Overview of Presentation Key concepts and approaches C4D and Education Priorities

1. Strengthening Communication for Development towards Improved Results in Education • Overview of Presentation • Key concepts and approaches • C4D and Education Priorities • C4D cross-cutting Flagships • C4D in UNICEF’s Programme Cycle – Key messages Rafael Obregon Chief, C4D Section UNICEF NYHQ Bangladesh, May 2015

2. C4D in UNICEF’s STRATEGIC PLAN 2014-2017

3. How UNICEF Defines C4D An evidence-based process to promote measurable behaviour and social change to accelerate programme results • C4D uses proven change theories, evidence, and findings from formative research • M&E involved from the start • C4D provides “leverage” and “added value” to programme interventions • Development and Humanitarian Contexts

4. Evidence-Based C4D means analyzing barriers & opportunities to change at each level Knowledge, attitudes & practices among children & adolescents and families that affect educational decisions and actions. Individual Family Cultural practices, social beliefs and norms, sense of empowerment that affect educational choices, decisions & actions. Community Institutional conditions of the education system that affect inclusion and quality including teacher attitudes & use of educational media Institutional Policies & governance elements of educational systems that facilitate and/or discourage inclusive and quality education Policy / System

6. C4D supports Programmes but the Communication Response Must be differentiated from from the Programme Response Policies Programmes Providers Data Duty bearers- Pull Rights holders- Push DEMAND CREATION Awareness, improved knowledge Favorable environment – family, community support Active participation Confidence, self efficacy Strengthened accountability ENHANCED SUPPLY Increased number and improved facilities Improved materials and supplies Child & family friendly social services Improved workers skills

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

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

9. (Source: ESAR C4D Framework; Mitsue Uemura)

10. Systematic C4D means applying the C4D planning cycle ….starting at the beginning along with Programs • Communication • Coordination Mechanisms, • Partnerships, Task Forces Evaluation Assessing progress toward programme goals; multiple methods C4D Research & Analysis Socio-behavioural determinants; barriers /enablers related to political, economic, and cultural context; participant and channel analyses Science & Art Implementation & Monitoring Mobilisation of communities and networks; media dissemination, training of community based workers; measuring performance C4D Strategy Communication objectives; participant segmentation and prioritisation; messages and channel mix; m & e indicators Creative Strategy & Materials Development Creative approaches; participatory development and pre-testing of communication messages and materials; production

11. New Global push in UNICEF to get the different arms of Communication to work more closely together for Programme Results Advocacy Resource Mobilization Social Mobilization Public Advocacy Events Social Accountability Social Media Campaigns Social Norms Change Interpersonal Communication General Awareness Campaigns Individual & household behaviour Change Communications C4D

12. From isolated campaigns to comprehensive, long term & resourced strategies to address behavioural and socio-cultural issues at all levels C4D Strategy & $$$

13. Building or strengthening C4D Systems / mechanisms rather than implementing vertical C4D interventions to support one specific issue, problem or programme 1) MULTI-MEDIA INNOVATIONS for Social & Behaviour Change 2) COMMUNITY ENGAGEMENT & SOCIAL NETWORKS for dialogue and action 3) STRENGTHENING CAPACITIES FOR EXCELLENCE in C4D Practice

14. SP Benchmarks for Quality C4D • C4D strategies are integrated within the country programme structure and results framework; and sectoral/cross-sectoral plans with budget allocations. • New or existing C4D task forces/ working groups/committees of multi-sectoral stakeholders (governmental, non-governmental and academic) are established and functioning to plan, coordinate and strengthen C4D activities. • C4D plans/ interventions are informed by, use and monitor data and evidence on behavioural and socio-cultural factors as well as media and communication contexts. • Participatory processes are used to engage community representatives and members (girls, boys, men and women especially those from marginalized/excluded groups). • Plans/initiatives/ongoing programmes to strengthen C4D capacities of UNICEF staff, partners and counterparts are established at national and sub-national levels. • C4D best practices, impact assessments, tools, resources, innovations and lessons learned are documented and disseminated among key audiences.

15. For more information, contact Rafael Obregon (PhD) Chief of Communication or Kerida McDonald (PhD) Senior Advisor Communication for Development UNICEF Headquarters +1 212 326 7068 kmcdonald@unicef.org United Nations Children’s Fund 3 United Nations Plaza New York, NY 10017, USA Tel: 212-326-7000 www.unicef.org