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November 25, 2015

On the Fast-Track to End AIDS: UNAIDS 2016 - 2021 Strategy

This document outlines the Joint United Nations Programme on HIV/AIDS (UNAIDS) 2016-2021 strategy to end the AIDS epidemic as a public health threat by 2030. The strategy maps out the UNAIDS Fast-...

November 25, 2015

On the Fast-Track to End AIDS: UNAIDS 2016 - 2021 Strategy

This document outlines the Joint United Nations Programme on HIV/AIDS (UNAIDS) 2016-2021 strategy to end the AIDS epidemic as a public health threat by 2030. The strategy maps out the UNAIDS Fast-...

Anonymous
November 23, 2015

Statement by UN Under-Secretary-General and Executive Director of UN Women, Phumzile Mlambo-Ngcuka

Author: Phumzile Mlambo-Ngcuka, November 20 2015, on the occasion of the International Day for the Elimination of Violence against Women, 25 November: Across the world, violence against women and...

October 29, 2015

Shuga: Engaging Tanzanian Young People in HIV Prevention through Edutainment Radio - Final Report

"The qualitative data from listening clubs showed that youth believe good communication with their parents has a big influence on their behaviours and can help them to make healthier and more...

October 22, 2015

Shuga: Engaging Tanzanian Young People in HIV Prevention through Edutainment Radio

Programme Summary: Shuga: Engaging Tanzanian Young People in HIV Prevention through Edutainment Radio - Tanzania - the United Nations Children's Fund (UNICEF) Tanzania in collaboration with the...

October 22, 2015

Shuga: Engaging Tanzanian Young People in HIV Prevention through Edutainment Radio

Programme Summary: Shuga: Engaging Tanzanian Young People in HIV Prevention through Edutainment Radio - Tanzania - the United Nations Children's Fund (UNICEF) Tanzania in collaboration with the...

July 27, 2015

A Short Technical Update on Self-Testing for HIV

"HIV self‑testing may provide people with an additional pathway to HIV prevention, care and treatment." This document is designed "to synthesize experiences, research and policies on HIV self‑...

April 30, 2015

Elembo Radio Drama

Broadcasting from February 2015 to October 2016, Elembo is a 156-part serial radio drama that uses entertainment education to address issues such as adolescent reproductive health, child and maternal...

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15 to 19 years

The 15 to 19 years category age group category required by UNICEF Adolescent Health

Women and girl's rights in Sierra Leone: Let Us Know!

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Author: Olabisi Olu Garrick, February 23 2015 - Despite my fourteen years as a journalist, I didn’t always want to work in the media. I actually wanted to be a lawyer.

The ability to hold people to account and help people understand their legal rights always appealed to me. Little did I know that a chance meeting with a woman one sunny afternoon would change my life.

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Entertainment-Education and Child Marriage: A Scoping Study for Girls Not Brides

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Author: 
Prof. Dr. Martine Bouman
Dr. Sarah Lubjuhn
Drs. Hester Hollemans
Publication Date

January 2017

Affiliation: 

Center for Media & Health

"Knowing that tackling child marriage requires transforming the attitudes and behaviours that perpetuate the practice among families and communities, Entertainment-Entertainment strategies could be a powerful way to engage individuals and communities to create new norms, values and behaviours."

Developed by the Center for Media & Health (CMH) and dance4life for Girls Not Brides, this report looks at the opportunities and challenges of entertainment-education (EE) - the use of radio, television, soap operas, theatre, and comic books to effect positive social change - as a way to address child marriage. Informed by a range of practical and theoretical insights, the report analyses a selection of current initiatives (in 9 countries: Pakistan, India, Malawi, Tanzania, Mozambique, South Africa, Nepal, Nigeria, and Nicaragua), draws out key lessons, and provides tips for practitioners and donors of EE initiatives.

Source: 

Girls Not Brides website and "Entertainment-education and tackling child marriage: what works", by Professor Martine Bouman and Kate Whittington, February 13 2017 - both accessed on February 22 2017, and email from Kate Whittington to The Communication Initiative on February 23 2017. Image credit: Sergio Santimano/Ouro Negro - Mozambique

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Using storytelling to make statistics accessible

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Author: BBC Media Action Insight's Mahmuda Hoque, on February 6 2017 - Bangladesh-based researcher Mahmuda Hoque explains how her team created a story about “Maya”, a 19-year-old mother, to help bring their findings about antenatal preparations to life.

Researchers often uncover insights with real practical relevance but then struggle to communicate their findings compellingly to those who can make use of them.

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Social and Behaviour Change Communication Insights and Strategy Case Study: Open Defecation in India

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Creating Demand in Public Health

Author: 
Amina Tarraf
Affiliation: 

WPP

"This report demonstrates how behaviour change communications [BCC] is key to improving public health in developing countries. Whilst building infrastructure and services is critical, there is also a need to change social and behavioural norms to create the demand for public health services."

This study from the WPP Government and Public Service Sector Practice website brings field work, qualitative research, and desk research to bear in this case study of behaviour change of open defecation (OD) in India through demand creation. The project "follow[ed] a four-step process to develop an effective social and behaviour change strategy. The process is based on UNICEF guidelines and Thompson Social|J. Walter Thompson’s proprietary tools."

Source: 

WPP website, February 1 2017.

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Voluntary Medical Male Circumcision Uptake Through Soccer in Zimbabwe

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Author: 
Jeff DeCelles
Zak Kaufman
Kenneth Bhauti
Rebecca Hershow
Helen Weiss
Cynthia Chaibva
Netsai Moyo
Elise Braunschweig
Fennie Mantula
Karin Hatzold
David Ross
Publication Date
October 1, 2016
Affiliation: 

Grassroot Soccer (DeCelles, Hershow); London School of Hygiene & Tropical Medicine (Kaufman, Weiss,  Braunschweig, Ross); Grassroot Soccer Zimbabwe (Bhauti, Moyo); National University of Science and Technology (Mantula, Chaibva); Population Services International (Hatzold)

"Despite progress in supply scale-up, Zimbabwe is falling well short of its target of 80 per cent VMMC coverage by 2015 (WHO 2011), underlining the urgent need to identify and scale up effective interventions that increase demand for VMMC."

Source: 

3ie website on January 26 2017.

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Media and Information Literacy: A Human Rights-based Approach in Developing Countries

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Author: 
Jan Lublinski
Dennis Reineck
Publication Date
October 1, 2015
Affiliation: 

DW Akademie

"Media and information literacy (MIL) is linked to access to information, free expression and education."

This discussion paper from DW Akademie defines media and information literacy (MIL) through a rights-based approach and examines, in particular, digital media and information literacy (DMIL), using case studies of DW Akademie projects as illustration. "They illustrate that various stakeholders need to be involved so that citizens can critically access, use, and participate in the flow of information on a broad scale."

The paper attempts to answer: "But what exactly is meant by Media and Information Literacy and how is it possible to advance projects beyond short-term workshops and bring about more sustainable change?" The document emphases participatory, "lean-forward" strategies  for complex digital media ecologies that create two-way or multiple user interaction through, for example, online comments,

Source: 

DW Akademie website, January 18 2017.

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Our Girls, Our Future

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Originally posted on the BBC Media Action blog by Catherine Juma, November 22 2016 - Girls in South Sudan are less likely than boys to start school and more likely to drop out. Our radio producer visited her former school to find out if educational aspiration for girls is improving.

“Where’s my mango tree?” I wondered, as I entered the gates of my former school, welcomed by a gaggle of smiling school girls dressed in smart red and white uniforms

As a young girl, I’d planted a mango tree in a shady area of Juba Girl’s Secondary School. The tree was a symbol of a future ripe with possibilities, where if you nurture something – feed it, water and protect it - then delicious fruits will eventually appear.

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Myanmar: Our Wish, Our Question

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Originally posted on the BBC Media Action blog by Yan Htaik Seng, November 1 2016 - We recount a nerve-racking visit to Myanmar’s ethnically diverse Kayin State - as it recovers from years of conflict - to give young people a rare chance to voice their opinions and question their leaders.

Rain is sparkling in a pool, reflecting the lush, green mountains behind it. I’m in Kayin State, south-eastern Myanmar the day before our youth radio debate and despite the peaceful surroundings I am worried.

We’ve invited four high-profile panellists – a government minister, a youth activist, a speaker from a political organisation, and a newly elected MP – all of whom have agreed to face questions from a group of young people. Several questions flash through my mind: Will the panellists show up? What sort of questions will be asked? Will our debate be shut down?

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Does access to vocational training economically empowerment women?

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Author: Ranjani K Murthy, November 23 2016 - Economic empowerment of women can be seen as a process of strengthening control of individual women over their labour, resources, information technology, and intra household decision making; collective bargaining of women with financial institutions, markets, local government  and changes in deep rooted attitudes and norms on women’s role in the economy. Many donors, governments and corporate foundations see vocational training of young women as contributing towards marginalized women’s empowerment. Is this assumption valid?

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Great Idea

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"Great Idea makes use of...ICT [information and communication technology] and media to amplify the effect of good quality lessons to be used inside and outside of schools."

Great Idea is a mobile- and distance-learning project for secondary education in Afghanistan to increase the quality of and access to education for (girl) students. Great Idea taps into the potential of mobile technology to develop distance learning opportunities for both students and teachers at the secondary school level. Its purpose is to:

Communication Strategies: 

Great Idea uses modern mobile technology to supplement subjects of Math, Physics, Biology, Chemistry, and English for grades 7-12 on a daily basis. (The incorporation of English as an additional course is designed to increase job opportunities for girls.) Lessons on the content, which is in line with the curriculum of the Afghan Ministry of Education, are pre-recorded in a TV studio in Kabul by master trainers to then be saved on micro SD cards and watched among those in and out of school. (The SD cards are distributed to schools, where the videos can be displayed by a mobile phone connected to a micro projector). The lessons are designed to help teachers in the classroom with good content knowledge and inspiring and interactive lesson methodologies. The same SD cards as provided for in school use can also be inserted into mobile phones (feature phones such as the Nokia C101). In this way, students can take home these SD cards for self-study. By using mobile phones, these videos have an even greater reach, as they can be spread amongst community members and out-of-school children. To date, the lessons have been recorded in Dari language. The languages of the video lessons will not be only in Dari language in the future but also in Pashto in order to extend the project to Pashto regions, such as Kandahar.

The project then supports teachers and students in understanding and teaching the curriculum - for instance, a mobile helpline allows for an interactive question and answer (Q&A) session with the master trainers after each broadcasted lesson. A competition is integrated into the lessons and facilitated through the mobile helpline. The competition encourages active participation and increases motivation. Students and teachers take part in separate competitions.

Great Idea has been developed with the input of project partners, teachers, students, and representatives. It has been tested and fine-tuned continuously with them. Teacher learning circles were established for participation, support, and promotion in the project. Four co-creation workshops were held over a period of 2 years in order to identify ways to improve the project and find a great solution together. More information about the co-creation method can be found on this page on the Great Idea website and/or in the white paper.

As part of Great Idea, efforts were made to raise awareness about the importance of quality education within the community. This is done by involving community members such as parents, teachers, and Mullahs in group sessions as well as through radio broadcasts.

Development Issues: 

Education, Girls

Key Points: 

According to organisers, Afghanistan has suffered decades of war, civil unrest, deep poverty, and repressive governments. Although there has been progress since the fall of the Taliban (from a 4% enrolment in 1999 to 79% in 2010), education still faces significant obstacles in Afghanistan. Girls from rural areas and/or economically poor households are particularly disadvantaged. Their access to education is curtailed by factors ranging from early marriage to a shortage of female teachers. The chances of girls advancing to the secondary level of education are even slimmer: the net attendance rate of girls is more than two times lower than that of boys. Only one in five Afghan women aged 15-24 is literate. In a country where nearly half of the population is under the age of 15, the fate of education lies hand in hand with the fate of the entire country. The poor quality of both primary and secondary education in Afghanistan is caused by the lack of: thorough content-based knowledge; understanding and knowledge of effective teaching methods; safe, student-centred, conducive learning spaces; and low-quality teaching and learning materials.

The success of the project's first phase, between April 2011 and April 2013, reportedly led to a decrease in student drop-out rate, an increase in student test scores, and the promotion of teachers to higher grades. Interest has grown among the Ministry of Education, Provincial Education Department, community members, teachers, and students to continue and expand the project.

Partner Text: 

Butterfly Works, Coordination of Humanitarian Assistance (CHA), Oxfam Nobib, Saba Media Organization, Ministry of Education Afghanistan, Roshan, and 21 secondary schools in the Parwan province of Afghanistan.

Source: 

Great Idea website, November 18 2016.

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