trajectory since the educational reform: 5 phases identified

1.1. Pilot Pilot projectsprojects in in sexsex educationeducation (2001(2001--2006) 2006) 2.2. Holding on to Holding on to previousprevious activitiesactivities in in sexsex educationeducation: :

«« vestiges of the vestiges of the Personal and social development Personal and social development (PSD)(PSD) course course »»

3.3. ImplementationImplementation of the of the reformreform and the new and the new EthicsEthics and and religiousreligious cultures (ERC)cultures (ERC) coursecourse

4.4. Local innovations in Local innovations in sexsex educationeducation ((«« partial partial deviancedeviance »» accordingaccording to to SfezSfez))

5.5. ConcertedConcerted and and coherentcoherent sexsex educationeducation ((emergingemerging phase)phase)

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Phase 1: «Pilot projects in sex education» Partnership’s characteristics

Minimal conditions of Minimal conditions of partnershippartnership in in sexsex educationeducation: : presentpresent«« Un minimum dUn minimum d’’action commune naction commune néégocigociéée visant la re visant la réésolution dsolution d’’une une problprobléématique reconnue comme communematique reconnue comme commune »» (M(Méérini) rini) «« Moral Moral contractcontract of cof collaborationollaboration »»

Type of Type of partnershippartnership : : Collaboration Collaboration betweenbetween twotwo «« systemssystems »» ((educationeducation//healthhealth) ) whichwhich put put togethertogethertheirtheir competencescompetences to to includeinclude sexsex educationeducation in the in the schoolschool setting setting accordingaccording to to the the reformreform principalsprincipals

PartnershipPartnership relationshiprelationship: : complementarycomplementaryDurationDuration of collaborationof collaboration : 2: 2--3 3 yearsyearsStakesStakes: Training and transformation: Training and transformationInnovationInnovation : first : first formalformal partnershippartnership in in sexsex educationeducation whichwhich implicatesimplicates bothbothnetworksnetworks

InitiatedInitiated by the by the HealthHealth network network BasedBased on the on the reformreform principalsprincipalsExecutedExecuted by the by the schoolschool actorsactors

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Phase 1: «Pilot projects in sex education» Dimensions related to partnership and innovation

SocioSocio--politicalpolitical dimensionsdimensionsFavourableFavourable politicalpolitical contextcontext to to pilot pilot projectsprojects

InterInter--organizationalorganizational dimensions dimensions Implication of Implication of bothboth networks networks ((financialfinancial support, implication support, implication of of bothboth networks, networks, loanloanservices)services)Documents et training Documents et training offeredofferedby MELS in by MELS in sexsex educationeducationTraining to Training to teachersteachers offeredoffered by by the the HealthHealth network (ex: network (ex: ESPAR)ESPAR)

OrganizationalOrganizational dimensionsdimensionsSchoolSchool directiondirection’’ssleadershipleadership

Engagement in the projet Engagement in the projet Nomination of people in Nomination of people in chargechargeSupportSupport

SexSex educationeducation expertise in expertise in the the fieldfieldIndividualIndividual dimensionsdimensionsMotivation to change Motivation to change theirtheirpracticespractices

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Phase 2: «Vestiges of the PSD course » Partnership’s characteristics

Minimal conditions of Minimal conditions of partnershippartnership in in sexsex educationeducation: : limitedlimitedSexSex educationeducation isis a a «« commoncommon problemproblem »» of PSD of PSD teachersteachers onlyonly

Type of Type of partnershippartnership (or (or collaborationcollaboration): ): a) a) «« subsub--contractingcontracting »» : PSD : PSD teachersteachers invite the invite the schoolschool nurse in the nurse in the classroomclassroom, , b) b) IntrasectorialIntrasectorial information and support network (PSD information and support network (PSD teachersteachers))

PartnershipPartnership relationshiprelationship: : basedbased on the on the monopolymonopoly of the of the specificspecificinfluentialinfluential zoneszones, , withoutwithout expertise expertise negotiationnegotiationAction Action durationduration : : reducedreduced to a couple of meetingsto a couple of meetingsStakesStakes: information: informationInnovationInnovation : :

Limited in Limited in termsterms of action and of action and actorsactors ((SexSex educationeducation rescuerescue strategiesstrategies))

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Phase 2: «Vestiges of the PSD course » Dimensions related to partnership and innovation

SocioSocio--politicalpolitical dimensions dimensions The The politicalpolitical contextcontext isis not not favourablefavourable to pilot to pilot projectsprojectsanymoreanymore

InterInter--organizationalorganizational dimensionsdimensionsAbsence of Absence of resourcesresources to support to support the the partnershippartnership in in sexsex educationeducation(end of (end of grantsgrants and of and of loanloanservices, services, withdrawalwithdrawal of the of the schoolschoolsexologistsexologist))Restriction in the mandate of the Restriction in the mandate of the schoolschool nursenurseAbsence of the Absence of the schoolschool boardboard in in sexsex educationeducationThe The differencesdifferences betweenbetween bothbothnetworks networks increasesincreases

OrganizationalOrganizational dimensionsdimensionsLeadership in Leadership in sexsex educationeducation isisabsentabsent

IndividualIndividual dimensionsdimensionsPreoccupationPreoccupation of the of the teacherteachertowardstowards hishis professionalprofessional statusstatusWorriesWorries about the future of the about the future of the PSD course, but PSD course, but alsoalso, motivation , motivation to to mobilizemobilize the the schoolschool team to team to maintainmaintain sexsex educationeducation activitiesactivities

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Phase 3:«Massive implementation of the reform and of the new ERC course»

Partnership’s characteristicsMinimal conditions to Minimal conditions to partnershippartnership in in sexsex educationeducation are absentare absent: : Common Common problemproblem: : YesYes, but , but centeredcentered on the on the generalgeneral implementationimplementation of the of the reformreformand not on and not on sexsex educationeducationImportant gap Important gap betweenbetween the the discoursesdiscourses and practices on and practices on sexsex educationeducation partnershippartnership::

In the In the discoursediscourse : : Importance of Importance of sexsex educationeducationSharedShared responsibilityresponsibility betweenbetween the the twotwo networksnetworksSupport of the Support of the complementarycomplementary services services PartnershipPartnership betweenbetween the the schoolschool, , familiesfamilies and and communitycommunity isis favouredfavoured by the by the «« HealthyHealthy schoolschool ApproachApproach »»

In practice:In practice:SexSex educationeducation isis «« importantimportant »» but but «« not a not a prioritypriority »»OverloadingOverloading of of workwork to the to the complementarycomplementary services services LowLow adhesionadhesion rate to the rate to the «« HealthyHealthy schoolschool ApproachApproach »»LackLack of of knowledgeknowledge of parents on the of parents on the sexsex eduationeduation casecasePartnershipPartnership withwith communitycommunity limitedlimited to relations to relations withwith communitycommunity organizationsorganizations

Type de Type de partnershippartnership: maintenance of : maintenance of «« subcontractingsubcontracting »»InnovationInnovation: : ImplementationImplementation of innovation of the system, of innovation of the system, meaningmeaning the the educationaleducationalreformreform

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Phase 3:«Massive implementation of the reform and of the new ERC course»

Dimensions related to partnership and innovationSocioSocio--politicalpolitical dimensionsdimensions

A A reformreform thatthat doesdoes not stop not stop spreadingspreading

Introduction of the Introduction of the EthicsEthics and and religiousreligious culture courseculture course

InterInter--organizationalorganizational dimensionsdimensionsMinisterialMinisterial incoherencesincoherences ((specificspecificstrategiesstrategies: ex. program on : ex. program on violence, on violence, on drugdrug addiction)addiction)Transfer of Transfer of responsibilitiesresponsibilities in in healthhealth withoutwithout tansferingtansfering the the expertiseexpertiseLackLack of of collabotationcollabotation betweenbetweenbothboth networks and networks and theirtheir sectorssectorsLackLack of of resourcesresources atat the local the local levellevel in in bothboth networksnetworks

OrganizationalOrganizational dimensions dimensions ComplemetaryComplemetary services services actorsactors are are submergedsubmerged

TheirTheir time time isis dedicateddedicated to to theirtheir appropriation of the new appropriation of the new programprogram

The direction The direction priorizepriorize the the thethe MinistriesMinistries’’ prescriptions prescriptions and and specificspecific strategiesstrategies

IndividualIndividual factorsfactorsExhaustion of the people in Exhaustion of the people in charge of charge of sexsex educationeducation

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Phase 4: «Local innovations in sex education» Partnership’s characteristics

Minimal conditions of Minimal conditions of partnershippartnership in in sexsex educationeducation : : presentpresentSexSex educationeducation isis a a commoncommon problemproblem in the in the schoolschool settingsetting

Type of Type of partnershippartnership::collaboration collaboration isis centralizedcentralized aroundaround certain certain actorsactors (ERC, direction, parents)(ERC, direction, parents)

PartnershipPartnership relationshiprelationship: : BasedBased on the on the monopolymonopoly of a central of a central actoractor’’ss expertise (expertise (sexologistsexologist or or teacherteachertrainedtrained in in sexsex educationeducation))

ActionsActions’’ durationduration: : Short Short durationduration, , centeredcentered on one on one activityactivity

StakesStakes: : Information, training of Information, training of teachersteachers and the and the beginningbeginning of transformation (of transformation (trainedtrainedteachersteachers becomebecome multiplication agents)multiplication agents)

InnovationInnovation : : Local, Local, concernsconcerns schoolschool’’s actors onlys actors only«« partial partial deviancedeviance »» ((SfezSfez))TheyThey reservereserve a a temporarytemporary specificspecific spacespace for for sexsex educationeducation beyondbeyond whatwhat isisprescribedprescribed by the programby the program

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Phase 4: «Local innovations in sex education» Dimensions related to partnership and innovation

SocioSocio--politicalpolitical dimensionsdimensionsImplementationImplementation of the ERC of the ERC coursecourse

InterInter--organizationalorganizational dimensions dimensions MinisterialMinisterial incoherencesincoherencesTransfer of Transfer of responsibilitiesresponsibilities in in healthhealth withoutwithout tansferingtansfering the the expertiseexpertiseLackLack of of collabotationcollabotation betweenbetweenbothboth networks and networks and theirtheir sectorssectorsLackLack of of resourcesresources atat the local the local levellevel in in bothboth networksnetworksSchoolSchool’’ss innovation innovation isistoleratedtolerated by the by the schoolschool boardboard

OrganizationalOrganizational dimensionsdimensionsSupport of the direction Support of the direction isis not not guaranteedguaranteedThe The spacespace reservedreserved for for sexsexeducationeducation in not in not guaranteedguaranteed in the in the long long termterm; ; itit couldcould bebe lostlost for the for the benefitbenefit of of otherother disciplines disciplines But, the But, the fieldfield expertise expertise isis an an advantageadvantage

IndividualIndividual dimensionsdimensionsActivitiesActivities restsrests on the motivation on the motivation and the expertise of and the expertise of actorsactors in place in place ((oldold PSD PSD teachersteachers whowho becamebecameERC ERC teachersteachers) ) WithWith the the departuredeparture of of thesethese«« heroesheroes »», , therethere isis no one to no one to taketakeover over sexsex educationeducation

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Phase 5: « toward concerted and coherent sex education » :

Partnership’s characteristicsMinimal conditions of Minimal conditions of partnershippartnership in in sexsex educationeducation : : presentpresent

SexSex educationeducation isis a a commoncommon problemproblem of the of the twotwo subsub--systemssystems ((HealthHealth and and EducationEducationnetworks networks –– atat the national and the national and regionalregional levelslevels) ) This This partnershippartnership in in sexsex educationeducation doesdoes not, not, howeverhowever, go down , go down atat the local the local levellevel (in the (in the schoolsschools))

Type of Type of partnershippartnership: : Collaboration Collaboration implicatesimplicates actorsactors of of manymany levelslevels and and differentdifferent rolesroles, the , the activitiesactivities taketakedifferentdifferent formsforms

PartnershipPartnership relationshiprelationship: : ComplementarityComplementarity ((atat the national and the national and regionalregional levellevel) () («« withwith »» and and ««againstagainst»») )

ActionsActions’’ durationduration: : anticipatedanticipated on the action planson the action plansStakesStakes: transformation of : transformation of partnershippartnership practices practices whichwhich favoursfavours coherentcoherent and and concertedconcertedsexsex educationeducationInnovationInnovation : :

It It isis producedproduced atat the the levellevel of the national and of the national and regionalregional authoritiesauthorities –– respectingrespecting the the systemsystem’’ss innovation (innovation (reformreform))

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Phase 5: « toward concerted and coherent sex education »:

Dimensions related to partnership and innovationSocioSocio--politicalpolitical dimensionsdimensions

Recognition of Recognition of sexsex educationeducation as a as a prioritypriority by the by the twotwo networksnetworks

InterInter--organizationalorganizational dimensionsdimensionsFormalFormal nomination in nomination in bothboth networks networks of of individualsindividuals in charge of in charge of sexsexeducationeducation (national and (national and regionalregionallevelslevels))Training of Training of academicacademic advisorsadvisors in in sexsexeducationeducationNew New strategystrategy of the of the HealthyHealthy schoolschoolapproachapproach

OrganizationalOrganizationaldmensionsdmensions

SchoolsSchools are not living are not living experiencesexperiences relative relative to to thisthis phasephase

IndividualIndividualdimensions dimensions

IndividualsIndividuals are not are not informedinformed of changes of changes happening in happening in bothbothnetworksnetworks

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ConclusionThreeThree phases phases wherewhere therethere isis innotationinnotation, but, but……

Pilot Pilot projectsprojects (phase 1) (phase 1) initiatedinitiated and and financedfinanced by the by the HealthHealth network: network: →→ withwith the the withdrawalwithdrawal of experts and of experts and resourcesresources, , activitiesactivities mightmight stop stop

Local innovations (phase 4)Local innovations (phase 4): : initiatedinitiated by the by the schoolschool withoutwithout the the support of support of regionalregional and local and local authorityauthority

→→ withwith the disparition of the disparition of individualindividual motivations, motivations, activitiesactivities mightmight stopsstopsIntegratedIntegrated innovations (phase 5):innovations (phase 5): RealizedRealized in in complementaritycomplementaritybetweenbetween bothboth networks networks atat the national and the national and regionalregional levelslevels

→→ ShouldShould bebe favourablefavourable to to sustainabilitysustainability of of sexsex educationeducation activitiesactivities, if , if thisthis type of type of partnershippartnership isis instoredinstored atat the local the local levellevel

→→ but but thisthis isis stillstill to cometo come……

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Conclusion

SexSex educationeducation partnershipspartnerships whichwhich existedexistedbeforebefore the the educationeducation reformreform undergoundergo important important transformationstransformations

BeginningBeginning of a restructuration of the of a restructuration of the formsforms of of partnershippartnershipEmergence of new alliancesEmergence of new alliancesChanges in the position and Changes in the position and rolesroles of of actorsactorsAdoption of new Adoption of new partnershippartnership strategiesstrategiesBirthBirth of new of new sexsex educationeducation leadership, butleadership, but……

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ConclusionManyMany highlyhighly synergisticsynergistic dimensions dimensions seemseem to to contributecontribute to to thesethese transformations transformations acrossacross the phases. the phases. HoweverHowever, relative , relative importance of the contribution of importance of the contribution of thesethese dimensions of dimensions of partnershippartnership and innovation and innovation willwill fluctuatefluctuate, , sometimessometimes as a as a constraintconstraint and and sometimessometimes as an as an opportunityopportunity..In spite of the normative In spite of the normative effecteffect of of governmentalgovernmental, , regionalregional and and local local policiespolicies, , itit isis in the in the specificspecific schoolschool contextcontext thatthat the the differentdifferent formsforms of of partnershippartnership are are formedformed, , evolveevolve and and makemakesensesense. It . It isis the the representationsrepresentations and practices and practices embeddedembedded in the in the schoolschool’’ss reality reality thatthat provideprovide the basis for innovation in the basis for innovation in partnershipspartnerships. . PresentlyPresently, the principal , the principal actorsactors, , meaningmeaning teachersteachers, , are not on the are not on the scenescene..In the In the meantimemeantime, in , in QuebecQuebec, , sincesince the the beginningbeginning of the of the educationaleducational reformreform, , thousandsthousands of of teensteens have not have not hadhad accessaccess to to sexsex educationeducation in in theirtheir schoolschool. . WhoWho helpedhelped themthem makemakeenlightenenlighten choiceschoices concerningconcerning theirtheir sexualsexual healthhealth??