Ka Ora Stakeholders: Power and Perspectives

Ka Ora Stakeholders: Power and Perspectives

Understanding who influences school lunch programmes Analysing attitudes, values and power dynamics Year 13 Health & Physical Education

Who Gets a Say?

Think about the Ka Ora, Ka Ako school lunch programme... Who is affected by decisions about school lunches? Who actually gets to make those decisions? Are these the same groups of people?

What is a Stakeholder?

Individuals or groups who are affected by an issue AND/OR have power to influence decisions Not all stakeholders have equal power or voice Different stakeholders often have conflicting priorities Understanding stakeholder perspectives is key to analysing social issues

Ka Ora Stakeholder Map

Attitudes, Values & Assumptions

ATTITUDES: Opinions or feelings about an issue ('cost matters most') VALUES: What someone considers important (equity, efficiency, wellbeing) ASSUMPTIONS: Beliefs taken for granted ('students will eat healthy food if provided') These shape how stakeholders view problems and solutions

Stakeholder Perspectives in Action

{"left":"GOVERNMENT MINISTRY: Values cost-efficiency and standardisation across schools. Assumes one programme can work nationally. Attitude: 'We need evidence-based, scalable solutions.'\nSTUDENTS: Value choice, taste, and cultural relevance. Assume they should have input into food decisions. Attitude: 'Food should reflect what we actually want to eat.'","right":"WHĀNAU/FAMILIES: Value cultural appropriateness and nutritional quality. Assume schools should support family values around food. Attitude: 'School food should complement our cultural practices.'\nHEALTH PROFESSIONALS: Value long-term health outcomes and evidence-based nutrition. Assume behaviour change is possible through education. Attitude: 'Prevention is better than treatment.'"}

Stakeholder Mapping Task

Choose 4 different stakeholder groups For each group, identify: • Main interests or concerns • Key attitudes and values • Level of influence/power Use analytical language: 'This stakeholder values...', 'This group assumes that...'

Power and Influence Analysis

HIGH POWER: Government ministries, school boards - make funding and policy decisions MEDIUM POWER: Principals, health professionals - influence implementation LOWER POWER: Students, some families - affected by decisions but limited formal influence Consider: Whose voices are heard? Whose are marginalised?

Where Do Conflicts Arise?

When stakeholder values clash: Government efficiency vs. student choice? Health outcomes vs. cultural preferences? Cost savings vs. quality ingredients? How might these tensions affect programme success?

Making the Assessment Connection

ACHIEVED: Identify different stakeholders and their basic perspectives MERIT: Explain WHY stakeholders hold their views and how this influences decisions EXCELLENCE: Analyse power relationships, conflicts, and equity issues Key language: 'From the perspective of...', 'This creates tension because...', 'Power imbalances mean...'