<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 Edutainment for Social Participation http://www.comminit.com/global/content/edutainment-social-participation <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/pci_0.jpg" alt="" title="" width="100" height="56" class="imagecache imagecache-thumbnail imagecache-default imagecache-thumbnail_default"/> </div> </div> </div> <p>Implemented in 2011 in Colombia by PCI Media Impact and the Fundación Social (Social Foundation), this programme is designed to strengthen the capacities of members of community organisations, especially youth, on the use of the approach and methodology of Edutainment (EE) to promote the processes of planning and participatory management.</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>Following the methodology “Mi Comunidad”, the steps undertaken were:</p> <p>&nbsp;</p> <p>1. Formative research. Using virtual work session, the appropriate audiences and the priority themes in each locality were defined.&nbsp;From the information obtained from these "diagnoses" and extracted from existing plans of territorial development, resources and communication spaces available were identified. Each local group held an&nbsp;activity, "Fishing Stories", collecting cases and stories in their communities on the chosen themes, and these inputs made it possible to design the content of the training workshop for the next phase.</p> <p>&nbsp;</p> <p>2. Planning and training. Using a five-day residential workshop, PCI Media Impact shared its focus and methodology of EE with members of the regional teams. Participants were youth and adults from involved in social work, collective communication, art and culture, and youth groups working on the processes of Participatory Planning and Management Development and Peace (PGPDP) in their territories and Fundación Social professionals responsible for the companion processes in each region.</p> <p>&nbsp;</p> <p>Also each team interwove their values into a web drawn from the results of the formative research tool, which defined the educational content that guided the creative process of the creation of characters and plots of the EE series. The web is woven of three strands which identify, through analysis, the current situations for which changes are sought - by identifying values, perceptions, attitudes and daily practices that might promote or bring into being those changes.</p> <p>&nbsp;</p> <p>During the workshop, teams also began the creative process of their series, so that they returned to their communities to continue developing or adjusting the participation of the various and diverse actors in their territories.</p> <p>&nbsp;</p> <p>3. Participatory Design. When those trained in the workshop held in Bogotá teams returned to their villages, they called for and involved more people and community groups in the process of creating the EE series and the strategies of its use. They joined together in their involvement through successive virtual meetings via Skype, as well as a schedule of visits to hold meetings with teams, community groups, and potential audiences.</p> <p>&nbsp;</p> <p>During these sessions, groups hearing the stories and characters, arguments, or scripts validated them or sought to further adjust them. This was accompanied by training sessions of community actors or actresses and then the recording of the series pilot versions. Also, the strategy of continuing review and adjustment was used.</p> <p>&nbsp;</p> <p>In the first quarter of 2012, five series of edutainment materials were completed that make use of strategies that were implemented in the framework of the territorial development processes.</p> <p>&nbsp;</p> <p>In each area, the participants - young and old - chose a local problem and created a message to convey to their community through the medium of entertainment. Participants developed their communication products and introduced them to the other inhabitants.</p> <p>&nbsp;</p> <p>Series produced:</p> <p>&nbsp;</p> <ul> <li>Antioquía (Barbosa): a fictional short video that seeks to contribute to the formation of youth organisations involved in seeking space for planning and participation with the municipality. It was introduced through a public presentation within the framework of the activities of ParqueArte (an initiative using of parks to promote civic actions of a playful and cultural character). And, subsequently, the video aired on local channels and video-chats in schools.</li> <li>Bogotá (Bosa and Kennedy): "Historias del Parche", a series of five comic books, which represent everyday situations affecting relations between students, teachers, and fathers and mothers. At the end, reflections are generated to process conflicts peacefully. A thousand copies were produced and introduced through a traveling exhibition in large format in three schools in the towns of Bosa and Kennedy, accompanied by spheres in which young people express their views on the issue and proposed the creation of new stories.</li> <li>Ibagué (Municipalities 6, 7, and 8): six chapters of the soap opera "Así no hay quien viva". It depicts the plight of a neighbourhood affected by difficulties with the aqueduct, indifferent neighbours, inefficient authorities, and youth who were not allowed to participate. The presentation and introduction took place in public settings, within communes 6, 7, and 8, in classroom discussion, and subsequent transmission on radio.</li> <li>Nariño (La Union) "Lado A": a radio novela of ten chapters showing the relationship between youth and adults in the community.&nbsp;(Pasto) "Sonidos de la Tierra Mía": a series of ten radio stories that present situations, described by the children adults, related to the environment, education, environment, participation, and relationships .&nbsp;These radio series were issued through school and community broadcasters of La Union and the Eastern Corridor of Pasto. The radio drama series and appeared in public spaces, together with recreational activities such as theatre and music, motivating dialogue on the issues explored in the series.</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>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><iframe width="560" height="315" src="https://www.youtube.com/embed/fA5m1NPXpSc" 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>Fundación Social, PCI Media Impact, and local organisations.</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/283299">Javier Ampuero Albarracín - PCI Media Impact</a> </div> <div class="field-item even"> <a href="/global/content/nestor-alberto-c%C3%A1rdenas-soto-fundaci%C3%B3n-social">Nestor Alberto Cárdenas Soto - Fundación Social</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/edu-entretenimiento-para-la-participaci%C3%B3n-social">Edu-entretenimiento para la participación social</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.proyectossocialesdirectos.org/index.php/es/archivo/38-direccion-nacional/140-presentan-la-experiencia-de-edu-entretenimiento-en-congreso-internacional-de-comunicaciones" rel="nofollow">Edu-tainment, a strategy to strengthen coexistence and participation of young people: four Colombian experiences"</a>, by Javier Ampuero Albarracín (PCI Media Impact) and Nestor Alberto Cardenas Soto (Fundación Social), May 2012 - accessed on March 12 2015</p> </div> </div> </div> <p><a href="http://www.comminit.com/global/content/edutainment-social-participation" target="_blank">read more</a></p> http://www.comminit.com/global/content/edutainment-social-participation#comments Colombia Experiences 10 to 14 years 15 to 19 years Academic Institutions Adolescent Civic Engagement Children - Communicating with, for and about Strengthening Capacities for Excellence in C4D Practice Children Community Participation Film and Video Entertainment Civil Society Person-to-Person Community Groups Governance and Democracy Interpersonal Community Media Entertainment Orgs Radio Foundations Enabling and Inclusive Environments for Adolescents NGOs Youth Featured Adolescent Development Communicating with, for and about children Global Democracy and Governance Fri, 17 Apr 2015 18:47:09 +0000 jlevy 9354661 at http://www.comminit.com Girls Empowered Stories of Change - Digital Storytelling Project http://www.comminit.com/global/content/girls-empowered-stories-change-digital-storytelling-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/girl_empowered.jpg" alt="" title="Girls Empowered Stories of Change - Digital Storytelling Project" width="100" height="56" class="imagecache imagecache-thumbnail imagecache-default imagecache-thumbnail_default"/> </div> </div> </div> <p>As part of the global Grassroots Girls Initiative (GGI), launched in 2006 by the Nike Foundation, Firelight Foundation (one of six partners who make up the GGI consortium), worked with three organisations in Malawi and Rwanda to identify and empower adolescent girls from economically poor and marginalised communities. The focus of the programme was on "unleashing the Girl Effect - the unique potential of adolescent girls to end poverty for themselves and the world." <bR /></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 three organisations in Malawi and Rwanda were selected and supported by Firelight based on their rootedness in the communities they served and their understanding and insight into the challenges facing girls in their community. Programming for girls included vocational training, business management training, financial literacy, sexual reproductive health and life skills education, legal services, and advocacy skills. The organisations also trained girls on group dynamics, conflict management, and leadership skills. Each of the organisations also benefited from ongoing support from Firelight Foundation to strengthen their organisational management and develop girl-centred programming. <br /></p> <p>The three partners were <i>(click on the name of each organisation for more information on each overall project)</i>:</p> <ul type="square"> <li><a href="/redirect.cgi?r=http://www.firelightfoundation.org/index.php/download_file/view/823/223/" target="_blank">Action pour le Developpement du Peuple (ADEPE) in Rwanda </a> </li> <li><a href="/redirect.cgi?r=http://www.firelightfoundation.org/index.php/download_file/view/836/223/" target="_blank">Association Tuvuge Twiyubaka (Tuvuge) in Rwanda</a> </li> <li><a href="/redirect.cgi?r=http://www.firelightfoundation.org/index.php/download_file/view/833/223/" target="_blank">Nkhotakota AIDS Support Organization (NASO) in Malawi</a> </li> </ul> <p>The digital storytelling component of this initiative was introduced both to facilitate the process of helping girls capture and share their stories, and also as a monitoring and evaluation tool. More specifically, it was designed to:</p> <ul type="square"> <li>Build the capacity of the partner organisations and girls to develop visual media skills;</li> <li>Empower girls to document their own stories;</li> <li>Leverage the girls' stories by sharing them with a wider audience to attract more resources for girls; and </li> <li>Document the most significant change in the lives of girls.</li> </ul> <p>According to the organisers of the storytelling workshops, "its power lies in the fact that digital storytelling is the coupling of technology with the tradition of personal narrative....In this age of technology, it lends itself to amplifying girls' voices because of the range of platforms that exist to disseminate the content. What is powerful about its application within this initiative is that it gives these tools to a population of marginalized girls who are often excluded from such technologies and platforms. More importantly, it provides girls with the power of shaping and sharing their own narrative in their own voice. It also makes possible for that narrative to be heard in places that the girls would not otherwise reach." <Br /><bR /></p> <p>The girls first of all participated in a 4-day training course, where they learned about the basic elements of visual storytelling, including how to:</p> <ul type="square"> <li>Define what they want their community and country to know about girls;</li> <li>Create a storyboard to frame the story they will tell;</li> <li>Use a video camera (construct and frame a shot, basics of lighting, etc.);</li> <li>Identify interview subjects that will help them to tell their story, and how to conduct the interviews; and</li> <li>Use an iPhone to edit their footage to construct stories.</li> </ul> <p>The girls were asked to create a collective definition and value statement for the digital storytelling. To guide the group discussion, they asked the following questions: Why do we tell stories? Why is it important to amplify girls' voices? What do you want your community, the nation, and the world to know about girls in your country? <bR /><bR /></p> <p>In both Rwanda and Malawi, the girls were also asked to come to a consensus around the messages they wanted to share through their stories and the importance of sharing girls' stories. In Rwanda, the girls chose to tell personal stories that related to messages they wanted to share with their community, their nation, and the world. In Malawi, the girls largely chose problem statements to articulate what the world needed to know about girls. These issues revolved around education, teen pregnancy, early marriage, and abuse. <bR /><bR /></p> <p>After the training, the girls went back into their communities with the challenge of collecting photos and footage to put together the story about their lives. The following are the resulting stories:</p> <p><a href="/redirect.cgi?r=https://www.youtube.com/watch?v=zu1Lday65Hs" target="_blank">Power Over, Agnes's Story </a><br /> 22-year-old Agnes, from the Nyamagabe district of Rwanda, had to leave school to help her mother support their family. They struggled with poverty until a neighbour offered her a loan. From there she was recruited by Association Tuvuge Twiyubaka and was able to start her own business and begin a savings account using her "power over" to provide for her and her family. <br /><br /></p> <p><a href="/redirect.cgi?r=https://www.youtube.com/watch?v=ieWX2GhL8_I" target="_blank">Power Within, Khadija's Story</a><br /> Khadija, from Malawi, had just had a baby when Adolescent Girls Corner stepped in to help her return to school. Since then, she has helped five girls in her community return to school and continues to encourage girls in pursuing their education using her "power within."<br /><br /></p> <p><a href="/redirect.cgi?r=https://www.youtube.com/watch?v=Vd-FsW1IxLg" target="_blank">Power to Provide, Clarisse's Story </a><br /> 18-year-old Clarisse felt lost after her father died and her mother and two siblings tested positive for HIV, but she took positive action to change her family's circumstances. She started with a small loan from Association Tuvuge Twiyubaka (Rwanda) and turned it into a small business, proving her own "power to provide." <br /><br /></p> <p><a href="/redirect.cgi?r=https://www.youtube.com/watch?v=-VPRKadYoCk" target="_blank">Power to Act, Rehema's Story </a><br /> Rehema describes her early life in the Rugero sector of Rwanda as full of struggle. Orphaned at a young age, she could not afford school and had no marketable skills. This all changed when Action pour le Développement du Peuple (ADEPE) began to support her skills training, allowing her to become self-sufficient and encouraging her "power to act".<br /><br /></p> <p><a href="/redirect.cgi?r=https://www.youtube.com/watch?v=cHWH1JvWpC4" target="_blank">Power With, Girls' Collective Story </a><br /> In this collective story, girls in Rwanda challenge past assumptions that girls are incapable of success by proving that "there is nothing that boys can do that we are not able to do." Through digital storytelling, Rwandan girls have a chance to prove their worth, share their personal successes, and recognise their own power.<br /><br /></p> <p>When the films were completed, the girls organised film festivals in their communities which gave them a platform to share the short films they had made. These festivals allowed for community members and local politicians to hear about the hardships and challenges of the girls' lives. Following the screening, those in attendance contributed to discussions about what could be done to provide more support and opportunities for girls. <br /><Br /></p> <p>The girls have also presented their stories to District officials, representatives of Nike Girl Hub (in Rwanda), Department for International Development (DFID), and the Novo Foundation. A second round of videos for the Grassroots Girls' Initiative was also conducted in October 2013. <br /><Br /></p> <p>The project encountered some challenges in Malawi and therefore only one story was completed in that country. Due to clashes with academic schedules, the girls in Malawi did not get the same intensive support that the girls in Rwanda received. This resulted in too much time elapsing between their video training and their personal storytelling, which affected their ability to finalise their 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>Girl empowerment, education, economic development, sexual and reproductive health and 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>Firelight Foundation is an international nonprofit organisation that identifies, funds, and strengthens promising community organisations that support the health, resilience, and education of children in Africa.<br /><bR /></p> <p><i>Impact </i><br /> According to the organisers, "one of the unexpected outcomes of the Digital Storytelling is that the process of documenting and sharing personal stories built confidence, voice, and leadership of girls. The leadership and voice of girls had the added value of increasing reach and influence on government and community leaders paying attention to, and investing in, girls."</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>Nike Foundation, Firelight Foundation, Action pour le Developpement du Peuple (ADEPE), Association Tuvuge Twiyubaka (Tuvuge), and Nkhotakota AIDS Support Organization (NASO)</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/firelight-foundation">Firelight Foundation</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/_IP1HLm-9x8&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/_IP1HLm-9x8&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=_IP1HLm-9x8"><img src="http://img.youtube.com/vi/_IP1HLm-9x8/0.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>Email received from Robin Dixon from Firelight Foundation on March 11 2015 and <a href="/redirect.cgi?r=http://www.firelightfoundation.org/index.php/download_file/view/834/223/" target="_blank">Firelight Foundation website </a> and <a href="/redirect.cgi?r=http://www.firelightfoundation.org/files/7914/2204/8465/The_Power_of_Stories_-_Digital_Storytelling.pdf" target="_blank">The Power of Stories: Digital Storytelling [PDF]</a> and <a href="/redirect.cgi?r=http://blog.firelightfoundation.org/2013/10/09/providing-the-tools-and-space-for-girls-to-tell-their-own-stories/" target="_blank">Providing the Tools and Space for Girls to Tell Their Own Stories - Blog</a> on April 16 2015. <bR /><bR /></p> <p><i>Image credit: Michaela Leslie-Rule </i></p> </div> </div> </div> <p><a href="http://www.comminit.com/global/content/girls-empowered-stories-change-digital-storytelling-project" target="_blank">read more</a></p> http://www.comminit.com/global/content/girls-empowered-stories-change-digital-storytelling-project#comments Malawi Rwanda Experiences Advocacy Multi-Media Innovations for Behaviour and Social Change Children Film and Video MDG 3. Gender Equality Person-to-Person Interpersonal Economic Development Education Foundations Gender NGOs Reproductive Health Rights Youth Featured Communicating with, for and about children Global Africa Fri, 17 Apr 2015 09:54:27 +0000 aventh 9354651 at http://www.comminit.com 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 systematization of significant experiences" of the citizenship construction concepts 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 consumption situations of psychoactive substances in the family, school, and its surroundings.</li> <li>Managing school bullying situations.</li> <li>Recognising diversity and valuing the multiple possible forms of being, feeling, and living in the school and its surroundings.</li> <li>Harmonious relationships construction&nbsp;inside and outside school.</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 to investigate educational practices using paedagogical reflection; analyse the impacts generated in classrooms and the surrounding areas ("territories"); and systematise the discussions of impact 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 these 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 lead teachers and parents, to participate in: the reflection 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 of their territory.</p> <p>&nbsp;</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>&nbsp;</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 Civic Coexistence (ECC)" from the SED that aims to educate creative citizens who question and build frameworks for civic 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>&nbsp;Secretaría de Educación Distrital (SED), Ministry of Education, Inter-American Development Bank,&nbsp;UNIMINUTO.</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/mar%C3%ADa-ilse-andrade-soriano-secretar%C3%ADa-de-educaci%C3%B3n-distrital-sed-0">María Ilse Andrade Soriano - Secretaría de Educación Distrital (SED)</a> </div> <div class="field-item even"> <a href="/global/node/318612">Javier Espitia - Comunicación Social-Periodismo UNIMINUTO</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/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, and email from María Ilse Andrade Soriano to The Communication Initiative on April 9 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 Escuela Audiovisual Infantil - EAI (Child Audiovisual School), Belén de los Andaquíes http://www.comminit.com/global/content/escuela-audiovisual-infantil-eai-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/muro_escuela_audiovisual.jpg" alt="" title="" width="100" height="67" 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> <p>&nbsp;</p> <p><strong><em>EAI Ethos</em></strong></p> <p>In the words of school founder Alirio González: "The EAI articulated its goals through four principal ideas: first ‘No camera without a story’, the principal condition to begin the process is for the child to approach the school with a local story they want to tell. The school does not teach anything that the child does not need for the achievement of his project goals. Second, ‘Technologies connected to our locality’, when a child observes his context through a digital camera, he is taking his place in the community and gains awareness of his role in the construction of a collective future. Third, ‘We narrate what we do and who we are’, so the community can discover where it wants to go in terms of future development. Finally, ‘We ‘steal’ children from war’, as this initiative intends to offer local children and youth an alternative to a life in the ranks of armed groups and drug traffickers." Alirio González <a href="mailto:aliriogonzalez@gmail.com" rel="nofollow">aliriogonzalez@gmail.com</a> &nbsp;</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> </p><p>&nbsp;</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-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/escuela-audiovisual-infantil-bel%C3%A9n-de-los-andaqu%C3%ADes-0">Escuela Audiovisual Infantil, Belén de los Andaquíes</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, and email from Alirio&nbsp;González to The Communication Initiative on April 4 2015.</p> </div> </div> </div> <p><a href="http://www.comminit.com/global/content/escuela-audiovisual-infantil-eai-child-audiovisual-school-bel%C3%A9n-de-los-andaqu%C3%ADes" target="_blank">read more</a></p> http://www.comminit.com/global/content/escuela-audiovisual-infantil-eai-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 class="field-item even"> <a href="/global/content/angela-escall%C3%B3n-fundaci%C3%B3n-corona">Angela Escallón - Fundación Corona</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 Primer </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-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/ReShBnqw4_w&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/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" width="100" height="63" 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-3" class="media-youtube"> <div id="media-youtube-default-external-3"> <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-3"> <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 Featured DFID Communicating with, for and about children Global Africa Thu, 12 Mar 2015 08:46:51 +0000 aventh 9354001 at http://www.comminit.com