<a href="/global/search/apachesolr_search?filters=tid: tid:36"></a> http://www.comminit.com/global/promoted-by-category/36/rss.xml?tid=62 en Schools Transforming Territories http://www.comminit.com/global/content/schools-transforming-territories <div class="field field-type-filefield field-field-image"> <div class="field-items"> <div class="field-item odd"> <img src="http://www.comminit.com/global/files/imagecache/thumbnail/ett_0.jpg" alt="" title="" width="100" height="72" class="imagecache imagecache-thumbnail imagecache-default imagecache-thumbnail_default"/> </div> </div> </div> <p>This Colombian project is aimed to strengthen the development of citizen capacities in public schools in Bogotá, through the "audiovisual systematisation of significant experiences" of the construction of concepts of citizenship and peaceful coexistence.</p> <p>&nbsp;</p> <div class="field field-type-text field-field-long-text-1"> <div class="field-label">Communication Strategies:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Guidance on themes for proposals for the open call included:</p> <ul> <li>Sex education: "My body as my primary territory".</li> <li>Managing situations of the consumption of psychoactive substances in the family, school, and its surroundings.</li> <li>Managing situations of school bullying.</li> <li>Recognising diversity and valuing the multiple possible forms of being, feeling, and living in the school and its surroundings.</li> <li>Coexistence and the construction of harmonious relationships in school and in its surroundings.</li> </ul> <p>&nbsp;</p> <p>Those involved in the selected proposals participated in an 80-hour training process, organised by the University Corporation Minuto de Dios - UNIMINUTO. The training was designed to: provide tools for the investigation of their educational practices using paedagogical reflection; analyse the impacts generated in classrooms and the surrounding areas ("territories"); and systematise the analysis results through audiovisual productions which could be shared across schools and in the public sphere. The documentation process required active participation of students, teachers, community workers, professionals, researchers, journalists, and parents; all engaged in a process of systematisation of educational experiences of civic transformation.</p> <p>&nbsp;</p> <p>The project implementation was carried out in 14 districts of Bogotá, through two phases:</p> <p>&nbsp;</p> <p><em>Phase 1:</em> Training (March-October 2014)&nbsp;</p> <p>To perform the audiovisual systematisation in every school classroom, workshops were divided into 12 modules of systematisation on the theme "Territory and Citizenship" and were then presented based upon the methodology Reflection-Action-Participation (RAP), which led to dialogue on knowledge in the educational community.</p> <p>&nbsp;</p> <p>The paedagogical process allowed the children and youth, with the support of leading teachers and parents, to participate in: the re-building of their experience, the recognition of the context in which it was developed, and discussion of how they are building citizenship from this practice of reflection and how it is impacting the transformation their territory.</p> <p>As a cross-cutting principle of the training, the groups received training on the basics of audiovisual production, in order to, as described earlier, make videos about social practices that emerged through recording the student stories. As part of this process, a script for a film was built collectively.</p> <p>&nbsp;</p> <p><em>Phase 2:</em> Realisation (since October 2014)&nbsp;</p> <p>The second phase, also organised by UNIMINUTO, was the creation of documentaries proposed by the groups. Production of the first 24 audiovisual pieces was conducted between October and December 2014.</p> <p>Once the documentary editing process is complete, these are made available for publication on television and through<a href="/redirect.cgi?r=https://www.facebook.com/EscuelasTransformandoTerritorios2014" target="_blank" rel="nofollow"> virtual media and social spaces</a> that allow for generating dialogues, debate, and exchange of experiences.</p> </div> </div> </div> <div class="field field-type-text field-field-long-text-6"> <div class="field-label">Development Issues:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Children, Youth, Conflict.</p> </div> </div> </div> <div class="field field-type-text field-field-long-text-2"> <div class="field-label">Key Points:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Schools Transforming Territories is part of the project "Education for Citizenship and Coexistence (ECC)" from the Education Department (SED) that aims to educate creative citizens who question and build frameworks for coexistence. Among other strategies, the ECC promotes knowledge management, with the central purpose of developing, disseminating, and training using teaching methods and tools related to Education for Citizenship in and out of the classroom.</p> </div> </div> </div> <div class="field field-type-text field-field-partner-text"> <div class="field-label">Partner Text:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>District Education Department (SED), Ministry of Education, &nbsp;Inter-American Development Bank,&nbsp;UNIMINUTO.</p> </div> </div> </div> <div class="field field-type-nodereference field-field-link-other-nodes"> <div class="field-label">Related Summaries:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <a href="/global/content/escuelas-transformando-territorios">Escuelas Transformando Territorios</a> </div> </div> </div> <div class="field field-type-text field-field-source-text"> <div class="field-label">Source:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p><a href="redirect.cgi?r=http://www.redacademica.edu.co/proyectos-pedagogicos/ciudadania/escuelas-transformando-territorio.html" target="_blank" rel="nofollow">Escuelas Transformando Territorios website</a>, April 1 2015.</p> </div> </div> </div> <p><a href="http://www.comminit.com/global/content/schools-transforming-territories" target="_blank">read more</a></p> http://www.comminit.com/global/content/schools-transforming-territories#comments Colombia Experiences 10 to 14 years 15 to 19 years Academic Institutions Children - Communicating with, for and about Digital Multi-Media Innovations for Behaviour and Social Change Children Community Participation Film and Video Conflict Person-to-Person Community Groups Interpersonal Television Government Departments NGOs Featured UNICEF Communicating with, for and about children Global Wed, 01 Apr 2015 16:14:23 +0000 jlevy 9354423 at http://www.comminit.com Child Audiovisual School, Belén de los Andaquíes http://www.comminit.com/global/content/child-audiovisual-school-bel%C3%A9n-de-los-andaqu%C3%ADes <div class="field field-type-filefield field-field-image"> <div class="field-items"> <div class="field-item odd"> <img src="http://www.comminit.com/global/files/imagecache/thumbnail/1601530_867572516597154_1636673052899295023_n.jpg" alt="" title="" width="100" height="56" class="imagecache imagecache-thumbnail imagecache-default imagecache-thumbnail_default"/> </div> </div> </div> <p>This project of community participatory communication was created to give the people, especially the children, of Belén de los Andaquíes (Caquetá), Colombia, a place to expand the project of living and move away from the consequences of conflict.</p> <p>&nbsp;</p> <div class="field field-type-text field-field-long-text-1"> <div class="field-label">Communication Strategies:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>The EAI is dedicated to the exploration of visual language and use of communication technologies for the production of audiovisual and multimedia collective pieces in collaboration with children and young people to contribute to self-recognition of cultural values ​​and capacities for building a life plan.</p> <p>&nbsp;</p> <p>Under the slogan "No story no camera", the school leadership intends that young people become interested in registering their experiences and everything that "characterises their territory." One product is the children's television series "Telegordo", winner of the call for incentives for the promotion of child audiovisual production, organised by the Ministry of Culture and the National Television Commission.</p> <p>&nbsp;</p> <p>Other productions, such as The Portrait of Bethlehem, Stories of the Andaquí Road, and Films on Rights, have been built through narrative and visual education and, in turn, according to the school, have improved the living conditions of many local children. The school has developed a <a href="/redirect.cgi?r=http://escuelaaudiovisualinfantil.blogspot.com/" target="_blank" rel="nofollow">blogsite</a> and a <a href="/redirect.cgi?r=https://www.facebook.com/pages/Escuela-Audiovisual-Infantil/129654637055616" target="_blank" rel="nofollow">Facebook page.</a></p> </div> </div> </div> <div class="field field-type-text field-field-long-text-6"> <div class="field-label">Development Issues:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Children, Rights, New Technologies, Conflict</p> </div> </div> </div> <div class="field field-type-text field-field-long-text-2"> <div class="field-label">Key Points:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>With the support of the Spanish non-governmental organisation (NGO) Taking Conscience, in 2008, EAI established its current headquarters, where children take part in forums, workshops, reading and writing, editing, and production work directly in film. In addition, there are dedicated spaces for those housewives and the elderly who are passionate about media culture.</p> <p>Among other accolades, EAI was highlighted as "Best Community Media" in the Journalism Week Awards 2013: "The country counted from the regions"; and winner of the India Catalina Award for Community Production with "Telegordo" series in February 2013.</p> <p>&nbsp;</p> <p> <iframe width="560" height="315" src="https://www.youtube.com/embed/wnW7mgvoRvc" frameborder="0" allowfullscreen></iframe></p> </div> </div> </div> <div class="field field-type-nodereference field-field-contactinfo"> <div class="field-label">Contact Information:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <a href="/global/content/alirio-gonz%C3%A1lez-escuela-audiovisual-infantil">Alirio González - Escuela Audiovisual Infantil</a> </div> </div> </div> <div class="field field-type-text field-field-source-text"> <div class="field-label">Source:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p><a href="/redirect.cgi?r=http://www.centrodememoriahistorica.gov.co/noticias/noticias-cmh/escuela-audiovisual-infantil" target="_blank" rel="nofollow">Centro Nacinoal Memoria y Historia website</a>, March 31 2015.</p> </div> </div> </div> <p><a href="http://www.comminit.com/global/content/child-audiovisual-school-bel%C3%A9n-de-los-andaqu%C3%ADes" target="_blank">read more</a></p> http://www.comminit.com/global/content/child-audiovisual-school-bel%C3%A9n-de-los-andaqu%C3%ADes#comments Colombia Experiences Children - Communicating with, for and about Digital Multi-Media Innovations for Behaviour and Social Change Children Community Participation Film and Video Conflict Entertainment Community Groups Phone/Mobile Community Media Entertainment Orgs Education Foundations Visual Arts NGOs New Technologies Youth Featured Communicating with, for and about children Global Tue, 31 Mar 2015 13:55:03 +0000 jlevy 9354389 at http://www.comminit.com I Decide - Yo Decido http://www.comminit.com/global/content/i-decide-yo-decido <div class="field field-type-filefield field-field-image"> <div class="field-items"> <div class="field-item odd"> <img src="http://www.comminit.com/global/files/imagecache/thumbnail/yo_decido_0.jpg" alt="" title="" width="100" height="43" class="imagecache imagecache-thumbnail imagecache-default imagecache-thumbnail_default"/> </div> </div> </div> <p>To help strengthen the systems of protection for children and youth in Guatemala, since 2013, the organisation Young Guatemala Peace Association, in partnership with the United Nations Children's Fund (UNICEF), has undertaken a number of strategies to support local governments to address the problems of teen pregnancy, sexually transmitted infection (STIs), and HIV. The main objective of this project was to break with conservative models and, instead, legitimate processes developed by young people through various activities coordinated with local and national entities.&nbsp;</p> <div class="field field-type-text field-field-long-text-1"> <div class="field-label">Communication Strategies:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>The project was developed as an inductive process in which the training of adolescents was enhanced within different themes, using participatory methodologies (popular education [a concept grounded in notions of class, political struggle, and social transformation - Wikipedia], Participatory Action Research - PAR (IAP in Spanish)), aimed at identifying the problems that affect youth from the individual to youth in general.</p> <p>&nbsp;</p> <p>"I Decide 2013" was focused on the local incidence of sexually active teens with emphasis on prevention of teenage pregnancy, particularly amongst younger adolescent girls (10-14 years), through the integration of representatives of 16 municipalities in Guatemala. In 2014, it worked in 17 municipalities, to strengthen protection mechanisms through the creation of a "Local Route to Referral and Reporting" of pregnancies among girls under 14 and incidence of rape among adolescence and youth.</p> <p>&nbsp;</p> <p>The process started from community research with a gender perspective to understand the context and identify the specific causes directly related to teen pregnancy. Previous to the research, those responsible for the work were trained in research on sexuality and in community advocacy.</p> <p>The project then held workshops in the art and new technology for the creation of audiovisual products based on proposals to reduce the rate of teenage pregnancies. The audiovisual pieces were prepared by the same adolescents and youth who received the training and made the proposals. A parallel mobilisation strategy was implemented through text messages. [The methodology implemented in the use of mobile telephony won the World Summit Youth Award - among the top 18 projects worldwide in the category of women's empowerment.]</p> <p>&nbsp;</p> <p>More than 350 peer workshops were organised on issues of sexual and reproductive health, STIs, HIV, and teen pregnancy prevention in schools and colleges, through which the project reached over 10,000 adolescents and youth. In municipalities, participating groups developed 17 festivals, "Adolescence out of Diapers", created and led by local chapters, in coordination with public organisations in commemoration of the Day of Teen Pregnancy Prevention.</p> <p>&nbsp;</p> <p>In 2014, based on the case studied foudn through investigations, the route of complaint pregnancies among girls under 14 was designed. It began with a tour in the different municipalities and their respective offices for children, youth and women, non-governmental organisations (NGOs), and institutes of basic and diversified level organisations. A part of the alliance that followed was an agreement with the National Youth Council (CONJUVE) to support the initiatives of the National Plan to Prevent Teen Pregnancy: PLANEA 2013-2017.</p> <p>&nbsp;</p> <p>A forum on gender training was created for representatives of the municipalities on youth and rights, and four regional meetings aimed at strengthening leadership skills and providing facilitation tools to implement replication in the workshops were developed. The methodology of workshops and trainings, both municipal and regional, was participatory. Each facilitator had a methodological guide that suggested procedures appropriate for reflection and learning in technical groups.</p> <p>&nbsp;</p> <p>Topics included: youth participation, sexual and reproductive health, rights, and new technologies.</p> <p>The scope includes:</p> <ul> <li>Promote reflection and new learning including elements of Maya and Mestizo culture. The initiative took into account from the beginning forms of awareness of different cultures, according to lifestyle and community organisation, to better understand the dynamics and processes locally. In addition, attention to the different languages ​​of the country was given to bring about improvement in learning processes within these communities.</li> <li>Disseminate information about sexuality, teenage pregnancies, STIs, and HIV. The use of information technology, such as text messaging and videos, proved to be a useful and attractive tool to gain the attention of not only young people but of the wider community, which was reluctant at first to accept new communication forms to visualise and solve a problem.</li> <li>Ensure that local authorities prioritise the issue on their agendas. Partnerships with the National Youth Council helped develop the National Plan Pregnancy Prevention. Ongoing work with seven local governments on incidence, through municipal youth offices, offices of women, or networks, was fundamental to achieving successful outcomes under this initiative.</li> <li>Encourage young adults through inter-generational relationships: The participatory methodology, structured for the full participation of all stakeholders, is critical to the achievement of objectives as well as interdisciplinary training processes to better facilitate information exchange between youth and adults. The involvement of teachers was also essential to include comprehensive sexuality education in the processes of formal education in order to help raise awareness and encourage behaviour changes to foster healthy sexual practices.</li> </ul> </div> </div> </div> <div class="field field-type-text field-field-long-text-6"> <div class="field-label">Development Issues:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Children, Youth, Reproductive Health, HIV/AIDS</p> </div> </div> </div> <div class="field field-type-text field-field-long-text-2"> <div class="field-label">Key Points:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>As part of the project, midterm and endline evaluations were carried out. Some of the most notable actions were: working in partnership with municipalities; the construction of the Youth Volunteer Strategy for Integrated Health aimed at strengthening individualised attention in youth-friendly spaces; and the consolidation of a network of young volunteers working for human development, including dissemination of information on the initiative on community media, such as radio communication and opinion columns.</p> </div> </div> </div> <div class="field field-type-text field-field-partner-text"> <div class="field-label">Partner Text:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>United Nations Children's Fund (UNICEF), local governments,&nbsp;Young Guatemala Peace Association</p> </div> </div> </div> <div class="field field-type-nodereference field-field-contactinfo"> <div class="field-label">Contact Information:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <a href="/global/node/275798">UNICEF Guatemala</a> </div> </div> </div> <div class="field field-type-nodereference field-field-link-other-nodes"> <div class="field-label">Related Summaries:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <a href="/global/content/yo-decido">Yo decido</a> </div> </div> </div> <div class="field field-type-text field-field-source-text"> <div class="field-label">Source:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p><a href="/redirect.cgi?r=http://www.unicef.org/guatemala" target="_blank" rel="nofollow">UNICEF Guatemala website</a>, March 30 2015.</p> </div> </div> </div> http://www.comminit.com/global/content/i-decide-yo-decido#comments Guatemala Experiences 10 to 14 years 15 to 19 years Adolescent Civic Engagement Advocacy Children - Communicating with, for and about Strengthening Capacities for Excellence in C4D Practice Children Community Participation Film and Video Entertainment Adolescent Sexual Health Person-to-Person Community Groups Phone/Mobile Community Media MDG 6. Combat Diseases Radio Foundations Government Departments Health HIV AIDS NGOs United Nations Reproductive Health Youth Featured UNICEF Adolescent Development Communicating with, for and about children Global Health HIV / AIDS Mon, 30 Mar 2015 19:33:07 +0000 jlevy 9354365 at http://www.comminit.com Communicators Network for Children and Youth http://www.comminit.com/global/content/communicators-network-children-and-youth <div class="field field-type-filefield field-field-image"> <div class="field-items"> <div class="field-item odd"> <img src="http://www.comminit.com/global/files/imagecache/thumbnail/red_de_comunicadores_hn_0.jpg" alt="" title="" width="100" height="75" class="imagecache imagecache-thumbnail imagecache-default imagecache-thumbnail_default"/> </div> </div> </div> <p>This network was created with the aim of giving voice to Honduran children and adolescents. It seeks to promote their role and participation through organising, leadership, and social mobilisation.</p> <p>Using written media, radio and television, and popular theatre, children and youth report on issues that affect them and promote their rights. This participation is aimed to convert them from being passive subjects of policies designed and implemented by adults to being agents of change.</p> <div class="field field-type-text field-field-long-text-1"> <div class="field-label">Communication Strategies:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>The Red de Comunicadores Infantiles y Juvenilesis, now developed in every department of the country with more than 70 networks of communicators, is formed of groups of 10-40 children or teenagers ranging in age from 6 to 18 years. Periodically, they receive training in child rights and community organisation as well as radio and television production, among other benefits.</p> <p>&nbsp;</p> <p>One result of these collaborations is TVC Children, a programme made by children for children. This initiative has been supported by the United Nations Children's Fund (UNICEF) since 2003 and is a new model for citizen participation and dissemination of child rights information on its space for communication, education, and participation at local and regional levels.</p> </div> </div> </div> <div class="field field-type-text field-field-long-text-6"> <div class="field-label">Development Issues:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Rights, Children, Youth.</p> </div> </div> </div> <div class="field field-type-text field-field-long-text-2"> <div class="field-label">Key Points:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>As part of the promotion of public policies focused on children, the Network created a presentation for the Association of Municipalities of Honduras (AMHON), a proposal to the mayors, to allocate an annual budget focused to childhood, adolescence, and youth by creating the "Municipal Programs for Children, Adolescents and Youth." These programmes would allow child, adolescence, and youth participation in making important decisions in their municipalities, and they would that seek resources of corporations for programmes, not only by investment in infrastructure. The Network has also driven implementation of the Code of Childhood and Adolescence governing Honduras since 1996 and the creation of the National Institute of Youth.</p> <p>&nbsp;</p> <p><iframe width="560" height="315" src="https://www.youtube.com/embed/nm3ljahmsrs" frameborder="0" allowfullscreen></iframe></p> </div> </div> </div> <div class="field field-type-text field-field-partner-text"> <div class="field-label">Partner Text:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>The United Nations Children's Fund (UNICEF)</p> </div> </div> </div> <div class="field field-type-nodereference field-field-contactinfo"> <div class="field-label">Contact Information:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <a href="/global/content/cesar-armando-ayestas-red-de-comunicadores-infantiles-y-juveniles">Cesar Armando Ayestas - Red de Comunicadores Infantiles y Juveniles</a> </div> </div> </div> <div class="field field-type-nodereference field-field-link-other-nodes"> <div class="field-label">Related Summaries:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <a href="/global/content/red-de-comunicadores-infantiles-y-juveniles">Red de Comunicadores Infantiles y Juveniles</a> </div> </div> </div> <div class="field field-type-text field-field-source-text"> <div class="field-label">Source:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Challenges Bulletin, No. 16 and the <a href="/redirect.cgi?r=http://redcomunicadoresdanli.jimdo.com/" target="_blank" rel="nofollow">Red de Comunicadores Infantiles y Juveniles website</a>, March 26 2015.</p> </div> </div> </div> <p><a href="http://www.comminit.com/global/content/communicators-network-children-and-youth" target="_blank">read more</a></p> http://www.comminit.com/global/content/communicators-network-children-and-youth#comments Honduras Experiences Adolescent Civic Engagement Advocacy Children - Communicating with, for and about Digital Strengthening Capacities for Excellence in C4D Practice Children Community Participation Film and Video Entertainment Person-to-Person Community Groups Governance and Democracy Interpersonal Community Media Entertainment Orgs Television Enabling and Inclusive Environments for Adolescents Government Departments NGOs United Nations Rights Youth UNICEF Adolescent Development Communicating with, for and about children Global Thu, 26 Mar 2015 16:15:44 +0000 jlevy 9354288 at http://www.comminit.com Revela2 in Campoalto, An Intervention Strategy in Education Programmes Oriented for Work Training http://www.comminit.com/global/content/revela2-campoalto-intervention-strategy-education-programmes-oriented-work-training <div class="field field-type-filefield field-field-image"> <div class="field-items"> <div class="field-item odd"> <img src="http://www.comminit.com/global/files/imagecache/thumbnail/revela2_1_0.jpg" alt="" title="" width="100" height="68" class="imagecache imagecache-thumbnail imagecache-default imagecache-thumbnail_default"/> </div> </div> </div> <p>The "Revela2 in Campoalto" project is part of the&nbsp;<span>&nbsp;entertainment-education (EE)</span>&nbsp;strategy of "<a href="http://www.comminit.com/global/content/revela2-desde-todas-las-posiciones-revealed-all-positions" target="_blank">Revela2, from all positions</a>," a multimedia communication platform that is being implemented in Colombia, beginning in 2010, with the aim of: "Contributing to critical reflection and transformation of practices, relating to the individual, family,</p> <div class="field field-type-text field-field-long-text-1"> <div class="field-label">Communication Strategies:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>After being used as a strategy for local mobilisation in several municipalities: via Friendly Health Services for Adolescents and Youth (SSAAJ), through television broadcast, and through training processes for youth initiatives and educational institutions, in 2015, "Revela2, from all positions" is being implemented in Campoalto, a work training institution that trains more than 7,000 youth and adults in health-related programmes and other areas.The objective of the pilot project is to achieve full-circle educational training at Campoalto, under a training plan that includes mobilisation and social media.</p> <p>&nbsp;</p> <p>The intervention in Campoalto is based on the Revela2 paedagogical content that was designed from a specific and researched approach to participatory communication for social change. It is the result of rigorous research and monitoring, developed with a specific set of standards in conducting television and social media. It is underpinned by an&nbsp;<a href="http://www.comminit.com/revelados/content/paquete-educativo-revelados-desde-todas-las-posiciones" target="_blank">education pack</a>&nbsp;[Spanish] with printed guides intended for educational spaces and change agents.</p> <p>&nbsp;</p> <p>Revela2 was developed using the EE methodology, through the management of the&nbsp;<a href="http://www.comminit.com/la/content/fundaci%C3%B3n-imaginario-0" target="_blank">Fundación Imaginario</a>&nbsp;and a partnership between state and cooperative entities (led by resources and technical support from the Ministry of Health and United Nations Population Fund (UNFPA) - Colombia), academia, supported by civil society organisations (CSOs) and non-governmental organisations (NGOs), youth networks and municipal governments, and technical transfer of international experts.</p> <p>&nbsp;</p> <p>This initiative of the Crown Foundation, in partnership with the UNFPA, the Imaginary Foundation, and the Universidad del Norte, implements a methodology for training in SRHR in the programmes of work education at Campoalto, in addition to a mobilisation strategy aimed at making the project permanently part of the institutional curriculum. It is intended that the issue of SRHR becomes a stamp of the institution that results not only in the protection of the personal welfare of students, but also in safe completion of their working year.</p> <p>&nbsp;</p> <p>From a planning workshop held in December 2014 and awareness workshops with teachers and facilitators in January 2015, the methodological aspects were defined, a review of Revela2 materials was conducted, and the training methodology was validated as designed by the Group of Family and Sexuality at the University of the Andes.</p> <p>&nbsp;</p> <p>The training began in February 2015 as part of the subject of ethics with students in the second semester of the Nursing Assistant programme. Training in SRHR is taught in five venues in Campoalto, with accompanying / teaching area managers. It is intended that in addition to supporting the development of classes, teachers participate in training, replicating the methodology in their designated cohorts.</p> <p>&nbsp;</p> <p>As in the design of the training plan, development of classes is supported by the education pack "Revelados", the <a href="http://www.comminit.com/revelados/" target="_blank">TV series season two</a>, and other materials produced within the framework of the strategy. Also as sources of reference for students, leaflets were distributed in libraries of the participating venues.</p> <p>&nbsp;</p> <p>The project includes an evaluation component, to be carried out by the Universidad del Norte, which will allow for a model to be generated for replication in institutions of work training education. Using this instrument, which is applied both at the beginning and end of the training in order to establish the changes generated both in the classroom as well as in other areas of intervention,&nbsp;baseline data was taken.</p> <p>&nbsp;</p> <p>Regarding institutionalising the SRHR programme, the process of knowledge management by the students, principals, and teachers is advanced through dissemination of Revela2 via social media and their participation in events serving the welfare of the institution, among other activities.</p> </div> </div> </div> <div class="field field-type-text field-field-long-text-6"> <div class="field-label">Development Issues:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Sexual and Reproductive Health, Youth, Rights</p> </div> </div> </div> <div class="field field-type-text field-field-long-text-2"> <div class="field-label">Key Points:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>The "Revela2 from all positions" strategy has been implemented through two seasons of television. Since 2010, the TV series was broadcast on national, regional, and local public TV channels, accompanied by the use of the <a href="http://www.comminit.com/revelados/content/paquete-educativo-revelados-desde-todas-las-posiciones" target="_blank">first education pack</a> in processes of social mobilization in municipalities and schools - based on the<a href="http://www.comminit.com/revelados/content/plataforma-eduentretenimiento-movilizaci%C3%B3n-cambio-social" target="_blank"> first season</a> oriented towards adolescents 13-15 years old.</p> <p>&nbsp;</p> <p>Since mid-2013, the edu-tainment platform was supplemented with a new series of TV (Revela2 - oriented for youth aged 18 and older), a <a href="http://www.comminit.com/revelados/content/paquete-educativo-revela2-segunda-temporada" target="_blank">second education pack</a>, the <a href="http://www.comminit.com/revelados/" target="_blank">Revela2.tv</a> platform hosted on the website <a href="http://www.comminit.com/la/category/sites/latin-america" target="_blank">La Iniciativa de Comunicación (CILA)</a>, &nbsp;and associated content based on the social media strategy provided to <a href="http://www.comminit.com/la/content/generaci%C3%B3n-m%C3%A1s-0" target="_blank">Generation Plus</a>, the Ministry of Health campaign focused on young people.</p> <p>&nbsp;</p> <p>Thus far in its dissemination, Revela2 has been utilised in various areas, in most cases in concordance with the UNFPA:</p> <ul> <li>Local mobilisation in several municipalities with <a href="http://www.comminit.com/la/content/modelo-de-servicios-de-salud-amigables-y-para-adolescentes-y-j%C3%B3venes-ssaaj" target="_blank">SSAAJ</a> and National Directors and Regional Youth to Prevent Teen Pregnancy.</li> <li>Through the television broadcast and its implementation in partner schools.</li> <li>As part of the <a href="http://www.comminit.com/la/content/maleta-pedag%C3%B3gica-para-la-sexualidad-y-construcci%C3%B3n-de-ciudadan%C3%ADa" target="_blank">Suitcase Pedagogical Education Program for Sexuality and Citizenshi</a>p (PESCC), by the Ministry of Education and UNFPA.</li> <li>In SSAAJ, promoted by the Ministry of Health at the local level throughout the country (in 192 municipalities, prioritised by Article 147 of the document Conpes on Adolescent Pregnancy Prevention).</li> <li>In training processes of the 580 <a href="http://www.comminit.com/la/content/son-de-tambora-307-%E2%80%93-iniciativas-juveniles-en-derechos-sexuales-y-reproductivos" target="_blank">Youth Initiatives</a> MSPS / IOM Project, through its Regional Managers.</li> </ul> <p>&nbsp;</p> <p><a href="http://www.comminit.com/revelados/content/plataforma-eduentretenimiento-movilizaci%C3%B3n-cambio-social" target="_blank">Click here for more information on the management process and alliances, research, monitoring and evaluation, platform, products and features Revela2</a>.&nbsp;</p> </div> </div> </div> <div class="field field-type-nodereference field-field-contactinfo"> <div class="field-label">Contact Information:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <a href="/global/content/adelaida-trujillo-fundaci%C3%B3n-imaginario">Adelaida Trujillo - Fundación Imaginario</a> </div> </div> </div> <p><a href="http://www.comminit.com/global/content/revela2-campoalto-intervention-strategy-education-programmes-oriented-work-training" target="_blank">read more</a></p> http://www.comminit.com/global/content/revela2-campoalto-intervention-strategy-education-programmes-oriented-work-training#comments Colombia Experiences 10 to 14 years 15 to 19 years Academic Institutions Children - Communicating with, for and about Digital Strengthening Capacities for Excellence in C4D Practice Children Film and Video Entertainment MDG 3. Gender Equality Adolescent Sexual Health Person-to-Person Interpersonal MDG 6. Combat Diseases Entertainment Orgs Education Foundations Television Research Gender School Curricula Health HIV AIDS NGOs Reproductive Health Youth Featured UNFPA Adolescent Development Communicating with, for and about children Global Health HIV / AIDS Thu, 19 Mar 2015 19:31:01 +0000 jlevy 9354149 at http://www.comminit.com Social Learning Theory: An HC3 Primer http://www.comminit.com/global/content/social-learning-theory-hc3-primer <div class="field field-type-filefield field-field-image"> <div class="field-items"> <div class="field-item odd"> <img src="http://www.comminit.com/global/files/imagecache/thumbnail/sl_theory.jpg" alt="" title="" width="100" height="88" class="imagecache imagecache-thumbnail imagecache-default imagecache-thumbnail_default"/> </div> </div> </div> <p>This Health Communication Capacity Collaborative (HC3) primer, part of a series of 8 research theory documents, is designed to explain "Social (or Observational) Learning Theory", which, as stated in the primer, "stipulates that people can learn new behaviors by observing others.....[S]ocial learning emphasizes the reciprocal relationship between social characteristics of the environment, how they are perceived by individuals, and how motivated and able a person is to reproduce behaviors they see happening around them. People both influence and are influenced by the world around them."</p> <div class="field field-type-link field-field-web-link"> <div class="field-label">Web link:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <a href="http://www.healthcommcapacity.org/wp-content/uploads/2014/09/SocialLearningTheory.pdf" target="_blank">Click here to read this 2-page document in PDF format.</a> </div> </div> </div> <div class="field field-type-nodereference field-field-contactinfo"> <div class="field-label">Contact Information:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <a href="/global/node/268590">Kim Martin - Johns Hopkins Center for Communication Programs</a> </div> </div> </div> <div class="field field-type-text field-field-source-text"> <div class="field-label">Source:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p><a href="/redirect.cgi?r=http://www.healthcommcapacity.org/hc3resources/social-learning-theory-hc3-research-primer/" target="_blank" rel="nofollow">Health Communication Capacity Collaborative (HC3) website</a>, March 17 2015.</p> </div> </div> </div> <div class="field field-type-nodereference field-field-link-other-nodes"> <div class="field-label">Related Summaries:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <a href="/global/content/intersexions-television-drama">Intersexions Television Drama</a> </div> <div class="field-item even"> <a href="/global/content/social-learning-theory-or-social-cognitive-theory">Social Learning Theory - or - Social Cognitive Theory</a> </div> <div class="field-item odd"> <a href="/global/content/extended-parallel-processing-model-hc3-research-primer"> The Extended Parallel Processing Model: An HC3 Research Primer</a> </div> <div class="field-item even"> <a href="/global/content/theory-planned-behavior">Theory of Planned Behavior</a> </div> <div class="field-item odd"> <a href="/global/content/diffusion-innovations-hc3-research-primer">Diffusion of Innovations: An HC3 Research Primer</a> </div> <div class="field-item even"> <a href="/global/content/integrated-model-communication-social-change">Integrated Model of Communication for Social Change</a> </div> <div class="field-item odd"> <a href="/global/content/gender-transformative-approaches-hc3-research-primer">Gender Transformative Approaches: An HC3 Research Primer </a> </div> <div class="field-item even"> <a href="/global/content/propensity-score-matching-psm-hc3-research-prime">Propensity Score Matching (PSM): An HC3 Research Prime </a> </div> <div class="field-item odd"> <a href="/global/content/ideation">Ideation</a> </div> </div> </div> <p><a href="http://www.comminit.com/global/content/social-learning-theory-hc3-primer" target="_blank">read more</a></p> http://www.comminit.com/global/content/social-learning-theory-hc3-primer#comments Global Strategic Thinking Academic Institutions Film and Video Entertainment Person-to-Person Print Entertainment Orgs Radio Television Research Health NGOs Featured Johns Hopkins Bloomberg School of Public Health Center for Communication Programs Global Health Tue, 17 Mar 2015 14:35:09 +0000 jlevy 9354109 at http://www.comminit.com Mobile Videos for Early Childhood Care and Development Project http://www.comminit.com/global/content/mobile-videos-early-childhood-care-and-development-project <div class="field field-type-filefield field-field-image"> <div class="field-items"> <div class="field-item odd"> <img src="http://www.comminit.com/global/files/imagecache/thumbnail/eccdvideos.jpg" alt="" title="Mobile Videos for Early Childhood Care and Development Project" width="100" height="63" class="imagecache imagecache-thumbnail imagecache-default imagecache-thumbnail_default"/> </div> </div> </div> <p>Since July 2012, Plan International has been using mobile phone videos to reach out to remote communities in Uganda to share best practices in supporting the early childhood care and development (ECCD) needs of young children. In collaboration with Nokia, the videos are being produced and screened in remote areas without network coverage or electricity, by using Nokia Education Delivery technology. The video tools are being used as part of community trainings and meetings taking place within Plan International's Community Led Action For Children (CLAC) approach. </p> <div class="field field-type-text field-field-long-text-1"> <div class="field-label">Communication Strategies:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>According to Plan International, across Eastern and Southern Africa, "studies indicate that most children aged under 8 are not achieving their full potential due to poverty, poor health and nutrition, as well as lack of stimulation and learning opportunities." Plan's ECCD programme is working to address these issues in a number of ways and includes the training of caregivers and facilitators - which form part of Plan Uganda's Community Led Action For Children (CLAC) approach. <br /><br /></p> <p>The mobile video tools are being used to help support this work by capturing examples of good practices, which are then used to communicate, support training, and monitor changes. The videos are designed to improve education by bringing training materials to life, showing visual examples of good practices and building the confidence of parents and caregivers to try new practices learned. For example, "trainers can show footage of positive discipline methods - which work better than physical punishment - to set boundaries for children. They can share a demonstration on how to make toys from easily sourced items around the house, or show examples of games that improve learning for small children." The videos also stimulate discussion and enable people to share experiences without having to travel to other areas.<br /><br /></p> <p>The Nokia Education Delivery technology is being used to capture, manage, and screen the videos. The Ugandan package includes N8 mobile phones, which offer: the ability to download material via an internet connection; a large screen coupled with a battery-powered projector; and a portable loudspeaker to allow videos to be screened for large audiences. The videos are played on the mobile phone, which is then connected to the large screen for the audience to see.<br /><br /></p> <p>The project was piloted for 9 months in the districts of Kampala, Tororo, Kamuli, Lira, and Luwero, with the goal of "testing the relevance, usefulness, and impacts of using videos in supporting ECCD goals." The technology and videos continue to be used as part of ECCD programmes. The first set of video content was produced in Uganda by a professional film group, but Plan Uganda staff members have received training to use mobile phones to record and edit instructional videos that will be complementing the existing video materials. <br /><br /></p> <p><a href="/redirect.cgi?r=https://www.youtube.com/watch?v=ReShBnqw4_w&amp;list=PLnWi6dySQxR4mNDTSe60iQuonrgZDcXxv&amp;index=1" target="_blank">Click here</a> to watch some of the videos.</p> </div> </div> </div> <div class="field field-type-text field-field-long-text-6"> <div class="field-label">Development Issues:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Children, Early Education</p> </div> </div> </div> <div class="field field-type-text field-field-long-text-2"> <div class="field-label">Key Points:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>According to Plan International, the overall goal of their ECCD programmes "is to enable all children between 3-6 years to participate in quality early childhood care and development programs. These programs promote the cognitive, social, emotional and psychomotor development of children."</p> </div> </div> </div> <div class="field field-type-text field-field-partner-text"> <div class="field-label">Partner Text:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Plan International (Uganda, Finland, Australia), Christian Weller Creative film studio, and Nokia&nbsp;</p> </div> </div> </div> <div class="field field-type-nodereference field-field-contactinfo"> <div class="field-label">Contact Information:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <a href="/global/content/remmy-ojara-plan-international-uganda">Remmy Ojara - Plan International Uganda</a> </div> </div> </div> <div class="field field-type-emvideo field-field-video"> <div class="field-items"> <div class="field-item odd"> <div class="emvideo emvideo-video emvideo-youtube"><div id="media-youtube-1" class="media-youtube"> <div id="media-youtube-default-external-1"> <object type="application/x-shockwave-flash" height="355" width="425" data="http://www.youtube.com/v/ReShBnqw4_w&amp;amp;rel=0&amp;amp;enablejsapi=1&amp;amp;playerapiid=ytplayer&amp;amp;fs=1" id="media-youtube-default-external-object-1"> <param name="movie" value="http://www.youtube.com/v/ReShBnqw4_w&amp;amp;rel=0&amp;amp;enablejsapi=1&amp;amp;playerapiid=ytplayer&amp;amp;fs=1" /> <param name="allowScriptAccess" value="sameDomain"/> <param name="quality" value="best"/> <param name="allowFullScreen" value="true"/> <param name="bgcolor" value="#FFFFFF"/> <param name="scale" value="noScale"/> <param name="salign" value="TL"/> <param name="FlashVars" value="playerMode=embedded" /> <param name="wmode" value="transparent" /> <!-- Fallback content --> <a href="http://www.youtube.com/watch?v=ReShBnqw4_w"><img src="http://img.youtube.com/vi/ReShBnqw4_w/0.jpg" alt="See video" title="See video" width="425" height="355" /></a> </object> </div> </div> </div> </div> </div> </div> <div class="field field-type-text field-field-source-text"> <div class="field-label">Source:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p><a href="/redirect.cgi?r=http://plan-international.org/what-we-do/health/using-mobile-videos-to-enhance-early-childhood-care" target="_blank">Plan International website</a> and <a href="/redirect.cgi?r=http://www.crsprogramquality.org/ict4d-empowering-download/enhancing-eccd-via-mobile-video-technology.pdf" target="_blank">"ECCD Mobile Videos: Enhancing Early Childhood Care and Development Via Mobile Phones" PowerPoint Presentation</a> on March 13 2015.</p> </div> </div> </div> http://www.comminit.com/global/content/mobile-videos-early-childhood-care-and-development-project#comments East Africa Uganda Experiences Children - Communicating with, for and about Multi-Media Innovations for Behaviour and Social Change Children Community Participation Film and Video MDG 2. Universal Primary Education Quality Early Learning to Scale MDG 4. Child Mortality Person-to-Person Interpersonal Phone/Mobile News/Information Education NGOs Private Sector New Technologies Communicating with, for and about children Global Early Child Development ICT for Development Africa Fri, 13 Mar 2015 10:18:36 +0000 aventh 9354036 at http://www.comminit.com Girl Hub Programme http://www.comminit.com/global/content/girl-hub-programme <div class="field field-type-filefield field-field-image"> <div class="field-items"> <div class="field-item odd"> <img src="http://www.comminit.com/global/files/imagecache/thumbnail/yegnahub.jpg" alt="" title="Girl Hub Programme" class="imagecache imagecache-thumbnail imagecache-default imagecache-thumbnail_default"/> </div> </div> </div> <p>The Girl Hub initiative is working to improve girls' lives in Rwanda, Ethiopia, and Nigeria through advances in education, health, safety, and economic opportunity. By providing safe spaces, engaging with leaders, and producing communication and media designed to motivate empowerment, Girl Hub is designed to "shift the social norms that hold girls back, and drive better investments that directly benefit girls." Girl Hub is a strategic collaboration between the Department for International Development and the Nike Foundation.</p> <div class="field field-type-text field-field-long-text-1"> <div class="field-label">Communication Strategies:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>The overall Girl Hub strategy focuses on "unlocking insights", working with girls to identify their needs and how they can be supported in their own personal and community development. Work is concentrated in four major areas:</p> <ul type="square"> <li>"Advocacy: Bringing girls' voices to the forefront and involving them in the design and implementation of policies</li> <li>Brand and Communication: Developing social communications to inspire and engage girls' lives</li> <li>Partnerships and Policy: Informing and influencing decision makers to invest overseas aid and development budgets in effective policies and programmes that benefit girls</li> <li>Insights and Knowledge: Creating robust data and evidence to track the impact of our work for girls."</li> </ul> <p>The project is being implemented in Rwanda, Ethiopia, and Nigeria and each country is tailoring the approach to the local context:<br /><br /></p> <p><i>Ni Nyampinga (Rwanda)</i><br /> Launched in November 2011, Ni Nyampinga is Girl Hub Rwanda's teen brand. In Kinyarwanda, Ni Nyampinga means "the beautiful girl - inside and out - who makes good decisions", and was chosen to define successful girls as doers and leaders of their community. Ni Nyampinga includes a quarterly magazine, a weekly radio show, and a digital platform that delivers critical tools and information to girls throughout Rwanda. Each platform allows girls and young women to share their own experiences so that they can learn from each other. <a href="/redirect.cgi?r=http://www.girleffect.org/the-girl-effect-in-action/ni-nyampinga" target="_blank">Click here</a> for more information about Ni Nyampinga on the Girl Hub Rwanda website.<br /><br /></p> <p><i>Yegna (Ethiopia) </i><br /> Yegna (meaning "Ours" in Amharic) is Girl Hub Ethiopia's flagship radio drama, talk show, and music platform designed to champion girls and create a national conversation about their potential. The radio drama and talk show address issues such as violence against girls, forced marriage, teenage pregnancy, and school attendance. To do this, it uses female and male role models to help shift attitudes and behaviours towards girls. The music is used to drive listeners to the radio drama and talk show. Every song aims to inspire girls and the lyrics promote the potential of girls. <a href="/redirect.cgi?r=http://www.girleffect.org/the-girl-effect-in-action/yegna" target="_blank">Click here</a> for more information about Yegna on the Girl Hub Ethiopia website. <br /><br /></p> <p><i>Girl Hub Nigeria</i><br /> In Nigeria, Girl Hub is working in the northern region to empower girls through social, health, and economic assets and to create the right environment to enable them to make a healthy transition into adulthood. This includes helping to create safe spaces to empower young women, working with faith and community leaders and galvanising private sector investment. <a href="/redirect.cgi?r=http://www.girleffect.org/the-girl-effect-in-action/girl-hub/nigeria/" target="_blank">Click here</a> for more information about Girl Hub Nigeria.</p> </div> </div> </div> <div class="field field-type-text field-field-long-text-6"> <div class="field-label">Development Issues:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Gender Empowerment</p> </div> </div> </div> <div class="field field-type-text field-field-long-text-2"> <div class="field-label">Key Points:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Girl Hub is part of the Girl Effect movement, which is "about leveraging the unique potential of adolescent girls to end poverty for themselves, their families, their communities, their countries and the world. It's about making girls visible and changing their social and economic dynamics by providing them with specific, powerful and relevant resources. Created by the Nike Foundation in collaboration with the NoVo Foundation, United Nations Foundation and Coalition for Adolescent Girls, the Girl Effect is fuelled by hundreds of thousands of girl champions who recognise the untapped potential of adolescent girls living in poverty."</p> </div> </div> </div> <div class="field field-type-text field-field-partner-text"> <div class="field-label">Partner Text:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Department for International Development, Nike Foundation</p> </div> </div> </div> <div class="field field-type-nodereference field-field-contactinfo"> <div class="field-label">Contact Information:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <a href="/global/content/anja-mclean-girl-hub">Anja Mclean - Girl Hub</a> </div> </div> </div> <div class="field field-type-emvideo field-field-video"> <div class="field-items"> <div class="field-item odd"> <div class="emvideo emvideo-video emvideo-youtube"><div id="media-youtube-2" class="media-youtube"> <div id="media-youtube-default-external-2"> <object type="application/x-shockwave-flash" height="355" width="425" data="http://www.youtube.com/v/RD9t4VsIFv0&amp;amp;rel=0&amp;amp;enablejsapi=1&amp;amp;playerapiid=ytplayer&amp;amp;fs=1" id="media-youtube-default-external-object-2"> <param name="movie" value="http://www.youtube.com/v/RD9t4VsIFv0&amp;amp;rel=0&amp;amp;enablejsapi=1&amp;amp;playerapiid=ytplayer&amp;amp;fs=1" /> <param name="allowScriptAccess" value="sameDomain"/> <param name="quality" value="best"/> <param name="allowFullScreen" value="true"/> <param name="bgcolor" value="#FFFFFF"/> <param name="scale" value="noScale"/> <param name="salign" value="TL"/> <param name="FlashVars" value="playerMode=embedded" /> <param name="wmode" value="transparent" /> <!-- Fallback content --> <a href="http://www.youtube.com/watch?v=RD9t4VsIFv0"><img src="http://img.youtube.com/vi/RD9t4VsIFv0/0.jpg" alt="See video" title="See video" width="425" height="355" /></a> </object> </div> </div> </div> </div> </div> </div> <div class="field field-type-nodereference field-field-link-other-nodes"> <div class="field-label">Related Summaries:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <a href="/global/content/using-sensemaker-understand-girls%E2%80%99-lives-lessons-learnt-girl-hub">Using SenseMaker to Understand Girls’ Lives: Lessons Learnt from Girl Hub</a> </div> </div> </div> <div class="field field-type-text field-field-source-text"> <div class="field-label">Source:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p><a href="/redirect.cgi?r=http://www.girleffect.org/the-girl-effect-in-action/ni-nyampinga" target="_blank">GirlHub Rwanda website</a>, <a href="/redirect.cgi?r=http://www.girleffect.org/the-girl-effect-in-action/yegna" target="_blank">Yegna/ Girl Hub Ethiopia website</a>, <a href="/redirect.cgi?r=http://www.girleffect.org/media/1186/presentationdesignedforgirlswithgirls.pdf" target="_blank">Designed for Girls, With Girls: How Yegna was Created [PDF] </a>, and <a href="/redirect.cgi?r=http://www.girleffect.org/the-girl-effect-in-action/girl-hub/nigeria/" target="_blank">Girl Hub Nigeria.</a></p> </div> </div> </div> http://www.comminit.com/global/content/girl-hub-programme#comments Africa East Africa Ethiopia Nigeria Tanzania West Africa Experiences Advocacy Children - Communicating with, for and about Digital Multi-Media Innovations for Behaviour and Social Change Children Community Participation Film and Video Bilaterals Entertainment MDG 3. Gender Equality Person-to-Person Interpersonal Development Assistance Radio Gender Private Sector Youth DFID Communicating with, for and about children Global Africa Thu, 12 Mar 2015 08:46:51 +0000 aventh 9354001 at http://www.comminit.com Broadcast Comedy - October 26 - November 13 2015 - RNTC - Netherlands http://www.comminit.com/global/content/broadcast-comedy-october-26-november-13-2015-rntc-netherlands <div class="field field-type-text field-field-long-text-1"> <div class="field-label">Location:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Netherlands</p> </div> </div> </div> <div class="field field-type-date field-field-event-date"> <div class="field-label">Date:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <span class="date-display-start">Oct 26 2015</span><span class="date-display-separator"> - </span><span class="date-display-end">Nov 13 2015</span> </div> </div> </div> <div class="field field-type-filefield field-field-image"> <div class="field-items"> <div class="field-item odd"> <img src="http://www.comminit.com/global/files/imagecache/thumbnail/broadcast_comedy_course_rntc.png" alt="Broadcast Comedy - October 26 - November 13 2015 - RNTC - Netherlands" title="Broadcast Comedy - October 26 - November 13 2015 - RNTC - Netherlands" width="100" height="66" class="imagecache imagecache-thumbnail imagecache-default imagecache-thumbnail_default"/> </div> </div> </div> <div class="field field-type-text field-field-long-text-2"> <div class="field-label">Event/Training Summary:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p><strong>Broadcast Comedy</strong><br /><em>Taking laughter seriously</em><br /><br />Comedy on radio and TV is an essential part of every network’s schedule. This course guarantees you'll always be funny. Even if you're not!<br /><br />The Broadcast Comedy course for comedy writers, directors, producers, commissioning editors and performers gives you the understanding of how comedy works. So that you can produce hit comedy over and over again. You'll be trained by BBC Comedy producers and during the course there will be a large-scale comedy event full of workshops and masterclasses and with many more participants coming in.<br /><br /><strong>Who's it for</strong></p> <p>It is designed for writers, directors, commissioning editors and producers who want to develop their comedy muscles. This course will not train you to be a stand-up comedian.</p> </div> </div> </div> <div class="field field-type-text field-field-long-text-3"> <div class="field-label">Registration Information:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>For more information and to apply click here: <a href="https://www.rntc.nl/broadcastcomedy" target="_blank">https://www.rntc.nl/broadcastcomedy</a><br /><br /><strong>Scholarships</strong><br /><br />For the Broadcast Comedy course there are full NFP and MSP (MENA) scholarships available. Applications for these scholarships can be submitted until 27 March 2015. See <a href="https://www.rntc.nl/nfp" target="_blank">https://www.rntc.nl/nfp</a><br /><br /></p> </div> </div> </div> http://www.comminit.com/global/content/broadcast-comedy-october-26-november-13-2015-rntc-netherlands#comments Netherlands Western Europe Events Calendar Training Digital Film and Video Entertainment Live Performance Person-to-Person Phone/Mobile Community Media Development Assistance Print Radio Television Visual Arts by Media Environment by Communication Strategy Training, Conferences, Meetings Global Tue, 03 Mar 2015 21:51:40 +0000 Deanna.Brotherston 9353858 at http://www.comminit.com Corruption in Schools Campaign http://www.comminit.com/global/content/corruption-schools-campaign <div class="field field-type-filefield field-field-image"> <div class="field-items"> <div class="field-item odd"> <img src="http://www.comminit.com/global/files/imagecache/thumbnail/corruption_in_schools.jpg" alt="" title="" width="100" height="69" class="imagecache imagecache-thumbnail imagecache-default imagecache-thumbnail_default"/> </div> </div> </div> <p>Launched by Corruption Watch in late 2013, the Corruption in Schools Campaign is working to encourage public participation in combating corruption in schools in South Africa. Through its online and SMS [text messaging] platforms and other media and communication channels, the campaign: encourages reporting of corruption in the education system; creates awareness of corruption in schools; and shares information, tools, and strategies to help communities hold schools accountable. </p> <div class="field field-type-text field-field-long-text-1"> <div class="field-label">Communication Strategies:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>The Schools Corruption Campaign was initiated when Corruption Watch received 68 reports of school-based corruption in 2012, the organisation's first year of operation, which identified schools as a key intervention site. By the end of December 2013 and following the launch of the schools campaign, the number had increased from 68 reports to more than 600 reports. These reports received from the public indicated that schools were particularly vulnerable to financial mismanagement and corruption in the acquisition of goods and services. Preliminary research showed that these issues were often related to limited knowledge around the procedures for managing schools, particularly amongst parents and members of the governing bodies. These engagements, combined with the reports received by Corruption Watch, resulted in the development of key objectives and strategies for the campaign.<br /><br /></p> <p>The campaign consists of three clusters of activity:</p> <ul type="square"> <li><i>Information Mapping:</i> To better understand the challenges and issues that facilitate corruption within schools, Corruption Watch disseminated a series of publications, advertisements, and radio spots on national and community radio stations to share information about reports already received, while also encouraging the public to provide further information in order to gain a comprehensive picture of the realities faced in the schooling system. This, along with stakeholder consultations, helped identify issues and crucial vulnerabilities in the system that facilitate corruption in schools.</li> <li><i>Production and Dissemination of Educational Material: </i>Based on key priorities identified through the mapping process, Corruption Watch released a series of materials that dealt with key challenges faced by schools. "These include information on the management of schools in general, school financing, and information on the rights of parents and educators in facilitating transparency and accountability. Educational materials were also disseminated through a series of workshops and dialogues that aimed to include a wider audience. Dialogues were held with learners from a number of Gauteng [a province in South Africa] schools and aimed to promote the importance of integrity and accountability." </li> <li><i>Exposing Corrupt Activities in Schools:</i> Based on some of the reports from the public, Corruption Watch investigates selected cases chosen based on available resources and the potential they have to impact attitudes around accountability. The outcomes of these investigations are publicised in media and through Corruptions Watch's social media platforms and on <a href="/redirect.cgi?r=http://www.corruptionwatch.org.za" target="_blank">the Corruption Watch website</a>. For example, "an investigation into allegations of fraud and corruption at Thubelihle Primary School in White City, Soweto revealed how vulnerable financial management of schools is to corruption. Findings from the forensic audit of the school's financial books conducted by an outsourced forensic company provided the organisation with a deeper understanding of the importance of financial transparency in schools." Corruption Watch's investigation of Thubelihle Primary school reflects the purpose of the schools campaign, which is to create greater public awareness about corruption in schools and to encourage people to report the various forms of corruption taking place on school grounds. </li> </ul> <p>As part of the campaign, an e-book <a href="http://www.corruptionwatch.org.za/sites/default/files/2013/Tools%20to%20fight%20corruption%20at%20your%20school.pdf" target="_blank">Tools to Fight Corruption at Your School</a> was produced to share what has been learned so far. It includes articles and information to help parents address areas of concern in schools. According to Corruption Watch, the National School Feeding Programme is a key concern and so it features strongly in the e-book. The book also includes information about the roles of principals and governing bodies, how no-fees schools work, how schools are categorised for government funding, and how procurement in schools should work. It also includes a set of tools to guide parents in "asking the right questions, addressing the right issues, and holding the right people accountable." The <a href="/redirect.cgi?r=http://www.corruptionwatch.org.za/content/tools-fight-corruption-your-school" target="_blank">website</a> includes additional information to help school communities fight corruption.<br /><br /></p> <p>Children are particularly encouraged to participate in holding schools accountable and become involved in the dialogue. In May 2014, Corruption Watch and Debate Africa brought together learners from 10 high schools in the Free State province to compete in an inaugural Model Youth South Africa challenge contest. "Learners had the opportunity to showcase their organising, campaigning, creative writing, and debating skills for the prize of a computer that was donated by Corruption Watch to the winning school." Learners were selected from 10 schools, and each team of 5 members each had to produce a short video under the theme "My corruption-free school", depicting acts of corruption as they interpret it. The videos are also meant to demonstrate the different teams' corruption-busting methods and their message to encourage fellow learners to pitch in. Part of the challenge also included drafting a policy document outlining key corruption issues.</p> </div> </div> </div> <div class="field field-type-text field-field-long-text-6"> <div class="field-label">Development Issues:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Children, Youth, Education, Rights</p> </div> </div> </div> <div class="field field-type-text field-field-long-text-2"> <div class="field-label">Key Points:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p>Corruption Watch is a civil society organisation that was launched in January 2012, with the goal to encourage public participation in combatting corruption. Their work is in response to the belief that "corruption is eroding the essential levels of public trust in elected representatives and the public/private sector leaders responsible for managing public resources and the use of public power. Corruption Watch offers a platform for reporting corruption on the internet and through mobile technology. Corruption Watch also uses these reports to develop the evidence necessary to advocate for policy reform." <br /><br /></p> <p>According to Corruption Watch, since the launch of the schools campaign in the latter part of 2013, there has been a marked rise in reports pertaining to schools. "Where whistle-blowers have indicated their relationship to the schools they are reporting on, 36% identify themselves as teachers, followed by school governing body members (26%) and parents (24%)." As well, the "three most often cited types of corruption or fraud that were reported across all provinces are financial mismanagement in schools (44%), theft of funds or goods (24%), and corruption related to tenders or the acquisition of goods and services (16%)." <bR /><br /></p> <p><a href="http://www.corruptionwatch.org.za/sites/default/files/CorruptionWatchschoolsreport.pdf" target="_blank">Click here</a> for the Corruption in Schools report, which presents an overview of the activities and methodology of Corruption Watch's on-going campaign into corruption in schools, the findings of the campaign so far, and recommendations directed at the provincial departments of basic education that can assist with the fight against corruption in schools. <Br /><bR /></p> <p><a href="http://www.corruptionwatch.org.za/content/survey-corruption-schools-rise" target="_blank">Click here</a> to read the results of an independent survey conducted for Corruption Watch to obtain more insight into corruption in schools in South Africa.</p> </div> </div> </div> <div class="field field-type-nodereference field-field-contactinfo"> <div class="field-label">Contact Information:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <a href="/global/content/moira-campbell-corruption-watch">Moira Campbell - Corruption Watch</a> </div> <div class="field-item even"> <a href="/global/content/patience-mkosana-corruption-watch">Patience Mkosana - Corruption Watch</a> </div> </div> </div> <div class="field field-type-text field-field-source-text"> <div class="field-label">Source:&nbsp;</div> <div class="field-items"> <div class="field-item odd"> <p><a href="http://www.corruptionwatch.org.za/sites/default/files/CorruptionWatchschoolsreport.pdf" target="_blank">Corruption in schools [PDF]</a>, <a href="http://www.corruptionwatch.org.za/content/corruption-schools" target="_blank">Corruption watch website</a>, and <a href="http://www.corruptionwatch.org.za/content/wise-words-young-corruption-busters" target="_blank">Corruption watch website: Wise words from young corruption busters</a> on March 2 2015. </p> </div> </div> </div> http://www.comminit.com/global/content/corruption-schools-campaign#comments South Africa Southern Africa Experiences Academic Institutions Advocacy Anti-Corruption Children - Communicating with, for and about Digital Multi-Media Innovations for Behaviour and Social Change Children Community Participation Film and Video MDG 2. Universal Primary Education Civil Society Person-to-Person Governance and Democracy Interpersonal Print News/Information Education NGOs Rights Youth Democracy and Governance - Africa Communicating with, for and about children Global Africa Tue, 03 Mar 2015 10:01:01 +0000 aventh 9353834 at http://www.comminit.com