Extend access without losing the purpose of the work.

A partnership begins with the students, schools or communities it is intended to reach. Geography, need, delivery capacity and useful measures are defined before public communication or visibility is discussed.

BRAKE’s teacher-led model can support individual schools, coordinated regions and targeted education priorities without depending on a presenter visiting every classroom.

The appropriate structure depends on who should benefit and what the partner is equipped to contribute.

Reporting distinguishes inputs, delivery, participation, learning and student response. Longer-term claims are used only where the evaluation design supports them.

Public recognition should be accurate and proportionate. It follows the work rather than becoming the reason for it.