Community Partnership in Education

A town in NW England has cut child mental health referrals by 50% in the space of a year. How Fleetwood did this, at a time of soaring CAMHS waiting lists, appears quite simple on the face of it. Instead of referring children with poor mental health to GPs as is usual elsewhere, schools and families in Fleetwood are just as likely to contact the mental health lead for the town - Elizabeth Loftus. Liz then takes her time to get to know the human in front of her - treating them not as a medical case but as a whole person with a complex life, multiple strengths and possibly multiple challenges well beyond the bounds of their ‘condition’. Based on that knowledge, Liz works with the child and their family to identify how best to address their needs. And the solution very commonly involves alternatives to medical treatment: enabling physical or other activity outside the home, finding a place to develop human connection and access peer support, adapting the school environment, offering support to change diet and lifestyle - the options are varied, plural and always bespoke. But one thing is very clear: many of the children who are automatically referred by a GP to the local CAMHS team simply do not require clinical help. The results have been stunning. Not only are children getting much speedier, local support (the nearest CAMHS team is in Blackpool and the waiting time for an initial consultation is seventy weeks), they are getting more personalised care. And most strikingly, referrals to CAMHS from Fleetwood were cut by half between January 2023 and January 2024. But don’t be fooled. What seems like a simple process is the product of much careful and hard work. - Many months of place-based leadership by Liz and others with a focus as much on making their town a great place for children’s well-being as it is dealing with a series of individuals needing help. - Huge effort to create genuine collaboration between public sector bodies; and between the public sector, the voluntary sector and the people of Fleetwood. - Constant interaction and collaboration with the community by putting Fleetwood’s citizens in the driving seat of the programme and working with them to create the groups, activities and ‘buzz’ that can help children live happier lives. - Rigorous application of three principles that I would argue underpin all the impactful frontline innovations I have comes across: forming a deep understanding of the people you are working with; creating genuinely bespoke responses based on that understanding; designing those responses around real collaboration between the public sector institution and those outside of it. In essence, 'doing with' people outside the public sector institution rather than 'doing to'. There’s lots more in the article below about how Fleetwood is reinventing children’s mental health care and what the public sector can learn from the town. #NHS #mentalhealth #children #localgov #publicservices Mark Spencer

It is deeply worrying to see the growing number of student applications being rejected each year, not because candidates lack merit, but because our universities simply do not have the physical space to accommodate them. South Africa can no longer afford to treat this as a capacity problem alone. It is a systems and innovation challenge. The time has come for a true Triple Helix partnership between government, the private sector, and academia. We must leverage the existing IT and telecommunications infrastructure already deployed across the country to scale quality online and hybrid education, rather than remaining overly dependent on traditional, campus-bound attendance models. If we are serious about closing the digital divide, improving digital literacy, and building a public sector that is digitally confident, resilient, and responsive, then this conversation cannot remain theoretical. The Public ICT Forum should elevate this issue as a key agenda item for 2026, not only as an education imperative, but as a national development priority that speaks directly to the future of our students and citizens. Access to education should never be constrained by walls when technology has already removed them. #DigitalTransformation #EducationReform #TripleHelix #DigitalInclusion #FutureOfEducation #PublicSectorInnovation #SouthAfrica

This one needs serious collective thought and action! I asked 100+ industry leaders a simple question: “What do you really expect from #freshers and early #youngprofessionals?” The response? Clear. Honest. And deeply concerning!! "Most freshers are not job-ready; not completely employable." They struggle with #communication, #problemsolving, #accountability, and adapting to real work environments. Top priorities for employers? Not marks. Not certificates. But clarity, #confidence, #collaboration, and the ability to think on their feet. How long do freshers take to become productive? Most leaders said 6 to 12 months! That’s a big gap between joining and delivering value. Now here’s the disconnect: I work closely with students from colleges across India - especially small towns. And most of them have no idea this is what awaits them. They’re prepping for aptitude tests & campus interviews - while the real test is at the workplace. This is where the system is broken. We need to stop working in silos. What we need is a joint ecosystem: ✅ Industry that shares real expectations ✅ Institutes that prepare students beyond academics ✅ Mentors and coaches who bridge the last-mile gap If you’re a: 👉 Student: understand what really matters. 👉 Parent: guide your child beyond just degrees. 👉 Leader, educator, or professional: join the conversation, or contribute to the solution. I’m actively working on solutions to close this gap - grounded in real data, real conversations, and real student experiences. From structured #mentoring to industry-aligned training initiatives, I’m building models that bring together professionals, educators, and young talent. If you’re someone who wants to contribute - as a mentor, partner, institute, or simply someone who cares: let’s connect. Drop a DM or comment below. This change won’t happen alone. But it will, if we build it together. Let’s make our young talent truly ready - not just employed. #employability #corporatelifeskills #careercoaching #manavaani #manavspace

From Collapse to Global Glory: How a Zilla Parishad School and One Visionary Teacher Earned a Shot at the World’s Best School Prize In 2021, a small Zilla Parishad school in Jalandranagar village in Pune’s Khed taluka was on the brink of closure. It had just three students and four teachers on its rolls, and no clear future. Like thousands of other government schools across India, it was fading into irrelevance; quietly, silently, inevitably. Then, something changed. Dattatray Ware, a newly appointed teacher, stepped in that very year. But he did not just step into a broken school building. He entered with a sense of purpose and quiet conviction that this school, like any other, could become a space of learning, dignity and possibility. Ware didn’t wait for the system to fix the school. Instead, he turned to the people. He reached out to the villagers, listened to their concerns, involved them in every decision, and invited them to imagine a different future for their children. What followed was a remarkable story of community-led transformation. Villagers donated land to expand the school, offered labour to build classrooms, and contributed to infrastructure. They did not just help; they became co-creators of the school’s revival. Today, just four years later, the same school serves 120 students from Classes 1 to 8, with only two full-time teachers. It has emerged as a living example of how deep community engagement and trust in grassroots leadership can transform the most neglected institutions. The school now runs a skill-based education programme in 22 trades, with mentorship from local professionals and workers who share their knowledge and experiences with students. Education here is not limited to textbooks; it is rooted in local contexts, lived experiences and real-world skills. Among the most inspiring initiatives is the "Vishay Mitra" or "subject friend" programme, where senior students mentor juniors. It is a peer-learning model designed to break the hierarchy of the classroom and build confidence among children. When students are nervous about asking questions to teachers, they turn to their Vishay Mitras and find encouragement and support. The school has also formed partnerships with institutions like ISRO and IITs, bringing science, technology and advanced mathematics into the classroom. Children are introduced to multiple languages and new domains of knowledge that once seemed out of reach for a rural school. And now, in 2025, this same school has been shortlisted as one of the four global finalists for the World’s Best School Prize in the category of Community Collaboration. Organised by the UK-based platform T4 Education, the award celebrates schools that have made a meaningful impact through innovation and community engagement. #EducationForChange #SchoolTransformation #RuralEducation #PublicSchoolLeadership #TeacherLeadership #CommunityDrivenLearning #T4Education #SchoolReform #PeerLearning #FoundationalLiteracy

Before designing a workshop, I always ask myself: Where does this group need to go 'from' and 'to'? Understanding their starting point helps me define how I want them to leave the session and what success looks like. Take the Work on Climate community workshop I facilitated a few years ago as an example. This vibrant community—tens of thousands connected via Slack—shared similar goals: transitioning their careers into climate work. Yet many hadn't, yet, developed personal connections in the community. Once I pinpointed their journey's start and destination, I broke down the session using the Kaos Pilots 5E model (guide in the comments 👇🏼). Designing a session that instilled pride in being part of a global movement while fostering personal connections in breakout rooms. With over 200 participants, the energy was palpable. And, I knew the workshop was a success when one participant, inspired by our discussion on how they could continue to support one another, took the initiative to form smaller accountability groups to keep the momentum going. How do you start your workshop design process? Picture: a piece of paper with hand written 5E process outlined with the description FROM Group of passionate individuals committed to finding climate work but not connected to each other. TO a community of individuals who are connected to a handful of others who are on similar paths & feel they belong to a wider movement.

I was invited to speak on the recent initiative by #AndhraPradesh government to ban social media for children under 16 years at ET Now Swadesh The biggest gap in managing children’s social media use today is that parenting itself is slowly being replaced by social media. Time that should be spent between parents and children is now being taken over by platforms like Instagram and YouTube. In many homes, parenting is being unintentionally substituted by screens. When children are watching reels, parents often have no idea what the child is clicking on or where one link may lead. This is one of the most concerning gaps. A single click can redirect a child to another site, including adult or inappropriate content. Children do not have the understanding to process this and continue clicking out of curiosity. Even when parents want to monitor or control this, they often cannot, simply because they do not know what their child is being exposed to. Phones are inevitable today, and access is easy. Since complete control is not realistically possible, what matters most is parental involvement. No one can replace parents. It is important to be involved in a child’s life and to create a non-judgemental space at home where children feel safe to talk. Parents should observe changes in behaviour and initiate conversations rather than waiting. This kind of environment allows parents to monitor better. Banning social media is not the solution. The parenting style needs to shift. Right now, many parents are focused on control, but control alone does not work. Children will always find other ways to access social media. What is needed is a shift from control to connection. If you control, children will find different avenues for social media. If you connect, bonding between the parents and child will increase. It is also important to delay social media exposure as much as possible and to have clear conversations about screens, cyberbullying, and the fake or curated lives shown online. I see many cases where very young children, in senior kindergarten or grade one, are having spa parties and focusing on hair, nails, designs, and face structure. Much of this influence comes from platforms like Instagram and Pinterest. At an age when children should be playing outside, they are already being exposed to things that are not developmentally appropriate. Instead, children should be encouraged to engage in real-world activities. Parties can be at the beach, in gardens, play zones, or include pottery, movement-based activities, or free play at home. These experiences are far more appropriate and beneficial for their development. As parents, it is important to draw boundaries, stay involved, and focus on building connection. That is where real monitoring and guidance begin. #parenting #etnow #psychologyinsightsbyriddhi

Bridging the Gap: Fostering Collaboration Between Companies and Students In today's dynamic job market, a pressing issue has come to my attention that warrants our collective concern. Companies are on the constant lookout for skilled employees, while college students are fervently seeking job opportunities. Yet, there exists a glaring gap between the two—students often lack the essential skills required by these companies to excel in their desired roles. One question that arises is: What are companies doing with their Corporate Social Responsibility (CSR) funds? Shouldn't these funds be directed toward initiatives that bridge this skills gap? Here are a few thoughts on how companies can make a significant impact: 1. Investing in Skill Development: Companies can allocate a portion of their CSR funds to skill development programs. Partnering with educational institutions, they can offer specialized training, workshops, and certifications that equip students with the skills needed for their industries. 2. Open Doors to Students: Why not allow students to visit the company premises? This hands-on exposure can be invaluable in helping students understand the industry, its working environment, and the practical aspects of their desired careers. Companies can organize open-house events or career talks to facilitate this. 3. Expanding Internship Opportunities: Companies can contribute to building a skilled workforce by offering more internship positions. These internships provide students with practical experience, and businesses can identify potential future hires. It's a win-win situation. 4. Collaboration and Mentorship: Encouraging employees to participate in mentorship programs with students can foster a culture of learning and development within the company. Sharing knowledge and experience benefits both parties. 5. Scholarship Programs: Establishing scholarship programs for students who excel in relevant fields can be another way to contribute to education while nurturing future talent. By taking these steps, companies can play a vital role in addressing the skills gap and ensuring a smoother transition for students into the workforce. Let's encourage more dialogue between businesses and educational institutions to create a more cohesive and productive future for our students and the industries they aspire to join. Together, we can turn this issue into an opportunity for growth and collaboration. #SkillsForSuccess #CorporateResponsibility

Addressed the Confederation of Indian Industry I had the opportunity to address the '#CII India Edge 2025: Policies for Competitive India' alongside NITI Aayog Member Dr. Arvind Virmani, Shri sanjay kumar, Secretary, Department of School Education, Dr. Pankaj Mittal, Secretary General, Association Of Indian Universities, and Dr. Atul Chauhan, President, Amity University. The focus of the panel was '#Education to #Employment: Human Capital for 2047'. A key focus area was the urgent need to scale Academia-Industry Interface and Partnerships. I listed 6 ways for #Universities and #Industry to collaborate for win-win outcomes: 1. Collaborative Academic and Translational #Research - In developed economies, the private sector contributes 65-75% of research investment. In India, industry investment in research is about 35%. #India Inc. can collaborate with leading HEIs for research projects that enrich academia and positively impact industry through products and platforms. Nearly 30% of the US$780 million Institutional Research at Massachusetts Institute of Technology in 2022 was funded by industry and non-profits. 2. #Internships and #Apprenticeships for Students - By 2035, nearly 6 crore students will be pursuing 4-year undergraduate programmes. Presuming that 50% of the 4th year students would opt for internships, industry will need to absorb ~75 lakh students for credit-based internship and apprenticeship embedded degree programmes. 3. #ExecutiveEducation and #Management Development Programmes - Leading global #BSchools attract substantial resources and talent through these programmes. There is a big opportunity for #Indian BSchools to build expertise in these areas to meet industry requirements. 4. Professor of Practice and Adjunct Faculty Roles - Practitioners can bring their experience across #STEM and non-STEM areas into the classroom by committing time and can even co-create courses delivered through industry collaboration to improve students' #skills and employment potential. 5. Mentorship for #Innovation and #Entrepreneurship - Most #colleges and #universities desirous of nurturing a #startup culture need guidance and handholding from industry #leadership for designing #strategy and achieving scale for their ideas. Industry can engage with #incubators and #accelerators in their regions and provide mentorship to students, faculty and scholars in translating ideas to products and ventures. 6. Financial Support - As India's #HigherEducation system grows in size to achieve GER of 50 by 2035, brownfield and greenfield infra expansion would provide industry an opportunity to build world-class institutions through #CSR and philanthropic contributions. Suppliers of talent and users of talent need to work in tandem to co-create world-class #humancapital that can power the #vision of #ViksitBharat @2047. Often, this opportunity is lost in the waiting game of who will take the lead in forging these partnerships. (Views are personal.)

The single biggest opportunity we have to transform outcomes for children, young people and communities is to truly confront the fragmentation that defines so much of the way we work! After twenty plus years working across different sectors, I’ve come to believe that fragmentation is the quiet force holding so much progress back. Every time a brilliant initiative stalls, or a policy fails to take root, it’s usually because the responsibility sat in one place when the problem lived across many. That thought was reinforced during our recent Commissioners’ meeting on community cohesion, where our topic was #education. Prof Javed Khan OBE made a point that I believe so strongly. He said that if we truly want to move communities forward, key stakeholders, (schools, health services, police, local authorities etc) should share responsibility for on shared outcomes. For example, imagine if improving school attendance wasn’t just a target for education, but a shared goal for community services, hospitals, councils alike. That kind of collective accountability changes the dynamic entirely. It encourages joint ownership, shared #data, and decisions made with the whole system in mind. The need for it couldn’t be clearer. This year, 1.6 million children in England were persistently absent from school (that’s almost one in four!) Each of those cases represents a complex web of influences: wellbeing, safety, housing, mental health, economic strain. 🗣️No single institution can address that complexity alone. The Department for Education’s latest guidance recognises this, urging schools to work hand in hand with health, police and local partners to tackle attendance challenges together. But the onus shouldn’t just be on Schools alone. (🗣️Teachers cannot be expected to solve everything!!) Across the country, there are place-based partnerships that model this approach, and the results are promising. But they remain small in number. To reach real scale, we’ll need to make this mindset the rule rather than the exception, embedding it in funding models, accountability frameworks and perhaps most cruciallly, as part of a cultural reset. We have to stop this insanity of siloed working and recognise that when systems align around shared purpose, change moves faster, trust grows deeper, and communities thrive in ways that no single sector could deliver alone. 💭 I’d love to hear where you’ve seen this kind of #joinedup thinking and working making a real difference and what it would need to impact more people!