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Integrating Gender in the COVID-19 RCCE Response

May 20, 2020

Integrating gender into the COVID-19 risk communication and community engagement (RCCE) response demands consideration of how gender norms and roles, as well as inequitable power dynamics and decision-making, influence people’s experiences and needs at all stages. This technical brief provides practical recommendations to integrate gender across the six pillars of the RCCE response.

Read more: https://covid19communicationnetwork.org/covid19resource/integrating-gender-in-the-covid-19-rcce-response-technical-brief/

Filed Under: [E] INSTITUTIONAL LEVEL, *AREAS, *COVID MESSAGES & ISSUES, *REGION: Global, *STRATEGY & METHODS, COVID-19, Gender, Guide/Manual/Toolkit, JHU - Johns Hopkins University, RCCE (Risk Communication & Community Engagement), Social Norms Analysis

Covid-19 in low-income countries – we need rapid learning about effective handwashing initiatives

May 20, 2020

Frequent and proper handwashing with soap is one of the most important measures that can be used to prevent the spread of the Covid-19 virus, along with physical distancing, avoiding touching one’s face (eyes, nose and mouth) and practising good respiratory hygiene. However, like physical distancing measures, frequent handwashing with soap and water is next to impossible for huge swathes of the global population.

Read more: https://www.ids.ac.uk/opinions/covid-19-in-low-income-countries-we-need-rapid-learning-about-effective-handwashing-initiatives/

Filed Under: [F] MACRO LEVEL, *COVID MESSAGES & ISSUES, *REGION: Global, *STRATEGY & METHODS, Article, COVID-19, Message - Handwash, Social Norms Analysis, WASH (Water, Sanitation and Hygiene)

From national laws and policies to local programmes: obstacles and opportunities in communications for adolescent girls’ empowerment in Uganda (Routledge, 2018, Chapter 5)

February 12, 2019

This chapter examines action for gender norm change within the broader institutional context in Uganda, which has relatively strong national legislative frameworks and policies to support gender equality and adolescent girls. Despite this, change on the ground is slow and in some places appears non-existent. To examine action for change in this context, the chapter considers selected communications initiatives that aim to shift discriminatory norms around adolescent girls in rural communities. The analysis is set against the backdrop of the country’s national legal, policy and programme environment for gender empowerment and adolescent girls, highlighting both the enabling aspects of progressive laws and policies along with some of the ambiguities around adolescent sexual and reproductive health rights and the reform of marriage legislation, as well as significant gaps between policy promises at national level and action on the ground.

Click here for full chapter.

Filed Under: Advocacy, Children, Education, Gender, Publications (published in print and/or online), Rural Development, Social Norms Analysis, Uganda Tagged With: Adolescents, Early Marriage, Girls, SRH

UNICEF C4D for Education paper series (2016)

February 12, 2019

A Global Evidence Review of Communication for Development (C4D) in support of inclusive and quality education demonstrated the contribution C4D to education outcomes, specifically in the areas of inclusion, equity and gender. The three briefs presented here summarize key findings of the evidence review, discuss key principles in applying and strengthening C4D for Education, and provide recommendations for policy and programming in support of education outcomes, while emphasising regional context and priorities.

Programme brief: Addressing social norms and gender in support of equity in education [PDF]

Programme brief: A social and behaviour change agenda for inclusion and equity in education [PDF]

Programme brief: Investing in Communication for Development to enhance quality education and learning outcomes [PDF]

 

Source: https://www.unicef.org/esaro/5481_c4d-education-briefs.html

Filed Under: Behaviour Change Communication, Children, Education, Gender, Publications (published in print and/or online), Social Behaviour Change Communication (SBCC), Social Norms Analysis Tagged With: Inclusion

Thematic Review: Community Based Awareness, Attitudes and Behaviour (Girls’ Education Challenge, 2018)

February 11, 2019

This paper is one of a series of thematic reviews produced by the Fund Manager of the Girls’ Education Challenge, an alliance led by PwC, working with organisations including FHI 360, Nathan Associates and Social Development Direct.

The Girls’ Education Challenge (GEC) was set up to support improved attendance and learning for up to one million marginalised girls and has provided the opportunity to develop evidence on what works in girls’ education. Overall across a number of GEC projects, evidence was found of communities’ motivation, investment and commitment to educate their children, for example donating land, raising funds for bursaries and increasing their workload to pay for school fees. In general, GEC projects have not found communities are opposed to the principle of girls’ education, but that their support interacts with other norms that can make it harder for girls to attend school and learn. In particular, there is a perceived (or actual) low return for the family as the investment is sometimes considered to be lost when girls get married.

There are several key considerations for practitioners and policy makers in light of the literature and GEC findings; projects implementing community interventions should target the most prevalent and relevant attitudes and behaviours rather than generic ones, and projects should be prepared to adapt activities where required, recognising that norms are affected by changes in context and power dynamics.

Click here for full paper.

 

Filed Under: *INTER-PERSONAL ROUTES, Afghanistan, Behaviour Change Communication, Children, Community Media, Education, Education Highlights, Ethiopia, Gender, Kenya, Publications (published in print and/or online), Social Norms Analysis, South Sudan, Zimbabwe Tagged With: Adult literacy, Faith-based

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