C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
C4 d presentación 1  conceptos esp-final with logo ia
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C4 d presentación 1 conceptos esp-final with logo ia

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  • Distribute and refer to HandoutCorporate Communication: Communicate the mission and activities of the organization, mostly for external audiences. -- Use media outputs and products to promote the mission and values of the institution; inform selected audiences about relevant activities.Internal Communication: Manage the flow of information within an institution/project. Sometimes this area can be included in corporate communication. -- Ensure timely and effective sharing of relevant information within the staff and units of the institution. Advocacy: Influence change at the public or policy level and promote issues related to development. -- Raise awareness on hot development issues; use communication methods and media to influence specific audiences to support the intended changeDevelopment Communication or C4D: Support change in development operations by engaging key stakeholders. -- Establish conducive environments*; assess risks and opportunities; disseminate information; induce behavior and social changeBasic Features of Communication Modes: MONOLOGIC (One-way) MODE versus DIALOGIC (Two-way) MODEAll types of communication are important – we want to inform and persuade but also to empower and assess empowerOne way communication to inform main purpose is to raise awareness or increase knowledge of key audiencesOne-way communication to persuade is to change attitudes and behaviors of key audiencesTwo-way communication to empower – to involve stakeholders in decisions over key issuesTwo-way communication to assesses – to assess, probe and analyze the situation You can see on the handout too the preferred methods and media for these types of communication – one-way or monologic making predominant use of mass media, whereas the two-way or dialogic mode makes more use of dialogue to promote participation and also uses a wide range of methods to investigate issues
  • Also adopted by the UNRT on C4DWorld Congress on Communication for Development, 2006“A social process based on dialogue using a broad range of tools and methods. It is about seeking change at different levels involvinglistening, building trust, sharing knowledge and skills, building policies, debating and learning for sustained and meaningful change. Itis not public relations or corporate communication.”
  • C4D in UNICEF is defined as:“C4D is a systematic, planned and evidence based strategic process that is intrinsically linked to programme elements; uses consultation and participation of children, families, communities and networks, and privileges local contexts; and relies on a mix ofcommunication tools, channels and approaches, to promote positive and measurable behaviour and social change.”
  • C4D is a long-term process.While some results can be achieved in a short time frame, intrinsic behavioural and social change is a multi-year process, sometimes spreading over two or more generations.
  • Now would like to spend a few minutes on the TRENDS in C4D, because it IS an evolving field.
  • So, in short, the key shifts in C4D:1. Messages Dialogue and interaction2. Individual behaviour Collective social change3. Beneficiary driven approach Human rights approach4. Problem Appreciation5. Expert-driven solutions Community-driven solutions
  • Also have seen shifts in how we see the function of communication,Change in focus from communication as a support function to integral to programme strategyMove or shift from ad-hoc communication campaigns to strategic, systematic, planned, inclusive and on-going communication approach
  • Finally, have also witnessed changes in how we measure the results of communicationFor many years, emphasis was placed on attempting to measure Increased knowledge and awareness Improved and new skills Increased delivery and demand for products and services Changes in behaviour and practices Reach of media and information
  • Today, in addition, we try to measure: Improvements in service delivery and interaction (service provider - client) Shifts in attitudes, social norms and power relationships Enhanced self esteem, self efficacy Improvements in national government policies Changes in community perceptions and participation Adherence to basic human rights principles – what are they? 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. Gender. Etc.
  • (Maybe just list h.r. principles and discuss them?)Or … tell them we will keep weaving these h.r. principles throughout our work.This ends Session 1.3 – Any questions or comments?Now we will move to a presentation on the One UN approach in Rwanda – Hillevi?
  • Now we will look at a Framework of Approaches that is often used in strategic C4D
  • Process of using arguments, interventions and messages to persuade decision makers or policy makers to take specific actions that would facilitate the formulation and enforcement of policies, creation/ institutionalization of structures, planning and implementation of programmes and allocation of needed resources to address specific development issues.
  • Process of bringing together relevant inter-sectoral partners to determine needs, raise awareness and involve them to take a specific action/s that would facilitate the adoption of a specific behavior/set of behaviors by primary participant groups to achieve a specific outcomeSocial mobilization involves GROUPS of people in organisations, institutions, groups, networks and communities who contribute their efforts and resources to plan, implement and monitor activities with the community.
  • BCC is the process of using interventions and messages to persuade, involve and assist individuals belonging to segments of the population to adopt and engage in specific behavior/set of behaviors to achieve a specific outcome that promotes their well-being.Within a participatory framework, individuals and communities in the primary participant group gain knowledge and skills that motivate them to practice healthy and protective behaviours. We will be coming back to the term participant group ….
  • Communication for social change is a process of public and private dialogue through which people define who they are, what they want and how they can get it. While behaviour change implies individual level change, social change seeks to create an enabling and favourable environment for change. Communication for social change seeks to engage and empower communities and networks to influence or reinforce social norms and cultural practices to create an environment that supports long-term sustainable change. The process is human resource intensive and often requires investment over longer periods of time. Its results are usually measured in terms of processes and shifts in social norms or power relationships.
  • Okay, so now we know a bit about how C4D has evolved over the past 50 years and about the unique UN programming in Rwanda, which complements and supports the Government’s Vision 2020 and the EDPRS (about which we will hear more later).Now we will examine a bit more closely the role that C4D plays in achieving development results.
  • This slide shows that to reduce the risk of diarrhoea – which is a major killer of children and major cause of distress for many adults as well – that water supply, water quality and sanitation are important – but that proper hygiene practices, including handwashing at critical moments are the largest contributors to reducing diarrhoea.And what are good hygiene practices except communication? Of course, you have to have soap or another cleanser, but most important is the knowledge and the PRACTICE of maintaining proper hygiene and of handwashing.
  • Meena and the Rights of the Girl ChildGrounded in South Asia contextMulti-media products impart life skills -- decision making, problem solving, negotiation, critical thinking, assertiveness, coping with feelings and relationshipsPartnering with NGOs, Meena Clubs are in villages across South Asia where films are screened and peer-facilitated discussions held.
  • Sara and the rights of the girl childFocused in Eastern & Southern AfricaResearch-based entertainment-education strategy, deals with girls’ education to child protection to FGM/CSara used in schools and community-settings by peer-facilitators
  • Establishing Coordination MechanismsC4D sub-committees or task forces within National ProgrammeThrough the life cycle of the programmeFacilitate joint programming and decision-makingDivision of responsibilitiesAdd point about: done through a variety of research techniques and methods
  • Add point about: done through a variety of research techniques and methods
  • Communication Strategy Development:Communication objective settingPrioritisation of participant groups into primary, secondary and tertiaryDevelopment of participant specific key messagesMedia mix: channels of communication – will come back to this on Day 3Resources assigned
  • On Day 4, will examine more closely the development of materials and messagesPositive behaviour modelingCreative approaches (for example, enter-educate or use of popular spokespersons)Participatory development of materialsPre-testing
  • Also on Day 4, will be speaking more about the implementation of strategic communication strategies, focusing on the:Mobilization of communities and social networks to dialogue and support desired changesDissemination of mass-media and interpersonal communication materials Training of interpersonal communicators such as peer educators, health workers, teachers and young people   Orientation and mobilization of a wide range of media professionals especially at the sub-national level Initiation of the monitoring and reporting scheme.
  • And will talk about the importance of monitoring for results and evaluating for results.
  • From Personal to Planetary transformation.A model created by Monica Sharma which she uses for leadership training.The premises here are that we can look at change on various levels and that it translates in different actions.When we intervene with technical solutions, we normally address merely the immediate causes, which at times can be a starting point. BUT it is never enough or for the long run. Example: hand washing, tube wells, vaccinations, condoms, life skills classesAnother level of change is when we address systems’ or structural causes; these changes aim to bring about systems’ or social justice. Example: safe houses for abused women; To have lasting impact we need to address underlying and root causes; these changes bring about transformational leadership and entrepreneurships:Examples: schools that give teenage mothers a second chance;
  • From Personal to Planetary transformation.A model created by Monica Sharma which she uses for leadership training.The premises here are that we can be look at change on various levels and that it translates in different actions.When we intervene with technical solutions, we normally address merely the immediate causes, which at times can be a starting point. BUT it is never enough or for the long run. Example: hand washing, tube wells, vaccinations, condoms, life skills classesAnother level of change is when we address systems’ or structural causes; these changes aim to bring about systems’ or social justice. Example: safe houses for abused women; To have lasting impact we need to address underlying and root causes; these changes bring about transformational leadership and entrepreneurships:Examples: schools that give teenage mothers a second chance;
  • From Personal to Planetary transformation.A model created by Monica Sharma which she uses for leadership training.The premises here are that we can be look at change on various levels and that it translates in different actions.When we intervene with technical solutions, we normally address merely the immediate causes, which at times can be a starting point. BUT it is never enough or for the long run. Example: hand washing, tube wells, vaccinations, condoms, life skills classesAnother level of change is when we address systems’ or structural causes; these changes aim to bring about systems’ or social justice. Example: safe houses for abused women; To have lasting impact we need to address underlying and root causes; these changes bring about transformational leadership and entrepreneurships:Examples: schools that give teenage mothers a second chance;
  • From Personal to Planetary transformation.A model created by Monica Sharma which she uses for leadership training.The premises here are that we can be look at change on various levels and that it translates in different actions.When we intervene with technical solutions, we normally address merely the immediate causes, which at times can be a starting point. BUT it is never enough or for the long run. Example: hand washing, tube wells, vaccinations, condoms, life skills classesAnother level of change is when we address systems’ or structural causes; these changes aim to bring about systems’ or social justice. Example: safe houses for abused women; To have lasting impact we need to address underlying and root causes; these changes bring about transformational leadership and entrepreneurships:Examples: schools that give teenage mothers a second chance;
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