Participatory Communication Strategy Design

A Handbook

SADC Centre of Communicationfor Development

PARTICIPATORYCOMMUNICATION

STRATEGYDESIGN

PARTICIPATORYCOMMUNICATION

STRATEGYDESIGN

PARTICIPATORYCOMMUNICATIONSTRATEGY DESIGN

A HandbookSecond Edition

Prepared byPaolo Mefalopulos and Chris Kamlongera

for

the SADC Centre of Communication for Developmentin collaboration with

the Communication for Development GroupExtension, Education and Communication Service

Sustainable Development Department

FOOD AND AGRICULTURE ORGANIZATION OF THE UNITED NATIONSRome, 2004

The designations employed and the presentation of material

in this information product do not imply the expression of

any opinion whatsoever on the part of the Food and

Agriculture Organization of the United Nations or of the

SADC Centre of Communication for Development concerning

the legal or development status of any country, territory,

city or area or of its authorities, or concerning the delimitation

of its frontiers or boundaries.

ISBN 92-5-105252-2

All rights reserved. Reproduction and dissemination of material in

this information product for educational or other non-commercial

purposes are authorized without any prior written permission from

the copyright holders provided the source is fully acknowledged.

Reproduction of material in this information product for resale or

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of the copyright holders. Applications for such permission should be

addressed to the Chief, Publishing Management Service, Information

Division, FAO, Viale delle Terme di Caracalla, 00100 Rome, Italy or by

e-mail to copyright@ fao.org

Copyright 2004© SADC Centre of Communication for Development, Harare and Food and Agriculture Organization of the United Nations,Second Edition, Rome, 2004

Compiled by: Paolo Mefalopulos and Chris KamlongeraEditing: Chris Kamlongera, Jones Kaumba & Luca TorongaPhotographs: SADC Centre of Communication for Development

Available from:FAOCommunication for Development GroupExtension, Education and Communication ServiceResearch, Extension and Training DivisionViale delle Terme di Caracalla, 00100 Rome, ItalyE-mail: [email protected]

and

SADC Centre of Communication for Development43 Robson Manyika Avenue6th Floor, Merchant HouseP.O. Box 4046Harare, ZIMBABWETel: (263 - 4) 722723, 722734, 726821/5/6, 726831, 726836Fax: (263 - 4)722713E-mail: [email protected]

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chapter I The Foundations of Communication Strategy Designtable of contents

TABLE OF CONTENTS

ACKNOWLEDGEMENTS vii

SUGGESTIONS FOR USING THIS HANDBOOK ix

INTRODUCTION 1

A About the Participatory Communication Strategy Design Handbook 1

B Objectives of the Handbook 2

B.1 The Need for Proper Problem Identification and Analysis: A Revisit 2

CHAPTER 1: THE FOUNDATION OF COMMUNICATION STRATEGY DESIGN 7

1.1 Communication Strategy Design: A Definition 8

1.1.1 Communication Strategy Design: Purpose and Rationale 8

1.1.2 A Map of the Process of Communication Strategy Design 11

1.2 Transforming Field Findings into Useful Accounts 12

1.2.1 Using Field Findings to Identify and Analyse Focal Problems 13

1.2.2 Focussing on Communication Related Problems 13

1.2.3 From Priority Problems to Creative Solutions 15

1.2.4 Expected Change and Criteria to Measure It 17

1.3 Putting Together the Communication Strategy 18

1.3.1 Using the Priority Interaction Groups Profiles 18

1.3.2 Setting SMART Communication Objectives 19

1.3.3 Identifying Rough Core Content and Themes to be Developed 21

1.4 Selecting Communication Modes and Approaches:

The Communication Intervention 211.4.1 Main Communication Modes 21

Participatory Discussion Themes/Message Design 22

Instructional Design 23

Group Mobilisation Activities Design 24

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1.4.2 Frequently Used Communication Approaches 24

Message/Discussion Theme Design Mode 25

Instructional Design Mode 26

Group Mobilisation Activities Design Mode 26

CHAPTER 2: PARTICIPATORY DESIGN OF MESSAGESAND DISCUSSION THEMES 29

2.1 Creating Basic Messages and Discussion Themes: An Overview 30

2.2 Developing the Creative Strategy or Copy Platform 31

2.2.1 Specifications 31

2.2.2 Creating Basic Messages 33

2.2.3 Creating Discussion Themes 34

2.2.4 The Process of Creative Design: Appeals 34

What are Appeals? 34

The Most Common Appeals 35

Selection of Message Appeals 36

Selection of Appeals for Discussion Themes 36

The Process of Creative Design: Message Presentation Formats 36

2.2.5 Selecting the Leading Medium and Media Mix 38

Criteria for Media Selection 38

The Process of Creative Design: The Creative Element 41

The Concept of Creativity 41

The Big Idea 42

2.2.6 Developing the Basic Treatment 43

2.2.7 The Communication Brief (including outputs) 46

2.3 Preliminary Monitoring of Message and Discussion Themes’ Effectiveness 46

CHAPTER 3: COMMUNICATION MATERIALS AND MEDIA ISSUES 49

3.1 Using Radio in Communication for Development 50

3.1.1 Nature and Purpose of Radio for Development 50

3.1.2 Basic Radio Approaches 50

3.1.3 Common Radio Formats 52

3.1.4 Basic Elements of Radio Production 53

3.1.5 Basic Principles for Radio Scripting 55

3.1.6 How to Evaluate a Radio Programme 55

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chapter I The Foundations of Communication Strategy Designtable of contents

3.2 Using Print Materials in Communication for Development 58

3.2.1 Uses and Rationale of Print Materials 58

3.2.2 Basic Elements of Print Materials Production 62

3.2.3 How to Draw for Rural People 63

3.2.4 Production Criteria in Print Materials 64

3.2.5 The Printing Production Process 65

3.2.6 Budgeting for the Production of Print Materials 66

3.2.7 Pre-Testing Print Materials: Field-testing to Ensure Effectiveness 69

3.3 Using Video in Communication for Development 72

3.3.1 Purpose and Rationale for Using Video 72

3.3.2 Main Uses of Video 73

3.3.3 Strengths and Limitations of Video 75

3.4 Using Popular Theatre in Communication for Development 76

3.4.1 Background and Rationale 76

3.4.2 The Nature of Theatre for Development 77

3.4.3 The Process of Theatre for Development 80

3.5 Communication and Creativity: Combining Contents, Media Characteristicsand Treatment 83

3.6 Field Staff Training on How to Effectively Use Communication Materials 83

3.6.1 How to Use Discussion Tools: Tips for Trainers 84

3.7 Summary of the Basic Steps in the Production Process 86

CHAPTER 4: MANAGING THE PLANNING AND IMPLEMENTATION OF THECOMMUNICATION PROGRAMME 89

4.1 Using SAF to Organise your Data into an Effective Work Plan 90

4.1.1 Linking Objectives and Outputs 90

4.1.2 Organising Activities and Responsibilities 92

4.1.3 Accounting for Inputs and Estimated Budget 92

4.1.4 Organising all Elements into a Consistent Work Plan 92

4.2 Monitoring the Communication Process 93

4.2.1 Purpose and Rationale of Monitoring 94

4.2.2 Indicators and Levels of Measurement 94

4.2.3 Means of Verification 96

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4.2.4 External Factors 96

4.2.5 Monitoring Crucial Steps of the Process 97

4.3 Summative Evaluation 98

4.3.1 Rationale and Purpose of Evaluation 98

4.3.2 Quantitative Evaluation: the Baseline Study 99

4.3.3 Qualitative Evaluation: the Participatory Impact Assessment 100

4.3.4 Finalising the Overall Evaluation of the Project’s Impact 100

4.4 Final Considerations 101

4.4.1 Organisation and Management of the Entire Planning

and Implementation Process 102

4.4.2 How to Report and Present the Communication Proposal 102

ANNEXES 105

BIBLIOGRAPHY 109

vii

acknowledgements

ACKNOWLEDGEMENTS

The authors would like to acknowledge their immense gratitude to the people in the rural areas ofEthiopia, Malawi, Mozambique, Namibia, South Africa, Sudan, Swaziland, United Republic ofTanzania, Uganda, Zambia and Zimbabwe, who have participated in the field implementation ofthe communication strategies described in this handbook. This publication would not have beenaccomplished without their participation and encouragement. In addition, the authors would liketo thank all the rural development workers, extension staff, health educators, media producers andtrainers who have participated in the Action Programme for Communication Skills Development ofthe Southern African Development Community (SADC) Centre of Communication for Developmentwhich has inspired this work. Many people contributed to the course work on which this handbookis based. The authors have drawn on their collective expertise but wish to particularly acknowledgethe significant role played by Chike Anyaegbunam in the preparation of this publication and wishto thank, Gemma Luzuka, Jones Kaumba, Titus Moetsabi, Gary Coldevin, Peter D’Huys and LindaManasa. In the same vein, the handbook has drawn on many written sources both published andunpublished. These are listed in the bibliography and the authors take this opportunity to thank thewriters.

The authors extend a special thank you to the following people who have greatly contributed tospecific sections of this Handbook; Joel Chikware and Simon Willby, who contributed in the writingof the section on print material, Osvaldo Lingua, contributing in the planning sections, EddingtonMhonda, for the section on radio and Jonathan Villet, for his contribution and in the refinement ofthe communication strategy. Also thank you to Luca Toronga who contributed in the original designand graphics of the handbook. In addition, the authors wish to thank all the staff members of theSADC Centre of Communication for Development for their constant support during the wholeproject, and they acknowledge the technical guidance provided by the Communication forDevelopment Group in FAO Extension, Education and Communication Service in the implementationof the SADC Centre of Communication for Development and the preparation of this handbook. Aspecial thank you to Mario Acunzo, Communication for Development Officer at FAO who tookcare of this second edition.

Finally, the SADC Centre of Communication for Development and FAO acknowledge the valuablecontribution provided by the Government of Italy (Directorate General for Development Cooperation),their generous support is appreciated.

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suggestions

SUGGESTIONS FOR USINGTHIS HANDBOOK

Participatory Communication Strategy Design (PCSD) is normally conducted by a team of facilitatorssuch as extension staff, field workers, communication and media experts in radio, video productionand graphic designers. Development workers and communication specialists can use the handbookin two ways. First as a reference guide as they develop their Communication Strategy in the fieldand second as training guide as they prepare others to develop Communication Strategies. Forthose who have not been trained in PCSD, it is advisable to attend a training workshop in whichthe principles and procedures of the activity can be learnt and practised before applying them to acommunity group.

This handbook is very much a working document and feedback would not only be welcome butis positively encouraged. Please send comments to:

The Communication for Development Group, Sustainable Development Department, FAO, Vialedelle Terme di Caracalla, 00100 Rome, Italy e-mail: [email protected] - www.fao.org

The Director, SADC Centre of Communication for Development, 6th Floor, Merchant House, 43Robson Manyika Avenue. P.O. Box 4046, Harare, Zimbabwe. E-mail: [email protected]: (263 - 4) 722723, 722734, 726821/5/6/

Fax: (263 - 4) 722713.

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Introduction

A About the Participatory Communication Strategy Design HandbookB Objectives of the Handbook

B.1 The Need for Proper Problem Identification and Analysis: A Revisit

This Handbook has been prepared as a training and field guide for designing, implementing andmanaging communication strategies for development purposes based on the results of fieldParticipatory Rural Communication Appraisal (PRCA). The book is a follow up to ParticipatoryRural Communication Appraisal: Starting with the People. As a logical continuation of theintervention initiated through PRCA, the methodology described in the present handbook outlinesways of involving people in the decision-making processes that may lead to effective communicationplanning and action to improve their livelihood. The handbook documents the process of planninga communication strategy in a participatory manner, i.e., with the people, in order to addresspractical problems and needs as identified and defined by them.

While the handbook has been prepared primarily as an instructional and reference material to beused during Action Programme workshops for Communication Skills Development, it can still beused as a guide for participatory communication strategy design work in general.

The handbook focuses on the process of communication strategy design. It also looks at messageand discussion theme creation as well as the principles of communication media, materials andactivity development and production. Although it does not dwell on the technical aspects ofproduction, the handbook specifies the requirements for effective use of communication approaches,techniques, media, materials and methods among rural communities. It presents a step by stepapproach to strategy design. In this way the reader is able to see how they can plan, implement,supervise and monitor the whole process. This is done in order to ensure that the reader is capableof defining specifications for communication materials as well as activity development andproduction. A reader thus armed can work fruitfully with media production specialists for qualitycontrol purposes.

The strategy design process described in the handbook has been tested in training workshops. Ithas also been applied with great success to various development projects dealing with agriculture,health, education, income generation, gender, water and sanitation, animal husbandry, and povertyalleviation.

INTRODUCTION

A About the Participatory Communication Strategy Design Handbook

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PCSD Handbook

Development workers who read this handbook will learn how to transform and use field PRCAand AKAP baseline findings to design and implement communication strategies appropriate fortheir project situation. They will learn how to design messages and discussion themes. They willacquire skills for supervising the production and pre-testing of media materials. In addition, theyshould be able to set up a management system for training field staff, monitoring and documentingthe implementation of the strategy. Finally, they will acquire skills for carrying out both qualitativeand quantitative communication programme impact assessment and evaluation during andimmediately following the termination of the implementation process.

Specifically, at the end of this handbook, the reader, with involvement of the community, will beable to:

• transform field PRCA and AKAP baseline survey results into useful accounts forcommunication strategy design;

• utilise research results to refine and prioritise identified issues, problems, needs,opportunities and solutions in order to form clear and realistic communicationobjectives;

• review the characteristics of selected priority Interaction Groups for the design ofmessages, discussion themes, and communication media and activities;

• select and design effective and affordable communication approaches utilisinglocally-available activities and influential sources of advice and informationappropriate in rural areas;

• create messages and discussion themes appropriate for the Interaction Groups;

• select media, and materials appropriate for the Interaction Groups;

• supervise the production and pre-testing of communication materials and activities;

• advise project field-staff who will assist in carrying out the implementation of thecommunication strategy on the appropriate utilisation of selected activities,media materials and channels; and

• supervise and monitor the implementation of the communication strategy, andevaluate its impact after completion.

B.1 The Need for Proper Problem Identification and Analysis: A Revisit

The strategy design process presented in this Handbook is a problem-solving methodology thatderives its effectiveness from the involvement of all stakeholders in the need and problemidentification during field PRCA and from the proper analysis and clear understanding of theproject rationale and purpose. To be relevant to the community and achieve the intended objectives,the strategy is, to a large extent, shaped by information gathered during the field PRCA and dataprovided by the project staff. The data collected in the field is analysed

B Objectives of the Handbook

Introduction

and transformed into usable accounts upon which the strategy is built. This process provides therelevant information about community needs, opportunities, problems, solutions, and perceptionsand reveals the people’s communication networks and systems (i.e. modern and traditional sourcesof information, preferred channels, influential sources, etc.).

As pointed out in the PRCA Handbook, remember that after the identification of the main problem,a problem tree is used to identify its major causes and effects. This is followed by further analysisof the major causes so as to select focal problems (i.e. priority problems to be addressed bycommunication). The focal problems, also known as entry points for intervention, are then turnedinto communication objectives, which are the beacons for the design of an appropriate strategy(see figure on this page). Note that as soon as the strategy design starts, the process shifts from aproblem-analysis to a problem-solving mode.

The communication strategy is designed to achieve the set communication objectives. In order todetermine the relevance of these objectives, consider a number of factors such as informationfrom secondary sources, project objectives, community needs, opportunities, problems, possiblesolutions (NOPS), the people’s culture and perceptions of the issues.

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Figure 1

The outside border of the figure symbolises the projectboundaries within which the strategy has to bedesigned.

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PCSD Handbook

The profile or characteristics of the Interaction Groups, their preferred sources of information andsystems of communication should also be taken into consideration while defining the objectives toguide the designing of the strategy.

To ensure that the strategy is relevant and effective, it should be designed with the community inorder to take into account their priorities and their aspirations. This approach reduces the possibilityof using inappropriate communication approaches, idioms, media, channels or materials. As thestrategy is being designed with the people, bear in mind that change is not necessarily synonymouswith improvement. For instance, the “successful” implementation of a communication strategythat aims to change the state of awareness, the level of knowledge, attitudes, practices or eventhe people’s perception of a situation, may initiate a chain reaction resulting in major undesiredchanges in the overall way of life of a community. The story in Box 1 on the opposite page servesas a good warning.

Box 1

How a strategy with good intentions ruined a community.

The main and only significant economic resource of a small rural village was the productionof hand-made carpets by the men of the community. The women performed the domesticchores while the men earned income. As the distinctive features of these carpets wererelatively famous in the area, the villagers could afford a decent living according to therural standards of their country. Things started to change when an international non-governmental organisation (NGO) identified this village as a possible target for their povertyalleviation programme.

Since the programme of this international NGO was focussed on gender issues, incomegeneration for women was readily accepted as a project idea after a brief assessment.After a feasibility study, the NGO identified mechanised carpet production by women asthe income-generating project. The NGO quickly provided the materials for a smallindustrial production plant and trained the women of the village to produce the famoushand-made carpets.

What happened next was inevitable. Women and men in the village began to competefor the limited carpet market. Women, with their machinery and training, were able toproduce a higher number of carpets and therefore won the carpet war.

The results of this well-intentioned strategy are briefly outlined below:

• men stopped weaving carpets since they could not compete against the women andtheir new technology. The men began to spend most of their time and the moneyearned by their wives drinking;

• women, because they are now working in the new carpet factory, could not attend totheir domestic chores as they used to with the result that many aspects of the village lifestarted to deteriorate (e.g. availability of drinking water, traditionally fetched by womenbegan to decrease, cooking, minding of the babies, etc. began to suffer);

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Introduction

• soon, as the quantity of manufactured carpets increased, the market became saturatedwith them, prices of carpets started to go down and as a consequence income beganto decline rapidly in the village.

• on a social level, family bonds became weaker as men got drunk

more often, felt useless and frustrated and frequently turned violent on their wives.Women, on the other hand, were working more and more to provide the basicsubsistence income without being able to perform their usual daily tasks. Childrenwere becoming increasingly neglected as carpet manufacturing took up most of thewomen’s time and men refused to take up roles traditionally in the domain of women.

The story in Box 1 illustrates one of the many situations in which the noble intentions of adevelopment project have left the so-called beneficiaries worse-off than before. This is becausecommunities are complex social systems with numerous inter linked units, with the result that anychange in one unit could have unforeseen and undesirable consequences on other units. For thisreason, it is crucial that before any strategy is designed and implemented special effort should bemade, with the community, to forecast its possible positive and negative implications. Any strategyintended to effect change in a community should be discussed with, understood and agreed uponby the community, since the primary decision-makers about what and how to change are the verypeople who are going to be affected by the change.

Catastrophes, such as the one in the example above, are not limited to strategies that are designedon the basis of poorly analysed problems, needs and opportunities only. Similar calamities are alsofrequently encountered when strategies for solving communication-related problems are designedwithout the full involvement of the people. Remember the story of the malaria prevention campaignwhere villagers would not follow the actions suggested in one of the posters. Villagers thoughtthey had nothing to be worried about because according to them, in their village there were noanimals (i.e. mosquitoes) as huge as the one shown in the poster.

chapter I The Foundations of Communication Strategy Design

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To illustrate the basis and the process upon which a communication strategy is developed.

At the end of the chapter you should be able to:

1. Understand the basic concept of communication strategy design;2. Transform field findings into useful accounts in order to design a

communication strategy; and3. Plan the communication intervention of your strategy.

THE FOUNDATION OF COMMUNICATIONSTRATEGY DESIGN

Objective

1.1 Communication Strategy Design: A Definition1.1.1 Communication Strategy Design: Purpose and Rationale1.1.2 A Map of the Process of Communication Strategy Design

1.2 Transforming Field Findings into Useful Accounts1.2.1 Using Field Findings to Identify and Analyse Focal Problems1.2.2 Focussing on Communication Related Problems1.2.3 From Priority Problems to Creative Solutions1.2.4 Expected Change and Criteria to Measure It

1.3 Putting Together the Communication Strategy1.3.1 Using the Priority Interaction Groups Profiles1.3.2 Setting SMART Communication Objectives1.3.3 Identifying Rough Core Content and Themes to be Developed

1.4 Selecting Communication Modes and Approaches: The CommunicationIntervention1.4.1 Main Communication Modes1.4.2 Frequently Used Communication Approaches

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1.1 Communication Strategy Design: A Definition

A strategy can be defined as:

A systematic, well-planned series of actions, combining different methods, techniques and tools,to achieve an intended change or objective utilising the available resources within a specific timeframe.

Similarly a communication strategy is a well-planned series of actions aimed at achievingcertain objectives through the use of communication methods, techniques andapproaches. From this definition it can be inferred that before you even start thinking about thecommunication strategy you need to have in mind clear objectives. These objectives will assistyou to determine how to go about solving the problem. Objectives are the basis of your strategy.Once the objectives are set, you need to assess the available resources to you in order to refineyour communication strategy. This is a strategy that should be:

• consistent with the field findings and the project framework;• feasible (in relation to the resources available and the timeframe);• effective (makes the best use of the available resources in order to achieve the

set objectives).

The figure on the next page illustrates in brief the basic steps in the process of communicationstrategy design. In unit 3 of this section you will be presented with a more detailed Map of thevarious steps of the sequence of the communication strategy design. Remember that each stepof the process needs to be done with the full involvement of the community.

1.1.1 Communication Strategy Design: Purpose and Rationale

The purpose of designing a communication strategy is to address and solve problems at thegrassroots level utilising PRCA findings, communication methods, techniques and media. Thisshould be done with the people, not just for the people.

After field work you review your findings. You compare your project perceptions and assessmentwith the community perceptions and assessment. This should lead to a new view, or at least adifferent view, of the main problems and their causes, which should always be within theboundaries of your project scope and objectives. At times this can be a sensitive issue, eitherbecause the community has a different perception which is imposing solutions on the community.Whatever the case, you might find yourself in the difficult position of having to choose betweenthe views of the people (who should always be your priority concern), and those of management(who are the ones affecting your professional life). Depending on the situation you are in andyour past experience, use your best judgement to reconcile the two positions.


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Figure 2A brief illustration of the basic steps in the process ofcommunication strategy design.

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The critical factor that is going to shape your strategy, is the analysis of the new view of theproblem. You should draw a new problem tree. Discuss it. Preferably, do this while still in thefield. The identification of the most relevant factors, causing the main problem, become of vitalimportance for the development of an effective strategy. These factors are referred to as “focalproblems”. The identified focal problems should then be subjected to a specific cause-effectanalysis in order to identify and assess areas of possible communication intervention. The sequenceabove illustrates the basis of, and the rationale for, the communication strategy design. It alsohighlights the importance of the linkage between the field research and the subsequent strategicplanning.

Before going into the actual design of the communication strategy you should review the rationaleguiding this process. By now you are familiar with most of the Communication for Developmentterminology used in these training packages. You know that when going to the field, the firstthing you should learn and investigate are people’s NOPS (Needs, Opportunities, Problems andSolutions). Even if you may have to restrict your field of action only to aspects related to the on-going project framework, it is very important that you have a comprehensive picture of theoverall situation from the community’s point of view. Community NOPS, baseline results and theproblem analysis will assist you in determining the root-problems, better known as focal problems,causing the negative situation. From there the communication strategy will take shape.

PCSD Handbook

Figure 3A group of women investigating NOPS.


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Once the focal problems have been identified and analysed, the next step is to address the issueof possible solutions. In order to do this you should determine objectives that are related tosolving the problem on hand. Such objectives must be SPECIFIC, MEASURABLE, ATTAINABLE,REALISTIC and TIME BOUND (SMART).

The next step is to combine and review all of the available information and field findings todecide which approaches, messages, media methods and techniques should be used to achievethe objectives. A Situation Analysis Framework (SAF) (see Figure 2 on page 9 and Box 2 on thispage) will assist you in organising all these factors into a workable plan that entails outputs,activities and inputs and all of these within a specific time frame.

1.1.2 A Map of the Process of Communication Strategy Design

The three different communication modes briefly presented above are by no means mutuallyexclusive. You can have, for instance, an educational approach for a campaign aimed at reducingthe incidence of AIDS. You may decide to use a combination of posters to raise awareness(hence message design mode), train nurses to provide advice to the youth coming to the clinic(hence instructional design mode) and encourage community mobilisation to give more visibilityto this issue (hence group promotion mode). This brief introduction to the process of communicationstrategy design serves to give you a preview of what this handbook will concentrate on. It issupposed to focus your expectations while at the same time provide you with a sketch map ofwhere you are going. All the work done during participatory rural communication appraisal(PRCA) and the baseline survey is now used to design the strategy. If the findings and analysis ofthe field research are not sound and relevant it is impossible to draw up an effective strategy.That is why the correct identification, formulation and assessment of focal problems are vital forthe success of the overall strategy.

To summarise, the box below reflects the basic sequence of the main steps you will go through inthe process of developing a communication strategy. As the message design is by far the mostcommon mode to be used in communication campaigns, this sequence has been developedconsidering message design as the main approach. If other approaches/modes will be used, theywill be added following a similar sequence.

Box 2Basic Sequence of Communication Strategy Design (in Discussion Themes/Message Design Mode).

1. Review the Project Framework (secondary data review, on-going projectrationale and purpose, main problem/s to be addressed);

2. Carry out the Participatory Research in the Field (PRCA + Baseline);

3. Analyse the Field Research Findings and Identify the Focal Problems;

4. Identify and Draw the Profiles of Priority Interaction Groups;

5. Define SMART Communication Objectives and Solutions (how to);

6. State the Rough Content of the Issues Related to the Focal Problemsand SMART Objectives;

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7. Select the Design Mode (for the purpose of this handbook DiscussionThemes/Message Design);

8. Define the Communication Approaches and Methods;

9. Preliminary Identification of the Required Outputs, Activities and Inputs;

10. Develop the Creative Design of Discussion Themes and Messages;

11.Select the Media and Finalise the Message Design;

12.Revise and Define the Overall Communication Approaches, Outputs(Instructional Design, Discussion Themes/Message Design, GroupMobilisation Activities Design);

13.Revise and Finalise the Activities Needed to Achieve the IntendedOutputs;

14.Revise and Finalise the Inputs Required to Carry out the PlannedActivities;

15.Assemble and Review the Wok plan for the Implementation Phase;

16.Develop the Communication Materials;

17.Carry out the Pre-testing and Subsequent Review of the Materials;

18.Supervise the Mass Production;

19.Training of Trainers on Relevant Issues and Materials;

20.Supervise the Implementation of Activities; and

21.Supervise the Monitoring and Evaluation.

1.2 Transforming Field Findings into Useful Accounts

At the end of the PRCA in the field you will be facing a large, at times extra large, amount ofdata. Your challenge is to organise and transform the data into something that can be used todesign an effective communication strategy.

The process of communication strategy design starts in the field with collecting data, knowingthe community and exchanging information. An effective strategy originates from these fieldfindings. That is why it is important that during the field exercise you discuss and reflect upon thedaily findings with the community. Analysing the data is an on-going process. Nevertheless,once you are back from the field you should go through all the data in an exhaustive manner, soas to review in depth the validity of your findings. Ideally this should be done within the communitywith the community. It is important to collect all information on the community from the communityitself in order to have their opinions and their perceptions clearly and properly represented.Comparing the qualitative data from the PRCA to that from the baseline survey assists in validatingthe findings. You should also compare the original problem tree of the project with the new onederived from the field, reflecting the community point of view. The two perceptions should becompared and analysed in order to confirm or redefine the main problems. For each main problem


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being defined you should closely assess and investigate the cause-effect implications, thusreviewing the problem tree or drawing a new one if needed. The purpose of doing this is toidentify and analyse the focal causes (remember the 80/20 law in chapter 2 of the PRCAHandbook), which are at the root of the main problem.

After assessing the situation with the community, use the field findings, and the related analysis,to define what you want to achieve. As you do this also begin to clearly define; the interactiongroups you are going to address, the type of change that is expected and how you expect tomeasure that change. Although these are still at an initial stage, you are advised to start dealingwith them at this point. They will be refined more precisely later on. Please bear in mind that thecommunication strategy design sequence presented in this handbook is only a guideline to assistyou in solving problems in a systematic manner. You should see it as an outline that can bechanged around to fit individual thinking patterns and experiences. What is important is to arriveat a strategy that is consistent with the field findings and, effective in relation to the definedproblems. To achieve this you need to transform the data from the field into usable information.

1.2.1 Using Field Findings to Identify and Analyse Focal Problems

Identifying and prioritising root-problems, causing the main problem, is not always easy. Chapter2 of the PRCA Handbook provides a detailed explanation on how to carry out an effective cause-effect analysis. It is however important to note that once the focal problems (which as youremember are the major causes of the main problem) have been identified you should considertheir nature and prioritise them. Before deciding which ones you will be focussing upon in designingyour strategy, you should consider how relevant they are and how communication can assist inachieving the solution.

You should use all of the data collected during the PRCA to assess the situation and then use thebaseline findings to verify, validate and further focus the PRCA findings. Furthermore you shouldcompare PRCA findings with the data and perceptions of the project as reviewed before going tothe field. Sometimes problems affecting the success of a project are a result of differences ofperceptions between project staff and the community. (See the example in Figure 9/10, Chapter3, of the PRCA Handbook). It is therefore important at this stage to identify and define preciselythe causes underlying the main problem. These causes will then be considered as problems.After their selection (based on their importance and, if they can be tackled by communication)they will be the starting point upon which the strategy will be based.

1.2.2 Focussing on Communication Related Problems

When assessing the situation in the field and investigating the factors responsible for the problemyou wish to solve, you may end up with a long list. The first thing to do in such a situation, evenbefore you start to prioritise the problems, is to separate problems, is to separate problems thatcan be addressed by communication from those that cannot i.e.,

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asking yourself which problems are communication-related or which ones are structural. Thelatter can not be directly addressed through communication approaches. This categorisation isdone to simplify the task of selecting appropriate issues that can be effectively addressed bycommunication. Structural problems are those that can be addressed only by the availability offinance or materials e.g., funds for buying a vaccine, construction of roads, a certain number ofwater pumps, etc. Communication cannot have a direct impact on these types of problems, asthey require materials or finances (even though communication approaches can assist in lobbyingfor funding). Communication related problems are those that deal with issues regarding people’sparticipation, perceptions, adoption of innovation and change of behaviour. These kinds ofproblems are generally concerned with change in awareness, knowledge, attitudes and practices(AKAP levels) or with factors concerning participation.l

Of course structural problems, such as those regarding availability of funds can sometimes beaddressed by communication. For instance, if a nutrition project finds out that there are noschools in an area, it could hypothetically involve the people in an advocacy approach to lobby forthe schools with the government, thus indirectly assisting in the search for funding, or directlycontacting potential donors. This however may go outside the project boundaries of the nutritionproject, which could nevertheless report the problem to the relevant authorities or advise thecommunity on how to go about making a proposal for that issue.

When looking at the whole cause-effect analysis of the main problem you should concentrate onidentifying communication entry points. These are the root-causes responsible for the persistenceof the problem and they can be effectively addressed by communication. One of the mostcommon and crucial communication entry points is the Windows of Perception, presented in thePRCA Handbook. These represent the full perception of the project and the community withrespect to the main problem. It is surprising how often these two perceptions cannot be justdifferent but even opposite to each other. Johari’s widow below explains this.

If the project perceived the irrigation scheme as a means to improve food security, thus lifestandards, while the community feels they have been forced into something complex and difficultto deal with, the result is that the irrigation scheme increases their insecurity and fears for makinga living. Just the opposite of the original project perception! This is just one of the many exampleswhere difference of perceptions account for most of the problems. Sometimes the difference

Table 1Johari’s Window.

Open knowledge Their hidden knowledge

What we know and what What they know and what wethey know do not know

Our hidden knowledge Blindness

What we know and they do What we do not know and theynot know do not know


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can be due o a simple misunderstanding, as in the case of a health project that was trying topromote the drinking of safe water. In local language their slogan read something like “DrinkOnly Clean Water”. Unfortunately by “clean” people in the community meant water taken fromwells and drunk as it was. It was opaque thus clean. By ‘clean’, the project meant water thatwas made safe through boiling. However, since ordinarily ‘boiled’ water looks dirty, the communitythought it was not drinkable. And with their campaign the project was actually reinforcing thispractice! Looking at Windows of Perception you will have to see if any of these differencesapply to your case and if so how to unify the two perceptions. Remember in communication,perceptions can be as important, if not more, than reality. What counts is not what it is, but whatpeople perceive it to be.

Selecting and investigating focal problems can be a difficult and challenging task. To increasethe chances of success for your communication strategy you should make sure that the root-problems identified and selected can be effectively addressed through a communicationintervention and that they are the most significant ones. Appropriate selection and prioritisationof the focal problems can ensure the success and sustainability of the communication componentand consequently of the project as a whole. The next step is to assess and transform the secondarydata available and the data collected in the field into information useful for designing thecommunication strategy

1.2.3 From Priority Problems to Creative Solutions

The assessment of the situation in the field and the cause-effect analysis of specific problemshave been discussed in the previous section. At this point you should have already identified andclearly defined the relevant focal problems. Now you should start thinking about possible solutionsfor addressing each focal problem. This should not be very difficult as everybody is used to facesituations, small or big, requiring a problem solving attitude and thinking daily. All that is neededhere is a fair dose of common sense.

Every day you deal with decisions requiring some sort of analysis. For instance, you have tofigure out what to give first priority in your daily tasks or to decide which approach to follow insearching for the car keys that always go missing when you are in a hurry. The same process isapplied when looking for solutions to the focal problems identified. For instance, if a focal problemleading to children’s malnutrition has been defined as inadequate knowledge of feeding practicesby the mothers, the solution must aim at increasing that knowledge. How? This is part of theproblem-solving approach you must adopt. Once you have defined the focal problems and possiblesolutions you can consider how to turn the problems into solutions, thus defining the communicationobjectives. These objectives should provide direct solutions to the focal problems, which in turn,should assist in solving the main problem. Even if it may sound naïve, remember to ask yourselfnot only what the problem is, but also whose problem it is. You would be surprised to find howmany problems addressed by development projects are not perceived as such by the communityor the interested interaction groups.

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A practical ingenious solution.

Figure 4A typical storage hut.This storage hut was elevated from the ground through rocks in order to minimise crop damages due tonatural pests (e.g. mice) and early morning moisture.


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Sometimes a solution can be reached as a result of some logical conclusions. At other times toarrive at a solution requires some innovative thinking (see figure 4 on the previous page). InChapter 2 you will discuss the importance of creativity in many of the phases of the communicationstrategy design process. Remember that every person has creative potential, which is often usedin daily situations. Thinking patterns of course, do not happen in a clear-cut sequential way.Every person has a different way of thinking. Some people are more analytical, while others aremore intuitive. Still others are more visual, etc. The problem tree is actually a cause-effectanalysis adopting a sort of “clustering pattern” approach. A central thought/problem is linked toits causes and effects at various levels and in different directions. This is one of the ways in whichthe human mind operates. The problem tree represents on paper what happens in a person’smind, thus helping us to visualise the process.

Visualisation is another very effective way of dealing with situations and solving problems.Whenever you have a problem that does not seem to be solved by means of logical thought tryto visualise it with your mind’s eye. Try to see it. Do not to think about it. Sometimes this methodgives surprising results. With time and practice you will see how many problems and difficultsituations approached in this way can be solved. While creativity maybe innate in human beings,it can still be improved by experience. Being creative will definitely enhance the effectiveness ofyour communication strategy. Remember that creativity can come from you as well as from thecommunity, so learn to listen actively, i.e. be ready to use people’s local wisdom.

1.2.4 Expected Change and Criteria to Measure It

At this point, after you have analysed the focal problems, defined the communication objectivesand drawn the profiles of the Interaction Groups, you should start thinking about the type ofchange you expect to see, based on the focal problems, and to be achieved through thecommunication intervention. What impact do you hope to have in order to get the intendedchange? You should specify how you expect the situation to be improved by achieving thecommunication objectives. Next, you should indicate how you are going to measure the degreeof success, or failure, of the communication intervention. Which criteria will you take into accountin order to define the impact of your intervention and the degree of change? Once you knowwhat you want to change you should define how you intend to measure the impact of youractivities.

The reason for doing this is that you should be able to assess and evaluate the impact of theobjectives of, that is, the degree of change caused by the communication intervention.

For instance, one of the communication objectives of a Nutrition Project may be to increaseknowledge regarding proper feeding practices by 25%, among mothers of under five children,by the end of the year. One criterion that you could use to assess the degree of success couldthen be the level of knowledge reached by the mothers of under five children. Another criteria,which can be used to measure the end impact of the communication activities, will be the numberof malnourished children under 5 years. Even if the ‘malnutrition’ problem cannot be solvedsolely by increasing the level of knowledge of the mothers, this can assist in reducing the problem.It is therefore important to start thinking of what you want to change and how you want tomeasure what has been achieved. A more detailed account of indicators for monitoring andevaluation is provided in the chapter on Situation Analysis Framework in the PRCA Handbook.

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1.3 Putting Together the Communication Strategy

In the first section of this chapter you have had an overview of the communication strategydesign process. At this point the situation in the community has already been assessed,communication objectives have been defined and the interaction groups have been identified.You are therefore ready to start designing the communication strategy in detail.

1.3.1 Using the Priority Interaction Groups Profiles

Having completed the analysis of the situation you should also have selected and defined thepriority Interaction Groups for each specific focal problem. It is very important that for eachInteraction Group you will confirm or draw a profile as described in the PRCA Handbook. Themore detailed and comprehensive the profile, the more effective the design of messages anddiscussion themes is likely to be. You might need to know, for instance, their educational level,their religion, at what time they listen to the radio, what colour they associate with mourning,what their level of literacy is, what their socio-economic status is, where and when they meet,what they talk about, who they consider to be an influential source of information, etc. InteractionGroups are an active part of the problem solving strategy. The more you know about them, theeasier it is going to be to work with them towards an effective solution. Being familiar with thebackground and the way of thinking of the Interaction Groups will also facilitate creative thinkingat the time of communication materials design. In the next chapter you will become familiar withthe principles of participatory message design and you will see how people in the communitiesprovide the necessary inputs and thus indicate the characteristics that messages should have inorder to be meaningful, relevant and above all effective.

Which Interaction Groups need to be selected will be indicated by the focal problems you haveidentified as well as by the subsequent definition of the communication objectives. How muchand how well they will need to be defined will also be indicated by the focal problems. Afterhaving done a general profile you may see the need to probe deeper certain aspects of theinteraction group in areas perceived as relevant (e.g. level of education, beliefs related to fallingsick, etc.). For instance, in the case of the Nutrition Project example one of the focal problemscould be the inadequate knowledge of feeding practises for children under five years of age.Naturally the Priority Interaction Group here will be the mothers of such children (thus you mightalso have other relevant interaction groups such as nurses, who might be in regular contact withthe mothers, or household heads). Among other things, the problem-solving approach will needto look at ways of informing the mothers of children under five years of age about proper feedingpractices. It is therefore vital to know something more, for instance, about their literacy level inorder to decide which approach, medium and treatment to adopt in the communication strategy.If the overall level of literacy is low, there will be no point in doing leaflets, or posters with words.Or if your profile of the Interaction Groups indicates that women are busy in the fields most of thedays, as it is often the case, there is no point in designing messages or discussion themes simplyurging women to dedicate more time to their children. Allocating a significant amount of time totheir children may have other cultural and economical implications that in the long run may causeother serious problems. Sometimes decisions such as these do not depend solely on the womenbut on the head of the household, who usually, are men. This is why it is vital to discuss and


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analyse problems and possible solutions with the people themselves, and to do this you need notonly be aware but also have a good understanding of their way of life. A clear profile of thepeople you are working with may provide most of the inputs needed to assist you in the creativeprocess of message design.

1.3.2 Setting SMART Communication Objectives

During the course of field research and problem analysis you identify critical areas and definecommunication objectives. Usually the latter are formulated in a rather generic manner such as“Increase the awareness of the community on the importance of feeding practices” or “reducethe malnutrition rate of children under five”. Even though objectives such as these provide adefinite direction towards a solution they are too vague to provide you with a clear indicationabout what you are supposed to achieve exactly. That is why at this point you should make yourobjectives SMART. That is, objectives should be Specific, Measurable, Achievable, Realistic andTime-framed. An example of a SMART objective can be “Raise the awareness of proper feedingpractises in the district among 70% of all women between the age of 16 and 40 by the end ofthe next year”. Having SMART objectives makes it easier to clearly define what you are supposedto achieve, hence facilitating the monitoring and evaluation process. This also provides furthersupport in the definition of the expected outputs.

Communication objectives directly address issues such as awareness, knowledge, attitude, practice,behaviour and participation. Each of these represents a communication level, which needs to bedealt with separately. If for instance your objective is to induce change in behaviour concerningpersonal hygiene practices, first you need to make the people concerned aware that there is aproblem with the previous behaviour. You then make sure that the knowledge and the attitudenecessary for the change to take place are present. It is only when all these prerequisites aremet that you can hope to achieve your communication objectives.

In most instances change can be considered to be an innovation. Hence it can be dealt with asan adoption of innovation. The Adoption Ladder process, highlighted in figure 5 on the right,can help you to understand better the sequence of such adoption and the various communicationlevels:

• Awareness of the problem: people must perceive there is a problem in the firstplace;

• Interest: after being aware they need to show an interest in the specificproblem;

• Knowledge/comprehension: in order to decide to go for change and adopt aninnovation, people need to be knowledgeable about it;

• Attitude: attitude is another factor determining people’s orientation inaccepting and adopting an innovation;

• Legitimisation: is the innovation in line with the norms and legal system of thecommunity? This aspect is related to the overall legislation and policycurrently in use. However it can also be related to the cultural and socialacceptance of the innovation, and the fact of having to face strong peerpressure in order to adopt it; and

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• Practice: before actually adopting and putting in action an innovation peopleneed to try it out in order to test its feasibility and effectiveness. Furtheractions might be needed to ensure its sustainability.

This adoption ladder facilitates the identification of the communication entry points, which maybe concerned with raising the awareness or the knowledge of a certain issue, or changing attitudesor encouraging the use of certain practices. You can therefore select the most appropriatecommunication approaches according to the level targeted by your communication objectives.

Figure 5The Adoption Ladder process.


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1.4 Selecting Communication Modes and Approaches: The Communication

Intervention

1.4 Selecting Communication Modes and Approaches: The Communication Intervention

1.3.3 Identifying Rough Core Content and Themes to be Developed

No matter what communication modes and approaches you choose to use, you need to identifythe rough core content or themes that your communication strategy will deal with. In order todefine this area, which sometimes is also referred to as the content platform, you need to lookat your SMART objectives. In the previous example, the objective set, already defined the roughcontent, which is dealing with feeding practises. At this point you only need to know that ‘feedingpractices’ is to be one content area you will address in your communication strategy. Later onyou should get more information on the issue and see how to treat the relevant themes in aneffective way, so as to achieve the communication objective.

Communication approaches are ways of using communication techniques, methods and mediato address specific issues in the most effective way. Selecting communication modes andapproaches is a very crucial stage in Communication Strategy Design. This is when thecommunication intervention starts. Several important questions are asked at this stage:

• Which channels and media are going to be used?

• What information is going to be considered?

• Which materials are going to be produced?

It is very important to note that the way in which communication materials, techniques andmethods are used can have a great influence on the final results. Communication modes andapproaches assist in determining which direction to focus the communication (e.g. promote,educate, inform, etc.) in order to have the best results.

1.4.1 Main Communication Modes

In the Action Programme workshops you will deal in detail with the Participatory Message DesignApproach, or Mode as it has been labelled in this Handbook. This is due to the fact that inorganising a Campaign it is the Participatory Message Design Mode that is most frequently used.However, there are other possibilities. In this Handbook we shall consider three maincommunication modes only. Each one of these includes a certain number of communicationapproaches. To simplify and clarify the issue we shall consider persuasion, advocacy, informationand promotion as part of the discussion themes/message design category, education and trainingfall under the instructional design category, while community mobilisation, group formation andnetworking/partnerships belong to the group mobilisation activities design category. Eachcommunication mode reflects a particular kind of strategic design, and each of them contains anumber of approaches, which are by no means mutually exclusive.

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Depending on the approach selected, you will deal with one, or more, of the three broadcategories, or modes, aimed at developing a strategy for message design, instructional design orgroup mobilisation activities design. As mentioned above, this handbook focuses on messagedesign (which includes discussion themes design) because it is the most frequently utilised andone that can be used in a large number of situations. The basic features and requirements ofthe other two categories (i.e. instructional design and group mobilisation) are nevertheless goingto be looked at briefly in order to provide a comprehensive picture of the full potential andpossibilities of the communication strategy. Remember that up to the point of selectingcommunication approaches, the sequence of the process is the same for each of the threecategories presented above. Only after having selected the communication approaches, willyou need to see into which mode you are required to operate. This can be a combination of twoor all the three modes.

You can use the communication mode most appropriate for your strategy or a combination ofmodes and approaches as long as you are aware that the steps of designing your strategy willdiffer depending on the overall approach, or communication mode, you select. In this handbookwe mainly look at the Participatory Discussion Themes/Message Design, as this is the most widelyused in communication campaigns. At the same time, we also look at two other communicationmodes, namely; Instructional Design and Group Mobilisation. The former is particularly usefulfor providing knowledge and skills needed to use new techniques or adopt innovations. Thelatter aims at forming and mobilising groups of people to be more effective in addressing aparticular issue.

Participatory Discussion Themes/Message DesignIn development, Participatory Discussion Themes and Message Design are concerned with

identifying critical topics, elaborating relevant information and passing certain contents, either

in a one-way manner or through a two-way dialogue mode, in order to address a situation which

needs to be improved. When developing messages and themes you should always keep in

mind that the participatory element should be present as much as possible. The message to be

passed on should be identified and dealt with, with the community or the selected group. Ideally

you should discuss with the community the content, but also the approaches, appeals, media and

the way to present them. If that is not possible you have to make the best of the time you can

spend with the community and then devote extra time and extra attention to the pre-testing

phase. The same applies for the discussion themes design. This differs from the message

design in that its aim is not to pass a definite message but rather to create the basis for discussing

a critical issue. Picture codes and cloth flipcharts are often used for this purpose. As the term

suggests discussion themes design aims to develop communication materials designed to

debate certain topics. The aim here is to have the community open up and become aware of

certain issues, i.e., exploring its pros and cons. This can be a very effective way of dealing with

issues which, if given as straightforward messages, might not be taken into account. When the

same issues are presented and discussed openly with the community they usually acknowledge

and reflect upon many of the points in question. Moreover being a two-way approach, discussion

themes and tools often offer useful insights to help you understand and work towards a solution

of the problem.


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In order to effectively understand and use the participatory discussion themes/message design

mode, which you will explore in greater detail in the next chapter, you should review and go

through the whole sequence. First, you must assess the focal problems, then define the

communication objectives, confirm and review the profile of the Priority Interaction Groups.

Once this has been done you then select the communication approaches most suitable for your

strategy. If the identified communication approaches include information, advocacy, persuasion

or promotion, you need to go through the discussion themes/message design process. You must

be familiar with ways of treating and packaging information that assists in bringing about desired

change. Messages are usually concerned with passing information and knowledge necessary for

the Interaction Groups to address and solve the problem. Posters, brochures, radio, video,

booklets can be used for the transmission of the intended message. Messages, even when

designed in a participatory way, remain a one-way communication instrument. Discussion

themes on the other hand, are concerned more with bringing up issues to be openly discussed

rather than providing definite answers or passing specific information. They are particularly

effective in issues dealing with raising awareness and highlighting attitudes. Illustrated flipcharts

and picture codes are some of the communication materials frequently used for this purpose.

Analysis of the problems and the communication objectives provide relevant inputs into the

content of messages. Communication approaches indicate how these messages should be

developed. After identifying the approaches you start working on the creative design of

messages or discussion themes. This is followed by selection of the media to be used based on

considerations drawn from your field research (e.g. which media are most popular in that

community, which media appears to be more compatible, credible and effective for that particular

culture, group, topic, etc.). Once you select the media and you know what you want to achieve

and why, you may call in a specialist: a creative person to assist you in the finalisation of the

message design and in the technical aspects of material production. After this the next steps

would be the implementation of the field activities and related monitoring and evaluation.

Instructional DesignCommunication strategy development should not be limited to the challenge of designing

appropriate and effective messages. Not all desired changes can be induced by messages. Some

situations require a more interpersonal intervention. The scope of the instructional design mode

is that of providing part of the community, or the selected Interaction Groups, with certain skills

or knowledge necessary to address a problem. By using training or education approaches people

have the opportunity of becoming familiar with complex issues; of acquiring knowledge and

skills useful for improving their situation. Education and training are also effective approaches

in addressing changes of attitude.

When you decide to adopt the training or educational approach you should use one of the

approaches included in the instructional design mode. This requires the specifications of a set

of instructions aimed at successfully imparting a certain level of knowledge or skills. Usually,

development projects entail strong training components that in most cases mean training of field

staff. That is training of trainers, i.e., extensionists or other field workers, to use discussion tools

or some other materials developed in the discussion themes/message design mode. Another

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use of the instructional design could be that of training some members of the community as part

of a campaign team to provide skills about a particular issue beneficial to everybody, e.g., how

to maintain the water pump. None of the modes or approaches has to be used exclusively. On

the contrary, on many occasions you might find it necessary to adopt a combination of approaches

and methods. The Instructional mode requires that you design the learning instructions needed

to achieve the communication objectives in an effective way. Once you have defined the needed

specifications you may decide on the need of any medium to be used and on how the

interpersonal approach should be carried out. Finally you need to indicate the outputs expected

(e.g. 2 training workshops, 28 extensionists trained, etc.).

Group Mobilisation Activities DesignThe third broad category that can be adopted in your communication strategy is Group

Mobilisation. It is a way of organising people in groups around specific issues and/or objectives.

The purpose of the group mobilisation mode is that of strengthening the possibilities for

successful action, through the uniting of many people with different backgrounds but with similar

objectives. It includes the following approaches: community mobilisation, partnerships/

networking, and group formation. All of these approaches try to organise the community, or part

of it, in order to address the main problem facing the community or group more effectively.

Sometimes, for the same purpose, the community may decide to work towards a common

objective with some outside entities, taken on board as partners. Once one of the approaches in

this mode has been selected, it is important to make sure that everybody understands the purpose

and benefits of such an effort. The group size, rationale and purpose need to be carefully

assessed. According to the situation, there might be a need to promote recruitment in the group,

assist in the group formation for a specific purpose or lobbying for some partners in a

development initiative. Whenever one of these approaches is adopted, the communication

strategy must take into account and indicate the modalities and benefits of entering into the group

promotion mode.

1.4.2 Frequently Used Communication Approaches

The approaches presented in this handbook have been grouped into the three main categories:discussion themes/message design, instructional design and group mobilisation activities design.The rationale for this categorisation is the need to group together approaches that follow asimilar pattern during the development of the communication strategy. There are also other“communication approaches”, such as “social marketing” or “adoption of innovations”. Theyall include the use of a number of specific communication approaches, which are basically, theones being presented here. If you understand the rationale and the sequence of the process ofcommunication strategy design you should be able to adopt a similar approach for all the variouscommunication modes, even when they have not been specifically dealt with in this handbook.

The various approaches are presented within the communication mode they have been groupedin. Naturally in a communication strategy a number of approaches, and even modes, can beused to achieve set objectives. The first of the approaches to be presented here does not fall inany specific mode. Rather, it falls in all of them since it is at the heart of every participatorycommunication approach.


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Dialogue cuts across all the other approaches. It is the basis of the other approaches since it isthe main bonding factor upon which to build mutual trust and understanding. It assists people toidentify, visualise and reflect on their problems, needs and capabilities, and to create a mutualunderstanding among the various groups in the community and between the people and theoutsiders. Dialogue also helps to bring out the various perceptions on an issue. It generatesviews as to the possible causes, solutions, and consequence of identified problems.

MESSAGE/DISCUSSION THEME DESIGN MODE

Information:

This is the treatment and the transmission of data meant to provide objective facts on specific

issues. It differs from other approaches such as promotion, persuasion or education in the

treatment of data which is transmitted “raw” without specific added value, such as making it more

inviting or appealing or having some instructional connotations to treat it as transfer of knowledge.

Instances of information approaches are those posters or radio spots that just mention numbers,

e.g. Every year millions of people die of AIDS, do you know how to avoid being one of them?

Persuasion:

This is usually defined as a communicating process aimed at influencing others. Traditionally it

has the connotation for being very seldom, if ever, of a participatory nature. Sometimes however

it could be used within a participatory strategy if rooted in a participatory assessment of the need

for such an approach. A persuasive message has a point of view or desired behaviour that the

recipient is supposed to adopt in a voluntary, even if rather passive, fashion. In a persuasion

approach there is always an element of mutual fulfilment between the persuader and the one

being persuaded, and this is the main difference between persuasion and propaganda. Persuasion

attempts to cause a change either in the attitude or behaviour of a specific group of people.

Promotion:

This is informing to make people aware and familiar, or even accept ideas, concepts or behaviour.

By promotion you try to create interest or a favourable impression of an idea or practice through

motivation, image creation and/or positioning. Often promotion implies calling people to action,

entertainment, benefits, relevancy and packaging. Depending on the situation it can imply either

top down or horizontal communication.

Advocacy:

This is seeking to generate support of decision-makers, both within and outside the community.

Such an approach is usually adopted to create a conducive environment that may lead to a policy

that is sensitive to the issues in question. It can also be directed at NGOs, Ministries or

international donors in order to start, or obtain funds to start development initiatives on critical

issues. It aims at influencing the development policy, obtaining financial support and legitimisation.

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An advocacy approach can be used not only in a bottom-up mode but also in a horizontal fashion

in order to facilitate or set a favourable environment, for instance, from NGOs’ to policy makers

or from the latter to decision makers.

INSTRUCTIONAL DESIGN MODE

Education:

This is to increase knowledge, comprehension and maybe change attitudes, usually through a

formal learning environment. Education approaches can be carried out at an interpersonal

individual level (teacher-student situations), at a group level (meetings, specific gatherings,

schools, etc.) or at a mass level (publications, radio and television).

Training:

This is to impart or increase skills and give opportunity for trial. The training approach is similar

to the education one, but it focuses on practical skills rather than theoretical knowledge. That is

why it usually implies an interpersonal learning environment in venues such as workshops or

demonstration sites. Hopefully people will adopt or adapt the new idea after trial.

GROUP MOBILISATION ACTIVITIES DESIGN MODE

Networking/Partnership:

These are attempts to have different groups or associations, within or from outside the

community, joining and working together to address, more effectively, specific issues or

problems. Very often communities have problems that cut across different development sectors.

This means that external facilitators can go into the community focusing on just a single sector,

while a number of causes of the problem can be derived from other sectors. Furthermore a single

group or association may not have all the resources for tackling a certain community problem,

so it may be necessary to network with other organisations for help. Partnerships need to be built

with organisations, both within and outside the community, to assist the community either in kind

or with funds. Even when dealing with a problem involving a single sector it would still be

advantageous to have partnerships of different groups/associations joining together in order for

the intervention to carry more weight, thus facilitating the achievement of the common objective.

Group Formation:

This consists of encouraging and facilitating the formation of groups of people, usually within the

community, having a specific set of tasks aimed at addressing a specific issue. Groups can be

formed to deal more effectively with a certain problem, to share labour required by a complex

activity, to provide moral support and legitimise social and technological change, to facilitate the

duplication of certain knowledge or practices in the community. Groups are usually advised to

form a management committee to carry out a number of tasks, such as calling meetings and

prepare the agenda, report about actions taken, promote decision-making; follow up the

implementation of the activities, etc. This approach, which entails an extra amount of dialogue

as its basis, uses communication to facilitate mutual trust and understanding among people

sharing a common interest or need.


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Community Mobilisation:

This is the systematic effort to involve the community in actively taking part in the resolution of

a specific development issue, through communication means and methods. This approach aims

at bringing together all the community in order to work together to achieve something beneficial

for all.

Communication approaches give you a direction to follow in the use of different techniques and

media. They provide a purpose for using them (i.e. to promote, to inform, to educate, to form

groups, etc.). In order to select an appropriate approach you should consider the project

framework, the field findings and most importantly, the communication objectives. These will

give you the rough content and themes to be developed which in turn facilitate your task of

selecting the most effective approaches in that situation. You can always refine the approaches,

or add new ones, if you see the necessity at a later stage.

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chapter 2 Participatory Design of Messages and

Discussion Themes

PARTICIPATORY DESIGN OF MESSAGESAND DISCUSSION THEMES

2.1 Creating Basic Messages and Discussion Themes: An Overview

2.2 Developing the Creative Strategy or Copy Platform2.2.1 Specifications2.2.2 Creating Basic Messages2.2.3 Creating Discussion Themes2.2.4 The Process of Creative Design: Appeals2.2.5 Selecting the Leading Medium and Media Mix2.2.6 Developing the Basic Treatment2.2.7 The Communication Brief (including outputs)

2.3 Preliminary Monitoring of Messages and Discussion Themes’ Effectiveness

Chapter two illustrates how you design messages and discussion themes in a participatory manner.

At the end of this chapter you will be able to:

1. Understand the difference between messages and discussion themes;

2. Define situation Analysis Framework (SAF): Purpose and rationale;

3. Know what message appeals and message presentations are, and how to use themeffectively in the design of communication materials;

4. Recognise basic media advantages and disadvantages;

5· Develop a draft treatment; and

6· Prepare a communication brief.

Objective

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Difference between basic messages and discussion themes.

2.1 Creating Basic Messages and Discussion Themes: An Overview

Basic messages and discussion themes are the core content of what you want to say. You developthese into statements. Very often a description or a rough sketch of visuals accompanies suchstatements. At this stage the visuals pay very little attention to the appeals or the channels ormedia in which they are to be used.

Messages are information that is passed from one person or a group of people to another with theintention of producing an effect. Discussion themes are information or ideas designed specificallyto focus the attention of a group on a problem and generate dialogue about possible actions to betaken. It can therefore be said that “messages” are usually concerned with information regardinga solution while “discussion themes” usually pose problems to be discussed by the people.

Generally, messages are presented in media like posters, radio/TV spots, jingles and drama. Discussionthemes on the other hand get presented in picture codes, story with a gap, flipcharts, participatorytheatre for development, specially designed radio/TV programmes and stories.

Message Discussion theme

The creation of messages and discussions themes is one of the most interesting phases of thecommunication programme design process. In this phase, the core contents and themes identifiedin the previous chapter are creatively turned into appealing and thought provoking messages anddiscussion themes for various activities, channels and media. To obtain maximum effect, theinteraction groups must participate in this highly creative process.

Be aware that the messages and themes you will be working on are derived from the field findings.It is therefore very important that every time you reach a critical point in the design process you goback to and review, even if only mentally, all relevant data such as NOPS, focal problems, causal

• It aims to pass on information and elicit action.

• It is supposed to elicit a uniform meaning from the people. • It provides solutions or it suggests actions uses to be followed.

• It usually includes some text.

• It shows benefits of solutions to interaction group • It aims to persuade and motivate people to adept solution.

• It aims to provoke discussion and dialogue. • It brings out different perceptions of an issue

• It presents a problem or a situation and it questions from a facilitator to provoke discussions. • It is composed only by images without any words. • It helps interaction groups to identify needs, solutions and opportunities. • It aims to generate views on possible causes, solutions, consequence of posed problem.

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links, people’s perceptions, communication objectives and the significant features of the InteractionGroups profiles. This review is needed for the design of your creative strategy or copy platform.

The worksheet below shows you the process to be followed in designing messages and discussionthemes.

Basic Messages Specifications Appeals Selection Basic Communication and Discussion (Objectives of of Medium Treatment Brief, Creative Themes Discussion Mode (including

Themes and outputs) Basic Messages

2.2 Developing the Creative Strategy or Copy Platform

2.2.1 Specifications

The creative strategy, or copy platform, forms the basis on which messages and discussion themesare developed. It is a written strategy statement of the most important issues to beconsidered in designing the messages and discussion themes. It serves as a guide for theprocess of turning field findings into creative communication campaign ideas. The copy platformseeks to re-examine the questions who, why, where, when and how of the messages or discussionthemes. At this point in the process a mix of data analysis, experience and creativity is required todesign effective messages and discussion themes.

Ensure that all the relevant information discovered about the demographics and psychographicsof the interaction groups and their perceptions of the problems are critically reviewed. A carefulre-examination of these elements provides the information for the formulation of the necessaryguide, known as the creative strategy or copy platform, upon which to develop appealingmessages and discussion themes that can bring the subject alive and make the interaction groupstop, look, listen and discuss.

The creative strategy or copy platform is based on the following:

(a) Review of the problems

- A careful review of the field findings, especially the community identified and prioritisedNOPS. Are the NOPS from the community different from or similar to the original assessmentof the situation by the project? What are the communication implications of the NOPS?

Worksheet 1

The Creative Design Process.

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- A critical assessment of the focal problems identified with the community. Are they themajor factors causing the main problem? Are they the only factors causing the main problem?Can they be effectively addressed by communication? What will be the more effectivepresentation - messages or discussion themes or a combination?

(b) Definition of the Priority Interaction Groups

- Who are the most likely candidates to be addressed by the messages or discussion themes?

- Have portraits of such groups been developed to describe their cultural, social and economiccharacteristics?

- Why will the interaction group listen to the message or discuss the selected theme?

- What will the interaction groups find interesting and believable about the message ordiscussion theme?

- What are the available and preferred communication networks and information sources ofthe Priority Interaction Groups?

- Who are the influential sources of information and advice in the community for the InteractionGroups?

- What are the sources’ spheres of influence in relation to the problems?

(c) Assessment of the problem-solving approach

- Does it appear to be the most effective?

- Is it sustainable?

- Where does it come from (experts assessment or community based)?

- Does it really address the causes of the problem or just the effects?

(d) Assessment of the communication objectives

- Have the objectives been formulated in such a way that they give an indication of whatneeds to be achieved in terms of communication for the problem to be solved?

- Are they relevant and feasible?

- Are they consistent and directly linked with the focal problems?

- Are they SMART, hence easily measurable? What are the external factors that could affecttheir accomplishment?

(e) Review of the selected communication modes and approaches

- Are the selected modes and approaches the most appropriate for achieving the communicationobjectives?

- Can the approaches complement each other to effectively achieve the communicationapproaches?

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(f) Formulation of specifications and objectives for each message and discussion theme

- What will each of the messages or discussion themes specifically accomplish in relation toeach interaction group? How best can the message or communication theme becommunicated?

Earlier, we said that the difference between messages and discussion themes is that messages aresupposed to stand on their own and pass on comprehensible information leading to some change(e.g. increasing awareness, promoting a practice, etc.), while discussion themes are used to createdialogue and generate new information.

When designing your strategy always consider how you intend to associate the idea you arepromoting or presenting with a certain image, feeling or status. This is known as image creationor positioning. This is widely used in advertising. An example of this is when a certain drink maybe associated with beautiful cars and women. This is done in an attempt to associate the drinkwith a luxurious life style. In the social arena you may associate use of condoms when having sexwith a young man who is considerate, keeps healthy, and has a small family and thus enjoys abetter life style. Image creation, or positioning, requires that you start with thinking about thecharacteristics of the interaction groups and appealing to their cultural and social system in orderfor you to effectively position whatever you are presenting or proposing.

Once you have considered matters of positioning you move on to flesh out the design of the basicmessages and discussion themes on the basis of the creative strategy or copy platform prepared inthe preceding unit. You revisit your PRCA and baseline findings in order to improve the effectivenessof the messages and discussion themes (in terms of symbols, colours, beliefs, wording, etc.).

2.2.2 Creating Basic Messages

When you want to design basic messages follow the guidelines on the next page:

i Stress one major idea;

ii Describe or sketch the preliminary illustrations or story lines;

iii Write down the theme lines/statements and the key words that express the ideas orinformation to be conveyed by the message;

iv Offer benefits and practical solutions that meet the needs of the interaction group;

v Emphasise these features of the idea or innovation that satisfy interaction group’s needs;

vi Keep messages clear, simple, lean and tight. Tell the whole story and when you have finished,stop; and

vii Ensure that the message is comprehensible.

An example of a basic message is:

Build the new maize storage bin in your compound to protect your crop from pests.

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2.2.3 Creating Discussion Themes

Remember that the discussion theme poses a problem or presents a situation and uses questionsfrom a facilitator to provoke discussions. Follow the guidelines below for the design of discussionthemes:

i Highlight one major issue;

ii Describe or sketch the preliminary illustrations or story lines;

iii Ensure that a problem and not the solution is depicted; and

iv Ensure that the interaction group experiences the problem.

An example of a discussion theme:

Villagers lose a lot of their maize harvests to pests.

An example of questions normally asked by a facilitator while displaying material with a discussiontheme goes like this:

• What do you see happening in this picture?

• Why is this happening?

• Does this happen in real life?

• What problem does this lead to?

• What is the root cause of the problem?

• What can be done about it?

2.2.4 The Process of Creative Design: Appeals

At this point of the process you are ready to add some spices to your communication recipe.Appeals define the cord you plan to touch in people’s hearts or minds.

What Are Appeals?

Appeals are like bait you include in a message in order to lure the interaction through emotion orreason. Both messages and discussion themes need to target certain human wants or needs attwo broad levels: emotional/social (the heart) and rational/physiological (the mind). While rationalappeals are directed at the interaction group’s practical, functional needs or wants related to theissues raised in the communication, emotional appeals target the group’s psychological, social, orsymbolic needs and wants. Physiological and social needs and wants affect to a great extent howinteraction groups react to messages and discussion themes. Various appeals should be used in allmessages and discussion themes. The most common appeals are listed in the table that follows:

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Table 2

Some of the most common Appeals.

The Most Common Appeals

Rational Appeals Emotional Appeals

Cleanliness

Dependability in quality

Dependability in use

Durability

Economy in purchase

Economy in use

Efficiency in operational use

Enhancement of earnings

Opportunity for leisure time

Protection of others

Rest or sleep

Safety/security

Variety of selection

Ambition

Appetite

Avoidance of laborious tasks

Co-operation

Curiosity

Devotion to others

Entertainment

Fear

Guilt

Embarrassment

Health

Comfort

Colours

Humour

Pleasure of recreation

Pride of personal appearance

Pride of possession

Romance/love

Security

Sexual attraction

Simplicity

Social belonging/achievement

Social approval/respect

Sport/play/physical activity

Style (beauty)

Sympathy for others

Taste

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Selection of Message Appeals

For messages, select appeals that attract attention and make the interaction group think that theissue in the message is important and should be attended to. To achieve this, appeals mustembody the physiological and emotional benefits that groups will get from the message and whatit is conveying.

Selection of Appeals for Discussion Themes

For discussion themes, select appeals that depict the emotions associated with the problem. Picturecodes are especially ideal for this. Such appeals often deal with embarrassment, sadness, confusionor fear etc. In the story with a gap, it is essential to clearly depict the various feelings people in thedifferent situations normally express. Particular attention must be given to the facial or vocalexpressions of the subjects used in the materials.

The Process of Creative Design: Message Presentation Formats

The way you package and present your message is referred to as a format. Discussion themes donot have such a categorisation, as their nature is mainly to generate discussion in an open manner,without narrowing any possibility of dialogue. In this section you will be presented with the formatsfrequently used in the treatment of messages.

Messages are presented in various formats or combinations of formats. Depending on thespecifications of the message, a relevant format could be selected from the list below. These arespecifically called message presentation formats because most of them cannot be successfullyapplied to discussion themes.

1. Information

- This message format presents straight facts without an explanation of theirrelevance.

2. Argument or reason why

- This type of message format is structured in the form of an argument orrational discussion.

- The reasons utilised in the argument may be either facts or expected benefitsto the interaction group (social standing and so forth).

- One-sided and two-sided discussion/argument. A two-sided argument worksbetter with those who initially oppose the message.

- Direct and indirect discussion/argument. With issues that involve the audiencepersonally an indirect/oblique approach may be better than directsalesmanship.

- Definite and open conclusion. Should the message draw an obvious conclusionor leave it to the audience to draw out their own conclusion?

3. Motivation

- This type of message in this format uses a combination of emotional andrational appeals to persuade and promote action among the interaction

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groups. It also tries to enhance the image of the innovation by attaching apleasant emotional connotation to it. The message creates a mood for theinnovation.

- Emotional appeals are commonly used to stimulate, love, hate, fear, anxiety,security, hope, happiness etc.

- Emotional appeals attract attention to the message, people remember.

- Negative and positive appeals. Negative appeals create a state of emotion(e.g. anxiety), which is counterbalanced with a positive reassuring outcome(a recommendation).

- Group and individual appeals. Everybody else is doing it, why don’t you alsodo it?Use of social pressure, peer-group pressure to motivate people to jumpon the bandwagon.

4. Hard sell

- Messages in this format are not supported by facts.

- The objective is to get the line across for the interaction group to remember.

- The assumption is that people will believe a statement if they hear it longenough.

5. Command

- This type of message in this format orders or reminds us to do something.

- The assumption is that the interaction group is open to suggestion.

- This type of message works best with services, ideas and products that theinteraction group knows very well and thinks well of.

6. Symbolic association

- This type of message in this format associates an idea, service (innovation)with a virtue word, person, tune, or situation that has particularly pleasantconnotations.

- The idea and the symbol become highly interrelated.

7. Imitation

- This message in this format presents people (role models) and situations forthe interaction group to imitate.

- The assumption is that people will imitate those whom they wish to be likeor whom they admire. This type of message will use famous people intestimonials.

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8. Humour

- Messages in this format grab attention and are more enjoyable especially ifthe subject cannot be discussed in a straightforward way, but it must beused carefully!

- Humour is used in messages in order to reduce boredom.

- Very fragile: In messages, humour is like a gun in the hands of a child.

- You must know how to do it or it can blow up in your face!

2.2.5 Selecting the Leading Medium and Media Mix

The next chapter presents the most common media utilised in development and some relatedproduction aspects. By now you should have an idea of the medium, or media, you intend to use.In the next two sessions look at the characteristics, strength and weaknesses of these media. Ifyou are still not sure which one/s to choose, ask the opinion of an expert before proceeding.

Criteria for Media Selection

When considering which media to use in the communication strategy go back to the problemaddressed and to the stated communication objective. If you want to increase people’s participationon a certain activity you may want to use discussion tools as a leading medium. On the otherhand, if your aim is to send a message alerting people on a straightforward topic you might decideto use radio. Before taking a decision revisit your purpose, the situational context, the mediumcharacteristics and the Interaction Groups’ profiles.

An interpersonal approach (person-to-person or group discussion) is very effective in addressingindividual needs and allowing people to express their ideas directly. On the other hand interpersonalcommunication approaches can reach only a limited number of people and discussions can getmonopolised by influential individuals or go in an undesired direction. Indigenous traditional media(folk drama, theatre, story telling, songs, dance, etc.) belong to this group of approaches and havethe great advantage of giving the driving seat to the community. Production of this sort is usuallycheaper and allows a certain topic to be developed within the appropriate local context. Thedisadvantages are that it may reach only a limited number of people and that it may not beavailable when needed.

Modern media (video, radio, newspapers, booklets, posters, etc.) are very effective in generatinginterest and providing needed information. They can be divided into visual, audio (radio, cassettes)and print media (leaflets, books, etc.). Visual media (TV, video) have several advantages, namelyclarity (explanations can be assisted by images), interest and retention (what you see stays longerthan what you hear or read). Audio media (radio, cassettes) are a very good supporting andmotivational medium, but it is difficult to sustain interest on longer programmes. Print media canbe effective either in passing short straightforward messages (posters) or for treating issues indetail (booklets, books, etc.) however, they also require that people be able to read, which is amajor obstacle in many areas. All of the modern media are expensive, compared to the othertypes. Very often they are developed outside the cultural context of the communities they aremeant to serve. Even their level of penetration is generally low, especially for television, and, partlyfor radio and newspapers.

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1 Guidelines on Communication for Rural Development. FAO, Rome, Italy.

The table below has been culled from an FAO publication1 and it illustrates the basic pros and consof different media.

Table 3

The Various Media in Rural Development.

PROS CONS

TELEVISION

· Prestigious. · Tends to be monopolised by powerful interests because of its prestige.

· Appealing. · Not available in all rural areas.

· Persuasive. · Expensive production/reception.· Programme production for agriculture can be

difficult.

· Difficult to localise information for agriculture unless there are local TV stations, still rare in developing countries.

Summary note:

Although potentially powerful, television is not easy to use for rural development in most developing countries due to its high costs involved in the production and in buying TV sets.

VIDEO

· Highly persuasive. · Multiplicity of standards/formats.

· Constantly improving technology is · Requires talent, skill and experience to making it ever cheaper and more reliable. produce good programmes for development.

· Electronic image/sound recording · Requires rather sophisticated repair gives immediate playback and and maintenance facilities. production flexibility.

· Allows more than one language to be · Dependent on the use to which it is to recorded as commentary on single tape. be put, may call for quite large capital investment.

· Can be shown in daylight using · Colour/visual quality mediocre in some battery- powered equipment. standards.

Summary note:

Video has become the media in the minds of many (see chapter 3.3). Indeed, it is highly effective but as it hasbeen frequently used, calls for a careful strategy and skilled producers.

SLIDE SETS/FILM STRIPS

· Slide-sets quite to easy produce. · Production requires laboratory process.

· Low-cost equipment for production and projection. · Cannot be used in daylight without special rear-projection screen.

· Very good colour/visual quality. · Lacks the appeal of video (which relates to TV in most minds).

· Filmstrips made of robust material · Turning slides into film strips requires laboratoryand are small, easy to transport. process which is not always available in developing

countries.· Excellent training medium for all subjects except

those few for which showing movement is an absolute essential.

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Table 3 (continued)

The Various Media in Rural Development.

Summary note:

Slide sets/filmstrips have proved an invaluable training aid in rural and agricultural development but they aretending to lose out to video, despite the higher cost of the latter.

RADIO· Wide coverage and availability in rural areas. · Weak as a medium for training and education

since it is audio only.

· Cheap production/reception. · Batteries for receivers are often difficult to buy or too expensive for people.

· Relatively simple programme production.

· Local radio stations facilitate localised information.

Summary note:

Excellent support medium, good for strengthening motivation and for drawing attention to new ideas andtechniques, but weak for providing detailed information and training.

AUDIO CASSETTES· Easy and cheap to produce programmes. · Audio only and so suffers some of the

weakness of radio, though where possible repeated listening may help to overcome it.

· Cassette players quite widely · When directly used by the community audioavailable. recorders need attention and careful maintenance.

· Easy to localise information.

· Good for feedback because farmers can

record their questions/reactions.

· Can be used well in conjunction

with rural radio.

Summary note:

Very good low-cost medium. Potential has not been sufficiently recognised. Especially useful in conjunctionwith extension and rural radio.

FLIP CHARTS

· Cheap and simple to produce and use. · Not as realistic as projected aids.

· Good for training and extension · Care required to make drawings understandable

support. to illiterates.

· Lack the attraction of audio-visual materials.

· May be thought of as “second-rate” by people with experience of electronic media.

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PROS CONS

FLIP CHARTS (continued)

Summary note:

Flip charts are very useful in helping extensionist/technicians in their work with rural people. Drawings arenotoriously difficult to understand for people with low visual literacy, so careful design and pre-testing needed.

PRINTED MATERIAL

· Relatively cheap, simple and easy to produce · Can be also expensive if a sophisticated printingwhen using basic printing formats (e.g. one colour, is required (i.e. full colour, proper binding, layout, etc.)simple binding, etc.) and for large numbers. or if the quantities to be produced are very limited.

· Can be taken home, consulted and · Of little use among illiterates, but bear in mind “familykept as permanent reminder. literacy” as opposed to literacy of individual farmers.

· Particularly valuable for extensionists, technicians andcommunity leaders.

Summary:Well designed, carefully written for their intended audience, printed materials can provide a vitally important andcheap source of reference for extensionists, and for literates among the rural population.

FOLK MEDIA (Theatre, Puppetry, Storytelling, etc)

· It requires small capital investment. · Requires skilled crafting of development messages into the fabric of the folk media.

· Does not depend on external technology, · May lack prestige vis-à-vis more modern often liable to break media in some societies down.

· May be highly credible and folk persuasive · May be difficult to organise, and calls for close where media has a strong tradition. working relationship between development

workers and folk media artists.

· Can treat sensitive issues in a culturally appropriate manner.· Intrinsically adapted to local cultural scene.

Summary

Creative use of folk media – in cultures where it is popular and well entrenched - can be a subtle and effectiveway of introducing development ideas and messages. Care required to ensure that the mix of entertainmentand development is appropriate, so furthering the latter without damaging the former.

The Process of Creative Design: The Creative Element

Creativity has always been something regarded highly in human societies. It is because of theircreativity that human beings were able to survive and evolve through a hostile environment. Itapplies in every aspect of human life but it plays an especially important part in communication. Itis the added value in the communication strategy that can really make the difference betweenfailure and success.

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The Concept of Creativity

Ancient Greeks in the past associated creativity with “divine madness” and they considered it a giftof the Gods. At that time the highest form of creativity was to be found in arts such as poetry orsculpture. Creativity was therefore something added to man, a plus. Even during recent timesmany creative artists have been considered to be rather eccentric. The “divine madness” is acceptedin them as a sign of geniality. However every human being, in different degrees, is capable ofbeing creative. Every human being actually applies his or her creative powers in many everydaysituations. How creativity can be learned or strengthened is a subject that has fascinated manythinkers. Graham Wallas, in his book, The Art of Thought, describes four stages of creation:

1. Preparation.

In order to have creative insights, a person needs to know as much as possible about theissue of relevance. The availability of information and its assessment are important factorsfuelling the creative process. People usually seem to have creative ideas only in their ownfield, i.e. artists in art, scientists in science, doctors in medicine, etc.

2. Incubation.

It is the period of time, usually spent away from the issue or problem, needed to reflect uponthe information available. It might have happened to you when thinking too much about aproblem without finding a suitable solution, and then suddenly it comes to you when youare not even thinking about it.

3. Inspiration.

This is the stage where you suddenly see a light flashing in your mind and you know youhave found the perfect solution to your problem, or you have come up with an innovative,original idea. Whatever the case, you have been illuminated. Often this happens unexpectedly,even during your sleep. While most inventions in human history may appear to have happened“out of the blue”, they really “clicked” on the inventors’ knowledge. These happenedbecause the inventors knew their subject area very well. Their creative ideas only came upafter a deep knowledge of the subject.

4. Verification.

This is the application of your idea in the real world. Sometimes great sounding ideas do notwork effectively in reality. In your communication strategy pre-testing would be the equivalentof this phase.

While working on the communication strategy you will probably go through a similar processas the one described above. Be sure that you, as everybody else, have creative powers,which come from knowledge, and experience accumulated from every day of your life.Remember that when developing the communication strategy it is not enough to ensure thetransmission of information, but to use your creativity. Use your creativity to get people’sattention! Once more, think about the advertising world where at times one word or animage makes a whole world come alive. Try to use similar approaches and techniques forthe development world.

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The Big Idea

The big idea is a bold, creative initiative that synthesises all that is known about the interactiongroup, the benefits of the innovation with the group’s desires, needs and wants in a fresh andinvolving way to bring the subject to life. The big idea requires inspiration. To come up with thebig idea, message designers rely on metaphors: the likening of one process or thing toanother by speaking of it as if it were the other. They borrow terminology commonly used bythe interaction group to describe something else. For example, immunisation is likened to anumbrella that you carry with you during the rainy season because you don’t know when it is goingto rain. Without it the rain will drench you.

To get their creative juices flowing, message designers keep a list of messages they have seen andliked. They do so because they believe that these might stimulate new ideas, so they experimentor play around with words and they write from the heart. A good way of keeping the stream ofbig ideas flowing is that of always keeping a small notebook with you, writing down every significantthing you see or that comes into your mind. As seen previously, good ideas apparently come outof nowhere, and they might go as easily as they come. Noting them down as they come couldtherefore be a good way of increasing your creative wealth.

To recognise a good big idea ask yourself the following questions:

• Did it make me gasp when it first occurred to me?

• Do I wish I had thought about it myself (if it did not occur to you)?

• Is it going to be effective?

• Is it unique?

• Does it apply to the interaction groups?

• Does it fit the rest of the strategy to perfection? and

• Are the interaction groups going to be moved to discussion or action by the big idea?

2.2.6 Developing the Basic Treatment

This involves the selection of the possible wording, pictures or sounds to communicate the messageor the discussion themes. The treatment must help position the idea clearly and reinforce it. Formessages, especially the treatment must help ensure that they have the ability to generate thefollowing in the interaction group: Attention, Awareness, Comprehension, Desire, Credibility/Conviction, Interest, and Action.

• Attention:

The purpose of any message is to get people to take some action to satisfy a need or want.But first people need to be made aware of the problem or the solution, if the problem isobvious. To create awareness, the message designer must first get the people’s attention.Culture, attitudes, needs, wants, mood, beliefs, behaviour, assumptions, motivation, size,position, timing etc., can all determine what catches a person’s attention.

Attention is the first objective of any message. Without gaining and sustaining attention,the message is no good. For the message to gain attention it must break through theperson’s selective exposure and attention screens. Selective exposure is the tendency for aperson to expose himself or herself to only those messages that are in agreement with the

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persons existing attitudes, needs or wants and to avoid those that are not. However, undersome circumstances, a person can expose himself, or herself, to a message that is not inagreement with his or her attitudes, needs or wants because he or she cannot judge thecontent of the message before hand. In such cases, the selective attention mechanism isactivated. Selective attention is the tendency for a person to pay attention to those messagesor parts of a message that are in agreement with the person’s strongly held attitudes, beliefs,or behaviour and to avoid those that are not. One major key to getting attention is to makethe message relevant to the interaction group’s culture, attitudes, needs, wants, mood,beliefs, behaviour, assumptions and motivation.

Attention-getting devices for print media:

Dynamic visuals

Unusual layout

Vibrant colours

Large headlines

Provocative statements

Attention getting devices for electronic media:

Special sound effects: loudness

Music

Animation and Movement

• Interest

This is the second element the message must generate in order to be effective. It carries theperson who is interacting with the message from the attention stage to a more seriousdiscussion in the body of the message. Interest is required to keep the excitement createdat the attention-getting stage going on as the person gets into the more specific and detailedinformation in the message.

One way of achieving interest is to keep talking about the interaction groups’ problems andneeds, and how the action suggested in the message can answer them. Good messagedesigners use the word YOU frequently to personalise the message. Use of a story, a dramaticsituation, sound effects and catchy dialogue can help you maintain interest.

• Credibility

Another important factor of the process is to establish credibility for the action or informationin the message. Your interaction groups are often sceptical and cynical. They want to knowthat the information or action suggested in the message is backed by facts: Can the actionrecommended produce the results claimed by the message?

To achieve credibility, you can use influential sources of information and advice identified bythe community during the PRCA as spokespersons to give testimonials in your messages.Whenever such “proofs” are used, ensure that they are valid and not just manipulative. Thedimensions of source credibility are:

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- Trustworthiness. How much a particular source is trusted by the people.

- Competence. Is concerned with the know-how, as perceived by theinteraction groups, of a person in relation to the issue of relevance.

- Charisma. Powerful personal qualities, that make a person admirableand respected by everybody else, thus providing instant credibility to whathe/she says or does.

- Status. This is similar to the above, but rather than coming directly frompersonal qualities it is derived from the social position occupied by a person.The two - charisma and status - are often associated with one person.Sometimes you find a person with high status, but very low charisma, or ahighly charismatic person yet with very low social status.

Remember that people are more prone to listen, and follow the advice, ofsomebody they hold in high esteem rather than some unknown person.

• Desire

This is the step in which the most relevant benefits or advantages of the idea in the messageare made manifest. In this step you are basically encouraging the interaction group toimagine themselves enjoying the benefits of the action recommended in the message. Inadvertising this is the phase where “people wants” are transformed into “peoples needs”,that is, convincing people that what they desire, e.g. a new car, a computer, etc., is whatthey actually need.

• Action

The purpose here is to motivate the interaction group to do something - “Visit your nearestclinic for more information”, “Go to your extension officer for a demonstration” etc; or atleast to agree with the message. The call for action may be explicit e.g., “Visit your nearestclinic for more information”, or implicit: “Feed your children and not rats.” Calls for actionare normally stated in the tone of a command.

For radio/audio messages:

Message designers first need to understand radio/audio as peculiar media. Radio, especially, providesentertainment or news, as the listeners are busy doing other things. To be heard on radio andproduce any type of effect, the message on radio must be catchy, interesting and unforgettable.Radio listeners usually decide within five to eight seconds whether they want to pay attention ornot. Therefore, to attract and hold listener’s attention, the message must be intrusive, but notoffensive. Try to make the programme alive and interesting. Some suggestions include:

• If humour is not appropriate offer drama;

• Mention the innovation at least three times;

• Be conversational. Use easy to pronounce words and short sentences, avoid tongue twisters;

• Keep the message simple. Omit unneeded words;

• Concentrate on one selling point. Make the big idea crystal clear;

• Paint pictures with words. Use descriptive language;

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• Choose familiar sound effects to help you create a visual image of your narrative;

• Stress action words rather than passive words;

• Emphasise the benefits repeatedly and with variations;

• Try to get the listener to do something (e.g. call a hot line, etc.);

• Use presentation formats that utilise folk idiom and spoken language; and

• Adapt folk medium and drama for radio/audio programmes.

2.2.7 The Communication Brief (including outputs)

The communication brief is a clear and written directive prepared for media producers to guidethem in translating basic messages into communication materials, media and activities for use inthe communication campaign. It contains all the relevant information to enable the producercome up with materials that are relevant, attractive and useful.

This communication brief includes the objectives of the campaign, message or discussion themespecifications, the intended interaction groups and their characteristics, preferred technical featuressuch as colours or sound effects. It specifies where and when the messages will be communicatedand also the context for the use of the discussion themes. Most important of all the communicationbrief has to specify the intended outputs. Even if some may have already been preliminarily identifiedat an early stage it is only now, after the messages and themes have been fully designed, theselection of the media finalised and the related treatment fully accomplished, that outputs can beaccurately specified and refined.

Outputs are needed to finalise the work plan for the communication strategy. Therefore youshould describe them in detail. If for instance you intend to use radio, specify if your quantitativeoutput is a radio programme or a series of programmes, and what the objectives of this programmeare. If you need to produce posters, specify how many copies you expect to produce and so on. Itis important that after having gone through the creative design phase you clearly state the expectedoutputs necessary to address the communication strategy effectively.

2.3 Preliminary Monitoring of Messages and Discussion Themes’ Effectiveness

Before even producing the materials the designers should share messages and discussion themeswith as many people as possible in order to gauge their preliminary levels of attention, comprehensionand relevance. This does not mean that the materials would not be eventually pre-tested withsamples of the intended interaction groups before final production. Many elements to be consideredin monitoring are discussed in the sections dealing with pre-testing of communication materials.Keep in mind that you will have to monitor technical aspects regarding the production of materialsas well peoples’ perceptions and effectiveness of the intended scope of the messages and discussionthemes.

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The best way to assess effectiveness is to compare it against set specifications. If a message hasbeen designed to raise awareness on a certain issue you must measure if it does that. If it does not,you must find out why. The causes are usually stem from one, or sometimes both, of the followingcategories: the technical/ production area, (e.g. Is the sound quality good enough? Are the drawingstechnically valid and the materials used appropriate?) Or the design area (e.g. Have the materialsbeen developed according to peoples’ perceptions and background? have the proper appeals andformats been used?). Therefore whenever you produce something do not be absorbed by howgood they look on sound, but how well they perform their purpose.

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chapter 3 Communication Materials

and Media Issues

COMMUNICATION MATERIALS ANDMEDIA ISSUES

3.1 Using Radio in Communication for Development3.1.1 Nature and Purpose of Radio for Development3.1.2 Basic Radio Approaches3.1.3 Common Radio Formats3.1.4 Basic Elements of Radio Production3.1.5 Basic Principles of Radio Scripting3.1.6 How to Evaluate a Radio Programme

3.2 Using Print Materials in Communication for Development3.2.1 Uses and Rationale of Print Materials3.2.2 Basic Elements of Print Materials Production3.2.3 How to Draw for Rural People3.2.4 Production Criteria in Print Materials3.2.5 The Printing Production Process3.2.6 Budgeting for the Production of Print Materials3.2.7 Pre-testing Print Materials: Field-Testing to Ensure Effectiveness

This chapter provides an introduction on how to produce and use communication materials andmedia in development.


1. Have a basic understanding of the various media potentials;

2. Have an understanding of the production requirements needed for the media presented;

3. Know the criteria for evaluating a successful production; and

4· Be able to go through and plan phases involved in the production of communication materials.

Objective

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3.1 Using Radio in Communication for Development

Radio is a medium widely used in development. It can cover wide areas reaching a large numberof people at a relatively low cost. In this section the term radio includes:

1. the common notion of radio broadcasting, from a central station to a certain area. In thedevelopment context it is often referred to as rural radio;

2. community radio, audio programmes produced locally or by another centre and broadcastto the whole community through loudspeakers set in the village; and

3. The use of audiocassettes, both for use in the community or for producing and recordinglocal programs on crucial issues, both for inside and outside purposes.

3.1.1 Nature and Purpose of Radio for Development

As for television, radio can be a mass medium and as such has been introduced for informationand persuasion purposes. For instance in 1965 the French (OCORA - Office de co-operacionradiophonic - with ORTF, RFI and AUDECAM) assisted an initiative in Africa known as Missions deprogrammes. The scope was to train local production teams and to produce educational materialsby using radio techniques already tested by advertising specialists. This was an interesting approachthat has been applied in other instances. However, radio in the development world has been usedin many other ways, always with the same main concern: how to assist people to take control oftheir lives and improve their livelihoods.

The nature of radio is such that it can be used easily, i.e., listened to, while doing other things.Even the poorest countries can afford to establish radio stations and produce radio programmes.Radio receivers are also quite cheap and can be afforded by many people. Batteries sometimescan be a problem as they might be expensive and/or difficult to find in certain areas. With theprogressive introduction and improvement of the wind-up radio2 technology, this problem shouldbe greatly reduced.

The role of radio is generally defined as to inform, educate and entertain. In development, however,radio can be multi-faceted as, among other things, it can serve to pass messages, improve thecapability of calling upon and organising groups and organisations, enlarge the forum for socialdialogue, provide effective capacity building of the community, raise awareness and knowledgeof community issues, bring the people’s voice to the higher level of their political structure andmobilise the community to tackle issues of collective interest. Radio production requirements andformats can be adapted to specific use and objectives.

3.1.2 Basic Radio Approaches

Radio in the development context can be broadly divided into three categories, each of whichrequires a different approach:

• Educational Radio;

• Documentary and Cultural Radio; and

• Participatory Radio.

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2 This is a radio that does not require any battery and is charged manually. This kind of radio was first introduced in Africa in 1996, the technologystill needs to be improved as for every time the radio is charged manually it provides only a maximum of thirty minutes of play.

Educational Radio scope is that of providing knowledge and instructions on specific issues. Itcan be used for formal education, as in Nicaragua where UNESCO assisted to establish a radionetwork to teach mathematics to pupils in primary schools, or to provide informal instructions forpractical purposes, as used in a number of countries, especially in the agricultural field. Thesekinds of programmes are usually written and prepared by subject specialists after having investigatedand assessed the issue in question. Distance education is another area where radio has played animportant role. It has provided the possibility of progressing with the studies to people in remoteareas, reducing limiting factors such as the time (programmes are usually broadcast more thanonce, and can be recorded) and the place (you can listen to them from your house or any otherplace provided you have a radio instead of going to school). Radio can also be used effectively asa support medium in educational campaigns on issues of collective relevance.

Documentary and Cultural Radio intends to report and provide testimonials on aspects ofcommunity life. This is done to draw the attention of the community to specific issues, problemsand their solutions. Journalistic investigations also fall in this approach. Journalists, social researchersand communication practitioners are the ones that usually produce this type of programme, oftenadopting a participant observation approach in order to document the issues accurately andobjectively. These programs can be addressed to other communities having similar problems, aswell as to the management of development organisations or to policy-makers.

Participatory Radio implies the use of radio for the people and by the people. Even if in theprevious two instances some degree of people’s involvement is required, it is only with this kind ofradio, also sometimes known as community radio, that full participation is experienced. Theissues to be discussed and presented in the programme are decided by the community with theassistance of a radio producer. Zimbabwe, since 1988, has witnessed a unique media project thatemphasises the two-way communication potential of radio as opposed to its traditional massmedium approach of addressing passive listeners. The Federation of Africa Media Women -Zimbabwe Chapter, conceived the Radio Listening Clubs (RLC) Experience. The project aims atproviding the rural population of Zimbabwe access to radio and cross sharing of views and ideason varied issues. People in the community have the opportunity to set the agenda and contributeto the programme expressing their needs, concerns and priority interests. With the RLC the flowof information can be either horizontal, from a community to other communities, or bottom up,from the community to policy and decision-makers. This project operates by providing a voice tothe community. A co-ordinator services the RLC regularly. RCLs are formed entirely by membersof the community, and the co-ordinator assists in the recording of the intended issues (eventhough very often the recordings are done in the absence of the co-ordinator). Having collectedthe recorded cassettes, the co-ordinator seeks feedback from the relevant authorities ororganisations and records the responses. Next, the co-ordinator links the original communityrecording with the feedback provided by the person responsible and puts the programme on air.In this way the information is shared not only in the community that produced the initial recording,but with other communities as well. Members of the RLC agree that listening to radio programmeson their personal receivers is not as effective as listening to the same programme on their RLCreceiver. This is so because after listening to the programme on their RLC receiver they discussand share their ideas. An evaluation of this project, carried out in 1993, reported that:

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• The RLC project has provided an alternative and more efficient vehicle for direct two-waycommunication between the communities and the mainstream resource providers;

• The project has provided an effective mechanism for the RLCs and their communities toaccess resources necessary for solving their most pressing issues and concerns; and

• RLCs have provided a network for the effective exchange of information, expertise andresources among their members and their communities in general.

Participatory radio’s purpose is that of providing an open forum where people can express theirviews, opinions, and concerns and in doing so providing the opportunities to improve their livelihoods.It also tries to change the common flow of information, traditionally top down, into a bottom upor horizontal flow of information that brings “communication” to its original meaning of sharingand exchanging ideas, opinions, solutions from different perspectives.

Each of the above mentioned approaches could adopt a different radio format. The following arethe most common and frequently used formats.

3.1.3 Common Radio Formats

• Lecture or Straight Talk. This is used for presentation of something or passing on knowledgeon certain issues. It should be used only for a short time (max. 15 minutes), as it can be quiteboring and flat.

• Interviews/Discussions. This is different from the previous one. This format requires morethan a single person and opinion to be aired. It can be an interview with a member of thecommunity as well as the recording of a group discussion about an issue of concern. Thefact that it involves more than one person already makes it more interesting to follow. Asseen previously, this approach can be used to generate a two-way flow of information as inparticipatory radio.

• Drama. This can be the simple translation of existing drama into a radio format or the morecreative dramatisation of issues identified by the community. Drama can generate a highdegree of interest and keep the attention of the listeners alive for a long time.

• Music. This format is particularly effective in communities with a tradition of popular music,dancing and singing. The themes of songs are usually used to raise certain issues or promotecertain practices.

• Jingles/Slogans. These are usually part of a bigger programme. However, they can beused as an approach in itself. Learn from advertisement where sometimes a simple sloganor a jingle is flashed at you just to remind you of a certain product. The same can be donein the development context.

• Feature. It is a programme on a specific topic. It can use a straight talk or a mix of talkingand music. It is, however, focussed on a single issue.

• Magazine. This is a radio format usually containing a number of issues or mini-programswithin its time. It can be shaped as a news report or it can have a number of differentelements, such as interviews, music and straight talk. Its aim is to inform the listeners on anumber of different issues.

• Info-tainment. This format is a combination of information and entertainment. It can bea dramatisation of an event or a radio soap opera treating priority issues. In the 1950s in

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Great Britain, there was a successful drama series aimed at providing education throughentertainment. It was entitled “The Archers - an everyday story of country folks”. Thisprogram was thought and set out to include material of an informational and educationalnature while providing an entertaining story that the audience could identify with. Its successwas due to a careful mix of elements that combined cognitive theories and the creativefactors successfully used in radio fiction. Each character in the series reflected a portrait of aspecific group of people identified as the learning target. Negative characters (e.g. irritant,arrogant, etc.) were usually associated with attitudes and practices that were intended to beabolished while positive characters (e.g. friendly, dynamic, successful) were associated withmessages and behaviour that the producers wanted to promote. The main reason for theprogramme’s success probably was due to the fact that the educational and informationalcontent of the series was entertaining, (even including a comic element). There is no rulesaying that information must always be treated in a serious, and often boring, way. Radiocan also be used creatively for development purposes.

3.1.4 Basic Elements of Radio Production

In the previous section you have seen the different types of formats that can be used when youwant to present an issue of concern. Now, let us turn to factors that should be considered if youwant to present the issues effectively. These can be divided into three categories: technical, contentand presenters.

Technical factors are:

• Sound quality. Is the audio recording clear? Are music levels balanced? Etc.;

• Special sound effects. You might need the sound of rain, or wind, etc. as they relate to theissue of the programme’s focus; and

• Accents. You make sure that certain passages are emphasised, (usually by a higher level ofvolume).

Content and its organisation includes a number of factors such as:

• Opening and closing. The way you introduce a programme is very important, as it willprovide the basis upon which a listener may decide to go on listening or not. Similarly theend of the programme is supposed to provide a punch line that will make the listeners reflectupon or remember the main message or issue;

• Slogans-themes-logos. Radio programmes can include certain slogans or recurrent themesas a distinctive mark, as people are likely to associate the slogans with the programme.Similarly these may also be used to promote and reinforce a certain idea/message. You cansee this done very effectively in the advertising world. If you are not sure about it, just turnon your radio or your television!

• Jingles. These are similar to the ones above, only that they are usually musical slogans thatcan be easily sung by everybody. Jingles serve to identify a certain programme, message,product to promote and reinforce a certain idea or message;

• Humour. According to the format you have selected humour can play an important part.But you should not abuse it, as humour in certain instances may be offensive to people andcounterproductive to the objectives of the programme;

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• Simplicity of presentation. This is especially true in the development context. Avoidjargon and complicated treatment of concepts and messages. Always keep in mind the KISSformula - Keep It Simple and Straight forward;

• Accuracy. Make sure that the content you are presenting is accurate, and simple tounderstand. Once broadcast, any inadequacy may have a negative impact on many aspectsof the programme;

• Repetitions and summaries. It is usually a good practice to repeat more than once thecrucial points your programme wants to get across. Try to repeat the same points withoutduplicating them. That is, treat the point in different ways so that the listeners are exposedto the message more than once but in different ways. At the end of the programme youmight also want to summarise the main point/s. Remember to do it in a concise and effectiveway;

• Pacing. This has to do with the speed of the radio production’s presentation and the wayyou order and balance the different parts or segments. A well-paced programme should beneither too fast nor too slow and have all the different segments ordered in a logical andbalanced way. Pausing is also part of pacing, as pauses are an important factor and can beaccomplished either through music, jingles, slogans or even silence; and

• Interactive capability. Programmes using a participatory approach must provide aninteractive capability, as seen for instance in the case of the Radio Listening Clubs in Zimbabwe.Phoning, where it exists, can be another way of providing interactivity to a radio programme.This means that you must take into account this factor not only when discussing and presentingthe issue but also where there is the possibility for immediate feedback.

Presenters and their style of delivery can be another crucial element determining the successof a programme. Factors associated with presentation include:

• Clarity of speech. Do not assume every person, just because he or she knows how to talk,can be equally good as a radio presenter. A presenter needs to articulate his talk well and inan understandable way. He/she also needs to follow, or guide, the pace of the programme,using his/her voice to emphasise crucial points;

• Source credibility. If the presenter of the programme has a high credibility rate amonglisteners, this will certainly help the message to be accepted more easily. Considerationshould also be given to the presenter’s background (do the listeners considere him/her aninsider or an outsider by). Gender is another factor to consider (for instance a woman ismore likely to give higher credibility to another woman talking about breast-feeding practicesthan to a man); and

• Role models. Closely related to the above point is the question of role models. If yourpresenter is somebody people would want to be associated with, or a popular figure that ishighly respected, the message in the radio programme will be regarded highly. Again to seehow popular people can effectively give prestige and credibility to a product, look at the waythe advertisement world uses sports champions as testimonials which associate them toproducts that often do not have anything to do with their field of expertise.

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3.1.5 Basic Principles of Radio Scripting

Finally, another significant element of radio production that should be noted is scripting. Whenyou are ready to work on the radio script before anything else, define the subject, the purpose, theprimary audience and the intended duration. Then go through the material you have researchedand recorded in the field. Ideally in a good number of cases this process should be done in thecommunity, with the community.

Here are some tips when you engage in, or supervise the writing, of a radio script:

• Write for the ear, not for reading. Spoken language and written language can differgreatly and this needs to be borne in mind all the time. Each word on the script shouldtherefore sound right not necessarily read right. Avoid the use of big and complicatedwords, too many adjectives, and any word that may be unfamiliar to your audience;

• Use imagery. While trying to keep your language simple and straight forward, try also tobe creative and allow your audience to visualise what you are talking about;

• Use relevant facts. Facts, especially if listeners can relate to them, help in drawing attentionto the message. Facts can be the familiar, something the listeners have experienced directly,or memorable, or something extraordinary or known to everybody;

• Speak your word as you write them. As mentioned earlier on, you are writing for theear. It is good practice therefore to speak the words as you are writing them on paper. Thesuggestion here is “Think it, Say it, Write it!”

• Get straight to the point. Do not cram information and when needed do not be afraid torepeat the information using different ways. Most likely the audience will listen to theprogramme only once, therefore you need to make sure that they will get the main point/s;and

• Be informal. It usually helps to keep the programme, person to person, talking to him/heras you would talk in a normal conversation. Say it the way people say it!

3.1.6 How to Evaluate a Radio Programme

By now you have seen some of the basic characteristics associated with a good radio programme.On page 63 you will find a prototype Pre-test Checklist Sheet for the audio production that shouldgive you an idea of what to look for when producing a radio programme. Criteria upon which agood programme is evaluated are: the relevance and the accuracy of the content; the interest itgenerates; the way information or points are treated and transmitted to the listeners, the technicalquality and, most of all, how it has achieved the intended objectives. Evaluation, based on thesecriteria, should be done systematically. It must begin with the script, since it affects a number offactors such as the content accuracy and relevance, pace and message treatment. Once the scripthas been written it should be read aloud and timed.

Whenever possible you should pre-test the programme to make sure it is accurate and easy tounderstand. The questions below are intended to provide you with a guide for revising and pre-testing a script.

• Is the main point/message coming out loud and clear from the programme?

• Have I done justice to the issue?

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• Is the information accurate?

• Have I a strong introduction and a strong ending?

• Have I chosen the right words and the right language (for the ear)?

• Could I have used fewer words and say it more effectively?

• Is it easy to follow?

• Is it interesting to follow throughout the entire programme?

• Does it have a good pace?

• What response do I expect?

• Do the listeners get what I intended to?

• What response do I expect? and,

• Did I use effective slogans/jingles?

(See model of a Pre-test Checklist on the opposite page)

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PRETEST CHECKLIST SHEET FOR AUDIO PRODUCTIONS

Title: ____________________________________________________________________

Objectives: _______________________________________________________________

Audience: ________________________________________________________________

Producer: _________________________ Subject Specialist: _____________________

Length of time: ____________________Date: _________________________________

Format: ___________________________ Radio Broadcast _______________________

Audio Cassettes: __________________________________________________________

Items to be Very Good Medium Very Low evaluated goodlow

Introduction ............ ............ ............. .......... ...........

Closing ..................... ............ ............. .......... ...........

Accuracy .................. ............ ............. .......... ...........

Comprehensibility .. ............ ............. .......... ...........

Sound quality ......... ............ ............. .......... ...........

Special effects ......... ............ ............. .......... ...........

Music ....................... ............ ............. .......... ...........

Jingles/slogans ........ ............ ............. .......... ...........

Interest .................... ............ ............. .......... ...........

Length ..................... ............ ............. .......... ...........

OPEN QUESTIONS

1. What do you think was the main message/issue presented in the program?

2. What do you think are the weak points of this programme?

3. What do you think are the strong points of this programme?

4. Suggestions to improve the programme?

Reviewer: _________________________ Sample Tested: ________________________

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3.2 Using Print Materials in Communication for Development

Print materials, having text, or visuals or a combination of the two, are widely used in developmentto make communication effective. Print materials assist facilitators in interpersonal communicationduring training sessions or demonstrations. Sometimes they can be used as reference materials.Overhead transparencies, posters, and other visual aids can be used to illustrate points duringlearning. Handouts that are used by trainees themselves to remember important points are normallyillustrated – it should be noted that words are images too. Print materials are also produced toprovide a set of instruction on how to do something, including how to use communication materials.Print visual materials are particularly effective for generating discussions, as are flipcharts andpicture codes. Posters are used extensively where one wants to draw the attention of people tospecific issues.

3.2.1 Uses and Rationale of Print Materials

Words and images constitute the two basic elements of the print medium. Words are particularlycritical where you want to provide accurate understanding of concepts, instructions and procedures.However, they can also be tedious and difficult to understand at times. In many instances they arepractically useless, as the majority of people in the developing world are illiterate. Images, on theother hand, have an easier and more direct appeal, as pictures almost naturally attract the attentionof the human eye. To understand a picture (provided it is compatible with the cultural environment)you do not need to have done any particular study.

The rationale for using print materials should be seen within the larger context of the situation inthe area of interest. Print materials can be relatively cheap when you want a simple product. Forexample, when you use cheap materials or use of two colours only. They can be quite expensiveif you want a sophisticated product (e.g. high material quality, full colour, etc.). Deciding when touse what and at which level, depends on a number of factors such as the characteristics of theinteraction group/s (especially their literacy level), their number, their distribution (to produce 20booklets for the 20 teachers of a district has a lower per/head cost than producing a radioprogramme. If, however, you had to reach 200 teachers in the province, radio might be cheaper.Your budget and objectives determine what you are going to do in the final analysis.

Materials using text are very useful when you want to inform people about events as well asprovide them with technical knowledge on specific issues. Print visual materials are on the otherhand, particularly effective when used to stimulate discussion (an image appeals to everybodyand its meaning can be interpreted by anybody in a variety of ways) or to draw attention to aspecific subject, either by appealing to their curiosity, desires or fears. In this handbook printmaterials are divided into four groups namely; text, visual materials, combined print materials andvisual discussion tools. The latter is widely used in a number of communication strategic approachesbecause it encourages peoples’ participation through dialogue, (see box 4).

• Text: Any material based exclusively or mainly on words. It includes books, leaflets, brochures,guides, etc.

• Visual Materials: These are drawings, pictures or photographs carrying a message ordrawing the attention on one issue without the use of words. They include posters, stickers,murals, etc.

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• Combined Print Materials: These are materials, which combine the visual element withtext. Some posters fall in this group as well as a number of brochures and guides illustratingor explaining a set of instructions.

• Visual Discussion Tools. Usually referred to as discussion tools. As the term implies theseare visual materials aimed at generating discussions rather than passing a message. Theycan be standing alone as a single drawing (picture codes) or they can present a full story(flipcharts) addressing a specific issue.

Box 4

Types of Discussion Tools.

CLOTH FLIPCHARTS: stimulating discussion in rural areas

Flipcharts are one of the best interpersonal communication tools for creating dialogue andrapport between field staff and rural communities. They are effective in remote areas withgroups large and small, and also work well in schools, clinics, and markets and staff meetings.

Benefits of flipcharts

• The large pictures attract attention stimulating interactive discussion.

• Illiterate people clearly see important ideas for discussion.

• Discussions are relevant because the pictures show local people and theirsituations, etc.

• Both problems and solutions are seen.

• Problems can be further discussed, probed and sometimes even solved.

• Peoples values of a particular subject can be raised because positive benefitsare seen.

• Technical details can be examined.

• Technical information is consistent.

• The presenter can easily check to see whether or not the interaction grouphas understood each point.

• Feedback is immediate as questions can be raised and answered on thespot.

• A whole story (or series of linked events) can be seen picture by picture inone short session.

• The story can be adapted to examine local situations to create consensus foraction.

• Pictures of the problems stimulate a search for solutions.

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• Field staff and rural people gain confidence to exchange ideas.

• Interaction between field-staff and the beneficiaries is immediate andguaranteed.

On the practical side, clothe flipcharts...

• Keep information in the correct step-by step sequence, to aid the presenter;

• Allow the presenter to select certain pictures to reinforce a point of view;

• Are durable for field conditions and resistant to tearing, heat, dust and rain;

• Are washable for use over many years;

• Are portable, lightweight and do not break down easily;

• Unlike projectors, they do not need a darkened room or electricity;

• Can be printed in sufficient quantities so that all field staff and key people inthe community may have copies to use;

• Are made locally, and relatively cheaply, without foreign exchange.

FLIPCHARTS USER’S GUIDE: enhancing practical communication skills

For field staff, teachers and other community mobilisers, a guide booklet tells how to turn a simpleflipchart into a dynamic discussion tool. It interprets the meaning of the pictures, explains the storyline possibilities and suggests interpersonal communication techniques.

The guide describes how to:

• plan and conduct productive meetings with rural people;

• set up the meeting place;

• tell the flipchart stories, stressing important information;

• adapt the flipchart messages to local needs;

• ask leading questions;

• encourage the interaction group to join in with questions, answers and points of view;

• identify problems or obstacles;

• steer the discussions toward positive decisions;

• assist rural communities to make practical plans that will support development objectives.

Box 4 (continued)

Types of Discussion Tools.

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On the practical side, the booklet is printed in sufficient quantity so that field staff and others canuse it as a general communication guide.

PICTURE CODES: stimulating discussion

Picture codes are drawings, used in a similar manner as for flipcharts. They differ from flipcharts inthat they do not portray a series of events but rather a single act and that they are usually on paper.Quite often on one side of the picture code there is the drawing and on the other side there are thesuggested questions to go with it. Benefits and uses of picture codes are the same as those forflipcharts.

POSTERS AND LEAFLETS: promoting ideas and action

Very often these utilise or adapt the flipchart images. Posters raise awareness and the value of theimportant “new ideas” discussed in the flipcharts.

Leaflets provide reminders about the “ideas” and key technical points raised in the flipcharts.

With posters and leaflets:

• the project is more visible, dynamic and important;

• mass awareness of the “new idea” is achieved;

• vital technical information is widely distributed in a consistent form;

• various communities are informed through use of local language versions; and

• field staff has attractive and colourful gifts to give to influential individuals and offices.

On the practical side, posters and leaflets are printed in large quantities and in local languageversions without much additional expense.

ADULT LITERACY AND SCHOOL BOOKLETS: These are often used for teaching farmers andtheir families

These booklets, that usually include a number of drawings and pictures, are an excellent way toencourage interaction groups, field staff and students to learn more about the intended issue.Booklets are usually in high demand among literacy programmes and individuals that do not haveenough reading materials. For many individuals these serve as a starting point or reference fordiscussion. They can also be reused many times.

Adult literacy and school booklets:

• remind people of the story discussed in the flipchart;

• provide opportunities for discussing and studying vital technical information;

• help people to learn the requirements of the project and how individuals may paticipate in it;

• are accessible to various communities because they use local languages; and

• provide an opportunity to the project to give something to key individuals and groups, schools,etc.

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Large quantities of adult literacy and school booklets are usually distributed to rural communities intarget areas where an extra effort to inform people and to ensure their participation is needed. Insuch circumstances local language versions should be made available for each relevant community.

3.2.2 Basic Elements of Print Materials Production

Printed materials include mass media such as newspapers, posters, pamphlets, banners, stickers,billboards, booklets, etc. and group media such as flipcharts, picture codes. The former usuallyintend to pass on information or messages to people while the latter enhances face-to-face discussionthus facilitating the investigation of critical issues and the exchange of knowledge. As for othermedia, when considering aspects related to the production process, you should assess the situationto be addressed by the communication strategy. There are a few elements you should be aware ofwhen preparing for the production of print materials.

• Culture - printed materials have of necessity to be culturally relevant and appropriate. Fromculture to culture images or metaphors that might be visually represented could mean differentthings, which are acceptable or not acceptable. The PRCA is important in unveiling aspectsof the culture that are considered taboo or not for public consumption. Similarly, you shouldlook at the literacy level of the interaction group critically when considering the writtenword. There is some literacy requirement for the visual component. People need to relate toimages in order to appreciate them fully and understand the message. This is made possibleif images are culturally sensitive and appropriate.

• Educational Level - illustrated print materials can also have text. As mentioned abovebefore the use of text, it is important to know whether the interaction group for which thematerials are meant, are literate.

• Content - the content, that is what is presented by the print materials, should always berelevant and appropriate to the context. Subject matter, age, gender, and preferences forcolour, appeals, and perceptions of the community determine the context, closely related tothe cultural element. If you deal with visual materials you are strongly advised, whereverpossible, to work with an artist from the community. This will ensure the appropriateness ofthe materials, encourage the community to bring out the materials associated with the topicand assist actively in the production process.

• Language - communication becomes a two-way understanding if the spoken and writtenlanguage and that of visualisation, is spoken and fully understood by the interaction group.Language is the first window to a people’s culture. Unless one prints materials using thepeople’s language, it might not be possible to access the people’s culture.

• Application/Technical Use - materials for discussion, education, information or trainingshould be pertinent to the application, or technical use for which they are meant. Indigenoustechnical knowledge regarding the matter should also have been known from the participatoryresearch.

While this handbook has referred to both written and print material its major focus is specificallyvisual materials as they are the ones mostly used in the communication approaches adoptedin the development world. Remember that in many cases high illiteracy levels are a formidablebarrier to understanding written printed aids.

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3.2.3 How to Draw for Rural People

As mentioned above, because of their level of formal education, relative isolation from the mediaand other printed matter, rural people may have limited skills to interpret drawings. Just likereading a book, comprehending a drawing is an acquired skill, called “visual literacy”. To help suchviewers, make illustrations that can be understood easily, possibly without any written or verbalexplanation. The followings are some tips that can assist you when drawing for rural people:

• Make drawings simple and bold, and put the main topic at the centre as large as possible;

• Show only one topic (or idea) at a time;

• Take out unnecessary details, which do not have a purpose, as they distract people andmake the main subject to become lost;

• Since perspective may confuse viewers, avoid drawing objects that are small in the background;

• Draw everything in the picture in scale to each other;

• Show whole objects, even if there are several. Put the objects in the foreground;

• Avoid overlapping or cutting off parts of objects;

• Show “detail enlargement” of a part only after the whole object is seen;

• Avoid symbols that are generally abstract;

• Help people identify with the pictures, make the characters, clothes, buildings, animals,crops, tools, and environment as similar as possible to the interaction groups;

• Use colours realistically;

• In a picture sequence present a new picture for each new action, thought or theme. This iscalled step-by-step sequence;

• Keep the figures and environment in the story consistent (characters, gender, age, clothing,hairstyle, animals, crops, buildings, seasons, colours, etc.).

• Use appropriate clothing for the person’s social status, age, gender and activities; and

• Use the right facial and body gestures for each situation in the story.

To create effective visual materials that will meet your objectives, it is necessary to identify thevarious themes and ways of telling the story, as people from the community would describe it.These will be transformed into ideas, which will provide the basis for pictures and text. To beeffective, ideas must be clarified. Incomplete and vague ideas will waste the time and effort ofartists, writers, technicians and even the intended interaction group. Use the storyboard techniqueto put all ideas in a sound written and visual form.

What is a storyboard? It is a way of assisting you to organise the various aspects involved in theproduction of visual print materials. It allows you to match images with the text or questionsaccompanying them. A storyboard is made this way:

• Small rough sketches of the proposed pictures, on one side of the paper;

• Simple text explaining the graphic details of each picture, on the other side of the paper,next to the related sketches; and

• Text that narrates the main story, in outline form, but includes key questions for the interactiongroup.

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The storyboard is the key creative planning tool. It enables easy alteration, which ensures thatideas are clear and the story sequence and technical information are complete. At this stage allconcerned with the communication effort can review and suggest improvements.

The guidelines presented here are mainly intended for flipcharts although they also apply to othermaterials. Remember to sketch the entire group of flipcharts, posters, leaflets and booklets, beforedrawing full sized versions. This shows planners that all main themes are covered. In summary youshould observe the following:

• Visualise for the interaction group. Imagine each picture revealing the story in a step-by-step sequence so that the interaction group has no doubt about what is happening.

• Sequence. Good sequence is achieved when the interaction group is comfortable lookingat the next picture, and not disoriented, asking, “What happened?”

• One picture for one thought. Assign a new picture to show each new action, thought ortechnical theme. If a message has multiple topics, split it up into separate pictures.

• Number of pictures. Plan a minimum of three pictures and maximum of eight pictures perstory.

• “Write pictures” or “draw sentences”. Let the subject be revealed in pictures, one afteranother. The pictures should be self-explanatory. Draw as you are narrating a story, keepingin mind topical questions to help the interaction group explore the content of the picturesmore deeply.

• Keep it brief. Avoid writing long technical descriptions in the narrative (the pictures shouldbe self-explanatory). The style should be conversational to stimulate discussion. Avoid alecture.

• Make it worthwhile. Let the interaction group know from the very first picture that it isworthwhile to see more. This is accomplished by showing people like themselves involved inthe story, familiar scenes of employment or leisure, or relevant concerns and interests.

For the end of the story prepare questions that help the interaction group to discuss and to givetheir views on what happened and what could be done. Often individual pictures are viewed againfor this discussion.

Finally if you are producing posters or booklets pay attention to the suggestions below:

• For posters make the pictures bold, attention-grabbing and self-explanatory with equallysimple and large headlines. The illustrations may be adapted from the flipcharts; and

• For booklets the narrative should be written simply to be read aloud easily, not like a technicaldocument. The illustrations may be adapted from the flipcharts.

3.2.4 Production Criteria in Print Materials

The design and production process must be participatory. This means that at every stage of thedesign process the interaction group has to be involved in terms of ideas and, if there is a localartist, in terms of drawing the illustrations. By so doing, the community perception of visualliteracy is demystified. The community is empowered by virtue of being engaged from thebrainstorming, to the creation of learning, discussion materials.

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• During the participatory research, video footage, photographs and samples of songs, coloursand so on are collected. This collection is important in the material production processparticularly when using a graphic artist not familiar with the area. Aspects of culture need tobe incorporated in visual materials to be relevant to the interaction group. A picture ofSudanese adult nomads wearing traditional robes was shown to Zimbabweanfarmers and the Zimbabwean farmers interpreted the illustration as that of childrenlooking after cattle. Findings of the participatory research will also assist you in choosingthe appropriate media.

• Remember that the idea of print materials is to enhance communication in a face-to-facedialogue. It is not only the comprehension of the visual materials that is important but alsothe acceptability. Whereas one community in a sanitation campaign can accept an illustrationof some one in the bush answering the call of nature using the cat method, another communitymight be offended by that illustration. Cultural sensitivity is a cardinal rule in producingvisual materials. The communication team and graphic artist must be good observers ofnon-verbal cues and listeners of the interaction group’s concerns in order to achieve this.

• Establish whether the purpose of the visual materials, with regards to the communicationapproach, is problem solving, to educate, to dialogue, or to train. A particular approach willhave an impact on the type of illustration one is using. For example, an illustration informinga community about mixed cropping is different from an illustration that is intended to createdialogue on problems encountered in mixed cropping. Discussion tools will naturally alwaysseek to promote face-to-face discussion.

• As you will see later pre-testing is a fundamental part of the production process. It serves toensure that the community sees what you think you are drawing. Sometimes you can havea very talented graphic artist but with no experience of the rural world. Pre-testing ensuresthat such an artist moves closer to the rural setting and thus avoids creating material that ismeaningless or misleading to the interaction group. Drawings should be seen as evaluatedby the eyes of the people they are intended for not from those of technical panel on drawings.Remember that reality is what peoples’ eyes perceive regardless of how well or how accuratelythe artist has drawn something.

• Communities appreciate artistically profound illustrations – profound in the sense of appealing.Banal, dull, unimaginative illustrations are likely to alienate the communities’ interest inlearning. There are different appeals that can be used in illustrating materials. As discussedin chapter two these appeals can also be adapted for radio, theatre, video, television andother media.

3.2.5 The Printing Production Process

The communication strategy describes the content and direction messages and discussion themesshould take. Therefore when describing the production process you should start from the research.Also remember that before authorising mass production of the materials it is always advisable tohave a prototype produced. You can follow these basic steps in the production of print materials(a similar process applicable to media production in general is presented in the last section of thischapter):

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Step 1: Research

Identify objectives, messages/exchange themes by consulting field staff and interaction groups.Take photographs to help the illustrator.

Step 2: Storyboard and writing/drawing

With interaction groups, use participatory approaches to sketch individual images, and draftaccompanying texts. Check materials with technical specialists. Produce illustrations, lettering andcomplete texts.

Step 3: Field-testing and approval

Show materials to assess effectiveness with the interaction groups, field staff and technical specialists.After field-testing, improve message content, illustrations and text. Obtain final approval.

Step 4: Preparing to print

Obtain competitive quotations, choose a printer, and produce final illustrations, typeset text andpaste-up camera-ready artwork for printing. Wherever possible produce a prototype first.

Step 5: Budgeting and printing

Deliver camera-ready artwork to printer. Confirm final budget. Approve first printed samples priorto authorising full printing job. The next section deals with budgeting aspects in detail.

Step 6 Training and distribution

Train field staff to use materials at communication training workshop - do not distribute materialsto field staff unless they have been trained to use them. Detail the distribution plan with field staffco-ordinators to coincide with communication activities.

3.2.6 Budgeting for the Production of Print Materials

Budgeting for discussion materials that usually are based on visual aids may present some differencesfrom the one involved in print materials using text. The process however is similar, and in thissection we look at the former. The budget for producing print materials, and in particular, discussiontools, can be a major cost of the communication activities. It is important to be able to make anaccurate estimate by being familiar with all factors involving costs. These include:

• cost of work by production team;

• pilot-testing (transport, accommodation, allowances, etc.);

• modification related work;

• printing;

• training field staff to use the materials; and

• distribution and use.

When you start planning the production of print materials you should make sure to have all thenecessary expertise on board. The Production team usually consists of a team leader, a scriptwriter,an illustrator (from the project area), technical adviser or subject specialist (from the project). Theactivities this team will be involved in may include:

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• Planning production steps and budget;

• Establishing printing specifications and costs;

• Writing the texts for all materials;

• Collecting visual reference: taking and collecting photographs;

• Drawing all illustrations;

• Visualising and presenting storyboards for appraisal;

• Pilot-testing draft illustrations, text and themes of prototype materials;

• Modifying prototype materials after pilot-testing and seeking final approval;

• Preparing camera-ready artwork (including text type-setting) for printing;

• Liasing with selected printers and quality control of their work;

• Drawing guidelines for training field staff to use printed materials; and

• Developing the printed material distribution plan;

Once the process has reached the stage of production, you should define the specifications neededto accomplish this task. To determine costs printers must know specifications, which include:

• printing process - silk-screen or offset litho;

• page size and number of pages;

• quality of paper or cloth;

• cover material;

• type of binding (finishing);

• number of colours for printing;

• state of the camera ready artwork (drawings & text);

• quantities;

• delivery time; and

• finalise specifications after field-testing.

Determine Quantities By:

• distribution points;

• number of users;

• number of language versions; and

• minimum quantities for cost-effective printing

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Finally you have to determine the quantity considering the following factors:

• Distribution points. Determine all likely users from field staff to key people in localcommunities and distribution points using a Distribution Quantity Worksheet (a list specifyingplaces and quantities). For particularly important areas, a more intensive distribution anduse of materials might be needed.

• Number of users. You need to know how many people are going to use the materials inorder to estimate cost and inputs needed.

• Number of language versions. If applicable, plan to print important materials in locallanguage versions. The printer, at little additional cost per copy, can produce different languageversions of the same poster, leaflet, etc., if sufficient copies are printed.

• Minimum quantity for cost-effective printing. Take into account minimum printingquantities. Bear in mind that the major costs of printing are in the preparation stages of thefirst batch. Additional copies are relatively inexpensive.

The following tables provide an example of various budget lines to consider in the productionprocess, categorised by communication activities, personnel, type of materials for printing, trainingand distribution.

Table 4

Production Team Activities.

1.1 Personnel Estimated cost

1.1.1 Team leader

1.1.2 Illustrator

1.1.3 Project technical specialist

1.1.4 Secretarial service

1.2 Preparation

1.2.1 Research field trip

1.2.2 Per diems

1.2.3 Fuel for field trip

1.2.4 Fuel for town

1.2.5 Art and photographic materials

1.2.6 Office, artist studio, telephone

1.2.7 Pilot-testing field trips

1.2.8 Per diems

1.2.9 Fuel

Estimated subtotal

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Table 5

Printing.

2.1 Printing Quantity Estimated cost

2.1.1 Flipcharts

2.1.2 Flipchart users guide

2.1.3 Picture codes

2.1.4 Posters

2.1.5 Leaflets

2.1.6 Literacy booklets

Estimated subtotal

Table 6

Training and Distribution.

3.1 Training and Distribution Quantity Estimated cost

3.1.1 Training the trainers workshop

3.1.2 Local-level training of field staff

3.1.3 Distribution, transport to local areas

3.1.4 Usage - activities

Estimated subtotal

TOTAL (table 1, 2 and 3)

3.2.7 Pre-Testing Print Materials: Field-testing to Ensure Effectiveness.

The process of pre-testing is similar for all materials. In this section, however, our focus is ondiscussion tools. People interpret drawings and the message behind them on the basis of whatthey already know and what they believe in. Their “Visual Perception” is particular to their culture,education and extent of exposure to media. It is therefore essential to test all draft media materialswith the intended interaction group and users before you print, or distribute and even use them.

Testing will save money, time and effort

Field testing, or pre-testing, puts the production team in direct contact with the people that areimportant, i.e., the project beneficiaries. During and after field-testing the team can modify thematerials to ensure effectiveness.

The viewers

Rural people often see illustrations in ways that are very different from people who live in towns.They may even interpret a drawing to mean the exact opposite of what you intended it to mean.With the illustrator, show the pictures to the intended interaction group and ask what they see. Ifthey see something different from what you intend, ask their advice on how to make the picturebetter if it is to reflect what you intend it to do. The illustrator should re-sketch the subject on thespot and try it again. In just a short time you will have pictures that rural people understand andenjoy. These new sketches can be finalised back at headquarters. But if there is any doubt about

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rural people’s comprehension of these final materials (in terms of concepts, colours, rearrangement,etc.) the materials should be field-tested again before printing. Remember you are also testing forthe acceptability of the idea and not just for the comprehension of the individual pictures.

Test the materials, not the people

When field-testing materials, remember that the materials are being tested, not the people whoare asked to comment and make suggestions. There are no “right” or “wrong” comments. Afarmer is not “wrong” if he or she identifies a drawing of a cow as a dog! The drawing is“wrong”. The illustrator needs to redraw it to fit the farmer’s image of a cow. Do not be embarrassedif the drafts of media materials “do” poorly. The challenge is to adapt these materials in order tocommunicate effectively with rural people.

The kind of questions that field-testing will answer with the interaction group are:

• Do they like the materials, are they attractive, do they hold their attention and do theystimulate discussion?

• Do they get the message (or concepts) right away, or are they confused by the way thingsare portrayed, or by unnecessary details?

• Can they link the step-by-step sequence of pictures into a story over a time scale, or do theyinterpret each picture separately?

• Is the content of the story correct?

• Do they focus just on details, or parts of the picture, rather than the whole picture?

• Do they see the relevance of the situation portrayed, to their own lives and needs?

• Do they agree with the local details such as clothes, buildings, animals, crops, tools, andenvironment?

• Are they used to abstraction of ideas, or do they mostly think in concrete terms?

• Do they understand perspective to show things far and near?

• Can they see overlapped objects as separate items?

• Can they determine the relative size of objects in the picture? (Scale)

• Can they interpret close-up enlargements?

• Are they concerned about cut-off’s, e.g. torso section of the body without the legs?

• Do they recognise facial expressions and body postures with specific emotions?

• Do they see the implied activities and movement and are they correct?

• Does any part of a picture embarrass them?

• Do they attach any significance to the different colours? and

• Are the stories too long or too short?

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With whom and how many people should you pre-test with?

To get a balanced view with the intended interaction group, show the drawings to differentindividuals across the social scale age and gender. Keep testing until you find a trend that gives youan idea of what the problems are. Consistent answers from 20 to 30 people are enough toindicate if the materials work or require changes.

Test for the meaning of the text

Get people to read aloud any text that is intended for them, for example slogans on a series ofposters. If they cannot read, read it to them. Do they understand the meaning of the slogan? Canthey suggest a slogan to convey the meaning better?

Some classic questions of field-testing both pictures and text narration

Ask open questions to prompt and encourage discussion. Let the interaction group explain detailsand, if applicable, encourage them to give testimonies of their experience on the subject seen.Indicate first the entire picture and then further prompt by pointing to the details.

• “What do you see here?” (Indicate first the entire picture and then the details.)

• “What is happening?”

• “What is the picture about?”

• “How does this picture relate to the previous picture?”

• “What is each person in the picture doing, and what are they thinking about?

• “Why are they doing that?”

• “How do the people look?” and the crops, animals, buildings, etc.

• “Who is this person and how is he/she feeling?”

• “What do you feel about this?”

• “Which is close and far away?”

• “What is the message of this story?”

• “Does it happen here?”

• “What should be done?”

• “What do you think should happen next”?

• “Is there anything you like about this picture?”

• “Is there any thing you don’t like about this picture, is anything embarrassing?”

• “Is the picture interesting? If so why and if not, why not?”

• “How would you change this picture to make it clearer?”

• “How would you change these drawings to show the message better?”

• “Read the text aloud (or read it to them if they cannot) and tell me what you just read?”

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• “Does the text go with the picture?” and

• “Are there words you would change? To what?”

Naturally, if the whole production process has taken place in the community, with local artists, theeffectiveness of pre-testing is greatly diminished as people’s perceptions and suggestions will alreadyhave been already reflected in the materials.

3.3 Using Video in Communication for Development

Video has often been regarded as a powerful medium that is adaptable and effective in all situations.Unfortunately this is not the case. Video is the use of semi-professional or professional videotapingfor specific purposes made for narrow audiences, with specific characteristics and interests. It canbe produced and shown either in a raw form or in an edited fashion (meaning working on thevideo material that has been shot, cut it and put it together into an effective format). Sometimesvideo programmes can also be used and broadcast on television, but even if video is such a powerfulmedia this does not mean that it should be used in every occasion. You should keep in mind thatvideo production could be a complex and expensive task. The main danger with video is that it canoften be regarded as the most important aspect of a communication strategy, running into thedanger highlighted by Mc Luhan, when he stated that the medium is the message. Viewers,especially in rural areas, can become very excited with video, but will they be equally excited andalert to the content video is supposed to communicate?

3.3.1 Purpose and Rationale for Using Video

Video is a medium that could be used for a number of purposes. The most common use is theone-way mass communication function, where the message, or a series of messages are passed onto a passive audience, consisting of viewers who cannot provide any direct feedback to what hasbeen produced. Video, however, could also be used in a more participatory and interpersonalmanner, as it has been extensively done by FAO in a number of countries in Latin America3 and byother organisations in different parts of the world (India is another country where participatoryvideo has been used successfully). People in the community can use video to document and reflectupon issues and activities of collective interest. It can also be used to generate discussion on criticalissues.

When considering using video you should ask yourself the advantages of this choice. The rationalefor using video can be its persuasive strength or maybe the fact that it will stimulate and motivatefarmers to express their viewpoint in a community experiencing a low profile on a certain activity.The point is that once you are familiar with the strengths and weaknesses of video you shouldconsider them in deciding why it would be better to use video in your communication strategy.There are many media that can be used in a communication programme. Each of them may be themost appropriate according to the situation and the needs of the community.

Before using video you should however closely consider the costs and implications associated withthis choice. Bear in mind that video has a language in itself and before thinking how to go aboutit, you should try to understand the level of visual literacy of the community. By visual literacy it ismeant the people’s understanding of the technology and of symbols and images, which may be

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part of the video. You should therefore avoid using video just for the sake of it, as it frequentlyhappens. Video should be used carefully and only after having decided the benefits expected andthe full implications of using it.

3.3.2 Main Uses of Video

Video in development can be used effectively for various purposes namely:

• documentation;

• monitoring;

• encouraging participation;

• generating discussion; and

• facilitating the learning process.

Documentation usually implies a series of tasks that can be accomplished effectively only bysomebody with a good deal of experience in video. Documenting a process or an activity requiresaccurate planning before the shooting, in order to highlight effectively the intended content/message. This means that before going into the field to document a project and communityactivities you need to sit down and prepare a basic plan for your video shooting. You have also tomake sure that the video planning is compatible and feasible with the project work plan and thecommunity’s daily activities. Once you have done your video planning you must inform allstakeholders about it. When the actual shooting of the video begins, the person operating thevideo equipment needs to be familiar with a number of technical issues e.g., how to frame a shotproperly, lighting requirements, proper audio recording, etc. This ensures the quality of the finalproduct, which usually needs to be of high standard in order for the result to impress projectmanagement, policy makers, international donors, governmental institutions, etc. Finally, afterthe shooting in the field, the material should be edited into an attractive and interesting format.The production of this kind of video can be very expensive. You therefore need to identify fundsbefore beginning the production process.

On the other hand, video can be used in a less demanding, but equally constructive way, byshifting the production process from the experts to the community. The purpose of video here isnot to impress somebody but rather to encourage people’s participation, and to generate discussionon crucial issues or facilitate the learning process (concerning new skills or required knowledge). InLatin America FAO3 has introduced an innovative methodology known as Audio-visual Pedagogythat is based on the principle that the best form of learning is that achieved by doing. Relevantproblems are assessed in the field jointly by the extensionists and the farmers. Out of this interactiona pedagogical package, which contains learning issues decided jointly by the extensionist with thefarmers, is developed with video at its centre. Problems are discussed and addressed with thesupport of video. The old model sender-medium-receiver has been changed into interlocutor-medium-interlocutor, (very similar to the model used by the Southern African DevelopmentCommunity- Centre of Communication for Development - SADC-CCD). Video is then planned,

3 The Regional FAO Project GCP/RLA/114/ITA, based in Santiago, Chile, has been at the forefront of an innovative approach, known as Audio-visualPedagogy. It entails the use of video with and by rural communities to encourage and support their active participation in the decision makingprocess.

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produced and played back by the community for the community. When used in this interactiveand participatory fashion, video can be a very valuable asset both for the community and for anydevelopment project or programme.

There are other instances where video can be used in a participatory way. When discussing anissue for instance the debate can be recorded and then shown to other people (with or withoutediting). Very often that is enough to stir a lively discussion and raise people’s awareness on whatis being discussed. Video can act as a filter to express people’s opinions, thus making them moreimpersonal and less sensitive to personal criticism. On the other hand some people may feel shy ortoo intimidated to talk in front of a video camera. Such is the power of video that it can also beeffectively used to revert the traditional mass media top down approach into a bottom up one, asin the case of one Masai community in the Ngorongoro conservation area. The men of thecommunity expressed candidly in a video, their concern about the management plan as proposedby external experts. They openly said that they were wondering why they needed these experts tocome and tell them how to conserve their natural resources when these very experts were comingfrom countries where most wildlife and vegetation was already destroyed. Statements such asthese were recorded on video and started being shown in different circles. As a result, the approvalof the intended management plan was postponed (even when there was extensive pressure tomake it go ahead). Video can therefore be effectively used for advocacy in order to allow thecommunity’s voice to be heard. As seen in the example just given above, video has a very powerfuleffect that can be easily and rapidly multiplied by showing it to a number of people or organisations.In such an instance video does not need to have extensive preparations or post-production activities.The poor technical conditions in which the message is presented can actually reinforce the immediacyand the impact of what has been said.

Finally video can also be used effectively for monitoring and evaluation. This aspect could either bedone by the community or by video experts. The preparations for this should be however done ina participatory manner. Indicators and checkpoints to be monitored and videotaped should bedecided jointly with the community. Usually if properly done this material can be used to producea video on the whole process, thus documenting, informing and even promoting the projects’achievements.

Video is a flexible enough instrument to be used for a number of purposes as long as you are clearin your mind what it is for. The biggest, and most common, mistake you can make is that of videotaping everything just because you have available the necessary equipment. In this case you arevery likely to end up with a mountain of videotapes of very little value. To avoid this, you shouldplan in advance what you intend to record. You may not need a full treatment of the video youintend to produce, but at least, you should have some guidelines to direct your video recording.

Since video production can be a very expensive enterprise, before engaging in it, you should carryout a cost-benefit analysis answering questions such as: is video the most appropriate medium toachieve the objectives? Is it cost effective? Do most people have access to view the video? Etc.One case where it is often advisable to use video is in television campaigns where there is a strongelement of persuasion to be dealt with. Due to its persuasive power, its high appeal and highcredibility it usually enjoys, video is a very effective medium for drawing people’s attention tocrucial issues. However, there is still the problem of how many people are actually able to watchthe video, either through videocassette recorders, mobile units or television. How many peoplehave access to television in rural areas? If you plan a mass campaign and you intend to use video,

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or television, you should first investigate the penetration levels, i.e. establish how many peoplehave access to video or television. As a final recommendation, keep in mind the purpose of videoyou intend to produce, the people you intend to produce it with. When in doubt, ask for advicefrom experts.

3.3.3 Strengths and Limitations of Video

While video can be a very appealing medium with many strengths it also has a few limitations andconstraints. Among the major advantages of using video is the high interest it generates and thefact that electronic images can be played back and forth and be discussed immediately (if thenecessary equipment is provided). Among the most frequently quoted disadvantages are; therelatively high costs and the technical know-how required to properly operate, maintain theequipment and produce good quality products.

The main advantages of using video are:

• It is a prestigious and persuasive medium. The simple fact of using it often is sufficient todraw people’s attention;

• It can be highly persuasive, as it usually enjoys high credibility;

• It is a very effective mass medium and as such, it can reach a great number of people at thesame time;

• It can be of immediate use. Pictures and sounds are recorded simultaneously and can beplayed back on the spot if a monitor or a VCR is available;

• Once the equipment is purchased and well maintained it has minimal running costs;

• It can provide immediate feedback and arguments for educational or raising awarenessdiscussions;

• When post-production is required, video allows a very effective content manipulation toreinforce the intended message or theme and make it more appealing;

• Modern video technology has made the operation of video technology a simple task, withineveryone’s reach; and

• It is an effective medium for documenting and monitoring community activities. It can alsobe used effectively in presentation of the community viewpoints to policy makers and decisionmakers.

On the other hand video has the following disadvantages.

• It has high initial expenses.

• Video equipment is quite delicate, must be stored in an appropriate place and handled withcare. It usually requires proper maintenance in order to function properly over a period oftime.

• As powerful as it is as a medium, it can also be rather self-absorbing, diverting people’sattention from the intended content on to the video itself.

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• When used at community level, it tends to be monopolised by powerful interests because ofits prestige.

• Loses its mass media connotations in rural areas where TV penetration is low and quite ofteneven when electricity may be lacking.

• When used for informational purposes, it requires complex preparation in terms of content(what should be presented) and format (how it should be presented and shot). Hence it alsorequires specific know-how seldom available in rural communities.

• When used for informational purposes video can be a very expensive instrument, since ontop of the time and costs required for the preparations, you need time and costs for post-production activities.

3.4 Using Popular Theatre in Communication for Development

Theatre for Development is used as one way of helping the masses in the developing world tocome to terms with their environment and the onus of improving their lot culturally, educationally,politically, economically and socially. It can be used to pass and reinforce certain messages or touncover and investigate issues.

Various terms are used for Theatre for Development, for example: popular theatre, propagandatheatre, case drama, development theatre or, sometimes, political theatre. Each of these termsindicates to some extent what Theatre for Development is about, but not fully. In this section youwill be introduced to the way theatre can be used effectively as a communication technique andmedium.

3.4.1 Background and Rationale

Politics and intellectual nationalism today are responsible for the view that performing arts havealways been fulfilling a utilitarian role in the community and that encouraging this serves to forestalla people’s heritage. Some politicians claim that4 :

There are many reasons why our forefathers chose to use songs, dance, drums and masks toeducate their young, to comment on the socio-political conditions in their societies and topreserve their historical legends. One of the reasons is that our forefathers realised that one ofthe most effective methods of education is through audio-visual aids of what was familiar. Inother words our forefathers subscribed to the modern education axiom that if he sees andhears he remembers. They also realised that by presenting ideas through a variety of mediasuch as songs, dance, mime, poetic recitals, ordinary narrative and masquerades one is able tocapture the imagination of the people. It was the function of our traditional theatre, notmerely to entertain, but also to instruct.

In this vein, theatre for development has been encouraged as a positive effort building on a people’scultural heritage, using traditional channels and knowledge. Theatre has always been used toexchange or advance knowledge, views and information among peoples of the world from timeimmemorial. This kind of theatre has existed within festivals or ceremonies of one kind or another.

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To see the knowledge, views or information invested in this theatre, one has to understand theoccasion when it takes place, the manner in which it is done and, the words and language thatform its stories. Current use of theatre in development activities stems from recognition of thisfact. However, there are practitioners, with more radical views, who believe that the entertainmentfunction of theatre is a deliberate and convenient move to suppress the potential of theatre as atool for raising the consciousness of the people.

The sudden resurgence of theatre for development in the third world today, highlights the potentialof this medium for being a democratic medium, in which the people, i.e., the audience, can playan active part in the making of the content and issues presented. In this way they can relatedirectly to those issues and fully enjoy the integration of popular and traditional elements with thecreative component of theatre. Theatre can assist in the search for ways of supplementing themass media, which have been shown to be incapable of effecting change on their own withoutsome intermediary process especially in rural areas. This view is partly supported by some peoplewho state that popular theatre is being encouraged as a tool for adult education. This is due todeficiencies in the existing educational institutions and communication media that stem from elitismof colonial education and its irrelevance to the goals of national development to non-formaleducation. They also share one philosophical basis in their discussion of this education. And thisis a philosophy deriving from the ideas of Paulo Freire and others who put at the centre of theirwork participatory research, conscientisation and development. These people are adult educatorsand their ideas have given rise to the participatory methodology “Training for Transformation”.

One of the burning issues in theatre for development is the role and importance of the artistry.One school of thought believes that whatever the theatre producers do with their people shouldbe well done, polished and professional. Other practitioners tend to de-emphasise this aspect.The message is all they really care about. This position seems to be more prevalent in most developingcountries now. The artist is encouraged to identify with the masses. The artist’s work must becommitted to the needs of his society. Aesthetics are not of primary importance to the people.Survival is the thing. Whether it is political or physical, it is survival and artists must committhemselves to that end. This is an urgent matter too. In other words, artists must also understandthat their art should be an ‘instant’ package in an ‘easy to carry’ wrapper.

The result of these two parallel demands on the artist have also given rise to ‘Theatre forDevelopment’ or as some say ‘popular theatre’. This is a theatre that combines use of the theatreas a medium for propagating ideas and entertainment. Theatre for development is also beingused as a way of exploring problems, views on them and solutions amongst the people. In thisregard it is used as precursor to community mobilisation campaigns.

3.4.2 The Nature of Theatre for Development

In almost all cases where this theatre is in existence, it is led by a team of experts who work withvarious types of extension workers or ‘village level workers’, assisting them ‘to get their health,nutrition, and agricultural messages across to rural villages using entertainment and fun’. Wemight add to this list, adult literacy campaigns too. Throughout the developing world, we findprojects of one type or another engaged in Theatre for Development.

4 Mudenda, Hon. E.H.K. Speech at the Official Opening of the Theatre for Development Workshop held at Chalimbana In-Service Training Instituteon 19 August 1979 (in Theatre for Development by Chifunyise, Kerr and Dall, published by I.T.I., 1978).

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Areas that come under this theatre vary from straight drama to songs that are employed in anyway as media for communicating ideas related to rural development. The Government of SierraLeone/Care project called LEARN used ‘dramatisations, music, visual aids to bring new informationand ideas to villagers to help them keep healthy and improve their agricultural practices’. TravellingTheatre of Zambia and the Extension Services Department in Malawi include puppetry and dancein their work. So, broadly speaking, Theatre for Development involves a wide range of resources.Let us isolate a few elements of this theatre in order to illustrate how it is created.

• Songs

Usually these are campaign songs composed and sung by teams of extension workers either alone ortogether with the people amongst whom they work. In some cases the songs are recorded on tapesand distributed all over the country for playing through the radio or portable tape recorders duringworking sessions. Where the latter is the case the help of properly trained musicians is sought. This isthe case in Sierra Leone’s project LEARN whose theme was sang by Big Fayia and the Military Jazz Band.

The songs are sung in vernacular languages and usually their tunes are well known adaptations ofpopular music styles. The guiding principles in composing such songs are:

(a ) simple catchy tune,

(b) simple words and lots of repetition,

(c) clear message.

• Dance

Dances employed in this theatre are those that already possess within themselves abundant mimeticpotential, for what actually takes place here is what should properly be termed dance-drama. Anexample of such dances is Malipenga or Mganda or Beni found in United Republic of Tanzania, Malawiand Zambia. Although it is danced to the accompaniment of songs, the dominant part of the musiccomes from drums, whistles and gourds that are specially designed to play like some form of trumpet.To the beat of such instruments, dancers mime several scenes in which they depict whatever messagethey choose to show. In theatre for development these messages fall within the total intentions of theproject.

• Puppetry

This usually forms part of mobile information campaigns. In Malawi the Ministry of Agriculture has usedthis most extensively. The Extension Services section, now called the Agricultural Communication Branch,that serves not just Agriculture, but Forestry and Game sections of the Ministry prepares and performspuppet shows up and down the country. The idea in such campaigns usually is to teach farmers andvillagers in general, modern methods of Agriculture as well as forest and game conservation.

In spite of its popularity amongst practitioners puppetry is losing its grip on its adult audiences. It is foundto be too childish in some cases, whereas in some places it is found to be culturally not admissible.

5 Project LEARN (1982). Instructor’s Guide. Government of Sierra Leone, Care Publications.

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The puppet show takes on a simple story line that the audience is supposed to follow without problems.Usually it builds on stock characters that can easily be identified. Most campaigns using puppetry employpopular recorded music to go with the show. Very often the show is interspersed with such music andcommentary other than the puppets’ own dialogue.

The problems these shows try to tackle are usually a common phenomenon amongst the audience, sothat no questions about the clarity of the message arise. The setting too, is always a direct take-off ofeveryday life. The drama in these is almost always sustained by quarrels between characters that standfor opposing points of view in the story. The stories are mostly built around imagery from local folkloresources.

• Drama

This is the most extensively used of the art forms of the lot considered under Theatre for Development.The work in drama varies from plays performed for villagers by outside groups to plays created andperformed by the villagers themselves. As the Sierra Leone experience shows5:

“These dramas feature the adventure of a typical village farm family. In each story a situation ispresented that a Villager might encounter. Some of the dramas show ways that the problem mightbe solved, while others are left unresolved to encourage the listeners or audience to work out theirown solutions. Each drama is in the vernacular languages of the people in which the project is presentlybeing implemented.”

This work was presented as radio drama as well as stage presentations. The aspect of how ‘theproblem presented might be solved’ in work, like that of Botswana’s Laedza Batanani PopularTheatre, sometimes becomes the kingpin of all work in Theatre for Development. This is particularlyso where it is felt by the organisers that there is low community participation and indifference togovernment development efforts in the area. In such a situation, rather than solve problems, thedrama is supposed to be thought provoking.

All this work is improvised. Teams of extension workers and sometimes, students collect problemsprevalent in particular areas of campaigns. Using these themes they develop improvised dramasthat are rehearsed very briefly and quickly before presentation. This technique has its own flaw,especially where aesthetics are concerned. There is not enough time and thought given to theformat of the presentation and styles of acting. The idea in most projects is to minimise thetheatrical attention to the aesthetics as much as possible in favour of the substance of therepresentation, so that everybody attending the project can participate without feeling intimidatedor inferior to another person. To attend to such issues would run contrary to the aims of some ofthis theatre’s proponents which are, ‘to increase participation of community members in developmentprojects by involving them in the planning and running of the theatre.

Ngugi wa Thiong’o’s work, which seems to be the only type, in this theatre, to care about propertheatrics, started from a script written by one author who presented it to the masses to re-writeand direct en masse. Talking about how I will marry when I want a product of his work in Kenya,he says he was commissioned by the Adult Literacy organisers to script a play as a supplement tothe straight teaching going on at the centre. What they had in mind was a script for ‘modern’theatre but in the vernacular. Artistic intentions were to be primary. When he presented the scriptto the centre and was made to produce it, the students (adult literacy classes) at the centre weremore than willing to participate. Rehearsals were open to the whole group of students there –

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even if they were not participating in the play. Directing was helped by a good deal of commentsfrom the entire public watching the rehearsals. A direct result of this was that several criticismsand alterations were made to the script. This was in terms of language as well as plot and theme.What ultimately came out was the people’s own play.

3.4.3 The Process of Theatre for Development

Theatre can be divided in two basic categories according to the way it is used: Theatre-in-Development and Theatre-for-Development. The former is made up of three types:

a) scripted plays written by some specialists, containing information on a particular subject asunderstood by the writer and performed by a group of actors in the conventional theatreformat;

b) unscripted plays co-created by a director and a group of actors, on a pre-selected topic andpresented formally as conventional theatre; and

c) scripted plays on a chosen topic but later transformed by the actors before villagers andinvolving them in the refinement of the final play. This kind of theatre requires its audience tocome to a special venue selected by the theatre group. It allows for very limited participationof the audience in the creation of the play and its performance.

Theatre-for-Development on the other hand could be said to be of two types:

a) that which is created out of researching in the community but performed by the outsideartists; and

b) that which is investigated and created with the community and performed jointly by theartists and members of the community. In both cases the presentations take place in thecommunity itself, and the venue does not necessarily need to have special requirements.

Very often this theatre is a composite of music, drama, dance, masquerade and puppetry foundwithin the community. It can be used both to investigate and probe specific issues as well as tostimulate discussion on issues of interest to the community, thus it can also be used to identify anddiscuss problem-solving approaches.

Even though the process of Theatre for Development varies according to its purpose the followingstages can be adopted in most cases: research, reporting back, creating the story, sketching thestory, rehearsing the play, performing the play and after performance.

(a) Research

The process of Theatre for Development starts with research. This is ‘informal’ research in that it isnot set up. The research involves living in and with the community in order to know and learnabout the ‘life’ of the people there in. This involves participating in their happiness, sorrows,celebrations as well as their work. In this way one is able to drink in the socio-economic andcultural aspects of the community. Although this research is informed, some PRCA tools could beused to sharpen pictures of the community.

Material and information learnt or gathered during such research provides:

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(a) Fodder for the play that will be created;

(b) The way the play will be performed;

(c) The venue which the community actually would choose for performance; and

(d) Issues that the community feels most strongly about.

When a ‘theatre’ team goes into a community, it should become a part of that community. Thatis why it is important to dress appropriately i.e., in a manner that is in line with the communities.The team must ensure that they are not over-dressed or outrageous in their appearance. It is alsoadvisable to work in pairs when going around the village rather than in one large group. In thisway the community members being observed and studied do not become overwhelmed.

(b) Reporting Back

After living in and sharing life with the community the team must come back together to report onwhat they have learnt of the community. Such reports highlight, issues closest to the hearts ofmembers of the community; cultural life of the community; stories of happenings/events andanecdotes or jokes common in the community. Information gathered should include the community’sperception of whatever is the subject of concern. Such material provides good stuff for dramatisation.

(c) Creating the story

Material gathered during research should give a ‘clear’ picture of what the position of the ‘issue’ ofconcern is like in the village. It should include stories of individuals, families or sections of thecommunity showing concrete testimonies of how they relate to the issues. Instead of, for instance,saying the people of such and such village do not build latrines although they are aware of it, youshould actually have a real person who has not had a latrine and who has had concrete reasons fornot having one. This takes you beyond awareness to actual experience of not having a latrine andits consequences.

From such personal testimonies or experiences and individuals, characters for the story and thestory itself may be drawn and developed. Instead of speaking in ‘general terms and about issues’,an individual or specific people are made to live and demonstrate the experience of living with theissues being looked at.

The story so created is fiction. But it is built on actual lived experiences, that the community forwhom (later with whom) the drama is being developed will recognise and sometimes even identifywith it, depending on how well the dramatisation is done.

(d) Sketching the play

Having created a story from findings gathered in the field, the next step is sketching the play. Thegoal here is not to create a play script, but an outline of the play scene by scene. A scene beingstages in the story just created. If we can compare the story to a journey between District A andDistrict B, there are points that must be gone through to make up this journey. From District A, wemight have to stop over at A1, to fill up petrol in the car we are travelling in.

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While at A1, the driver might have quarrelled with the petrol attendant. We then moved to pointA2 where we stopped again. This time to buy drinks and visit the toilet. The next story may be ourdestination B. Here we find nobody waiting for us and so we decide to return.

(Journey = A > A1 > A2 > B)

Using this journey as an example of the whole story, we can say that points (A) (A1) (A2) and Bcould be our scenes. In ‘building’ the sketch we shall select deliberately events that happened atthese points and leave out those that happened on the bus in between them. Sketching the playis very similar to this process. We deliberately select or create points that highlight importantaspects of the issue the story is meant to tell.

(e) Rehearsing (developing) the play

Using actual stories of happenings gathered during the research, characters could be identifiedand re-lived before everybody in the team. Here the whole team agrees on whether those ‘acting’out these happenings as put together into scenes of the sketch are being truthful. They can alsoselect those individuals who seem best suited for what scenes. This is preparation of the play thatis referred to as the rehearsal. The process of rehearsal uses other material gathered during theresearch. These are the songs, dances or rituals that people do in the village. During the researchthe team will have observed how people relate to each other, how they walk or talk. From suchobservations, individuals selected to play particular roles might build their characters.

The idea here is that when the people of the village come to see the play, they should recognisethemselves (as a village) in the play. Rehearsals therefore aim at achieving this, quite apart fromdramatising and developing the story created earlier on.

(f) Performing the Play

Once the play has been rehearsed and the team is satisfied that it is ready for presentation, theymust choose a venue that is accessible to the people in the village. The period of research shouldreveal which places are used for public celebration in the village. The period should also revealwhich time of the day is the best for holding the performance.

Efforts to involve the village community in presenting or even participating in dances from thevillage should be made. The idea here is to make it as much of the people’s own occasion aspossible than that of the team.

During the performance, the acting should deliberately offer opportunities for the audience toanswer questions or even comment on what is happening in the play. These comments can berepeated and passed on to other members of the audience around issues being depicted in theplay. The actors should always take the story back from this dialogue and move it towards the end.

(g) After the performance

The team should get back together to go through experiences of the performance, to examinetheir own performance and the comments that the people were making as the play was unfolding.

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This discussion should reveal material for further action either theatrically or on issues underdiscussion.

Sometimes the people want further discussion on issues in the play, such an opportunity should beprovided to them. There might also be need for follow-up action. This has to be taken care of, andwhenever possible fulfilled, by the subject specialist/extensioist.

3.5 Communication and Creativity: Combining Contents, Media Characteristicsand Treatment

So far, up to this point you have been exposed to the process of message design, you have seenhow a number of media can be used in communication for development you have been exposedto production issues regarding the production of communication materials. The challenge thatremains at this point is how to combine all the elements in the most effective way in order toachieve the communication objectives. Each theme, message or issue you intend to present ordiscuss should be treated according to the medium you are going to use, taking into accountpeople’s reality. Advertisers are fully aware that an advertisement working well in a country maynot be effective in another. Similarly a certain slogan on video, accompanied by certain images,will not be equally effective on radio.

By now you have seen how frequent “stop-review-and-go” steps compose the design process.The process actually does not usually go in such a linear, clear-cut sequential form, as presented inthis Handbook. As a matter of fact, many of the steps presented here happen in a simultaneousway, or in a different order. The reason for putting them in a neat sequence is purely instructional.This has been purely to assist you to comprehend the process in all its phases. Once you arefamiliar with it you will find it easy to deal with all the communication elements that you canrearrange according to the situation facing you. When doing the final draft of your treatment(which will then be refined and produced by the specialist selected) review all the significant elementsin your communication strategy, such as priority NOPS, Interaction Groups profiles, communicationobjectives, approaches, message and discussion themes, media selected, appeals, formats, etc.You must review all data in your hands and, by adding the creative element; you transform it intosomething brilliant and appealing to the interaction groups. Remember that creativity is somethinginnate to human beings; you should therefore be ready to also pick it up from the community.Sometimes it is just enough to listen to them. You might be surprised by the simple but ingeniousthinking of many rural people, who have survived for centuries in places where most people willnot be able to survive for a few days.

3.6 Field Staff Training on How to Effectively Use Communication Materials

Some of the communication materials developed cannot be simply distributed as they are produced.In a number of cases you need to make arrangements to illustrate how they should be usedeffectively. This is particularly true for the production of discussion tools. Remember that the mainpurpose of discussion tools is to make meetings more lively and informative, where viewpoints canbe shared with confidence, increasing mutual understanding. Using discussion tools effectivelycan be difficult for field workers such as extensionists who have been trained for years, to pass

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knowledge to farmers. Such workers’ understanding of participation is confined to asking questionsto clarify an issue. It is difficult for people like these (after years of talking down at farmers) tosuddenly start to listen to them. This is why training of the field staff on how to use tools togenerate and stimulate discussion is crucial. Field staff who make skilful use of a flipchart, forexample, will encourage the interaction group to do most of the talking and guide them to clarifytheir needs and reach decisions about how they can reach their identified objectives in the project.This can be the first step of full involvement in the project activities.

3.6.1 How to Use Discussion Tools: Tips for Trainers

The following simple basic points are intended as a guide to stimulate productive group discussionswith rural people, that is, on how to use discussion tools effectively:

• Read the stories in the flipchart users guide to yourself and study all the pictures ahead oftime, so that you do not have to read the stories in front of the interaction group; memorisethe stories and classic questions picture by picture.

• Adapt and relate the message to the local interaction group by changing the names ofthe people and places to suit the areas you move in. Add other details about the characters’backgrounds to make them more personal. (Involve the interaction group; ask them to givelocal names to the characters and places.) Plan your work, make notes, find ways (askleading questions. “Does this happen here?”) to link the stories to local examples based onthe pictures.

• Have the interaction group sit near you and make sure that they are comfortable; thiscan take place in any location as long as they are free from distractions. Make sure it is asuitable time and place for the particular groups and only spend 30 to 60 minutes showingand discussing the pictures at any one time.

• Make sure that everyone can see the pictures. A Flipchart could be hung from a tree,fence or house.

• Help the interaction group “see” the message/concepts in the pictures by always pointingout the critical details of the subject. Let the interaction group explain details and give theirexperience on the subject seen.

• Do not lecture, use the pictures to prompt and encourage discussions and most important,get people to think, find and understand the solutions for themselves.

• Ask questions that let the interaction group explain and give their experience on the subject.Get the interaction group to talk about the pictures by asking them what they see in thepicture. Do not let the more outspoken dominate the discussion, instead seek out opinionsfrom all sectors of the group across age, gender and status.

• Use the language that is simple and most understood by your interaction group avoidingdifficult words. Remember some of the interaction group may be illiterate which is onereason why you are using pictures.

• Listen and observe the interaction group’s reactions and comments. Ask them for possiblesolutions and think of the consequences of each one of them.

• Let the interaction group argue and give answers but do not lose control in the direction

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of the discussion.

• Be sensitive to feelings and reactions of your interaction group, be supportive and politewhen talking.

• Remember that discussion tools are for: storytelling; asking questions; getting others to askquestions and sharing information.

• Make notes on people’s reactions and comments soon after the discussion. List the commonquestions asked on each picture and concept with your own comments.

When you use the discussion tools to ask questions, remember to adapt your approach accordingto the situation. Sometimes you need to make questions as open and unbiased as possible, thusavoiding leading people to give you the answer you want. In other instances you might need toask leading questions to steer the discussion in the intended direction. The kind of questions askedand the way they are asked are instrumental to achieving the intended results. Remember, guidethe discussion on the relevant topic, its causes and solutions. Common questions to ask theinteraction group should be along these lines:

• What do you see happening in the picture?

• Why is it happening?

• Does this happen in real life?

• What problem does this lead to?

• What are the root causes of the problem? and

• What can be done about it?

Asking questions serves to identify any gaps of understanding between field staff and projectrecipients. Explore how communication activities can bridge those gaps. Show field staff how touse the discussion tools to stimulate productive group discussions with rural people. Skilful use ofa flipchart, for example, will encourage the interaction group to do most of the talking and reachdecisions gradually about how they can reach their objectives in the project. To accomplish this,the flipchart user should ask questions that encourage the interaction group to describe what theysee and, say what they think.

Make logistical plans for the field co-ordinators to gather their field staff for similar trainingworkshops. Each individual field staff should be supplied with the Flipcharts User’s Guide booklet.This is meant to train them in communication techniques and on how to use the materials. Identifya materials distribution work plan to reach local people and places that should receive the materials(administrative centres, clinics, markets, schools, etc.). Make a plan for visiting all rural communities.Try to use existing regular meetings with rural communities to hold discussions, such as standardfield visits to plan work with communities, meetings of farmers’ associations, market days, healthprograms and distribution of goods and services. In many cases a new circuit of meetings may berequired to reach everyone. Try, as much as possible, to go around and supervise the way discussiontools are being used, especially in the initial period.

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3.7 Summary of the Basic Steps in the Production Process

The following steps provide you with a guide that allows you to use an organised and systematicapproach to development of communication materials

1. Research

Make sure the objectives of the materials to be produced are relevant and valid to thecommunity and that they are consistent with the identified communication objectives. Collectvisual reference materials from books and journals and take photographs during your fieldvisits.

2. Developing the content

According to the media you plan to use, you should think of how you want to achieveintended objectives. For example, if dealing with a flipchart, you should think of whichpictures should go in and following what sequence. If a booklet is needed, you must thinkof the instructions that are to be given and in which style. With radio, you need to decidethe format of the programme and then develop the treatment. If you decide to use theatreyou will need to decide what kind of theatre and write the treatment. If you use video youmight need a storyboard (where the text is coupled with the images going with it). Whereverpossible, carry out the activities involved here with a specialist of the medium you are planningto use.

3. Preparing a production plan

Based on the information and decision taken so far, make a plan for the materials needed tobe produced and when. Prepare an estimated budget for field visits, costs of specialists (i.e.graphic artist, radio producer, etc.).

4. Producing the Prototype

Develop the first draft or the prototype of what you intend to produce. Even if this is doneon a low cost basis try to be as accurate as possible so that the pre-testing provides you withuseful insights.

5. Field Testing (or Pre-testing)

Ideally the previous steps should be done in the community and with the community.Unfortunately the reality of the development world seldom allows it. Therefore, you need tofield test, or pre-test, all of your materials with the community before going into massproduction. No matter what medium you are using, you should always pre-test yourcommunication materials to make sure that the community sees what you are seeing in thatparticular production (whether it is a drawing, or a leaflet, or a radio or a video programme).Involving the specialists in the field visits is a good way of making your pre-testing moreeffective and minimising the amount of changes and corrections needed. For instance, ifyou plan to produce a series of posters or flipcharts illustrating a problem experienced by thecommunity, it would be helpful to bring the graphic artist in some of your field visits. In this

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way not only does he/she have a precise idea of the physical detail needed for his/her drawings(e.g. facial traits, kind of houses, etc.), but he/she also gets a flavour of the social andcultural environment of the people related to the communication activities being developed.

6. Budgeting

Once you have carried out the pre-testing and made the modifications, you should reviewthe costs involved and finalise your budget accordingly. The more complete and detailed theset of instructions and materials you deliver to the specialists (e.g. a refined storyboard for avideo production, camera-ready artwork for printing, etc.) the less is going to be the costyou will have to bear.

7. Mass production

At this point you can start the production of all the materials. One tip, valid especially in thecase of printing though is: try to always get samples of materials prior to authorising the fulljob, even when the budget and all the specifications have been discussed and approvedbefore hand.

8. Training and Distribution

In some instances you need to train field staff on the purpose and use of the communicationmaterials being produced. Next you have to plan their distribution. If they are posters forinstance, you should also advise on best options for placing them (e.g. hospitals, schools,etc.). Distribution is not always given due attention, but it is a very important aspect ofmaterials development that should be done properly in order to complete the productioncycle.

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chapter 4 Managing the Planning and Implementation

of the Communication Programme

MANAGING THE PLANNING ANDIMPLEMENTATION OF THE

COMMUNICATION PROGRAMME

4.1 Using SAF to Organise Your Data Into An Effective Work Plan4.1.1 Linking Objectives and Outputs4.1.2 Organising Activities and Responsibilities4.1.3 Accounting for Inputs and Estimated Budgets4.1.4 Organising all Elements into a Consistent Work Plan

4.2 Monitoring The Communication Process4.2.1 Purpose and Rationale of Monitoring4.2.2 Indicators and Levels of Measurement4.2.3 Means of Verification4.2.4 External Factors4.2.5 Monitoring Crucial Steps of the Process

4.3 Summative Evaluation4.3.1 Rationale and Purpose of Evaluation4.3.2 Quantitative Evaluation: the Baseline Study4.3.3 Quantitative Evaluation: the Participatory Impact Assessment4.3.4 Finalising the Overall Evaluation of the Project’s Impact

4.4 Final Considerations4.4.1 Organisation and Management of the Entire Planning and Implementation Process

4.4.2 How to Report and Present the Communication Proposal

Objective

This chapter provides you with the tools for organising all your work into an effective and manageableplan of action. It also indicates how to monitor the whole process and evaluate the final results.Finally, the chapter also gives some tips on how to report and present the communication planningand activities.

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1. Draw a consistent and feasible work plan;

2. Monitor the communication process; and

3. Conduct the quantitative and qualitative evaluation of the communication component.

4.1 Using SAF to Organise your Data into an Effective Work Plan

All the elements needed to draw an effective communication work plan are now in your possession.The only thing you need to do is to put them together in a logical and consistent way. TheSituation Analysis Framework (SAF) can help you in this task. In order to make your tasks simplethis section has been divided into four units meant to take you gradually, through in the design ofthe overall work plan.

4.1.1 Linking Objectives and Outputs

At this stage you will have already defined all the elements needed to draw up the communicationstrategy. All you have to do is to put them together and make sure that the way they are linked isconsistent with the overall process. We shall use the example of a Nutrition Project to make theprocess easier to see and understand. The priority focal problem identified in this project is poorfeeding practises in children under five years of age.

The related communication objective to be concentrated upon in the development of thecommunication strategy is raising awareness on proper feeding practises for children under5 to at least 80% of all the women between the age of 16 and 40 in a particular district.

The next question you should ask yourself is “how can I best achieve this objective?” A solution isnot always easy to find right away. Sometimes you might be considering possible solutions forquite sometime as you go through the various steps of the strategy design, before you decidewhich one would be best. For our example here, this has been decided. On a hypothetical basis,the decision is that the best way to achieve the communication objectives is by accomplishingcertain tasks. These are defined as outputs and are formulated in a measurable, tangible way. InSAF these are known as quantitative outputs, and in this case they are:

1. Two meetings per village: Organise at least two meetings in each village of the district tobe attended by all the women (men are to be welcomed too). The purpose of these meetingsis to draw the attention of the women to the danger of malnutrition. Discussion should alsobe concerned with how to recognise the early symptoms of malnutrition and what to do toimprove the situation.

2. Two hundred posters: Produce 200 posters with a strong visual emotional appeal (e.g. ahungry malnourished baby crying) meant to draw the attention of the women to the problemof malnutrition. These posters will be posted in public places throughout the villages of thedistrict. Some will be placed in schools and clinics in order to stimulate discussion throughteachers or nurses.

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3. Ten flipcharts: Design and produce 10 flipcharts to be used by the health worker as discussiontools in meetings with the women. Their purpose is to stimulate discussion around criticalissues concerned with malnutrition in children and the importance of adopting proper feedingpractices.

4. One training workshop. The workshop is meant for the health workers. They will betrained on the importance of using an open, participatory approach with the women and onthe importance of having the right attitude. More specifically the health workers will betrained on how to use the flipcharts in stimulating discussion and dialogue among all parties.

The next question you might ask yourself is “if I accomplish all of the quantitative outputs will I besure to achieve the objective?” The answer should be yes, but at the moment, it is no, since it isnot only what you do but how well you do it that is important to achieve the objective. Forinstance, you can successfully complete the training workshop attended by all participants expected,but you could still not achieve your purpose. The participants may not have acquired the necessaryskills, or even attitude, to use the discussion tools effectively. In many instances this separationbetween what has to be done and how well it is done is absent, and the two concepts are consideredboth under outputs. However in this handbook, for instructional purposes and for the sake ofclarity, outputs have been divided into two elements: quantitative and qualitative outputs. Thesewill make it easier for you to first consider tangible and measurable outputs, and then, focus onthe expected results of those outputs, which are often ways of measuring the effectiveness of youroutputs. In the Nutrition Project example given here, the qualitative outputs are:

1. The amount of women participating in the two meetings (was there a significant numberof women?) and their degree of involvement (did most women participate in thediscussion?);

2. The appropriate placing of posters in selected locations (do most women of the village getexposed to them?) and the message passed by the posters is it easily understood anddoes it truly reflect the intended purpose (do women see the point of the poster?);

3. The flipcharts have been produced in an effective manner (are the drawings reflectingwhat they are supposed to and are they stimulating discussion about the issue? Are thepanels of a proper size?); and

4. The training workshop has successfully managed to achieve its instructionalobjectives (have participants comprehended the required attitude? Did they learn the newskills?).

In organising the work plan at this early stage you must make sure that the outputs selected canhave a direct beneficial effect on the objective. Reviewing every step of your communicationstrategy that led you to select those outputs can do this. Remember that outputs must be tangibleand measurable products. We recommend that you split these outputs into two groups, i.e.,qualitative and quantitative ones. The latter group, which is very similar to a unit of measurement,has been added for instructional purposes. It will assist you in refining the quantitative outputsproperly while at the same time help you to focus on monitoring and evaluation of the process.

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4.1.2 Organising Activities and Responsibilities

When organising activities like in the case of flip charts, you must first consider the various stepsinvolved in the production of the flipcharts, namely:

1. Developing the story (and storyboard);

2. Designing the preliminary drawings;

3. Pre-testing the drawings;

4. Produce the flipcharts; and

5. Training of the field workers on how to use the flipcharts.

For each activity, you must consider what you want to achieve, thus verifying the consistency of thelinkage between the activity and the outputs, and what is involved. You should consider thehuman and material resource needed, the location, the kind of work required and the amount oftime estimated to be spent for each activity. Together with your team you must decide who isgoing to be responsible for each activity. The responsible person does not necessarily have to carryout the activities. Rather he/she is supposed to supervise, co-ordinate and monitor the activitiesmaking sure they are performed satisfactorily.

4.1.3 Accounting for Inputs and Estimated Budget

When making preparations for carrying out the plan of action you should consider all therequirements needed to accomplish the specific activities, both in terms of human resources andmaterials. These requirements are defined as inputs. It is your task to list and account for allneeded inputs. Correct estimation of inputs is very important for production of quality work andfor drawing an accurate budget, which is supposed to be approved by management of the project.Very often, getting a budget approved is not so easy, but getting a revision of a budget (due tomiscalculations or to factors that cannot be accounted for) is even harder. It is therefore necessaryto spend a good amount of time going through all the needed inputs for each single activity. In thesame way you must be precise in estimating the cost of each input. Estimates for budgeting canbe done following several approaches. You can either make an estimate for each expense or putexpenses under certain groups or categories such as transportation costs, production costs, stationeryfor training, fees for consultants, etc.

4.1.4 Organising all Elements into a Consistent Work Plan

By now you should have all the elements needed for putting your work plan together. The onlyelement you need to add once you have put all the pieces together is time. You have to provide afeasible timeframe taking into account the time needed to accomplish a particular task, availabilityof the specialists involved, project’s deadlines and, last but not least, the community schedule ofactivities in the field. Worksheet 2 given on the next page illustrates how your work plan couldlook like following the SAF format. This should be considered as a guide to provide you with all theelements needed for producing a final work plan in whatever format.

Worksheet 2 summarises the sequence and the steps needed to synthesise all the factors constitutingthe work plan. Before filling the boxes of the worksheet you should have gone through every stepputting them in writing in a narrative form. Start showing why and how you have defined theSMART Communication Objectives (i.e. which focal problems?). Explain the communication mode

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design you have selected (i.e. Interaction Groups, Communication Approaches, Design Specifications,Media and Activities) and the expected outputs. Detail each activity, specifying the needed inputs,in terms of human resources, materials and funding. Reach a decision about who is supervisingwhat and finally decide the time frame within which the work plan will operate in order to fulfil itspurpose. Once this process has been carefully reviewed and agreed upon, you can go to theschematic format of worksheet 2 (page 108), which is summarising all of the above.

Worksheet 2

SAF in the Organisation of the Work Plan.

SMART Quantitative Qualitative Activities Inputs Responsibility Timing

Communication Outputs Outputs with est.

Objectives (derived from costing

Communication

Strategy)

Putting together all the elements of the work plan also gives you an opportunity to review thewhole communication strategy. For each element you are filling in, revise the validity of its existence,the soundness of its purpose and its feasibility. Also revise linkages between each element and theprevious one and the next one. Remember that each element of SAF has a causal linkage with theothers. Also remember that even if in the work plan outputs come immediately after objectives,they actually are indirectly derived from the objectives (since they were defined through thecommunication strategy), as solutions to the focal problems. Once all the elements have beenaccounted for, you are ready to start the implementation phase. Having defined and organised allthe elements this far it should be easy for you to manage the whole process. Nevertheless, you stillhave to monitor each step closely.

4.2 Monitoring the Communication Process

Monitoring is the process of establishing checkpoints to make sure that you are on the right track.This means that you must establish a system for recording, on a regular basis, useful informationfor keeping track of the activities and progress being made towards the set objectives. Wheneversomething is going wrong, monitoring should provide basis for taking the best course of action tocorrect the situation. Monitoring is complementary to the organisation of the work plan since it issupposed to identify indicators for measuring the success of the activities and determining thecheckpoints to assess the project progress.

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4.2.1 Purpose and Rationale of Monitoring

The main purpose of monitoring is that of checking and verifying that the planned activities areprogressing in a satisfactory way. Monitoring is supposed to provide the necessary instruments forchecking the process while it progresses, rather than wait until the evaluation of the final result.An effective monitoring system allows you to have the situation always under control and to takecorrective action as soon as it is needed thus optimising time and resources.

What should you monitor? Monitoring should begin as soon as the project is being originated andit should occur in all the phases of the communication process. During the research phase monitoringensures that the identified community NOPS will be analysed and prioritised appropriately. Duringthe planning phase monitoring provides indicators to closely check the feasibility and the way theproject is supposed to progress. During the implementation phase monitoring measures theeffectiveness and the relevance of the activities being carried out. It is important that the indicatorsfor monitoring the process be established and agreed upon with the community. This ensures theparticipatory nature of the programme and avoids differences and misunderstandings in the expectedoutputs.

The following steps should assist you in planning and conducting the monitoring of the projectactivities:

• Establish the purpose of monitoring;

• Establish what will be monitored;

• Establish how it will be monitored (indicators);

• Establish when the monitoring will occur (checkpoints); and

• Establish who will be responsible for the monitoring.

4.2.2 Indicators and Levels of Measurement

How does monitoring occur? First and foremost you need to identify indicators that will serve ascheckpoints throughout the whole process. As usual indicators can be easily defined for activitiesresulting in physical outputs, but they are not so easy to define when dealing with other aspectsnot physically quantifiable. If in the work plan one of the outputs is to conduct a series of trainingworkshops for at least, 80% of the farmers in the district an indicator is going to be the percentageof people trained. By getting statistical data on the farmers’ population and counting the numberof participants attending your workshops, you can easily monitor if you are achieving the intendedresult.

Things are not so easy if you include another aspect dealing with the expected output of thetraining, such as that of ensuring that all participants get the necessary skills to implement newfarming techniques. It is not easy to establish indicators in such circumstances since indicatorsshould somehow measure the level of competence in the new skill acquired by the participantsduring the workshop.

Similarly monitoring, or evaluating something like the degree of participation in the decision-making process is very difficult? Which indicators can provide an accurate representation of thedegree of people’s participation in a campaign aimed at reducing the incidence of malaria through

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meetings and public discussions? Head counting at weekly meetings can be one way, but a verylimited one as it does not truly reflect people’s level of participation, but rather their presence.

A more appropriate way could be to measure how many people attending the meetings are changingtheir attitudes, and taking actions to prevent malaria. Establishing indicators often requires identifyingcriteria for measuring the progress and direction the communication programme is moving to.This is obtained by operationalising the relevant terms or concepts.

Operationalisation is the concrete and specific definition of something in terms that can be measured.It refers to the specifications of the steps (procedures, or operations) needed to identify and measurea certain variable. For instance delinquency can be operationalised as committing an act thatviolates the criminal law. Cultural differences play a critical part in this aspect. The operationalisationof the term family in most western countries, where the father, the mother and maybe one or twochildren, compose a typical family is likely to be different from, say, that of most African societieswhere the extended family, includes father, mother, children, grandfather, grandmother and oftenuncles and aunts.

When you operationalise a term you are basically answering three questions: what are you goingto observe, how are you going to do it, what interpretations are you going to give to what hasbeen observed, or measured. When you put these three questions together, you have youroperational definition.

To make sure this concept is clear let’s operationalise together the term “economic growth” followingthe suggestions above.

• Answering the first question you could state that you would observe the amount of trade inthe community, or the profits from agricultural products.

• The second question may lead you to state that you will observe and record the moneytransactions taking place in the community, both with inside and with outside sources.

• Thirdly, you can state that your observations will be interpreted according to a certain level ofincrease in the financial transactions. Therefore you can operationalise the term economicgrowth, as a significant increase of the average income of the community.

The example above is hypothetical but it should help you to see that by operationalising a term youare actually defining it as it is and as it can be observed, hence measured. Once this has beenachieved you need to identify the indicators. An indicator can be defined as a unit of measurementthat provides the needed frame of reference to judge and assess a given situation. In the previousexample an indicator could be the financial transactions actually taking place in the community ina certain period of time. A good indicator should have the following characteristics:

• Be specific: in terms of magnitude and time. It should also specifically refer to a single conceptor activity rather than to a number of them;

• Be factual: each indicator should reflect the fact rather than the impression or theinterpretation;

• Be directly measurable: indicators should have a direct causal link with what they are supposedto measure. Be sure to eliminate all possible interference from external factors; and

• Be based on verifiable data: indicators should be accounted for based on already availabledata or on data that can be collected easily by the project. For instance there is no use insetting indicators for which you cannot identify appropriate sources of verification.

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Monitoring the planning phase requires indicators for checking the timing of the activities and forverifying the consistency of the actions planned and the logical linkage to each other. Indicatorsshould be identified and defined at the beginning of the communication process, as soon aspossible, in order to establish an effective monitoring system. It would be difficult and impracticalto monitor every single step of the process. You are thus advised to identify relevant checkpointsthat should be assessed to provide the needed monitoring feedback. If everything appears to begoing as planned then you can proceed. If not, you should consider the best course of action tocorrect the situation.

From what has been discussed above you can see that there are two types of measurement: thequantitative and the qualitative. The former is concerned with monitoring the visible, tangibleoutcome while the latter is concerned with the quality of that outcome. These two types can beused to monitor each phase of the process, namely the research, the communication planning anddesign, the materials development and the implementation of the activities. At the end of theprocess the same two types of measurement must be applied to measure the impact of thecommunication.

4.2.3 Means of Verification

Since every indicator needs to be easily measured you have to think of how it can be done. Meansof verification have the purpose of ensuring that you can measure objectively the checkpoints youhave established, either in the planning or implementation phase. Your task here is that ofdetermining which are the sources from which you can obtain information regarding the setindicators. If you cannot find reliable means of verification you should reconsider your indicators.For instance if you want to monitor the effectiveness of a vaccination campaign and your indicatoris the number of people being vaccinated, your means of verification can include clinic reports andstatistics from the mobile teams of the Ministry of Health.

In the case of a campaign to increase awareness on AIDS, choosing correct indicators may be moretricky than the vaccination case above, since if you define an indicator as the number of peopleaware of AIDS you will have firstly to operationalise the term “AIDS awareness” and secondly, youwill need to know who was not aware of AIDS before the campaign.

Establishing means of verification involves defining how you intend to measure your indicators.While going through this phase you should ask yourself the following questions:

• Is the information needed to verify the indicators available from existing sources?;

• If yes, is the information reliable and up-to-date?;

• If not, can the needed information be collected in a justifiable way (costs/benefits)?; and

• Is measurement of indicators going to be clearly verifiable and consistent with its purpose?

These questions will help you to define the means of verification necessary to efficiently, andeffectively, monitor the whole programming process.

4.2.4 External Factors

External factors are situations or conditions largely, or completely, outside the project’s control thatcould however negatively affect the final result of the project activities. Do you think it is possible

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for a project that has been properly designed and accurately implemented to fail completely? Yes,it is. How? By a concurrence of factors outside the project’s control. One of the most classicexamples is that of a project training a number of people on certain technical skills and once theyhave been successfully trained most of them resign from the project and accept better paid jobs inthe private sector. Another example could be that of a community-based project growing a varietyof crops for income generating purposes. Everything seems to go smoothly until a major unexpectedflood occurs causing the destruction of all the crops.

External factors could also be formulated in terms of assumptions (necessary conditions or situationsneeded for the project to succeed) or risks. Assessing possible risks in the beginning of the processhelps to minimise those risks or at least to be ready to consider and take into account possiblecountermeasures should negative external factors occur. A clear definition of external factors isalso useful to the management of the project since it helps to clarify the area and limits ofresponsibility of the project. External factors should be identified and analysed during the assessmentand planning phase. If they are very likely to occur, the project should then be redesigned in orderto take them into account. For instance, you would not plan to build a hospital in a frequentlyflooded area. In summary, external factors are very important since they assist management inunderstanding the boundaries and limits within which the project operates and also because theyallow you to prepare a contingency plan should they occur.

4.2.5 Monitoring Crucial Steps of the Process

So far we have been talking about the purpose of monitoring and the procedures required toestablish an effective monitoring system. The Worksheet below is a useful tool that can assist youin this task.

Worksheet 3

Communication Strategy: Monitoring the Work Plan.

Topics/Results to be measured Indicators Means of Verification External Factors (for each indicator)

Quantitative Outputs

Qualitative Outputs

Relevant Activities

Relevant Inputs

When you develop your work plan make sure you have a complete list of expected outputs,activities and inputs (the Objectives will be assessed in the Evaluation Phase). The worksheet onthis previous page, assisted by the list presented at the end of section 4.2.1 (Purpose and Rationaleof Monitoring) will assist you in compiling a detailed checklist. For each single output of yourcommunication strategy you need indicators to enable you to measure and monitor both thequantitative and qualitative component. You do not need to monitor every activity and every inputincluded in your work plan closely.

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However, it does help to monitor some of the most crucial activities as they progress (for instancea training workshop) or some of the inputs (like the timely delivery of needed materials). In somecases, when dealing with the development of communication materials, you need to monitor anumber of issues related to the outputs. For instance, if you are developing a series of posters youneed to monitor and measure a number of issues such as:

• the validity of the message the poster is conveying (is the message accurately reflecting thetopic it is supposed to address?);

• the comprehension level (is the message easily understood by the community?);

• the attention level (does the poster draw the necessary attention to the passer by?); and

• physical exposure (is the location and number of posters sufficient to have the message seenby a significant number of people in the community?).

All of the above aspects are part of designing an effective monitoring system, whose main functionis to make sure you are on the right track. Remember that involving the community in identifyingand defining specific checkpoints in the planning phase will make sure you are considering relevantissues and it will assist you throughout all the subsequent steps of this crucial task.

4.3 Summative Evaluation

At the end of the planning and implementation process of each project, it is necessary to evaluatethe overall impact of the intervention in order to assess the degree of success or failure. The final,or summative, evaluation has this scope i.e., ability to measure the level of intended change broughtabout as a result of the project activities.

4.3.1 Rationale and Purpose of Evaluation

Once all the activities of the communication programme have been implemented there is the needto see what have been their practical effect in the field. What change was brought about by thecommunication strategy being implemented? The aim of the final evaluation is to measure theimpact caused by the project intervention in relation to the set objectives. This is different frommonitoring as an evaluation is conducted mainly for purposes of measuring the final results of theentire process, rather than the progress of the project. A project that does not evaluate, properly,the results of its activities cannot be of any use for eventual duplication of experiences met. Evaluationis not only useful to assess how well the strategy worked but also for assessing how it has benefitedthe community. It is only a valuable instrument for assessing the effectiveness of the strategyimplemented if it can be eventually improved, adapted and utilised in other projects and programmes.

In this handbook the summative evaluation has been divided into two types just like it was donefor monitoring: quantitative and qualitative. The former is concerned with objective, verifiablemeasurement related to the project objectives. The latter, instead, measures the degree of successof the project activities as perceived by the community. The two should ideally coincide, but this isnot always the case. In case of sharp differences between the two different evaluations you mightconsider investigating why this should happen. If the quantitative evaluation, in the form of abaseline study, shows that the project successfully reached its objectives while the participatory

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assessment indicates that people do not perceive any benefit from the project, you need to lookinto the matter. There could be a number of reasons for the disparity, e.g., the objectives of theproject were not the right ones for the expected solutions, or the perceptions of the problemsbetween insiders and outsiders were radically different. Whatever the reason, the final evaluationis supposed to give you a comprehensive and consistent picture of the results of the projectintervention.

4.3.2 Quantitative Evaluation: the Baseline Study

Change cannot be measured in absolute terms, this is to say that, if you want to measure accuratelythe impact of your project, you need to measure the situation before and after your intervention.If you want to know how far you have walked over a distance, you need to know where youstarted. The difference between the point of arrival and the starting point will give you the distanceyou have covered. Similarly, in your communication programme you need to measure first thelevel of awareness or knowledge before implementing the strategy. After having implemented theactivities of your communication strategy you will measure again the level of awareness orknowledge. The difference between the two levels will give you a clear indication of the degree ofchange brought about by the communication activities (assuming there are no significant externalfactors).

By now it should be clear that in order to assess the degree of change brought about by thecommunication intervention, you need to have a starting point against which to measure anyeventual change. The baseline survey mentioned at the beginning fulfils this function. As theword baseline suggests, it provides objectively verifiable data necessary to show the quantitativedimension of the problem to be addressed, thus providing the needed term of reference. Traditionallybaseline surveys are conducted before any other activity of the programme has started in order notto bias the results.

In the Action Program, however, the baseline survey takes place after the PRCA. This innovationhas been adopted because very often the area measured by the baseline in the former situation isalways different from the priority areas identified with the community. A baseline survey carriedout before a PRCA would for instance, try to measure the AKAP on building VIP latrines when inactual fact the real problem was that people did not see the need to have VIP latrines. In such acase the baseline should really be measuring factors affecting the AKAP concerning health andhygiene. The baseline would be more useful after the PRCA, even if it is at the risk of having somedata contamination. In this way the baseline is more likely to measure exactly the priority areas ofspecific relevance. Furthermore it can also be used to validate and confirm the PRCA findings,besides quantifying them.

In chapter 5 of the PRCA handbook, there is a guide on how to design a baseline survey. At thispoint of the strategy you should remember that you have to evaluate the impact of the projectactivities through a post-implementation baseline survey compatible with the baseline carried outduring the field research. Even if the baseline is only part of the overall summative evaluation(Participatory Impact Assessment is the other major component) it is a very important part, sinceproject management, donors and international organisations are usually very sensitive to accountable,sound figures. The baseline survey should provide scientific, tangible and verifiable hard evidenceshowing that the communication intervention has brought some significant improvement.

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4.3.3 Qualitative Evaluation: the Participatory Impact Assessment

Quantitative evaluation may be objective and scientific but in some cases it may overlook the mostimportant issue in development: the human factor. The degree of satisfaction of the communityshould be equally important as the rate of adoption of a certain innovation, even if it is not so easyto assess. Participatory Impact Assessment - PIA - is supposed to measure the perceptions of theresults of the communication intervention and the degree of satisfaction of the community. PIA,unlike the baseline survey, is not concerned with measuring objective scientific results, but theimpact of the project as perceived by the community. Ideally the two should be consistent witheach other.

The impact assessment is carried out through a series of participatory techniques and tools similarto those used in the PRCA. In evaluating the project impact you have to make sure that thecommunity identifies in advance the indicators for the problems that are to be addressed (usuallyoriginating from the problem tree) jointly with the project staff. In this way you are sure that theobjectives are appropriate and relevant for insiders and outsiders, i.e., the community and theproject staff. Using participatory techniques and tools, your team and the community, have to gothrough the following steps:

• Agree on the purpose of the evaluation;

• Establish what will be evaluated (e.g. project objectives, people’s satisfaction, etc.);

• Establish how it will be evaluated;

• Establish by whom it will be evaluated (evaluation team);

• Establish when it will be evaluated; and

• Make final comments and recommendations.

Based on the above questions, you could also make a plan to make sure that the evaluationactivities are carried out properly. The purpose of PIA is to make sure that the evaluation is not atheoretical exercise for a few experts but a comprehensive measurement that includes thecommunity’s perceptions and concerns. Once the “what are you going to evaluate” has beendefined you and the other members of the evaluation team need to decide how. Go to the PRCAtoolbox in the PRCA Handbook, and use the most appropriate techniques and tools designed toinvolve people in the whole process (from choosing appropriate indicators to assessing the finalresult).

4.3.4 Finalising the Overall Evaluation of the Project’s Impact

Once the quantitative and qualitative evaluations have been carried out, the results should becombined to form a comprehensive study, assessing the results and the change brought about bythe communication intervention. The major point you should keep in mind, when you present theresults of the evaluation, is to show what has been the direct benefit/improvement that has beencaused by communication. If you write a specific report on the evaluation of the communicationcomponent (or even of the project) you could follow a number of formats. The one usually usedin the Action Programme is divided into six major areas as outlined below:

• Brief background of the project, specifying the objectives;

• Preview of the results achieved by the project (or by the communication intervention);

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• Evaluation Methodology (which methods have been used);

• Description of Evaluation Activities;

• Findings of the Evaluation; and

• Comments and Future Recommendations.

Needless to say, you can adopt whatever format you feel confident with when presenting thefindings of the evaluation. The important thing to remember is that you must always considerwhom your audience is. When you present findings consider the most important points you are toput across. Here again SAF as given below, can assist you in organising your findings.

Worksheet 4

SAF in the Evaluation of Communication Impact.

Topics/Results to be Measured Indicators Means of Verification External Factors(for each indicator)

Quantitative Evaluation(of the Impact in relation tothe Objectives)Participatory Evaluation(of the Impact in relation tothe Objectives)Relevant Inputs

The project and the communication objectives are not the only elements that can be evaluated.You might also be interested in evaluating a specific technology, social processes or the level ofparticipation enjoyed by the project, even if these may not be directly considered in your objectives.You should therefore also be aware that the evaluation, even if it is done at the end of the wholeprocess, is not necessarily the very last activity of the project. Based on its findings andrecommendations, the project could be extended in order to take corrective measures to furtherimprove the final outcome. Further corrections, modifications or adaptations suggested in theevaluation could be considered in order to improve the effectiveness of the strategy implementedwhen, and if, a similar project is to be replicated in other circumstances.

4.4 Final Considerations

At this point most of the job appears to have been done. What remains, is to assemble the variousstages of the strategy and verify them in a systematic way. In this chapter you will discuss how toprepare and present a feasible and manageable work plan. Remember that it is not enough tomake a good work plan. You have to convince management, and all other interested parties, thatyour proposal is appropriate, cost-effective and most of all that it is needed to solve a majorproblem.

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4.4.1 Organisation and Management of the Entire Planning and Implementation Process

You are now at the end of the process of communication strategy design that originated from yourwork in the field. All you have to do now is to assemble all the pieces, double-check each one ofthem and verify the way they are linked to one another. To assist you in checking the wholeprocess follow and revise the points outlined below:

• SMART Communication Objectives. After having stated the objectives revise thequantitative and qualitative indicators, means of verification and external factors;

• Quantitative Outputs. Make a complete list of outputs and revise the indicators, meansof verification and external factors for each of them;

• Qualitative Outputs. Make a complete list of outputs, usually in relation to the quantitativeoutputs, and revise indicators, means of verifications and external factors;

• Activities. Try to be as precise as possible, listing each activity, the person responsible andthe time frame; and

• Inputs. For each activity specify the human and material resources needed. Provide a clearestimate of the funds needed to carry out the activities.

If you have revised these elements you are in a comfortable position to organise and supervise thewhole process. However you should remember that, as in all human activities, in all communicationstrategies, the human factor plays a predominant role. This means that creativity, as well asunexpected variations should be borne in mind. Your planning and supervision should thereforebe flexible enough to allow changes as you proceed towards the accomplishment of the objectives.This is especially true as you are adopting a participatory communication strategy design peoplewill be assessing, taking decisions, carrying out activities with you. More people might mean moreideas and often more time spent to reach a consensus on the best course of action. This is part ofthe approach. Remember that you are not there to tell people what they are supposed to do, butto find out with them what should be done and why. Communication can then go to the next stepand facilitate the achievement of the set objectives.

Managing and supervising the communication component requires close following up of all activitiesthat should be checked according to the set indicators and the provided timeframe. You shouldalso have room for some flexibility. If you have already accounted accurately for external factors itis going to be easier to draw contingency plans as the need arises. The more careful andcomprehensive your work plan is the easier and more effective it is going to be to supervise andmanage the activities planned and to accomplish the set objectives.

4.4.2 How to Report and Present the Communication Proposal

When you write your report about the proposed communication strategy, and its rationale, youmust make sure to include all relevant factors, while avoiding being too long or spending too mucheffort in explaining details of each step you went through. There are many ways to write andpresent a report. Each of them could be equally effective. You should choose a format you feelmost comfortable with. Always keep in mind the person it is intended for. The following is asuggestion of what to include in your written report:

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• Executive summary. It is always advisable to start with a short summary, not more than apage long, of what is your proposal all about. This allows even the busiest person to have anidea about your proposal and hopefully to become interested in it. The executive summaryshould emphasise what is your proposal about and why is its relevance. Often people writingon a well known issue forget that other people may not know it that well and may fail to seethe relevance of the issue in question. Therefore do not assume that what you are doing isimportant, prove it! Make sure your audience can see what the problem is and why it isimportant to address it. If your executive summary conveys these two issues effectively youmade a big step forward in getting your audience attention.

• Contents and acknowledgements. Include a table of contents to illustrate all the topicstreated in your report. You should also acknowledge the contribution of everybody.

• Background Information. At this point include a short project presentation, illustratingthe geographical, cultural, social and economic background of the concerned area. Alsostate the project objectives, problems, structure and main activities.

• Presentation of the main problems and rationale of the proposal. Present the problemsyou are addressing with your proposal. Explain why they are major ones and what is therationale for addressing them; stating why do you think it is important to deal with them.Illustrate why you think communication can effectively assist in solving the problems orimprove the situation.

• Presentation of the research findings. Show how the point above has been derived fromthe field research. Illustrate your original research proposal, the methodology used (PRCAtools and baseline), the findings and the difference between project and communityperceptions.

• Description of the communication strategy. Synthesise the major steps you went throughin order to illustrate your strategy. Remember that most of all, you have to convince thereaders that your communication strategy is: needed, relevant, consistent and effective.

• Description of the outputs. Specify which outputs are expected as a result of the strategydesign. Illustrate the use and purpose of communication materials to be produced.

• Present the work plan. This is the culmination of all the work you have done so far. Theproject management will judge the soundness of your proposal by the consistency, relevanceand feasibility of the work plan. Based on this they will also decide if it should be endorsedand if adequate funding should be authorised.

• Make final comments and recommendations.

When you present your strategy do NOT spend too much time on details and backgroundinformation, however interesting and relevant they might seem to you. If somebody wants toknow more, they can read the report or ask you a question at the end of the presentation. Focuson the issues and problems in question, on the findings of your work and on proposed solutions.Remember that if you want to convince the management, or other agencies, to fund your projectyou need to convince them of two things above everything else. Firstly that the problem presentedis a serious one (presenters tend to assume that it is already a known fact, when often it is not) andsecondly that your strategy will effectively assist to eliminate or reduce the problem.

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Table 6

The Dos and Don’ts about Preparing a Presentation.

Do not start your presentation with general Start your presentation with a strong statement,statements or background information. illustrating the crucial issue and refer to it

throughout the presentation.

Do not make a long elaborate presentation. Try to keep your presentation short (less than People have a limited attention time span and 30 minutes) and up to the point. Eventually tend to lose concentration fast. bring out more information during the follow

up questions

Do not get up and start to read your paper in Diversify the tone of your presentation, a monotonous way emphasise important points, use visual aids

and keep eye contact with the audience

Do not get worried about including everything Stick to the most important points, whichyou have in your presentation stem from your field findings

Do not end your presentation in a rushed way Reinforce the main point in your conclusion,if possible with a dramatisation or a provocativestatement

Do not make your presentation as if you were Shape your presentation having in mind thethe audience portrait of the audience i.e. what do they

know, what do they need to know, what istheir background, etc.

Many presentations fail to achieve the intended results just because the presenter tries to includeeverything in its presentation. Remember that when you prepare for the presentation you shouldhave in mind your listeners, among them focus your attention on the decision-makers, andconcentrate on the more important issue only. Also try to use visual aids to make your presentationmore lively and interesting. There are many ways you can organise the presentation to themanagement. Whatever format you choose to use, remember to be straight forward and up tothe point and most of all be logical and show all causal links. That is, first illustrate the problem,supporting yourself by data, then illustrate how it can be addressed and why. If you performeffectively these three steps you are almost there. Do not worry if in your presentation you leaveout most of the work you have carried out and methodology you have used so far, you can alwayspresent these during follow up questions. The objective of your presentation should be twofold.Firstly to convince your audience that the problem you are addressing is a major one (which needsto be solved before all others) and secondly that the strategy you are proposing will eliminate orgreatly reduce the problem. In the following page you will find a list of dos and don’ts about thepresentation. So please pay attention to them.

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annexes

ANNEXES

This document has been developed in order to facilitate the monitoring, and the neededbackstopping, of all the projects enrolled in the Action Programme-AP. The tables on pages 107and 108 reflect the various phases of the communication process.

MEMORANDUM ON AP BACKSTOPPING

The following points should be clear to everybody in order to understand and use in a consistentway the monitoring table:

• On top of each checklist the name of the project, the AP round, the names of the Centretraining/technical and field co-ordination focal points should be entered. In addition, all theconsultants involved in the backstopping should enter their names or initials in the boxrelated to that specific phase.

• The five different tables tend to reflect the crucial steps in which the assistance of SADC-CCD is usually required. The shaded boxes reflect the critical steps in which direct backstoppingby SADC/FAO experts usually occur (even though backstopping in the field can change torespond to specific situations). The first table reflects activities done during the AP workshop,the other tables reflect activities implemented as a result of the work done during theworkshop.

• The column CHECKPOINTS specifies all the crucial points necessary to keep track of a projectprogress and need for backstopping. It is an internal monitoring system meant to assistgetting a fast and clear picture of the situation of each project in the AP.

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• The column IN-PROGRESS ACTIVITIES - INITIATED should be entered when we receivesome confirmation that the activities have been initiated.

• The column IN-PROGRESS ACTIVITIES - FOLLOW UP serves the purpose to check that theactivities initiated, that may require a long period of time, are making some progress. Inmany cases there may not be the need to enter this column at all.

• The column COMPLETED is meant to provide confirmation that a specific activity has beencomplemented and the communication programme is now entering the next step.

• The column DOCUMENTED is to inform if the activities has been documented and in whatway. If a written report has been done the initials WR could be entered, for photographicmaterial enter PHM, for any video documentation enter AVD or in case of a combination ofthe above formats just enter the relevant initials.

Note that each step of the process includes monitoring.

MONITORING CHECKLIST FOR AP ROUND No.

PROJECT: _______________________ COUNTRY: ______________________

TRAINING Focal Point: ____________ COORDINATION Focal Point: _______

________________________________________________________________

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annexes

I) ACTION WORKSHOP

CHECKPOINTS IN-PROGRESS ACTIVITIES COMPLETED DOCUM.ED

INITIATED FOLLOW UP

1. Enrolment

2. Course Participation

3. PRCA FieldImplementation

4. PRCA Analysis

5. Pre-BaselineDesign

6. Pre-BaselineAdministration

7. Pre-BaselineAnalysis

8. CommunicationStrategy

9. Draft Workplan

II) MANAGEMENT ENDORSEMENT

10. Presentation toManagement

11. BudgetEndorsement

12. Finalisationof Workplan

III) MATERIALS REFINEMENT AND PRODUCTION

13. Message DesignFinalisation

14. Pre-testingof Materials

15. Review andEvaluationof Materials

16. Mass Production

SUGGESTED MID-TERM ASSESSMENT (when needed)

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IV) FIELD IMPLEMENTATION

CHECKPOINTS IN-PROGRESS ACTIVITIES COMPLETED DOCUM.ED

INITIATED FOLLOW UP

17. Training ofField Staff

18. Implementation ofCommunicationActivities

V) EVALUATION

19. Post-baselineDesign

20. Post-baselineAdministration

21. Post-baselineAnalysis

22. Final Evaluation(quantitativeand qualitative)

COMMENTS/RECOMMENDATIONS: _______________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

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bibliography

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This Handbook on Participatory Communication Strategy Design (PCSD) has beenprepared as a training and field guide for designing, implementing and managing

communication for development strategies for field projects. The PCSD methodologyis used to build on the results of the Participatory Rural Communication Appraisal(PRCA). It outlines ways of involving people in the decision-making processes for

effective communication planning and action.

The handbook focuses on the process of planning a communication strategy design ina participatory manner. It clearly explains the principles and processes of

communication planning, message development, multimedia material production andthe implementation of communication activities in the field. Although it does not

dwell on the technical aspects of production, the handbook specifies the requirementsfor effective use of communication approaches, techniques, media, materials and

methods among rural communities. It presents a step-by-step approach to strategydesign. In this way the reader will be able to plan, implement, supervise and monitor

the whole process.

PCSD has been prepared primarily as training and reference material to be usedduring workshops for communication skills development, as well as a guide for

participatory communication strategy design in the field. For those who have not beentrained in PCSD, it is advisable to attend a training workshop in which the principles

and procedures of the activity can be learned and practised before application at thecommunity level.

The communication strategy design process described in the handbook has beentested in training workshops. It has also been applied with success to various

development projects dealing with agriculture, health, education, income generation,gender, water and sanitation, animal husbandry and poverty alleviation.

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ISBN 92-5-105252-2

Participatory Communication Strategy Design

Technology

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