I believe that the public has entrusted me to make well-informed decisions on behalf of their children. As stated in my last blog, Health and Education are intricately woven. One does not happen effectively in the absence of the other. Also true, is that we don’t get to decide what issues place students at the greatest risk. Sometimes these matters are touchy from a theological stance, but they require attention none the less.
We have many issues that continue to plague our students as sighted through the many different Canadian data banks and registries. Obesity rates continue to soar. STI infections are at alarming historical highs, anticipated gains in mental health outcomes have not occurred. These types of health-related concerns bare immediate attention and demand policy and program designs that are built on evidence to help support meaningful and targeted implementation that yield cost-effective and substantive impacts.
In designing policy at the Board level, we need to probe and ask essential questions. We must assess that which is effective and in which context versus policies that don’t work. As such, I am seeking to enhance my abilities to drive change through my graduate studies in Public Health; change that offers tailored community public health programming and services, enhanced awareness of issues identified via epidemiological data and surveillance information along with policy practices that work to support intended outcomes.
It is well known that Boards benefit when members have backgrounds that support a board corporate makeup consisting of individual members with expertise and education that is both varied and high level. In the words of one of Canada’s leading Business professors known for his work related to effective Board Governance, “Corporate Boards are highly functional while Public Boards tend not to be. The nuance difference is in the level of expertise and knowledge board members come to the table with”. (McKillop, I., 2017).