From the introduction:

Climate change, global poverty or unequal access to education are all phenomena that do not exist in splendid sectoral isolation. Hardly any one sector, not even the most well-informed, well-intentioned or well-resourced, would be able to solve the challenges faced by today’s globally interconnected societies. The UN 2030 Agenda for Sustainable Development calls for the erosion of traditional sectoral divisions. Integrating sector-specific expertise and resources from business, politics and civil society should simultaneously create both public and private wealth. Against this backdrop, this chapter illuminates the significance of relational parameters in supporting and facilitating the governing of intersectoral cooperation aimed at ensuring equitable access to education in Brazil. It provides a framework for the cooperative process that is derived from analysing the governance regimes of intersectoral education-centred projects observed in Tecnosinos, a science and technology park in the south of Brazil.

This chapter first provides a brief theoretical introduction to the process of creating shared value and the role that relational norms play in governing intersectoral cooperation endeavours before making some remarks on the Brazilian educational landscape. It then outlines the main insights into stakeholder participation and resources, building the foundation for the ensuing discussion and contextualisation of the cases.