"The projects described in this booklet were carried out by IICD and its partners over a six-year period and provide examples of the many ways in which ICTs contribute to poverty alleviation in the agricultural sector. IICD hopes to contribute to a better understanding of the opportunities of employ
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ing ICTs and their contribution to reaching the MDGs in this specific sector." (Back cover)
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"The iConnect website and monthly e-Bulletin is a major source for information on the application of knowledge and Information and Communication Technologies (ICTs) in sustainable development. In 2005, as part of an effort to get more ‘southern voices’ into the current global discourse on ICT fo
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r development, iConnect formed a team of six coordinators in Africa who regularly commission articles by local journalists on the impact and the use of ICTs for development. The articles, written from a southern perspective, appear regularly on the iConnect website in English, French and Spanish." (Back cover)
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"[...] communication is rarely integrated in development cooperation programs as a strategic tool. For this reason an Interest Group on Strategic Communication for Sustainable Development was established. The group, with GTZ Rioplus in the lead, comprises members of GTZ, other German development coo
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peration agencies, and IUCN-CEC. This paper presents the final results of the Interest Group’s work and will be presented at the World Congress on Communication for Sustainable Development (WCCD), organized by the World Bank and FAO in 2006. [...] The manual is envisioned as a tool for policymakers and planners to obtain an overview of the issues involved. GTZ Rioplus and the Interest Group hope that this tool will quickly and convincingly show how strategic communication can become an integrated component of policies, strategies and projects, and thereby help ensure that adequate human and fi nancial resources are allocated to this end. Strategic communication, in the context of this paper, is understood as a dynamic process, integrated in a large-scale initiative that comprises multi-disciplinary and social marketing, non-formal education and public participation, thrives on acting people, aims at the innovative and sustainable change of practices, behaviors and lifestyles, guides communication processes and media interventions within and among social groups, and is a pre-requisite and a tool for change at the same time." (Foreword)
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"The media play an important role in stimulating discussion in developing countries. Yet journalists asked by Panos say that the media have a poor understanding of the climate change debate and express little interest in it. Public discussion of the policies and issues involved is urgently needed. T
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his means those engaged in climate change issues must give journalists what they need for a good story." (Page 1)
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"This toolkit provides a selection of 100 participatory learning and action (PLA) tools which you can use for HIV/AIDS programmes. PLA tools are interactive activities which enable communities and organisations to learn together about a HIV/AIDS in their community, develop a plan, act on it and eval
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uate and reflect on how it went. The philosophy of this set of publications is that organisations and communities have to work as closely together as possible if they are to address HIV/AIDS successfully." (Page 6)
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"The guide is divided into three parts: the basics, the media and more about HIV. It provides answers to frequently asked questions about HIV and AIDS, treatments and diagnoses. Other sections cover the history of the virus, transmission, treatments, opportunistic infections and a chronological acco
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unt of the development of the epidemic. There is also a section on “terms to use”, suggesting alternatives to the common terminology and misconceptions that denigrate and undermine people living with HIV and AIDS. Because HIV is mostly transmitted via unprotected sex, a society’s myths, taboos and societal norms can often cloud debate on the disease and prevent accurate information getting into the public domain. The International Federation of Journalists is committed to play its part in combating HIV and AIDS. This guide, along with training courses for journalists provided through local journalists’ trade unions, aims to raise awareness of issues facing the media and provide real tools to assist in reporting the global and local HIV and AIDS epidemic." (Introduction, page 4)
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"Los proyectos de desarrollo, en tanto acciones tendientes a poner en práctica los derechos humanos, requieren de intervenciones que tengan en cuenta la participación de las personas. Estos modelos participativos no pretenden únicamente lograr mejores resultados, sino convertirse en herramientas
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para el fortalecimiento de lo público, entendido como aquello que conviene a todos, para su dignidad. Lo público así entendido, necesita a su vez de una ciudadanía motivada y activa, capaz de crear cambios sociales cooperativamente. Ahora bien, nadie puede desear participar en lo que no conoce, por lo tanto, es impensable un proyecto de este tipo que no considere la dimensión comunicacional. Será necesario entonces que como comunicadores nos preguntemos: ¿Lograremos nuestros objetivos a través de proyectos que no tengan sentido para las personas implicadas? ¿Cómo llegar a poblaciones con diferentes culturas, diferentes contextos sociales, diferentes visiones de su “estar en el mundo”? Este segundo cuadernillo gira alrededor de estas preguntas, desde lo metodológico. Su objetivo fundamental es poner a disposición de los comunicadores herramientas de planificación que les permitan intervenir eficazmente en proyectos de desarrollo, cualquiera sea el rol que les toque desempeñar." (Presentación, página 7)
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"In the year 2006, it is estimated that 1.3 billion people world-wide still live in absolute poverty. Most are in developing countries, but poverty also reaches into industrialized regions, such as North America and Europe. The Millennium Development Goals (MDGs) set by the Member States of the Unit
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ed Nations strive to address critical poverty issues and solve some of the most pressing problems within the next decade. But will they be successful? Are citizens in donor countries fatigued by endless calls to arms? Is there really light at the end of the long, dark tunnel of inequality? Why have we not yet resolved the key problems? And have any poverty alleviation solutions of the past really worked?" (Page 1)
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"This book presents conceptual and methodological issues related to the use of communication in order to facilitate participation among stakeholders in natural resource management (NRM) initiatives. It also presents a collection of chapters that focus on participatory development communication and N
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RM, particularly in Asia and Africa. There are many approaches and practices in development communication, and most of them have been implemented in the field of environment and natural resource management. But, even when considering participatory approaches in NRM, communication is often limited to information dissemination activities that mainly use printed materials, radio programmes and educational videos to send messages, explain technologies or illustrate activities. These approaches, with their strengths and weaknesses, have been well documented.
Participatory development communication takes another perspective. This form of communication facilitates participation in a development initiative identified and selected by a community, with or without the external assistance of other stakeholders. The terminology has been used in the past by a number of scholars to stress the participatory approach of communication in contrast with its more traditional diffusion approach. Others refer to similar approaches as participatory communication for development, participatory communication or communication for social change.
In this publication, participatory development communication is considered to be a planned activity that is based on participatory processes and on media and interpersonal communication. This communication facilitates dialogue among different stakeholders around a common development problem or goal. The objective is to develop and implement a set of activities that contribute to a solution to the problem or the realization of a goal, and which support and accompany this initiative. This kind of communication requires moving from a focus on information and persuasion to facilitating exchanges between different stakeholders to address a common problem, to develop a concrete initiative for experimenting with possible solutions, and to identify the partnerships, knowledge and materials needed to support these solutions." (Preface)
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"This brief report has been prepared as a guideline to participants and those they work with to help them put participatory video into practice and deepen their application of rights-based strategies in their work. It traces through the process of the workshop held in Hargeisa, from 2 until 9 Decemb
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er 2006. Samuel Musyoki of the Institute of Development Studies, Sussex, was the lead facilitator of the workshop. Thus much of this material draws from his work. Technical video use and exercises draw from Insights into Participatory Video, A Handbook for the Field, Nick and Chris Lunch, Insight, 2006, and Video for Change; a practical guide for activists, Witness, 2000. The facilitation tools also draw from a whole range of Participatory Learning and Action (PLA) principles and methods. PLA refers to ways of working with people through active and direct involvement for facilitating sharing, learning, discovering and action. PLA methods start from the belief that people know and are capable of identifying and sharing issues (life situations), analyzing and learning from their analysis and thus developing strategies and action for addressing the situations. They use visual methods, interactive processes and group learning; put emphasis on enabling people to speak up and out; and are committed to generating knowledge for action (rather than simply for understanding)." (Pages 4-5)
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"Un minuto por mis derechos es un proyecto que convoca a adolescentes entre 14 y 21 años a expresarse de forma creativa y amplia sobre sus derechos a través del lenguaje audiovisual y mediante la realización de videos de 1 minuto de duración. Implica la realización de talleres de capacitación
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con los y las jóvenes en los que pueden compartir espacios de diálogo sobre sus deseos, realidades y problemas, reflexionar en torno a sus derechos, y capacitarse en producción audiovisual. Como cierre de este proceso, los y las jóvenes realizan videominutos relacionados con sus miradas respecto de los derechos del niño y del adolescente, los cuales se difunden en los diferentes circuitos culturales y medios de comunicación como forma de sensibilizar y movilizar a familias, comunidades y sociedad en general." (Página 3)
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"An examination of the methodology used in the evaluation of textbook submissions by publishers for the Kenya Textbook Project, and the various components of evaluation criteria as they relate to content and conformity to the curriculum, writing and editorial quality, design and presentation, illust
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rations, suitability of the language for the intended reader, whether and how they encourage active learning, whether they promote positive social and cultural values and/or diversity, their gender responsiveness in both text and illustrations, and other significant issues. The author concludes that "the Kenyan project was judged to be a success not only because it gave teachers a choice of quality textbooks and effectively liberalised the book trade, which had previously been dominated by a state centralist publishing system. It was also judged successful because the evaluation and selection of the textbooks was based on a fair and objective system which gave no publisher or textbook a significant advantage over any other. The Kenyan project was in that respect, and in others also, a model for other publishing industries to follow." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 608)
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This volume gathers contributions presented during the 8th IARTEM conference on learning and educational media, held in Caen (France) in October 2005. The conference reader contains a wide range of contributions from industrialised, transitional and developing countries.