Arslan Yaris (MMC)

(SOCA - MC02191003)

Development Communication

Finals Assignment
To: Ma'am Faryal
Q). Writing evaluation reports of literature review of different
organizations (UNICEF, UNESCO, UNDP and World Bank)

 (UNICEF)
Giving the World’s Children a Voice: A UNICEF case
study
Summary:
On 2017, World’s Children Day, UNICEF’s goal was to give the world’s children a
voice, and see the world through their perspectives. To share the most pressing issues
the children hear and see and want to change in their respective countries. A survey led
among children and teens aged 9 – 18 in 14 countries, open and closed-ended
questions were asked to capture spontaneous reactions from children. Including a mix
of developed and developing countries, capturing responses from 12,950 respondents.
This study aimed at developmental communication between UNICEF and its stakeholders,
children, to make the world think the way better for children. The main focus after the survey,
the organisation makes the decision "access to quality education" initially came from the
findings of this communication process.

Introduction:
UNICEF strives to get world's attention to the sufferings of millions of children. They, Children
are rarely part of the conversation held by adults and common societal talks. In this context,
this organisation aimed at development communication in order to get grasp the children
views and hopes for a better world, and to make the world see through their eyes. This took
place in a visionary context of the organisation.

Children were asked to share what they feel. Different children from different parts of the
world shared diverse views (Both developed and developing countries).

Q. What about if you were in charge of your country. What would you do differently to
improve the lives of people your age?
USA: “Make sure children all have healthcare, access to good food and education.”

India: “I will take immediate actions for girls’ safety.”

Brazil: “I would not steal. I would teach sports and add more classes at school.”

Mexico: “I would make more schools where they give all children breakfast, where the teachers
would not be absent, and teach them well and love them, and take good care of them.”

Children answered accordingly to the issues relating to their region, and country
particularly. Children in their own words, about what they would do if they were in
charge, and issues they would address if they had a “super power”.

Results were analyzed at country and multi-country level given the goal to relay the
children’s voice into media at country and global-levels. The aim was to run the study in
as many countries as possible within the available budget, to ensure the widest
geographical coverage.

Project Rationale:
An organization whose mandate revolves around children, UNICEF does not listen
directly to children enough and does not consult with them enough in the organization’s
decisions. UNICEF does not carry out opinion surveys among children often, and that
the findings from such work are both highly valuable and compelling. The survey
findings fed into press releases, media headlines and communications material that
were shared and used at global and national level. It formed a key part of UNICEF’s
media activity around World Children’s Day. This developmental communication
between children and their relating organisation shared the concerns of children's
hopes, views and their perspective about the world and its leaders. This helps to form a
world of the way how they see.

Reference link:
https://www.esomarfoundation.org/giving-the-worlds-children-a-voice-a-unicef-case-
study/

 (UNDP)
Promoting ownership of sustainable conservation of
wetlands, Pakistan.
Summary:
The United Nations development programme (UNDP) on its projects of 'Wetlands conservation'
worked jointly with the local communities and made them aware of the importance of
wetlands conservation through Communication for development (C4D) in Pakistan. At the local
as well as national level, the importance of wetlands conservation raising components were
emphasized through extensive Communication and awareness. Environmental journalists were
trained, engagement held with press clubs; radio, television and press, including documentaries
on local languages and outreach programmes to primary schools through revised curriculum
that promotes wetlands conservation. Through developmental communication, technical
capabilities were enhanced, livelihoods activities were diversified and right to access to natural
resources ownerships were equatibly shared.

By United Nations development programme's (UNDP) developmental communication greater

priority at the national level as a result of increased discussion on national media and demand
for information on conservation being received.

Introduction:
An agricultural country like Pakistan has many resources of irrigation and water supply. The use
of wetlands for water and agricultural purposes harm ecosystem in particular. In the context of
conservation of wetlands in Pakistan's, United Nations development programme took an
initiative to promote and aware the local people of about the importance of wetlands
conservation.The United Nations, in this context, got on with improving the income earning
potential of stakeholder communities and creating incentives for sustainable wetlands
management. the project aims to promote sustainable conservation by increasing national
awareness of wetland conservation and involving the local population in the management of
conservation efforts.

A Geographic Information System (GIS) that catalogues the bio-diversity in the wetlands
and produces a socio-economic profile of the local communities is now operational. To
promote inclusion and ownership of the conservation efforts in the wetlands local communities
have mobilized into community based organizations.

Project rationale:

Pakistan’s surface area is covered almost 10 percent by marine and fresh water wetlands
and millions of people including about four million refugees from neighbouring countries
are supported by these wetlands. Lack of technical capabilities, miserable poverty on local
people, lack of importance of such things, mismanagement by local people and many factors
like that led to significant degradation of these wetlands. In addition to improving the
technical capacities of government officials and local people the project aims to promote
sustainable conservation by increasing national awareness of wetland conservation and
involving the local population in the management of conservation efforts. The project
covers four diverse eco-systems: Alpine wetland complex; Salt-Range wetlands; Central
Indus wetlands and Makran Coastal wetlands.

Reference link:
Elizabeth McCall. (2009). Communication for development: a glimpse at UNDP's practice, the Oslo
Governance Centre, UNDP.

 UNESCO
AFRICA: Strengthening journalism capacities
Summary:
UNESCO conducted study as an important part of its project to strengthen journalism in
Africa. Africa does not need new or more journalism schools. Instead, the continent
needs a core of excellent facilities that make a real impact, the research findings showed.
Through this initiative, which is part of a wider effort aimed at improving media
development, twenty-one the most promising journalism schools and university
departments in Africa are being supported by UNESCO to become either Centres of
Excellence or Centres of Reference in journalism education. The project started in 2007
and is expected to conclude in 2014. UNESCO consults with the schools and facilitates
opportunities that will strengthen the schools’ abilities to offer high-quality journalism
education programmes for aspiring and working journalists. This involves resource
mobilization, professional exchange and training. It is anticipated that as the project
unfolds, these future Centres of Excellence will become role models for similar
institutions in the region. The project has two distinct but interrelated phases: identify
criteria and indicators for high-quality journalism schools and potential Centres of
Excellence in journalism training in Africa (completed in 2007)7; and implement
strategies to build journalism capacity in eight selected journalism schools (to be
completed by 2014). In the longer term, it is anticipated that these schools will become
self-sustaining regional hubs and will help other journalism schools in the region,
including those that have been classified as Centres of References.

The communication for development (C4D) has been used at national and regional level to
drive consultation process towards consensus building and dialogues based. The same
approach was used to establish the criteria required for defining the nature of the
potential Centres of Excellence and Reference. The transfer of those particular C4D
skills to the managers of the journalism schools is a long-term endeavour requiring
additional coaching, close monitoring and periodic evaluation. Support to both teaching
and management staff within each institution is needed on an ongoing basis to ensure
that the benefits from adapting the model curricula are fully realized.

Introduction:
The Windhoek Declaration promotes the rights of African and their freedom of
expression through which the free and pluralistic press being encouraged. The African
continent has got a diverse and rapid media and communication expansion in the region
over the last twenty years. This increased growth and expansion of media and
communication have brought many other problems, particularly unprofessional and
untrained journalists, their weak self-regulation and standards. This has caused various
issues, and in this context, UNESCO have played roles to fulfill two major issues:

1. To improve access to information to enable the ordinary citizen to participate in public

affairs.

2. To carry out its role as a public watchdog.

The socioeconomic and cultural needs of African can only be heard by their local and at
national level Communication, and its journalists have to be well trained and well-
rounded opinionative. A professional journalist must be capable of carrying out critical
analyses of broad spectrum of activities in which the public and private sectors engage – from
peace processes to elections, from climate change to consumer and financial regulation. Many
African journalism institutions simply do not have the resources to develop a learning
environment that is equipped with new technologies. In this case the journalists were tried to
be trained by UNESCO associated institutions.

Project rationale:
An independent media and a free flow of information are essentials for human
development and democratic governance in this contemporary era, and by the general
public agreement. A pluralist media and free publishing and broadcasting are prerequisites
if the media are to reflect a spectrum of voices and opinions in society. To speak and act
freely, the media need a supportive regulatory and enabling environments that promotes
high journalistic standards upheld by a competent and professional cadre of journalists.
Responding to the call of its Member States, UNESCO led a process to enhance the
development of capacity within journalism schools by honing the competencies of the
next generation of African journalists. Strengthening journalistic training institutions
bolsters professional competence and access to information and boosts the media’s
ability to play a vital and dynamic role in Africa’s development and in promoting effective
democratic practices. A professional journalist must be capable of carrying out critical
analyses of broad spectrum of activities in which the public and private sectors engage,
from peace processes to elections, from climate change to consumer and financial
regulation. Many African journalism institutions simply do not have the resources to
develop a learning environment that is able to cope with such a comprehensive
thematic range; nor can they maximize the potential of expanding networked journalism
across both ‘traditional’ and ‘new’ media. The aims of this developmental
communication was to give exposures to upcoming journalists of the African continent
with a new wave of technology and technical gadgets through available institutions and
their faculty members by training and equipping them.

Reference link:
Elizabeth McCall. (2011). Communication for development: strengthening
the effectiveness of the United Nations, Oslo Governance Centre.

https://unesdoc.unesco.org/ark:/48223/pf0000211163

 World Bank
Development Communication to Fight Poverty through
Poverty Reduction Strategy
Summary:
The major global development actors led by the World Bank and the International
Monetary Fund (IMF) developed a new approach to fight global poverty and to build a
new kind of relationship with low-income countries. the Boards of the World Bank and
the IMF approved a new approach to the challenge of reducing poverty in low-income
countries based on country-owned poverty reduction strategies. These strategies were
expected to be country driven, results oriented, comprehensive and long-term in
perspective, and foster domestic and external partnerships in line with the principles
that underpin the Comprehensive Development Framework (CDF). They were to be
embodied within a Poverty Reduction Strategy Paper (PRSP), which was expected to
serve as a framework for development assistance beyond the operations of the Fund
and Bank. At that time, Directors called for a joint assessment of implementation of the
PRSP approach by end-2001 drawing on contributions from member countries,
international agencies, other aid providers, and civil society.

Communication in Poverty Reduction Strategy Papers addresses issues beyond the

standard information interventions in development projects or programs, such as health,
education, environment, or agriculture. The PRSP's was disseminated in countries
through Communication for development of such aforementioned issues under the
Spectre of poverty. Workshops and seminars on a country’s major development issues
and activities on building awareness about the PRS process as part of the
“consultations”for a Poverty Reduction Strategy Paper became popular in a number of
countries. They were regarded as communication interventions to promote and ensure
the participatory. In 2002 the World Bank’s PRSP Sourcebook included a chapter on
“Strategic Communication in PRSP,” which offered practical guidance on developing
and implementing communication programs in the context of poverty reduction
strategies.

Introduction:
The communication intervention was needed not only to ensure a two-way flow of
information among the stakeholders and to provide the PRSP organizers with tools to
communicate with, listen to, and engage all stakeholders, but more important, to create
a public space for an informed and inclusive national dialog to face the challenges of
fighting poverty. In the context of increment poverty and its roots all over the world, the world
bank took initiative to reduce and keep in check poverty which haunts like a Spectre. Especially
to the developing or 'Third World' countries.

The major difficulties were not with technical challenges for the design and
implementation of Poverty Reduction Strategy Papers or similar approaches but with
sociopolitical and structural issues. Political environments and structural dynamics
under which governments operate are critical factors for building ownership of and
participation in the poverty reduction process. These complex factors are not always
carefully considered. The demand for a strategic application of communication methods
and tools aimed to create an environment where informed dialog and debate would
result in better policy making for poverty reduction. In addition, these two-way
communication approaches would establish ownership of the process, promote
accountability in governance, build momentum, and manage expectations .

The following are some of the major topics that many countries regarded as key
objectives for communication programs in the poverty reduction strategy process:

• Establish a two-way communication process to share knowledge and information

about poverty and development issues through open and inclusive dialog

• Design and implement a systematic communication program with specific timelines,

responsibilities, and resources to build ownership, create momentum, and manage
expectations

• Strengthen internal communication with various stakeholder groups, such as

parliamentarians, government apparatus, civil society, trade unions, academicians and
researchers, community organizations, development partners, and so forth

• Institutionalize and build capacity in the country to develop, implement, and manage
PRSP communication activities

• Create a knowledge base on PRSP-related information and experiences on national,

regional, and international levels

Project Rationale/Logic:
The increment of poverty due to what the other evils take place such as crime,
fanaticism and extremism etcetera, is necessary to be eradicated. In developing
countries, especially, poverty plays major role of causing illetracy and extremism.
For this purpose the world Bank and international monetary fund IMF took initiative to
bring about an effective strategy to bring down social evils and support poverty alleviation in
best ways. These strategies have been implemented in third world country.

In its early stages, the major reasons for using communication tools and techniques in
PRSPs focused on attaining the core PRSP principles, including the challenge of
promoting country ownership, results orientation, or partnership through engaging
various stakeholders at different levels. As the PRSPs grow older, the issues of
information and communication go deeper into the overall approach to government
policy planning, resource allocation, and monitoring of the implementation of national
development plans and strategies. These have different labels but are generally
focused on fighting poverty and achieving economic growth and development in a
number of countries across the globe.

The communication and development projects have been initiated to alleviate poverty in
most diverse and backward parts of the globe. All began with Communication for
development first to aware and educate people of developing countries to have vision
for the Reduction of poverty through PRSP of World Bank.

Reference link:
Mefalopulos, Paolo. (2008). Development Communication Sourcebook:
Broadening the Boundaries of Communication. Library of Congress Cataloging-in-
Publication Data.

http://documents.worldbank.org/curated/en/507761468763502829/Review-of-
the-Poverty-Reduction-Strategy-Paper-PRSP-approach-main-findings