"Teachers can cultivate gender-sensitive graduates able to impact on the future communication environment to help make it inclusive, diverse and open. Scholars from 10 universities from across all world regions have collaborated on this project: Complutense University (Spain), Hawassa University (Et
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hiopia), Howard University (United States), Iberoamerican University of the Dominican Republic (UNIBE), National Autonomous University of Mexico (Mexico), Pontificia Universidad Católica de Valparaíso (Chile), RMIT University (Australia), SNDT Women’s University (India), Universidad Andina Simón Bolívar, (Ecuador), University of Padova (Italy). In preparing this curriculum, members of these Unitwin universities embarked on a year-long process of research, mapping and writing to ensure that cultural differences were taken into consideration in writing the chapters. This underpins the focus on core concepts such as gender mainstreaming, gender sensitivity, equality and equity, all which have been reflected in the book. It also ensures a wide range of information and up-to-date evidence, that can appropriately resonate in different ways in different countries." (Foreword)
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"This module presents a step-by-step process that will enable members of organisations, or campaigns, interested in improving their visibility and impact, to formulate effective communication strategies for social and behavioural change Chapter One includes elements that help situate the design of t
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he communication strategy within the context of each organisation; including its policies, practices and areas of work. Chapter Two and Three consider the theoretical foundations, paradigms and communication planning models. Chapter Four gives a summary of the different communication strategies and Chapter Five gives an outline of formative research. Chapter Six guides participants, step-by-step, through the design of a communication strategy. Throughout this chapter, participants are introduced to practical worksheets that help synthesise and apply key concepts in each step of the strategy design process. Additionally, references to different components of the Conceptual Module are made, including examples and case studies, which can help participants make decisions at each step of the process." (Overview, page vii)
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"This module provides key conceptual and theoretical elements for participants to gain a deeper understanding of the underlying processes and methodologies that guide the design, implementation and evaluation of a communication strategy. There are many definitions and approaches that vary depending
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upon the type of communication approach, and the specific development and social change issues being addressed. While this is not meant to be an academic text and is purposefully written in a way that is accessible to multiple audiences, it does include relevant academic references for those readers interested in the rich communication for development literature. Chapter One includes a general approach to strategic planning in social organisations. It is expected to help assist understanding of how a communication strategy must be formulated as an integral component of the policies and strategic focus areas of the organisation. Chapter Two briefly discusses key concepts and theoretical shifts around communication, culture, development and social change processes. As communication processes often entail a political perspective, these processes are linked with the goal of strengthening democracy and citizenship, as well as with the achievement of development objectives such as the Sustainable Development Goals and their corresponding targets. This chapter also discusses inclusive perspectives, particularly in relation to gender and human rights. Chapter Three includes a brief history of the evolution of conceptual approaches in the field of communication for development, many of which are derived from important transformations in development efforts over the last 70 years, as well as reformulations of the role played by communication in those processes. Chapters Three and Four introduce key communication models and strategies for social and behaviour change. These chapters emphasise conceptual elements and highlight specific methodological elements that are discussed in detail in the Participant’s Module. Finally, Chapter Five provides core concepts and definitions about designing, implementing and evaluating communication strategies for development and social change, including formative research, strategy design, and monitoring and evaluation. Specific guidance on how to implement each of these steps is provided in the Participant’s Module." (Overview, page vii)
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"This module provides methodological support for the facilitation of workshops aimed at assisting social, community, state and non-governmental organisations in the formulation of communication strategies for development and social change. Facilitators are advised to use this module to plan and prep
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are workshops while making relevant adaptations based on the context in which the workshop will be facilitated, the needs and realities of participants, and the relevant experiences that each facilitator brings to the workshop. This module suggests activities and timeframes, which can be modified according to the availability of resources of the organisation receiving the training, the complexity of communication, social and development issues that constitute the focus of the workshop, or the scope of the strategy to be formulated." (Overview, page vii)
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"O presente manual de formação destina-se a funcionários públicos Africanos que têm a tarefa de implementar uma lei DAI, e particularmente àqueles que estão envolvidos na recepção, no tratamento e na resposta dos pedidos ao abrigo do DAI. Embora os parâmetros específicos variem significat
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ivamente de país para país, este manual define uma norma para uniformizar estas responsabilidades, em conformidade com as normas internacionais de direitos humanos. Na implementação de uma lei de DAI, os funcionários públicos devem ter em conta que estão a dar corpo a um direito humano fundamental, e devem realizar o processo com a atenção, o cuidado e a diligência que isto implica. O manual serve também de: instrumento de consulta e informação para a formação de funcionários em África sobre o direito à informação; instrumento para formação de formadores sobre o direito à informação; guia para sobre metodologias e abordagens de formação de formadores." (Objectivo do manual, página 8)
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"Este manual destina-se a apresentar um quadro de formação para as OSC envolvidas em trabalho de apoio à promoção e protecção dos direitos humanos. O manual estabelece uma norma para o conteúdo de formação sobre o direito à informação para as OSC em África. O manual também serve de fe
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rramenta de referência/informação para formação das OSC em África sobre o direito à informação; Ferramenta para a formação de formadores sobre o direito à informação; e um guia para formação de formadores sobre metodologias e abordagens de formação. Este manual destina-se a intervenientes da sociedade civil que trabalham para promover questões de transparência e responsabilidade, boa governação, direitos humanos, estado de direito e prestação de serviços, entre outros. O manual também pode ser usado por organizações comunitárias, grupos de agricultores e todas as organizações e indivíduos que possam ou devam requerer informação de qualquer organismo público ou órgão privado detentor de informação pública." (Objectivo do manual)
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"Este manual de formação visa alargar os conhecimentos dos participantes sobre o direito à informação; estimular uma interpretação do direito à informação como ferramenta para o jornalismo de investigação; desenvolver a capacidade dos participantes na promoção do direito à informaçã
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o; espelhar a aplicação prática de leis do direito à informação nos países dos participantes; e definir o papel dos jornalistas na promoção do direito à informação." (Introdução)
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"The core document of CDAC’s technical training is the facilitator’s guide – a document that leads facilitators, agencies and staff through an all-inclusive journey in communication and community engagement best practice. The guide aspires to: Provide information for people affected by disaste
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r to save lives, mitigate risk and enable people to take the best possible action by being as informed as possible; Set up mechanisms for two-way communication between humanitarian actors and the people they seek to serve to engage communities and enable humanitarian programmes to be informed by communities, to enable their participation in humanitarian response and to hold actors to account; Enable communication between disaster-affected people themselves to help people’s coping mechanisms and so that people can help each other; and Engage in collaboration across different humanitarian actors, with different humanitarian actors to harness different experiences, skills and expertise." (Cdacnetwork.org)
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"Ce guide, conçu à partir d'une collecte des données sur l'expression de la haine en ligne sous toutes ses formes, et de leur analyse, propose des modules simples à comprendre afin d'accompagner celles et ceux qui le souhaitent dans la création d'un réseau virtuel d'échange pacifié. Les reco
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mmandations présentes ici ne se limitent pas à l'expression de la haine en ligne mais abordent toutes les formes de violences qui peuvent exister car c'est en prévenant la violence ordinaire qu'il est possible d'enrayer la violence idéologique, principal terreau de la confrontation meurtrière entre les peuples." (Préface, page 9)
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"Esta guía instruccional está diseñada para el uso de periodistas, facilitadores, académicos y estudiantes con el fin de contextualizar la crisis de las ‘noticias falsas’ del siglo 21. Por medio de algunos casos relevantes y un cronograma, los usuarios podrán informarse de manera más efect
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iva sobre las causas y consecuencias del ‘desorden informacional’—desde ataques periodísticos de ‘trolls,’ hasta la manipulación de elecciones y crisis diplomáticas. Aunque históricamente los medios también se han visto involucrados en la desinformación, esto no se considera un legítimo paradigma contemporáneo en los diferentes medios de comunicación. Es por esto que las manifestaciones contemporáneas de la desinformación son más fácilmente vistas en las redes sociales—un fenómeno que pone en riesgo el periodismo auténtico y a las sociedades de manera general." (Página 2)
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"This pilot toolkit has been devised by journalists and media trainers to help reporters and editors working on international migration. It will be the starting point of a broader project on how to cover news while maintaining respect for diversity and human rights. Its premise is that diversity and
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human rights are best covered through responsible, ethical journalism that acknowledges the diversity of minorities and respects migrants as human beings rather than treating them as a political, social and economic problem. The pilot toolkit includes examples of how the media in France and the United Kingdom reported on the large numbers of migrants’ arrivals that began in 2015, from different angles, and analyses the media coverage to illustrate good practice. The toolkit also contains training exercises that can be done individually or in groups to improve participants’ skills and knowledge, as well as tips for reporters and editors that will serve as useful reminders, a glossary of legal terms and links to organisations that can provide useful data and further information. The essence of responsible, ethical journalism is treating people fairly. This means practising professional journalistic diligence – checking the accuracy of information and correcting mistakes quickly and transparently; it means giving as much background information as necessary for readers and listeners to fully understand the story; it means letting people tell their own stories, in their own words, whenever possible; and it means avoiding inflammatory or extremist language." (Page 3)
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"El módulo explora la importancia crítica de la ética para medios tradicionales, como el periodismo, y para medios modernos, como las redes sociales. La presencia de las redes sociales y las noticias digitales ha aumentado la responsabilidad ética de la gente que opera en este campo, especialmen
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te teniendo en cuenta el alcance global y el poderoso impacto de estos nuevos tipos de medios de comunicación. Estos cambios, junto con las noticias falsas y el aumento de las restricciones a los medios de todo el mundo, hacen que este módulo sea importante y relevante para alumnos de cualquier disciplina. Reconociendo este panorama cambiante, el módulo extiende la discusión de las responsabilidades éticas más allá de los periodistas profesionales hasta la gente que consume las noticias, los usuarios de las redes sociales y los llamados "periodistas ciudadanos". Está diseñado para ayudar a los ponentes a ampliar la comprensión de sus alumnos de quién es exactamente un proveedor o un consumidor de medios de comunicación, y qué tipo de consideraciones éticas deben tener en cuenta quienes desempeñan estas funciones. Este módulo también busca hacer que los alumnos comprendan el efecto perjudicial que puede tener la falta de integridad y ética en la provisión y el consumo de medios de comunicación." (Introducción)
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"The main learning objective for the five-module course is to become familiar with a process that uses thorough causal analysis as the foundation for creating an evidence-based TOC for development programs. Each of the five modules can be completed in one 8-hour day, including two 15-minute breaks a
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nd an hour for lunch. The modules begin with an overview of the entire TOC process, progress through recommended steps necessary to develop a final product, and conclude with ideas about how to use a TOC throughout the program cycle. Every session has a suggested duration, which you may adapt to time available and participants’ level of understanding." (Using this guide, page 2)
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"This guide provides advice, exercises and notes for local peacebuilders who wish to facilitate a participatory video (PV) process in order to enhance the resilience and peacebuilding capacities of their communities. [It] provides exercises for the facilitator to guide participants through experient
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ial learning on: how to use a camera; how to frame a shot; how to record sound; how to direct; how to conduct and record an interview; how to identify what makes a story, how to tell an audio-visual story; how to use a storyboard to plan a film; how to write a script for a fictional story; how to record and integrate feedback received from the community; how to use editing to tell a story in film; how to conduct a paper edit. Core peacebuilding objectives include: how to facilitate constructive group discussions on sensitive topics; how to view and present a story from different perspectives; how to select a topic and genre that meet the group's communication objectives; how to understand that any film they make can have both positive and negative impacts; how to identify dividers and connectors in a community; how to understand and integrate different perspectives on privilege and identity." (Framing & objectives, page 6)
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"The first chapter is devoted to the project development phase. It includes advice and guidance to anyone considering using participatory video (within the context of anti-corruption work) together with recommendations for key elements in the planning stage. Subsequent chapters explore critical tech
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niques for facilitating corruption-focussed projects; from the workshop stages through to fieldwork and audience engagement. A collection of detailed case studies conclude the guidebook. These describe the participatory video projects implemented by Transparency International and InsightShare, together with an extra case study from a project that addressed corruption in the school system implemented by the India-based organisation Video Volunteers. The basic techniques and approaches of participatory video are not included in this guide. The guide does not include exercises for participants to learn technical skills, develop story structures, undertake group-based filmmaking, or ice-breakers and other complimentary workshop activities [...] Instead, this guide presents specific considerations for those designing corruption-focussed projects and provides a range of exercises for the facilitators. While the focus is on addressing issues of corruption, many of the ideas and approaches will be useful to practitioners in general. The sections on Choosing Participatory Video, Participant Selection, Project Structure, and Free, Prior and Informed Consent are likely to be relevant to a wide-range of projects." (Page 9)
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"This teaching guide aims to assist those who intend to learn conflict-sensitive journalism (CSJ) and those who want to instruct others in the principles, techniques, and strategies of the craft. It is not a course but a collection of lessons to be integrated in existing curricula for communication
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and journalism. It is a toolkit more than a textbook. Each contains several lessons, with activities of varying difficulty levels that focus on different aspects of CSJ. There is no order to be strictly followed, but this guide is structured towards a particular logic that flows from principles to practice." (Page 10)
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"This handbook seeks to provide an internationally-relevant model curriculum, open to adoption or adaptation, which responds to the emerging global problem of disinformation that confronts societies in general, and journalism in particular. Serving as a model curriculum, the publication is designed
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to give journalism educators and trainers a framework and lessons to help students and practitioners of journalism to navigate the issues associated with ‘fake news’. We also hope that it will be a useful guide for practising journalists. The contents draw together the input of leading international journalism educators, researchers and thinkers who are helping to update journalism method and practice to deal with the challenges of misinformation and disinformation. The lessons are contextual, theoretical and in the case of online verification, extremely practical." (Back cover)
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