I.

INTRODUCTION
The University curricula have been reviewed and from the assessment, they have some form of
BCC and BCP models but not standardized. The purpose of this curriculum review process is to
integrate the BCC and BCP models in the existing reviewed curricula, whereby, the allocation of
hours and competencies thereof standardize across all programs in the University. The impact of
this integration of models will be that the competencies and outcomes will be unified around
similar professional attributes and practice.
By integrating the BCP approach into existing courses, more people will access contemporary
knowledge and skills in IEC/BCC and therefore ensure sustainability of the courses.

II. BACKGROUND
The Zambian education system has been running on the basis of tradition since independence
with ideologies borrowed from British Colonial Administration. This pattern of educational
system has not provided to a large extent room for innovation. Coming from the principles of
this traditional set up, the founder members of LAMU found it necessary to develop a university
with difference from the traditional system. It is against this background that LAMU will have a
mix of modified traditional approaches to education and new ways which will complement each
other.
III. STATEMENT OF THE PROBLEM
LAMU has different curricula with different approaches and methods of teaching and learning.
This in itself has created a number of problems because it does not provide standard criteria
which the university can hold on to graduate a health worker with a common code of conduct,
attributes and practice. Lack of this approach has created a number of challenges in assessment
and examinations and has also created a number of challenges in terms of patient care as well as
community care at large when they are in the field.
BCP is a model that the university has examined and analyzed and it has been resolved that the
model is the way to go for the future of the university. Using this model and training means that
graduates from LAMU will be patient-centred and community-centred health professionals who
will put the patient/client at the centre of all efforts, thus, they will look at the patient with a
human face and feeling and will not integrate anything that will infringe patient’s health needs
and privileges.

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The model will unify the way facilitation will be conducted across university faculties and this
will have subsequent impact on the way students learn and respond to patients/clients and the
general community as a whole. It is a model that the university community has wholesomely
accepted after critical analysis of its usefulness.

IV. AIM
To enable students understand and appreciate the principles and concept of BCC as it applies in
the management of individuals, families and communities; hence, develop knowledge, skills and
practices which will enable the student in disease identification prevention and networking not
only with other health workers but with other agencies so that quality community health services
are ensured.
V. OBJECTIVES
At the end of this course, students should be able to:
1. Describe the historical concepts and principles of BCC
2. Acquire specific competencies that will help the students apply BCC in different
situations
3. Identify trends which affect the provision and delivery of BCC
4. Describe the components in communication styles of BCC in relation to the health care
system
5. Describe the public health policy according to World Health Organisation (WHO)
6. Apply BCC in mitigating prevalent health problems in Zambia
7. Analyse cultural and trans cultural diversity when applying BCC in communities
8. Recognize ethical issues in the application of BCC model in the community

VI. CONCLUSION
Integration of the BCP model into the existing undergraduate courses is crucial for the continued
competitiveness in terms of person centered health delivery and sustainability of the BCC
courses. Therefore, the BCP model sets LAMU’s standard criteria of teaching and learning and
makes it unique among the universities; both new and old.

VII. BIBLIOGRAPHY

http://www.globalhealthcommunication.org/strategies/behavior_change_communication

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[Accessed: 31.08.2014]
http://www.manoffgroup.com/approach.html [Acessed: 31.08.2014]
Nutrition communication project. Final report.Washington, DC, The Academy for Educational
Development, 1996.