communication for development (c4d) learning course module...

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Communication for Development (C4D) Learning Course

MODULE 1

This workbook supplements the online learning materials. It contains the text of the modules, but without the readings. The complete version of the modules and all accompanying materials are on the course website.

In developing this course, the Communication and Development Studies Program and the Center for International Studies at Ohio University have made every effort to trace copyright holders and adhere to educational fair usage guidelines. We regret omissions and welcome additions and amendments for inclusion in future revisions.

© Ohio University and UNICEF 2015.

This material is not licensed for resale or copying without agreement.

Communication for Development (C4D) Learning Course

MODULE 1

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MODULE 1Introduction to Module 1 [ 7 ]

Learning Objectives [ 8 ]

Unit Structure [ 9 ]

UNIT 1: Communication and C4D—Changing Perspectives [10 ]

Introduction [11]

Learning Objectives [11]

Background [11 –14 ]

Discussion [14 ]

Readings and Resources [15 ]

UNIT 2: C4D Principles: Participation, Inclusion, Empowerment [16 ]

Introduction [17 ]

Learning Objectives [17 ]

Background [18 – 2 0 ]

Discussion [ 21]

Readings and Resources [ 2 2 ]

UNIT 3: Evidence-driven C4D: Situation Analysis [ 2 3 ]

Introduction [ 2 4 ]

Learning Objectives [ 2 4 ]

Background [ 2 5 ]

Discussion [ 2 6 ]


UNIT 4: Goals, Objectives and Logic Models [ 2 8 ]

Introduction [ 2 9 ]

Learning Objectives [ 3 0 ]

Background [ 3 0 – 3 4 ]

Discussion [ 3 4 ]


TABLE OFCONTENTS

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MODULE 1Principles and Concepts in C4D

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In this module you will learn about the history, conceptual shifts, key principles and approaches to C4D, evidence-driven C4D planning and the role of C4D in achieving development goals and programme objectives. Readings, video lectures and interviews will focus on the linkages between C4D and participation, universality and non-discrimination.

The role of communication however is not limited to providing themeans—tools enabling individuals to communicate—but rather canbe viewed as an end in itself whereby individuals exercise their rightto be informed, to speak, and to be heard in matters that affect them.Development programming across the UN and outside needs to considerand include the broader empowerment processes that C4D triggers,within the context of organisational goals and objectives. This modulefocuses on the principles and concepts underlining the processand practice of C4D within UNICEF and outside.

MODULE 1: Principles and Concepts in C4D

INTRODUCTION

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• Describe the history of C4D and shifts in the field;

• Explain the key principles that guide current C4D theory and practice such as participation, empowerment, inclusion, and human rights;

•ExplaintheroleofresearchintheC4Dplanningcycle and be able to identify evidence-based research gaps through a situation analysis;

• Articulate the role of C4D in fulfilling development objectives and programme goals; and,

• Formulate C4D objectives.

By the end of Module 1 you will be able to:

LEARNING OBJECTIVES

Each module has four units:

Unit 1 provides an introduction to C4D, its history and origins, and current thinking and practice in the field.

Unit 2 looks at specific principles that are integral to C4D theory and practice. This unit will cover some foundational pieces on participation, empowerment, human rights and inclusion.

Unit 3 covers evidence-based C4D and specifically addresses the importance of situation analysis and identifying research gaps for C4D planning.

Unit 4 links C4D efforts to both long term and short term programme results. You will work through a logic model and understand how C4D contributes to achieving programme goals and objectives.

In each unit, you will be asked to discuss issues with your peers, read course material, and apply what you have discussed. After you have completed all four units in each module, you will complete a Module Test.

Note: In this Module you will notice that we use both intervention and strategy to describe communication related work. For the purposes of this course, you mayconsider a communication strategy to be broader in scope than a communication intervention.

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Each unit has a common structure with six elements, identified by images on the website and in the workbooks.

UNIT STRUCTURE

INTRODUCTIONAn outline of the unit, indicating how the topics covered relate to C4D.

Additional information about a topic

More Navigational Images

A question or an optional response

1

LEARNING OBJECTIVESWhat you will know and/or be able to do after completing the unit.

BACKGROUNDKey concepts and the broader C4D and UNICEF context.

DISCUSSIONQuestions for discussion about the issues in the unit.

READINGS AND RESOURCESRequired and optional readings, resources and tools to help you complete the unit.

2

3

4

5The readings (average of 50 pages per week) have been carefully chosen by the curriculum development team and vetted by UNICEF to help build a common understanding of C4D terminology, principles and practice. There are many more useful readings on C4D topics (some listed under “Optional Readings”) so we’ve worked hard to select those we judge most relevant to C4D work in UNICEF. We’ll be referring to these readings throughout the online phase and the workshop.

VIDEO MATERIALSRequired and optional videos to help you complete the unit. The audiovisual resources include several videos and short interviews (available as videos or podcasts) with UNICEF staff on key issues in C4D.

6

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M1: UNIT 1Communication and C4D—Changing Perspectives

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M1U1 Communication and C4D—Changing Perspectives

INTRODUCTION Communication has played an important role in international development efforts for many decades. This unit seeks to situate the history and origins of the field within the discipline of communication and highlights the role of communication in development. The purpose of the unit is to understand the history and shifts in the field of C4D, emphasizing how changes in the broader realm of international development have in turn influenced communication interventions and how the evolution of communication theory has impacted thinking on how we do development. The unit draws attention to current understanding of C4D and how C4D has shifted from a focus on information to participatory approaches, empowerment and social change.

LEARNING OBJECTIVES Based on the readings, viewings and discussion, by the end of this unit, you will be able to:

• Describe the history and origins of C4D;• Know current definitions, approaches

and practices in C4D;• Examine key concepts and approaches

in C4D; • Apply conceptual thinking in defining

and designing practical C4D interventions.

BACKGROUND For over five decades, the field of C4D has offered rich debates from various perspectives anchored on different theoretical premises and disciplinary backgrounds. Communication has been understood in many different and sometimes opposing ways. Some approach C4D as the transmission of information through various interpersonal and mediated channels; others, instead, approach C4D as a participatory process by which people discuss common concerns, make sense of the world, and decide courses of action. Whereas some see communication as primarily concerned with channels of information, messages, and

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audience reach, others believe that the notion of process by which “things are made common” is at the centre of communication.

Definitions of development also vary. Whereas some define it in terms of improvement of standards of living (e.g. as measured in health, education, income), often through planned, strategic processes, others think about development in terms of social change —that is, processes by which people change their life circumstances by getting involved in common affairs, many of which are individually or collectively generated and often the result of communication processes that trigger social change. The fundamental issue is that how one understands C4D affects the definition, analysis, and specific recommendations about courses of action to address any challenge.

Although we often think of C4D as a long-term, on-going process used by development organizations to empower communities through the use of media or other means of communication, it is important to remember and acknowledge that individuals and groups of people themselves are at the heart of communication initiatives. For example, we might think of the Treatment Action Campaign in South Africa as an organization that has used advocacy communication to effectively pressure and motivate policy makers to increase the availability of antiretroviral drugs in South Africa.

We hope that in your work in C4D you consider the ways in which individuals and communities can use communication and the media to speak for themselves, their causes, and those around them and overall to improve the situation for themselves and their children. Please explore the following

resources as you complete this unit and think about the ways in which your own work can contribute to empowering individuals and communities to make their voices heard.

Note: In this module we use both “intervention” and “strategy” to describe communication-related work. For the purposes of this course, you may consider a communication strategy to be broader in scope than a communication intervention.

FEATURED READINGBefore moving on to discussion and reading, we provide here a 10-page “featured reading” that defines and describes the primary strategies commonly used in C4D, Programme Communication (also called Behaviour change communication), Social Mobilization and Advocacy.

1. Behaviour change communication (BCC) is the evidence-based, consultative effort to address individual knowledge, attitudes, behaviours, and social norms in a strategic manner. BCC operates through various types of interventions, such as mass media and interpersonal and community-based interactions.

2. Social mobilization is a process that engages and motivates communities to commit resources, such as time or commodities, and to increase their participation in interventions that support programme objectives.

3. Advocacy is individual or collective action directed at influencing or changing policies and practices.

This reading offers a refresher (or introduction) to key C4D concepts and provides a common vocabulary and set of definitions that can be used on the discussion site.

http://www.unicef.org/rosa/Strategic_Communication_ for_Behaviour_and_Social_Change.pdf

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INTRODUCTORY VIEWING

THE TREATMENT ACTION CAMPAIGNYou’ll find this video on the course website. It features an excellent example of “advocacy” communication—“upstream” communication aimed at engaging decision makers and policy makers.

DISCUSSION QUESTIONS AND SCENARIOSYou will read short scenarios dealing with a need for a communication intervention in a field setting. You are asked to reflect and apply some of the concepts from the course material as you respond to the discussion questions. After reading the scenario, please discuss the questions with your facilitator and peers on the discussion site.

The scenarios are designed to prompt critical thinking about C4D within the contexts that you work in and the complex challenges of implementing development programmes. They may or may not be similar to what you actually encounter in your country or reflect the realities of your daily work.

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SCENARIO

The Department of Health in Mahanesia (Case Study 1) is confronted with a sudden spike in the number of measles cases among under-five children. Disease surveillance information shows increases even in districts where the percentage of fully immunized children has typically been higher than the national average.

Child health remains a crucial problem in the country despite decade-long efforts to improve the quality of service delivery in clinics and to increase knowledge about health and preventive behaviours among mothers in rural and urban areas. The rate of infant mortality is 50.76 deaths/1,000 live births, which is higher than the average for countries in the region.

Studies show that infant morbidity and mortality are particularly related to Acute Watery Diarrhea (AWD) and poor sanitation in rural and periurban areas. Other studies show that mothers and families generally do not prioritize immunization-preventable diseases, and instead, they mostly fear water-borne diseases, although knowledge about disease causation remains poor. Formative research also shows that grandmothers typically make children’s health-related decisions, especially in rural villages where most families still live in a joint-family or communal living arrangement. The health system relies on an extensive network of health workers throughout the country despite chronic underfunding, shortage of supplies, and problems with vaccine distribution.

DISCUSSION You have been approached by the office senior management to develop a communication intervention to address the situation.

• Aretherekeyconceptsorapproachesfromthereadings that might inform your communication intervention?

• Whatare2-3specificactionsthatwouldbeapartofyour C4D response?

• HowdoyouviewthetwomajorparadigmsinC4D? Do you see opportunities for crossover and complementarity or would one paradigm be more useful than the other to respond to the above situation?

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Note: Readings and resources are available on the course website, along with their full citations.

REQUIRED VIEWINGSIntroduction to communication and C4D (David Mould)

Role of interpersonal communication and mass media in promoting behavior change (Paolo Mefalopoulos).

REQUIRED READINGSFraser, C., and Restrepo-Estrada, S. (1998). Why communication? In communication for development: Human change for survival. London: I.B. Tauris Publishers, pp.39–63.

Waisbord, S. (2000). Family tree of theories, methodologies, and strategies. Rockefeller Foundation. [37 p.]

Morris, N. 2005. “The Diffusion and Participatory Models: A Comparative Analysis.” In Media and Global Change, ed. O. Hemer and T. Tufte, 123–44. Buenos Aires, Argentina: CLACSO.

OPTIONAL READINGSServaes, J. (2007). [Introduction]. In Jan Servaes (Ed.), Communication for development and social change. Thousand Oaks, CA: Sage. pp. 14–28.

Melkote, S.R., & Steeves, H.L. (2001). Communication for development in the third world: Theory and practice for empowerment (2nd ed.). Thousand Oaks, CA: Sage. pp. 19–45.

Mefalopulos, P. (2008). Development communication sourcebook: Broadening the boundaries of communication. Washington: World Bank. [excerpt: ~9 p.]

Hornik, R. (1997). Public health education and communication as policy instruments for bringing about changes in behavior. In Social marketing: Theoretical and practical perspectives. New Jersey: Lawrence Erlbaum. [12 p.]

Obregon, R. and S. Waisbord. (2010) The complexity of social mobilization in health communication: Top-down and bottom-up experiences in polio eradication. Journal of Health Communication. [19 p.]

Seidel, R. (2005). Behavior change perspectives and communication guidelines on six child survival interventions [Introduction]. Academy for Educational Development. Washington DC. [excerpt: 10 p.]

READINGS AND RESOURCES

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M1: UNIT 2C4D Principles: Participation, Inclusion, Empowerment

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M1U2 C4D Principles: Participation, Inclusion, Empowerment

INTRODUCTION This unit covers key principlesthat guide C4D interventions. You will examine issues surrounding participation, empowerment, human rights and inclusion. The focus will be on applying these central principles and concepts to C4D work in an effort to bring about both behavioural and social change.


• Critically reflect on the theory and practice of participatory communication, including the ethical issues and assumptions around child participation;

• Identify the underlying principles and definitions of the HRBAP and how they relate to C4D efforts;

• Examine issues of prejudice and discrimination based on factors such as gender, class, race, ethnicity, culture, religion, ability, sexual orientation, national origin, and language;

• Address the issue of equity and how C4D can focus on reaching the hard to reach groups.

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BACKGROUND In the past two decades, participation, human rights, equity and inclusion have become central to the development discourse. These principles cut across development theory and practice and are closely linked to current day understandings of C4D. This unit further details the foundational principles of the participatory communication paradigm and introduces you to key readings in the areas of participation, discrimination and human rights based approaches. Through discussion questions you will be encouraged to apply and assess how these principles are reflected in your work. We hope you will have a chance to critically reflect on the role of participation, why its important, who participates and whose voices tend to be silenced and the role of C4D in empowering citizens and enabling rights bearers to act upon and claim their rights.

UNICEF’s idea of “people centred development” was one of the first articulations of the HRBAP among development agencies. For UNICEF, HRBAP is part of its mandate, which expresses a clear commitment to children’s rights. As part of the UN system, UNICEF is obliged to promote human rights in all aspects of its work, which means that all UNICEF programmes and strategies at all levels and in all cases are expected to be fully consistent with HRBA principles. Similarly, as the UN lead agency working for children, child participation is an important area of the agency’s work. The key principles of C4D and social change intersect and overlap with the tenets of a people and child centred approach that endeavors to be inclusive and leave no child out.

Remember, the human rights principles of equality, accountability, participation and non-discrimination are the foundation for C4D work in UNICEF. You can see how these have been articulated in relation to C4D practice at UNICEF by looking at the UNICEF C4D Principles.

UNICEF C4D’s core principles guide how C4D practitioners in the organization work with communities, development partners and programme staff. These principles are based on the HRBAP, particularly on the rights to information, communication and participation as enshrined in the Convention on the Rights of the Child (Articles 12, 13, and 17). They include:

• Facilitating enabling environments that:

a. Create spaces for plurality of voices and promote narratives of communities

b. Encourage listening, dialogue and debate

c. Ensure the active and meaningful participation of children and women

• Reflecting the principles of inclusion, self-determination, participation and respect by ensuring that marginalized and vulnerable groups (including indigenous populations and people with disabilities) are prioritized and given visibility and voice;

• Linking community perspectives and voices with sub-national and national policy dialogue;

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• Starting early and addressing the whole child—including the cognitive, emotional, social and spiritual aspects in addition to survival and physical development;

• Ensuring that children are considered as agents of change and as a primary audience, starting from the early childhood years; and

• Building the self-esteem and confidence of care providers and children.

Available at : http://www.unicef.org/cbsc/index_42335.html

Human rights are inseparable from indigenous, local settings and their own forms and understandings of power and participation. Standards may be universal yet the processes by which they are defined, monitored, and enforced are essentially local/regional. Put differently, the processes of participation and accountability are intrinsically linked to local contexts and opportunities. Operationally, while the expression of the HRBAP at the country level can vary in accordance with the local context, there are some common elements, which include:

• An approach to situation assessment and analysis which identifies those whose responsibility it is to realize children’s rights and the capacities they require but may lack;

• Promotion of the participation rights of children and young people;

• Increased attention to marginalized and vulnerable groups and the dynamics of discrimination, for example on grounds of indigenous or minority status or disability;

• An approach to policy engagement that emphasizes participation by children and young people in policy making, priority attention to marginalized and vulnerable groups, and a holistic approach to children’s rights that recognizes their interdependence;

• The development of partnerships, notably with civil society groups, founded on mutual recognition of a child rights framework as the basis for action

...RIGHTS can only exist when there is a

clear articulation of who is

RESPONSIBLE for

fulfilling them, and who can be

held ACCOUNTABLE

if that doesn’t happen. Without that, they remain just empty

claims and aspirations.

“

.”

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SCENARIO

Your UNICEF section head has assigned you to work on establishing/ rebuilding educational facilities at a camp for Internally Displaced Persons(IDPs) in Balalya (Case Study 3). Your primary task is to explore strategies to implement aspects of the Convention on the Rights of the Child (CRC, Articles 28 and 29), specifically as these articles relate to reducing the high drop-out rate of girls from the later grades of primary school.

It has been a practice in this community for parents to marry their female children at age 13 or 14, which results in them dropping out of school without completing their secondary diploma. The lives of these child brides are then dominated by their husbands. In a culture where the male child is highly valued, the female child is discouraged from attending school and it is the general perception that girls who are unable to cook and clean will not be able to attract a husband. By being deprived of education, the child bride is unable to secure an identification card with the result that she risks the future loss of access to health care and other forms of social protection, such as the ability to report abuse to the police, thus becoming even more dependent on her husband.

During one of your visits to a school in one of the communities in the camp, you are informed by the principal that two female children from a family are not attending school. The family’s only son attends school.

You have visited the family on three occasions and each time you are informed by one of the daughters that the father has made the decision not to send the girl children to school. When you speak

with the girl children they somewhat hesitatingly tell you that they would like to attend school but do not because their parents have requested that they stay away. Typically, the mother is at work when you visit. However, you learn that the father is unemployed and is usually at home. When you ask to speak with him you observe hesitancy from other family members, including the two daughters.

During your fourth visit you request to speak to the father. Once again you receive the same response, that the father is unavailable.As your frustration level increases you decide to attempt another strategy.You tell the daughters that the family will not receive any further aid if you are unable to speak to the father.

With much nervousness one of the daughters retreats into the bedroom and after a short time she returns, leading the father who appears to have a visual impairment. The father tells you that his impairment is not congenital, and was caused by an accident in the workplace a year ago. Since that time he has been unable to find work.

His former employers will not hire him back. Further, some of the community leaders, with whom he was once very friendly, while admitting they feel bad for him, have not been able to help him find a job. Since the mother is now working, the daughters remain at home during the day to care for the father and do household chores. In addition, because he cannot find work, the family is unable to afford the school fees for all of his children and in line with local customs they have chosen to send only the son.

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DISCUSSION • What are the points of discrimination within this situation and what are the

underlying power structures in this scenario?

• Drawing on some of the readings how can children be engaged to promote school retention and delay marriage for adolescent girls?

• What are some communication strategies to reach out to hard to reach or marginalized population groups?

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Note: Readings and resources are available on the course website , along with their full citations.

REQUIRED VIEWINGSA rights based approach to urban development by Urban Jonsson https://www.youtube.com/watch?v=qNdj-A-AI-4

Empowering people with disabilities vital for achieving development targets by Stevie Wonderhttps://www.youtube.com/watch?v=JdwkPGh_vdQ

Applying HRBAP (Karen Greiner and Hedy Ip)

Involving communities (Hanna Woldemeskel and Ndiaga Seck)

Children as agents of change (Ndiaga Seck)

Role of radio in promoting behavior change (Massimiliano Sani and Ndiaga Seck)

REQUIRED READINGSWhite, Shirley A. (1994). The concept of participation: Transforming rhetoric to reality. In S. A. White with K. S. Nair & J. Ascroft (Eds.), Participatory communication: Working for change and development (pp. 15–32). London, UK: Sage Publications.

R. A. Hart (1992). Children’s Participation: From tokenism to citizenship. UNICEF Innocenti Research Centre. Cited in Learning to participate (1996) available at: https://llk.media.mit.edu/courses/readings/participation-ladder.pdf

Lees, J. and Ojha, S. (1999) Listening, Respect, and Caring: The Heart of Participatory Work with Children. In: Shirley, W (1999) The Art of Facilitating Participation. Sage Publishers, New Delhi. pp.121–147

Jonsson, U. (2005) A human rights-based approach to programming. In P. Gready and J. Ensor, Reinventing development: Translating rights-based approaches from theory to practice. Zed Books. [excerpt: 13 p.]

Kabeer, N. (2010). Can the MDGs provide a pathway to social justice? The challenges of intersecting inequalities. Brighton: IDS. [5 p.]

Nicoli, M. & Guernsey, K. (2008). Disability and Development: What role for communication? In P. Mefalopulos, Development communication sourcebook: Broadening the boundaries of communication (pp. 195-203). Washington: World Bank.

OPTIONAL READINGSChopra, M., and Ford, N. (2005). Scaling up health promotion interventions in the era of HIV/AIDS: Challenges for a rights based approach. Health Promotion International 20, 4. [7 p.]

Hamm, B. (2001). A human rights approach to development. Human Rights Quarterly 23 (4): 1005–1031. [26 p.]

Arnstein, S.R. (1969). A ladder of citizen participation. Journal of the American Institute of Planners, 35(4), 216–224.

Kolucki, B. & Lemish, D. (2011). Part One: Why Children, Why Communication? In Communicating with children: Principles and practices to nurture, inspire, excite, educate and heal. New York, NY: UNICEF.

Pincus, F.L. (2000). Discrimination comes in many forms: Individual, institutional, and structural. In Readings for Diversity and Social Justice. New York, NY: Routledge. [10 p.]

Blumenfeld, J.W. (2000). How homophobia hurts everyone. In Readings for Diversity and Social Justice.New York, NY: Routledge. [9 p.]

Ford, C.W. (2000). Develop cross-cultural communication skills. In Readings for Diversity and Social Justice. New York, NY: Routledge. [3 p.]

Lorber, J. (2000). “Night to his day”: The social construction of gender. In Readings for Diversity and Social Justice. New York, NY: Routledge. [8 p.]


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M1: UNIT 3Evidence-driven C4D: Situation Analysis

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M1U3 Evidence-driven C4D: Situation Analysis

INTRODUCTION Research is critical in all stages of C4D programme planning and implementation. It is increasingly recognized that programmes need to be based on data and evidence. This unit addresses the role of research in C4D, focusing on situation analysis. Situation analysis is usually the first or preparatory step in C4D planning. Robust research enables programmers to understand the situation and allows for more tailored or targeted interventions. In the context of C4D, formative research enables a deeper understanding of the context and the socio-cultural determinants of practices that undermine health and well-being.


• Discuss the importance of formative research in C4D planning;

• Critically assess available data to ascertain what is known about the situation;

• Identify data gaps for further research.

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BACKGROUNDC4D is a planned and evidence based process. Several planning models such as the P Process, Combi or ACADA are available (and are discussed in the next unit). Irrespective of which planning model is used, the first step in the strategy development process is understanding the situation. Situation analysis is also commonly referred to as formative research for C4D.

Stage 1: Situational Analysis A C4D plan needs to start by defining and understanding the structural and root causes of the problem, and the future situation. We need to understand what the current situation is and why it is less than desirable. There could be several underlying factors related to political, economic, socio-cultural systems, structures, norms, and conventions that perpetuate discrimination, inequalities, and injustice.

It is equally important to understand, especially from the point of view of participants, what is needed to move from the current situation to a better one, and how communities will change the situation, whether it is to improve health conditions, increase farming output, ensure equitable access to safe water, increase voting, improve learning, or secure land rights. C4D practitioners should consider a variety of quantitative and qualitative methods to gain a comprehensive understanding of the situation that includes demographic, health, socio-cultural, political, economic, communication, and media-related data.

Most importantly, a situation analysis should include dialogue and interaction with key participant groups about the factors that influence their beliefs, attitudes, and practices and which in turn may hinder or enable overall desired results.

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SCENARIO

For the last decade, the Ministry of Education in Azataluena (Case Study 2) has not been able to improve retention rates among children from indigenous families in primary school. Recent data show that the number of matriculated indigenous students, who speak languages other than Spanish at home, dramatically drops off after first grade, particularly in rural schools. No significant gender differences were identified.

Despite efforts to increase knowledge among parents about the importance of completing primary school through educational communication initiatives on radio, rates have remained unchanged. Parents, who generally have completed

a few grades in elementary school or are illiterate, say that primary schooling is beneficial for their children, even though they pulled their children out of school. Also, the MOE has implemented pilot programmes that offer bilingual education in schools in selected districts with a majority of non-Spanish speaking populations on the assumption that schools were not sufficiently sensitive to cultural differences. However, after changes were made (some classes taught in local languages, incorporation of local culture in the curricula), retention rates have not changed substantially.You have been tasked with designing a C4D intervention to promote primary school retention among indigenous families.

DISCUSSION • What information is available from the scenario as well as the background

information on Azataluena (under Key Resources)?

• What are the information or data gaps that need to be filled in order for you to develop the C4D intervention? In other words, what else do you need to know about the people and the context?

• How can you build on the available information and data to design a response that takes account of the local context and culture? Please provide 2-5 examples of evidence-based strategy choices or decisions.

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REQUIRED VIEWINGSUsing research to design C4D interventions (Nicola Christofides and Ami Sengupta)

Role of research in C4D interventions (Karen Greiner and Ruth Leano)

REQUIRED READINGS UNICEF guidelines for undertaking a communication for development (c4d) situation analysis. (2010). UNICEF, New York.

C-Change. 2012. C-Modules: A Learning Package for Social and Behavior Change Communication (SBCC): Practitioner’s Handbook. Washington, DC: C-Change/FHI 360. Module 1: Understanding the situation, pp. 2–3 & 18–23.

UNICEF. 2013. Regional Communication Strategy Development Guide for Newborn Care and the Prevention and Control of Childhood Pneumonia and Diarrhoea in East Asia and the Pacific Region. pp. 29–36 and 74–75.

Mushi AK, Schellenberg J, Mrisho M, Manzi F, Mbuya C, et al. (2008) Development of behaviour change communication strategy for a vaccination-linked malaria control tool in Southern Tanzania. Malaria Journal 7:pp. 1–9

OPTIONAL READINGS Usdin, S., Singhal, A., Shongwe, T., Goldstein, S., & Shabalala, A. (2004). No short cuts in entertainment-education. Designing Soul City step by step. In A. Singhal, M. Cody, E.M. Rogers, & M. Sabido (eds.), Entertainment-Education and social change: History, research, and practice (pp. 153–175). Mahwah, NJ: Lawrence Erlbaum Associates.

Ryman, T.K., Dietz, V., and K.L. Cairns. (2008). Too little but not too late: Results of a literature review to improve routine immunization programs in developing countries. BMC Health Services Research, 8 (134). [10 p.]

Shea, B., N. Andersson, and D. Henry. (2009). Increasing the demand for childhood vaccination in developing countries: A systematic review. BMC International Health and Human Rights 2009, 9. [11 p.]


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M1: UNIT 4C4D Results

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M1U4 C4D Results

INTRODUCTIONThis unit links C4D efforts to both long and short-term programme results. You will work through the logic model and understand how C4D contributes to achieving programme goals and objectives. Before you plan a development programme, you need a realistic estimate of what it can achieve, through both its overall goals and specific objectives. Goals, such as the MDGs, are broad statements about development and social change, providing the overall framework or context for many development programmes. Objectives are specific, and include both outputs (e.g. activities conducted and materials produced) and outcomes (attitude and/ or behaviour changes that result from the programme). Most importantly, objectives must be realistic, measurable and achievable within a time period. That’s why a monitoring and evaluation plan is integral to the planning process.

C4D is a process that facilitates social and behavioural change. In UNICEF,C4D functions as a core programme strategy to address social and behaviour change objectives that are an essential component of the overall programme goals and objectives. Achieving

communication objectives is not an end in itself because the function of a C4D strategy is to support the programme. To put it another way, you can produce an award-winning media campaign, but if there’s no change in the infant mortality rate or Net Enrollment Ratio, your communication activities have not contributed to programme objectives.

Setting goals and objectives is a collective, participatory process that involves all actors in a given issue. Identifying stakeholders or participant groups across all sectors (e.g. health, nutrition, education, water, sanitation and hygiene, HIV/AIDS, and child protection) is the first step to determine C4D objectives and their contribution to development objectives. It takes time and resources to identify and involve these actors but the effort will pay dividends, making development initiatives more sustainable, more useful to the communities they are intended to benefit, and more satisfying to donors, who can see tangible change occurring.

One of the most helpful ways to plan a C4D intervention is to use a logic model. This is a diagram or flow chart that links C4D activities and outputs with expected outcomes. A basic logic model might look like the diagram on the next page.

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A logic model doesn’t have to be great art; indeed, some excellent models have been drafted on paper napkins in restaurants after a long day at the office. It’s a way to break down the parts of your strategy and see how all the pieces fit together. The logic model should include goals and measurable objectives, and shows how research, design, implementation and monitoring and evaluation are connected.

LEARNING OBJECTIVESBased on the readings, viewings and discussion, by the end of this unit, you will be able to:

• Differentiate between programme goals (large scale, long term achievements related to social change) and objectives (short to medium term achievements);

• Differentiate between C4D activities, outputs, and outcomes;

• Develop C4D objectives and link them to programme objectives;

• Link the stages in C4D planning into a logic model;

• Describe the “value added” of C4D.

BACKGROUNDC4D planning can be divided into five key stages—situation analysis (covered in the previous unit), communication planning and strategy development, communication content development, implementation and monitoring, and evaluation. The logic model provides a visual representation linking programme and C4D activities and outputs with expected outcomes (long and short term). It serves as a road map to research, design, implement, monitor, and evaluate initiatives.

Stage 1: Situation Analysis(covered in the previous unit)

A C4D plan needs to start by defining and understanding the structural and root causes of the problem, and the future situation. We need to understand what the current situation is and why it is less than desirable. There could be several underlying factors related to political, economic, socio-cultural systems, structures, norms, and conventions that perpetuate discrimination, inequalities, and injustice.

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Stage 2:

Communication Planning & Strategy Development

C4D strategies are developed by applying a range of communication theories,concepts and approaches to practical, on-ground insights gathered throughresearch during the situation analysis. Key to an effective communication strategy is the development of a useful set of communication objectives.

Communication objectives refer to issues that can be modified through information, communication and dialogue based activities that relate to specific social-cultural and behavioural dimensions of the problem. Changes in attitudes, participation, knowledge, social norms, and self-efficacy are examples of issues that can be modified through communication related objectives.

Since C4D is part of a broader programme strategy to promote social change and improve people’s lives, it is fundamental to link C4D to overall programme strategies for the provision and organisation of services, equipment and other hardware, data collection and analysis, policies, technology transfer, etc., and to keep in mind how communication objectives will contribute to overall actions and programmatic objectives. Simply to identify C4D objectives is not sufficient; we need to demonstrate how they are linked and contribute to overall programme efforts.

Communication objectives need to be formulated in a way that they can be measured as a result of a given intervention or more than one intervention. Objectives are most effective when they are “SMART”:

In addition, from the participatory point of view it is also important that qualitative objectives be “SPICED”:

pecific

easurable

chievable

ealistic

ime-bound

S

M

A

R

T

articipatory

S

P

I

C

E

D

mpowering

ubjective

nterpreted & Communicable

ross-checked & Compared

iverse & Disaggregated

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For now, it is important to keep in mind how changes in certain communication objectives/indicators contribute to overall efforts; for example, how changes in beliefs and attitudes about empowerment can lead to the reduction of gender-based violence.

C4D strategies also need to identify key participant groups in the communication process as well as the networks of influencers and community mobilizers who can be called upon to support behaviour and social change among the key participant groups. Once communication objectives have been developed, participant groups are generally segmented in order to create an effective multi-level communication programme. Different groups may be reached through different activities. The situation analysis, if done correctly, should inform the ways you decide to reach different groups of participants.

“Simply to I D E NTI F Y

C4D objectives is NOT sufficient;

we need to DEMONSTRATE

HOW those objectives are

LINKED and CONTRIBUTE

to overall efforts.

C4D practitioners determine what will be done to achieve C4D objectives. Traditionally, this referred to “channels” for disseminating information, in the context of what used to be called “campaigns.” However, from participatory/HRBA approaches to C4D, activities could include a vast range of interpersonal, group and community-based strategies, such as peer education or mentorship programmes.

Stage 3:

Communication Content Development

Once activities have been selected, you need to determine their content. Whereas conventionally this refers to

“messages”, it is important to conceive of content more broadly in terms of “what is done” and indicate how it is linked to expected changes. Using participatory methodologies, desired changes in norms and practices need to be presented as accurate, sensitive, culturally appropriate and appealing content that can be replicated at scale and strategically delivered across multiple channels of communication. These channels include print media, websites, mobile phones, radio, and television as well as more traditional forms including puppet shows, street theatre, and traditional ballads.

Indicators are used to monitor and evaluate C4D initiatives and are based on communication objectives. For example, if a communication objective is intended to change people’s attitudes regarding empowerment, then an example of an evaluation indicator would be people’s attitudes toward empowerment such as “the percentage of people in a particular community who view women’s empowerment positively”. An example of a monitoring indicator would be “the number of people who viewed our C4D materials”. Evaluation indicators are based on outcomes; monitoring indicators are based on the process of rolling out communication materials.

”

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Community-based workers, local leaders and service providers often become channels of communication to consult, advise and dialogue with communities and households. Communication activities and channels can also be layered so that more people can be reached and content can be reinforced across several platforms. Efforts, for example, to engage communities in dialogue at the ground level can be supported by mass media campaigns that range from entertainment education strategies to the use of popular cultural icons such as film and sports personalities.

Stage 4:

Implementation and MonitoringThis stage refers to the rollout of a communication activity, intervention, or strategy, and the monitoring of its implementation. Translating C4D strategies into actions often requires mobilization of communities and social networks to dialogue and support desired changes in individual behaviours, social norms and practices; dissemination of massmedia and interpersonal communication materials; training of interpersonal communicators such as peer educators, health workers, teachers and young people in participatory methodologies; and orientation and mobilization of media professionals especially at the sub-national level. The monitoring and reporting scheme is also included in this stage, and may require practitioners to adjust the rollout based on feedback from communities. Successful implementation requires constant measurement with responsive adjustments to build on successes and overcome challenges.

Stage 5:

Evaluation

Evaluation design needs to identify which indicators will be used to measure change and how the information will be gathered. It is best to develop evaluation indictors hand in hand with communication objectives, and it is important to insist on participatory methodologies to provide opportunities for local actors to learn and assess the experience in their own terms.This requires C4D practitioners to engage communities throughout the planning process. Also, while showing how activities contribute to communication objectives, it is necessary to demonstrate how C4D activities contribute to broader programme objectives and the overall process of development and social change. Communication practitioners usually evaluate process outcomes, which refer to how well the implementation of the communication strategy has been rolled out, and impact outcomes, which refer to how the communication strategy has changed the intended participants or stakeholders. Impact evaluations generally take place over a longer period of time, and ask questions about whether the C4D strategy had the desired results vis-à-vis larger programmatic goals.

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DISCUSSION The logic model, a visual representation linking programme and C4D activities and outputs with expected outcomes (long and short term), connects the stages in the C4D planning process, and helps us understand how they are interrelated.

A C4D practitioner would fill in the logic model with information developed during the planning process, especially stages 1 and 2, with input from stakeholders and participants.

There are many excellent planning models currently in use by organizations across the world. In the readings for this unit, you’ll focus on three widely-used models:

1. COMBI (Communication-for-

Behavioural-Impact), currently being used by the World Health Organization (WHO)

2. The P-Process used by Johns Hopkins University’s Center for Communication Programs

3. ACADA (Assessment, Communication Analysis, Design, and Action), a planning tool used by UNICEF

1. Using ONE of the three logic models you read about for this unit (ACADA, COMBI, or SCOPE), and thinking about a C4D-related programme in your work context, discuss how the model can help you to connect programme inputs to outputs and outcomes. How can the use of the model improve the programme?

2. From either your work context or an area of interest, provide at least ONE communication objective that you developed as part of a C4D initiative. How does this objective connect to the logic model you chose for question 1?

3. Create your own logic model based on your work context that consists of your planned work (Inputs, Activities) and your intended results (Outputs, Outcomes, Impact). For this question, you have the option of using the data in the case study below.

• Case Study 4 (Tokrali) encouraging the delay of sexual debut among youth.

BRINGING IT ALL TOGETHER

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REQUIRED VIEWINGLogic Models TutorialNote: This video features a training module on Logic Models, which was originally interactive. This recorded version no longer allows you to click on the presentation.

C4D contribution to prgramme objectives (Paolo Mefalopoulos).

REQUIRED READINGSInagaki, N. 2007. “Communicating the Impact of Communication for Development: Recent Trends in Empirical Research.” Working Paper No. 120, World Bank, Washington, DC. Chapter 4 Evidence of the impacts of communication for development. pp.23–35.

Ohio University Communication and DevelopmentStudies (2011). Goals and objectives [powerpointpresentation]. [17 slides].

Centers for Disease Control and Prevention (2009,January). Writing SMART Objectives. Evaluation BriefsNo.3b. [2 p.]

Health Communication Capacity Collaborative(November 2013). The P-Process: 5 Steps to StrategicCommunication. Baltimore: Johns Hopkins BloombergSchool of Public Health Center for CommunicationPrograms. [13 p.]

Communication for Development, UNICEF NY., (n.d.).ACADA model summary. Retrieved from http://www.unicef.org/cbsc/index_42336.html. [2 p.]

UNICEF (n.d.). What is a programme logic model?UNICEF M & E Training Resource. [7 p.]

UNICEF Bangladesh (2008). Writing a CommunicationStrategy for Development Programs. [Chapter 1–10p.]

World Health Organization (2003). Mobilizing forAction: Communication for Behavioural Impact. [4 p.]

OPTIONAL READINGSCenter for Global Development. (2006). When will we ever learn. Washington. [95 p.]

UNICEF. (2010). C4D in YCSD Programs. Integrating Children’s Rights and Social Transformation Perspectives in Communication Planning. UNICEF: C4D - YCSD Orientation Series.

Innovation Network (n.d.). Logic Model Workbook. Retrieved from www.innonet.org. [30 p.]

Minnesota Department of Health (2010). Program goals and objectives [web page]. Retrieved from http://www.health.state.mn.us/divs/hpcd/chp/hpkit/text/team_goals.htm. [2 p.]

W.K. Kellogg Foundation (2004). Logic Model Development Guide. Retrieved from http://www.wkkf.org/~/media/6E35F79692704AA0ADCC8C3017200208.ashx. [71 p.]


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