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![Page 1: Case Study: Bangladesh… Connecting with the target audience Prof. Sondra M. Rubenstein University of Haifa.](https://reader030.fdocuments.net/reader030/viewer/2022033106/56649e125503460f94afe19e/html5/thumbnails/1.jpg)
Case Study: Bangladesh… Connecting with the
target audience
Prof. Sondra M. RubensteinUniversity of Haifa
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Prof. S.M. Rubenstein 2
Connecting via dev-com
Is an approach to dialogue with a country’s citizens
Can be seen as a thread linking a number of national development initiatives to eradicate socio-economic and other problems stunting progress
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Communication 4 developmentinvolves …
Disseminating information/
knowledge of: Farmer’s innovations,
latest research findings, pressing
policy issues, etc. All must be effectively
communicated amongst people and institutions
Establishing trust …
Raising awareness …
Prof. S.M. Rubenstein 3
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Connecting via dev-com Practiced in a number of spheres in which
public policy is exercised, including: Education, Sanitation, health, safety, Economic stability, Agriculture, land rights, etc.
Requires careful co-ordination to prevent a haphazard and watered-down effort, that results in doing the right thing in the wrong way!
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Connecting via dev-com
Offers the development process: a way to survey a new environment,
especially by establishing consultative vehicles
a way of raising consciousness/awareness amongst communities of issues pertaining to a better life for all - something to aspire to…
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Dev-com offers a way… Of promoting feedback –
a dynamic 2-way process set up between people (target audiences) and “developers”
To teach new skills To “sell” a national dream –
a vehicle for programs directed at nation building and sustainable development
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One-way vs. Two-way Communication*
Monologic -- One-way:a.To inform b. To persuade
Dialogic -- Two-way:a. To explore b. To empower
MainPurpose
Raise Promote awareness attitude && increase behaviorknowledge change
Assess, probe, Build capacities,& analyze; involveprevent stakeholders &conflicts beneficiaries
Preferredmethods & media
Predominant use of:
Mass media
Heavy use of Use of dialogueinterpersonal to promotemethods participation
*Modified from T. Tufte & P. Mefalopulos, Participatory Communication (World Bank Working Paper #170)
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Connecting to reach the UN’sMillennium Campaign Goals*
1. End Hunger
2. Universal Education
3. Gender Equality
4. Child Health
*Initiated in 2000 by 189 countries
extreme world poverty worldwide by
5. Maternal Health
6. Combat HIV/AIDS
7. Environmental Sustainability
8. Global Partnerships
(rich and poor) committed to end
2015 (Rich = 0.7% of GNP…).
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Connecting to reach the UN’sMillennium Campaign Goals
It's been a decade since rich countries made the formal promise to give 0.7% of their Gross National Income as international aid.
The UK is on track to meet this commitment by 2013.
Currently, only Sweden, Norway, Denmark, Luxembourg and the Netherlands have honored this commitment.
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Case Study: Bangladesh
Country Profile:
Official Language: Bengali/Bengla
Population: 156,050,883 (July 2009 est.)*
Fertility rate (births/woman): (2000-2005) 3.22** (2005-2010) 2.83**
Poverty (Population living on less than US $1/day): 36% (1990-2004)*
*https://www.cia.gov/library/publications/the-world-factbook/ geos/bg.html**http://en.wikipedia.org/wiki/List_of_countries_and_territories_by_fertilityrate
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Case Study: Bangladesh’s Expanded Program for
Immunization(EPI)
1985 Government realized new strategy was needed to increase children’s immunization coverage levels, which had only reached 2%.
New plan/new goal: Universal child immunization to be
achieved by 1990
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Connecting for EPI In May 1986: EPI communication plan
was finalized to support this expansion
New service delivery was put into place stage-by-stage over four years
Beginning with 8 Upazila (sub-districts) and reaching all 460 Upazila (1990)
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Connecting to achieve EPI…
Year Phase Upazila* Municipality
1985-86 1st 8 0
1986-87 2nd 62 10
1987-88 3rd 120 20
1988-89 4th 270 34 + 4 City Corporations
1989-90 -- -- 20
Total -- 460*sub-districts
88
Source: http://www.whoban.org/EPI-No-08.html
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Learning from EPI… 1992: The Bangladesh government
declared another program for children:
Primary Education: to be both compulsory and universal
Despite differences between immunizing children (during 4 visits over 6 months) and providing them with 5 years of primary education, two questions were asked:
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Bangladesh --Considering dev-com similarities…
1. What were the key elements in the EPI social mobilization program, since it has been one of B’s most successful to date?
2. What elements of this experience could be transferred to the education program?
Answer: We shall see.
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B’s EPI dev-com program, first element: The power of a symbol
“MONI” -- a term of endearment for childrenof both sexes A character was drawn to suit the term
But, it was not “born” in an artist’s studio
The drawing was based on research. . .
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The power of a symbol… Research was used to
determined how beneficiaries of EPI would perceive and accept it
Moni is simple, appealing, easily identifiable, like a trade mark used to identify and sell commercial products
And, many people sewed the Moni patches onto their jackets or shirts, or wore Moni buttons
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The power of a symbol. Moni’s been
placed just about every-where
Note the young man’s T-shirt and the button on the doctor holding the child’s head.
It raises awareness and supports demand creation
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The power of a slogan: “Meena,” a cartoon character…
Raising awareness ofgender inequalities withmillions of Asian TV viewers “Meena, Meena, Meena” became a slogan for children Some stories:
Dividing the Mango – sharing food equally
The Game of “Swap Roles” – sharing work equally
Meena: Too Young to Marry
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Three main elements to facilitate any program expansion: Advocacy
Social mobilization
Program communication
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EPI -- Advocacy Information and public relations activities
carried out to prepare the political/social ground for a particular program
In EPI, major advocacy activities were most effective when the service was in place in all 460 Upazila of Bangladesh
Arts and entertainment personalities and groups were used in the advocacy process
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Advocacy – Connecting via innovative outreach..
A range of projects, suchas a 26-part TV soap opera(promoting positive health-seeking behavior), helpedpublicize availability of high-quality, low-cost health
care, and generate demand for services. Series starred Joya Ahsan, NSDP’s* Brand Ambassador. (*= NGO Service
Delivery Project)
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Connecting via innovative outreach
Popular national and international sports personalities helped focus the public’s attention, raise awareness and sensitize the public to join a social movement to achieve the goals of EPI
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Connecting via innovativeOutreach
Bangladesh’s top sports personality, cricketer Mohammed Rafique, served as spokesperson on maternal and child health care for NSDP* and appeared in TV public service announcements.
*NGO Service Delivery Project
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RAFIQUE at work… Bangladeshi Cricket star and NSDP spokes- man Mohammed
Rafique helps administer a measles vaccination on
a visit to one of the EPI’s Smiling Sun Clinics.
Source: http://www.pathfind.org/site/PageServer?pagename=Programs_Bangladesh_Stories_Rafique
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Awareness created by these activities brought more commitment by more and more partners, ministries, service orgs and NGOs
Without this advocacy activity, it is doubtful that the EPI program would have reached the coverage levels it reached
It tuned people into program issues of the day
Advocacy Awareness
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Getting the message out via diverse channels…
“Miking” -- vehicles with loud speaker systems announced the hours for local immunization centers
Street theatre (including puppet shows for children, poetry readings, etc.)
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The Daily Star - Patho Natok Parishad Street Theatre
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EPI dev-com activities – Three main elements:
1. An advocacy program was carried out to gain social/political commitment for the program
2. Social mobilization brought on board large numbers of social allies, to be used in program delivery, training or in demand creation.
3. A large number of communication channels were harnessed, each fulfilling a different role for a different audience
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Making connections between Programs: EPI and UEP
Advocacy for EPI led directly into. . .
Social Mobilization, bringing people together from all possible areas,
AND, this “kick-started” the social mobilization for the Universal Education Program (UEP)
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Connecting for the EPI The two wings of the Ministry of Health &
Family Planning came together to deliver immunization services. Family welfare assistants became vaccinators
for up to 2 days a week.
Ministry of Education became one of the most important social allies: Issued numerous directives for involvement of
the students and put EPI into the curriculum
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Connecting for EPI Ministry of Information designated
three minutes free prime time on radio and television per day to advocate immunization.
EPI has been included in many regular radio and television programs
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Connecting for EPI The Bureau of Health Education
supported: Newspaper ads, banners, and television and
cinema slides for announcing EPI events
Ministry of Religious Affairs cooperated, sending information packets to 200,000 Imams throughout the country And special sessions on EPI were held with
Imams in some Upazila
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Connecting to a role for Developmental
Journalism Through workshops and field trips -- a
good number of journalists and editors were sensitized to issues involved in EPI at various stages of the program
This resulted in constructive and supportive coverage of the program and the people involved
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Engaging diverse non-state actors…
Local Rotary Clubs raised funds for Rotary International’s Polio-Plus campaign and participated in nationwide activities to help mobilize for achieving EPI
Scouts and Girl Guides and other service clubs contributed in similar ways.
Manufacturers and retailers cooperated by providing free space on their products and displays for the Moni EPI symbol.
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Engaging diverse non-state actors…
Many NGOs strengthened the immunization program throughout the country by providing: training for the vaccinators and managers immunization services in areas where
government could not easily reach many of the communication materials and
activities which supported program expansion
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Applying what we learned from EPI
Without its many alliances and partners, the goal of the universal child immunization program could not have been achieved
Advocacy and social mobilization were effectively supported by dev-com’s concurrent activities in program communication.
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Applying what we learned from EPI
Success depended on identifying specific groups of people, with specific messages or strategies
Various media, interpersonal channels, traditional and non-traditional forums were all used to achieve what was, in effect, an exercise in social marketing
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Applying what we learned from EPI
This type of social marketing activity includes specific behavior-change objectives
It must be backed by research on audiences and appropriate channels and messages
The role played by Moni (the child symbol) and Meena (the cartoon character) must be recognized as a social marketing strategy
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Applying what we learned from EPI
Beside the media mentioned, posters and signs bearing EPI messages were produced, field tested, and widely disseminated
However, feedback research revealed: Over-reliance on such materials Bottlenecks in distribution channels Posters often were not used in an effective
manner
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A closing reminder:
Research is indispensable for the C4Dprocess to effectively fulfill its three primary functions:
Awareness Social Mobilization Program Communication
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Remember the power of an image as a social marketing tool!
Remember the success of Moni!
And don’t forget Meena!
Thank you!