Overview of Presentation

•Key concepts and approaches

•C4D and Education Priorities

•C4D cross-cutting Flagships

•C4D in UNICEF’s Programme Cycle – Key messages

Strengthening Communication for Development towards Improved Results in Education

Rafael ObregonChief, C4D Section UNICEF

NYHQBangladesh, May 2015

C4D in UNICEF’s STRATEGIC PLAN 2014-2017

How UNICEF Defines C4D

An evidence-based process to promote measurable behaviour and social change to accelerate programme results

– C4D uses proven change theories, evidence, and findings from formative research

– M&E involved from the start– C4D provides “leverage” and “added value” to

programme interventions– Development and Humanitarian Contexts

Individual Family

Evidence-Based C4D means analyzing barriers & opportunities to change at each level

Community

Knowledge, attitudes & practices among children & adolescents and families that affect educational decisions and actions.

Cultural practices, social beliefs and norms, sense of empowerment that affect educational choices, decisions & actions.

Institutional conditions of the education system that affect inclusion and quality including teacher attitudes & use of educational media

Policies & governance elements of educational systems that facilitate and/or discourage inclusive and quality education

Institutional

Policy / System

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Major Shifts in Approaches to C4D

How Knowledgeis facilitated

Top-down messages/ campaign

Dialogue & Participatory problem solving

Tools Used Mass Media Mix of approaches and Trans-media

Focus of Change

Individual behaviour change

All levels; Collective action & social change

How people are viewed

Target beneficiaries or recipients

stakeholders & active partners (HRBA)

Where power is positioned

Expert driven Community driven

How Analysisis approached

Needs assessment & problem analysis

Rights, Context, Assets & opportunities

Overall Approach

Ad Hoc, short term Systematic, evidence-based, long term

C4D supports Programmes but the Communication Response Must be differentiated from from the

Programme Response

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Rights holders- Push Duty bearers- Pull

ENHANCED SUPPLY

Increased number and improved facilities

Improved materials and supplies

Child & family friendly social services

Improved workers skills

DEMAND CREATION

Awareness, improved knowledge

Favorable environment – family, community support

Active participation

Confidence, self efficacy

Strengthened accountability

PoliciesProgrammes

ProvidersData

An example from East and Southern Africa(Source: Mitsue Uemura, Basic Education and Gender Specialist, ESARO, Presented at C4d Network Meeting, May 2015

Barriers to Education in East and Southern Africa(Source: Mitsue Uemura, Basic Education and Gender Specialist, ESARO, Presented at C4d Network Meeting, May 2015

(Source: ESAR C4D Framework; Mitsue Uemura)

C4D Research & AnalysisSocio-behavioural determinants; barriers /enablers related to political,economic, and cultural context; participant and channel analyses

C4D Strategy Communication objectives;

participant segmentation and prioritisation; messages and

channel mix; m & e indicators

Communication Coordination Mechanisms, Partnerships, Task Forces

EvaluationAssessing progress toward

programme goals; multiple methods

Implementation & MonitoringMobilisation of communities and

networks; media dissemination, trainingof community based workers;

measuring performance

Creative Strategy & Materials Development

Creative approaches; participatory development and pre-testing ofcommunication messages and

materials; production

Science &

Art

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Systematic C4D means applying the C4D planning cycle ….starting at the beginning along

with Programs

New Global push in UNICEF to get the different arms of Communication to work more closely together

for Programme Results

Social Media Campaigns

Public Advocacy Events

Individual & household behaviour

Change

Social Norms Change

Interpersonal Communication

Social Mobilization

General Awareness Campaigns

Communications C4D

Social Accountability

Resource Mobilization

Advocacy

From isolated campaigns to comprehensive, long term & resourced strategies to address behavioural and socio-cultural issues at all

levels

C4D Strategy & $$$

Building or strengthening C4D Systems / mechanisms rather than implementing vertical C4D interventions to support one specific issue, problem

or programme

1) MULTI-MEDIA INNOVATIONS for Social & Behaviour Change

2) COMMUNITY ENGAGEMENT & SOCIAL NETWORKS for dialogue and action

3) STRENGTHENING CAPACITIES FOR EXCELLENCE in C4D Practice

SP Benchmarks for Quality C4D

• C4D strategies are integrated within the country programme structure and results framework; and sectoral/cross-sectoral plans with budget allocations.

• New or existing C4D task forces/ working groups/committees of multi-sectoral stakeholders (governmental, non-governmental and academic) are established and functioning to plan, coordinate and strengthen C4D activities.

• C4D plans/ interventions are informed by, use and monitor data and evidence on behavioural and socio-cultural factors as well as media and communication contexts.

• Participatory processes are used to engage community representatives and members (girls, boys, men and women especially those from marginalized/excluded groups).

• Plans/initiatives/ongoing programmes to strengthen C4D capacities of UNICEF staff, partners and counterparts are established at national and sub-national levels.

• C4D best practices, impact assessments, tools, resources, innovations and lessons learned are documented and disseminated among key audiences.

For more information, contactRafael Obregon (PhD)Chief of Communication orKerida McDonald (PhD)Senior AdvisorCommunication for DevelopmentUNICEF Headquarters+1 212 326 7068kmcdonald@unicef.org

United Nations Children’s Fund3 United Nations PlazaNew York, NY 10017, USATel: 212-326-7000www.unicef.org