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C4D: An Evaluation of UNICEF’S Capacity and Action- Ethiopia Case Study

The purpose of the global evaluation of UNICEF’s capacity and action in C4D is to generate credible and useful evidence on the requirements for successful implementation of C4D in order to strengthen UNICEF’s future action and results in this area. The Ethiopia report is one of five case studies. Each country case study has four main objectives: 1. To assess the relevance, effectiveness and efficiency of the CO’s efforts to (a) develop the individual knowledge and competences of staff in C4D and (b) enhancing the CO’s overall capacity. 2. To assess the extent to which, and how appropriately, C4D has been integrated into the CO structures and programmes; 3. To assess how relevant C4D related planning and implementation has been (including through use of proposed benchmarks) to the contextual needs of the country programme; and identify factors driving or constraining the relevance of C4D-related planning and programming. 4. To review C4D related performance monitoring and, knowledge management and assess the evaluability of results (outcomes and impact) achieved through programmes using C4D interventions.

Click here to read the Ethiopia case study.

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

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.

 

Participatory Research Toolkit (Rain Barrel Communications, 2018)

This toolkit gathers together a wide variety of participatory research tools developed over a 20-year period and used in multiple social and behaviour change communication (SBCC) projects around the world. Examples are provided from Bangladesh, Cambodia, Ethiopia, India, Indonesia, Jamaica, Mozambique, Nepal, Rwanda, and Sierra Leone.

All of the tools presented have been tried and tested. A majority of them have been used with adolescents. However, children, women, men, key influentials and, indeed, whole communities have used them.

The tookit provides an overarching description of the tool as a whole, next, there is a list of topics and countries where the research team has had first-hand experience of working with these tools, and then there is a selection of concrete examples. Finally, each tool is accompanied by suggested “how-to’s” with step by step instructions, tips and techniques that have been employed in real-world settings.

Click here for full toolkit.

How communications can change social norms around adolescent girls (ODI study, 2016)

A multi-year, multi-country study has been exploring the complex ways in which adolescent girls’ capabilities are shaped and/or constrained by gender-discriminatory social norms, attitudes and practices, and under what conditions positive changes may be brought about, particularly around norms and practices related to child marriage and education.

Evidence from this report showed that communications programmes could be an effective way of challenging gender-discriminatory attitudes and practices, reaching a variety of stakeholders with both broad pro-gender equality messages and messages on specific discriminatory norms. While no one approach was found to be more effective than others, programmes with more than one communications component and those integrated with activities other than communications were found to achieve a higher proportion of positive outcomes.

The study has been conducted by ODI in partnership with national research teams in Viet Nam, Nepal, Ethiopia and Uganda, commissioned by the UK Department for International Development (DFID) as part of a flagship programme on Transforming the Lives of Girls and Young Women.

Click here for full study.

Solutions brief: entertainment-education to address child marriage (Girls Not Brides, 2017)

Mass media has long been recognised as a way to prompt large-scale behaviour change. But can it change the norms and beliefs which perpetuate child marriage?

This brief takes a look at what entertainment-education is and its potential for addressing a complex social issue such as child marriage. It also contains a list of useful resources on the issue.

Click here for full brief.

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