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Guía 4: ¿Cómo se puede investigar desde un periodismo no sexista hechos y temas sobre la violencia y el abuso sexual contra las niñas y las adolescentes?

Quito: UNIFEM; UNICEF (1999), 30 pp.

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Towards Better Programming: A Manual on Communication for Water Supply and Environmental Sanitation Programmes

New York: UNICEF (1999), iv, 74 pp.

"This manual provides a wide range of the latest know how about social change with regard to water supply, environment and sanitation programmes. The focus is on sound principles in programme communication. It intends to provide guidance on how to incorporate adequate communication and behaviour cha ... more

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WorldCat (42)

Guía 1: ¿Es de interés para la prensa ecuatoriana la agresión permanente contra las niñas y las adolescentes?

Quito: UNIFEM; UNICEF (1999), 40 pp.

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Games and exercises: A manual for facilitators and trainers involved in participatory group events

Neill Mc Kee, Maruja Solas, Hermann Tillmann (eds.)

Nairobi; New York: UNICEF-ESARO; UNICEF (1998), iv, 194 pp.

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WorldCat (36)

The Role of Mass Media and Interpersonal Communication in HIV/AIDS Prevention: Results of a Pilot Campaign for Egyptian Workers and University Graduates

F. El-Kamel

Cairo: Centre for Communication, Training, Documentation and Production; UNICEF (1997), ?? pp.

"A pilot project on Youth Protection was supported by UNICEF and implemented by the Centre for Communication, Training, Documentation, and Production of Cairo University between August 1996 and September 1997. Major objectives were to: 1) gain current and in-depth information on relevant knowledge, ... attitudes and behaviors related to HIV/AIDS, and identify risk factors among youth as a key population group; 2) develop key prevention messages suitable for youth and similar target groups; 3) disseminate essential prevention messages among one particular youth group, namely, Cairo University students, who may further disseminate information gained; and 4) develop a model for working with university students which can be replicated in other Universities in Egypt. Implementation began with baseline data collection (through survey and focus group discussions) to assess Knowledge, Attitudes, and Practices (KAP) among the university student target population and identify appropriate intervention techniques and message strategies. Small groups of university students from 10 different faculties were then trained in interpersonal communications skills related to HIV/AIDS and on relevant prevention measures. Ten student rallies were organized to convey essential messages. Impact evaluation was conducted through pre/post-rally interviews with samples of 20 randomly selected students. The main findings of the study point to misconceptions and lack of essential knowledge among university students on HIV/AIDS, including means of protection from infection. Focus group discussions indicate that a significant number of Egyptian youths are engaging in high-risk behaviors. Effective communication techniques can have an impact. Well-organized face-to-face activities such as the youth rallies can be an effective means of conveying socially sensitive health messages related to HIV/AIDS. It is recommended that the methodology be replicated among other youth groups; that more information materials; including video be developed and that mass media be used in a more planned, targeted, systematic and sustained manner to increase impact. Linkages between mass media and interpersonal communications should be identified and strengthened. Both the process and the result of the project are useful in the planning and implementation of HIV/AIDS prevention in Egypt." (Reviewed by Nimal Hettiarachy, UNICEF, cited from the "Annotated Bibliography of Evaluations in Africa": http://www.geocities.com/afreval/documents/education.htm, 10.04.2007) more

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Handbook on Radio and Television Audience Research

Graham Mytton

Paris: BBC World Service Training Trust; UNESCO; UNICEF (1992), 108 pp.

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Facts for Life: A Communication Challenge

New York: UNICEF; World Health Organization (WHO); UNESCO (1989), xiv, 78 pp.

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How to organize and run learning workshops

UNICEF; United Nations Staff College (1987), xi, 64 pp.