Advancing research directions for UNICEF work. A presentation by Dr. Valentina Bau, Senior Research Fellow

1. Communication for
Development in
Peacebuilding
Dr. Valentina Baú
School of the Arts & Media
University of New South Wales, Sydney
unsw.academia.edu/ValentinaBaú
Advancing research directions for
UNICEF work

2. • Focus on the individual
• More importance placed on exposure rather than specific
texts
• Linear transmission model of communication sender-
message-channel-receiver
• Diffusion of Information - knowledge transfer models
• Social Marketing
• Entertainment Education – Edutainment
C4D Modernization paradigm
Behaviour Change Communication (BCC)

3. • Development
o Focus at the Community rather than at the National level
o People as Agents of Development
o Participatory Communication
o Importance of Process over Outcomes
• Communication
o Dialogic not Linear
• Media
o Focus on Community Production (its process)
C4D & People-centred development
Communication for Social Change

4. Behaviour Change
Communication
BCC
• Communication as:
o Social marketing
campaigns
o Edutainment
Practical approaches in C4D
Communication for Social Change
CfSC
— Communication as:
◦ A tool for community
dialogue, identity construction
and self-determination
◦ Participatory media
Social and Behaviour
Change Communication
SBCC
ì

5. What is Communication for
Development (C4D)?
Communication to
facilitate
social development
Information dissemination
Behaviour change
Social change
Social mobilisation
Media advocacy
Community participation

6. C4D in Peacebuilding for UNICEF
“Communication for Development (C4D) in peacebuilding can
be defined as a social process that fosters dialogue and
meaningful conversations to reduce and prevent the risk of
conflict or relapse into it. By using a range of participatory tools
and methods, C4D in peacebuilding creates safe spaces for
discussing both the causes and consequences of conflict, as
well as ‘normal and everyday life.’ This process generates
transformation at all levels by promoting listening, debating,
building trust, learning to appreciate differences, sharing
knowledge, developing skills, formulating and implementing
policies, and learning in order to lay the foundations of a
sustainable and durable peace”
(Spadacini 2015: 4)

7. C4D in Peacebuilding research
Media & Communication
+ Development
+ Peace & Conflict
Studies
Offering a safe space for
dialogue
Including different groups
Creating an
understanding
Finding solutions together

8. Main questions
• Understanding how C4D can be applied to peacebuilding
interventions in a way that contributes to the achievement of
sustainable peace
• Exploring and documenting C4D programmes / projects
whose objectives are related to peacebuilding and conflict
transformation
• Evaluating current C4D programmes / projects assessing their
effects on peace or peacebuilding-related outcomes
• Informing the design of future interventions on C4D in
peacebuilding by developing new theory but also practical
models that organisations can adopt in their programme
design

9. Participatory video for peace
Use of participatory video with
former enemy groups in
Kenya

10. Developing theory
to support the practice

11. UNICEF Art for Development programme
Use of participatory art with
adolescents living in IDP
camps in the Philippines

12. Programme + theory & practice

13. Participatory photography for peace
Use of participatory photography
for dialogue between members of
former enemy tribes in Kenya

14. Producing different
outputs as evidence

15. C4D for UNICEF in 2013
‘Communication for Development (C4D) is defined as a
systematic, planned and evidence-based strategic
process to promote positive and measurable individual
behaviour and social change that is an integral part of
development programmes, policy advocacy and
humanitarian work.’
Main components in C4D programming in UNICEF
- Advocacy
- Social mobilization
- Behaviour and social change
Source: www.unicef.org/cbsc

16. C4D for UNICEF now - definition
‘C4D involves understanding people, their beliefs and
values, the social and cultural norms that shape their lives.
It involves engaging communities and listening to adults
and children as they identify problems, propose solutions
and act upon them. Communication for development is
seen as a two-way process for sharing ideas and
knowledge using a range of communication tools and
approaches that empower individuals and communities to
take actions to improve their lives.’
Source: www.unicef.org/cbsc

17. C4D for UNICEF now - components
- Advocacy
- Social mobilization
- Behaviour and social change
- C4D in humanitarian situations
- Communicating with children
Source: www.unicef.org/cbsc

19. C4D in humanitarian situations
For UNICEF – C4D with particular focus on health and
nutrition
For IOM – Communicating with Communities (CwC): ‘a tool
to address the information gap so that communities [can]
make meaningful and informed decisions about their
situation and be aware of their options for the future’ […]
‘establishing relationships with communities and, specifically,
the act of communication provide the opportunity for
participation and feedback (relationship, trust, dialogue,
conversation, and inclusion)’ (De Lim 2014: 2,4)

20. Access
this blog
here

21. Revisiting humanitarian communication
Humanitarian communication used to be primarily an instrument to fill the communication
gap at the time of crisis, delivering information to communities which would help them to
make abreast decisions in relation to their circumstances.
In the light of evaluations of recent disaster, a lack of ‘information from’ and
‘communication with’ those who are affected by the crisis has been recognised.
Communication at the grassroots level appears to have been one of the missing pieces of
the puzzle in humanitarian interventions that has left communities’ needs unmet during
the response.
By not facilitating a mechanism for a two-way flow of information between humanitarian
actors and affected communities, the opportunity to generate crucial feedback on an
intervention is lost.
This tells us that the importance of community feedback mechanisms in humanitarian
work should not be sidestepped in the overall goal of a programme. Engaging
communities can strengthen the quality of humanitarian programming and allows people
to share their experience of the conflict with relevant actors.

22. More specific questions related to
- Adolescents and youth engagement in peacebuilding
through C4D
- Adolescents and youth engagement in emergencies through
social media
- The use of C4D in contexts of (protracted) conflict and
displacement (and what channels are effective to reach the
youth)
- The use of participatory media and communication with
refugee children and adolescents
- The use of C4D for refugee integration

23. Where from
here?
We need
more
evidence to
develop this
further.

24. Ways to find the answers
Ø Mapping / documenting experiences
Ø Assessing existing initiatives
Ø Gathering rich qualitative evidence
Ø Talking to staff and beneficiaries
Ø Embedding research into programme design
Ø Developing new research methodologies and indicators
for C4D with children and adolescents

25. Why it is important for UNICEF
Research on C4D in Peacebuilding is important for UNICEF in order to:
- Ensure that the voices of children, adolescents and young people
are heard, particularly in violent contexts
- Identify platforms that facilitate their participation (e.g. in the
reconstruction process)
- Design mechanisms for the inclusion of adolescents in the
emergency response
- Capture the stories, views and needs of refugee children and
adolescents through channels they feel comfortable with
- Establish a dialogue between children, adolescents and young
people who belong to different and often opposing groups