Communication for

Social and Behaviour Change

Learning Module Series

MODULE 1 MODULE 2 MODULE 3 MODULE 4 MODULE 5 MODULE 6 MODULE 7 MODULE 8 MODULE 9

MODULE 3
Coordinators and leading contributors:

Paolo Mefalopulos is currently UNICEF Representative, Chile. He was the Chief of Communication for Development
(C4D) at UNICEF India Country Office from June 2009 to March 2014. His expertise is in participatory communication
research and planning. While working for FAO, Paolo was part of a team that developed an innovative methodology
known as PRCA – Participatory Rural Communication Appraisal. He also taught at the University of Texas at
Austin, where he obtained his Ph.D. in international communication. He authored several articles and books
on communication for development. His most recent works, published by the World Bank are: Development
Communication Sourcebook: broadening the boundaries of communication and Participatory Communication: A
practical guide.

Mario Mosquera-Vasquez currently works as Regional Advisor, Communication for Development (Social Change);
UNICEF’s Europe and Central Asia Regional Office (ECARO). He worked as Chief C4D. India from Sept 2014
Mar 2019. He has over 20 years of experience working on a variety of health promotion, health communication,
community mobilization interventions and research projects, primarily in Latin America and Asia. His doctorate in
public health is from the London School of Hygiene and Tropical Medicine, UK. He worked as a visiting research
scholar at Ohio University, USA, and consulted with European universities such as the University of Heidelberg,
Germany, and the Liverpool School of Tropical Medicine, UK, in a Latin American Research Center. He has published
research articles in international journals and authored in various books chapters.

Dr. Silvio Waisbord is a Professor in the School of Media and Public Affairs at George Washington University. He
holds a Ph.D. in sociology from the University of California, San Diego. His most recent book (co-edited with Rafael
Obregon) is Handbook of Global Health Communication (Wiley). He is editor-in-chief of the International Journal of
Press/Politics. Dr. Waisbord has lectured and worked in more than 30 countries, has written or edited 8 books, and
published more than 100 journal articles, book chapters, and newspaper columns. He has worked in communication
for social change, particularly in program design and implementation, as well as capacity strengthening and training.

Chike Anyaegbunam is a Professor at School of Journalism and Telecommunications, College of Communication

and Information in the University of Kentucky. He is the Director, Dissemination and Implementation Sciences
Consortium (DISC). He earned a doctorate degree in journalism and mass communication from the University
of Iowa. His areas of expertise are: participatory communication and people empowerment, public relations and
integrated strategic communication, social marketing, international development and rural health communication.
He has published extensively in peer review journals.

Developed 2013; Updated 2019.

© United Nations Children's Fund 2019

2 MODULE 3
MODULE 3
MODULE 3
Communication for development
and human development:
The Indian context and global
experiences

Communication for Development is applied to a wide

range of thematic areas in development to find solutions
and address underlying causes of problems that plague
various populations. It is of critical importance for C4D
professionals to have a good command of technical
issues in order to be able to design and implement sound
communication programmes. This module addresses five
thematic areas identified as priorities in India: gender,
climate change, the environment, health, and water and
sanitation. Although each unit focuses on different sectors,
it is important to understand connections across them, such
as the role of women and gender in water management
and environmental issues, the impact of climate change
on health and livelihoods, and the relationship between
healthcare and sanitation. Likewise, it is important to analyse
ways to integrate issues in common programmatic actions.

2 MODULE 3
Key competencies
After this module, students should be able to demonstrate the following
competencies:
VV Knowledge of basic issues, documents, and policy priorities across
technical areas in India and globally
VV Understanding the politics and policies of development
VV Critical analysis of challenges and current policies and programs
across key
development issues
VV Develop coherent arguments about successes and failures to
address problems

Unit 1 Gender
Unit 2 Climate change and community resilience
Unit 3 Environment
Unit 4 Health and nutrition
Unit 5 Water and sanitation
Unit 6 Financial inclusion and livelihoods
Unit 7 Education

Communication for Development and Human Development 3

MODULE 3
UNIT 1

Gender

General introduction
This module introduces students to central issues in gender and development, and
communication for development programmes designed to address challenges. A key
question to consider is how development programmes should mainstream gender and
communication issues across initiatives.

Gender refers to roles and responsibilities, expectations about characteristics,

social norms, and proper behaviours built upon social definitions of sex and gender.
Assessments about progress in gender issues in India are mixed – while women’s
participation in decision-making and such conditions may have improved, sex ratio and
women’s participation in the political arena have become worse off. For every example
of improvement towards more equality, there are many other cases showing persistent
disparities in gender power.

The centrality of women and women’s issues to development in India cannot be

sufficiently emphasised. There are substantial and persistent gender disparities. The
Gender-Related Index (GDI) ranks India 127th out of 189 countries (UNDP Human
Development Report 2018). The general profile of the country’s population is telling: the
disparity in sex ratio (93 women to 100 men) (2011 Census) is suggestive of troubling
gender issues, such as infanticide and the neglect of girl children. Likewise, illiteracy rates
are widely dissimilar between men and women. Women are more likely to be illiterate
than men, both in rural and urban settings. As of 2011 Census, male literacy was at
82.14 per cent and female literacy was at 65.46 per cent. Women’s participation in the
labour force also shows remarkable differences compared to men. Although there are
important variations across caste, geographical areas and class, women are significantly
less likely to participate in the workforce. Census data suggests that female participation
in the labour force has declined from 34.1 per cent in 1999-00 to 27.2 per cent in
2011-12.1 Additionally, as many as 94 per cent of total women workers are employed in
the informal sector.2

1
[Link]
wcms_342357. pdf.
2
[Link]

4 MODULE 3
Despite these differences, there are certain economic sectors with significant presence
of women such as urban manufacturing, agriculture and dairy production. Women
work more hours than men and animals in agricultural activities. A critical problem is
in the disparities in granting land titles to women, which de facto deny them access to
land. Likewise, although women play a significant role in livestock management and
production, their control and decision-making power is limited. Women in rural areas
play central roles in forestry and energy by collecting fuelwood. Women also play critical
roles in environmental issues such as the supply of fertilisers, forest protection and
water quality maintenance. Deforestation has negatively impacted women in many ways,
including spending more time collecting fuelwood and water. Finally, women also play a
central role in food security, by ensuring supply of food, processing foods, and as meal-
makers. Consequently, the threat of climate change and environmental problems makes
women particularly vulnerable given their primary roles in a number of related areas.

For the past few decades, programmes focused on women’s empowerment have
gained significant presence in India. Some key programmes include: (i) Beti Bachao,
Beti Padhao aimed at improving the child sex ratio; (ii) One Stop Centre Scheme to
provide support for women who are survivors of any kind of violence and (iii) Mahila
E-Haat, which aims to help women make financial and economic choices and be a
part of Make In India initiatives.3 The key principle in addressing human development
issues goes hand-in-hand with efforts to strengthen women’s position and decision
making in society. Women’s activism and participation have become central to a range
of development programmes. There is growing consensus that without transforming
women’s position there cannot be substantial gains in education, health, employment,
productivity, and so on.

Questions for discussion

VV What socio-economic indicators demonstrate gender inequalities in India?
VV What are the social consequences of women’s disempowerment?
VV What role do social norms play in the disempowerment of women?
VV What programmes have successfully addressed issues linked to women’s
discrimination and inequalities?
VV What are some of the communicative dimensions of women and gender
inequalities?
VV How can communication interventions address women’s issues and
development problems grounded in gender disparities?

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Communication for Development and Human Development 5

Reading list
Required readings

Food and Agricultural Organization. 2011. Communicating Gender for Rural

Development: Integrating Gender in Communication for Development.

Gautam, Bhan. 2001. India Gender Profile. Report Commissioned for SIDA. Institute of
Development Studies.

Himanshu Sekhar Rout and Prasant Kumar Panda, Editors. 2008. Gender and
Development in India: Dimensions and Strategies. New Century Publications.

Ministry of Women and Child Development (WCD). 2016. National Policy for Women
2016 Articulating a Vision for Empowerment of Women.
[Link]

UNICEF. (2018). Gender Action Plan 2018-2021.

[Link]

Supplementary readings

Murthy, Padmini, and Clyde Lanford Smith. 2009. Women’s Global Health and
Human Rights. Sudbury, MA: Jones and Bartlett Publishers.

Tomalin, Emma. 2011.Gender, Faith, and Development. Oxfam/ Routledge. http://

[Link]/publications/gender-faith-and-development-144042

Case studies
Leading Resilient Development. Grassroots Women’s Priorities, Practices and
innovations. [Link]
womens-empowerment/leading-resilient-development---grassroots-women-priorities-
practices-and-innovations/f2_GROOTS_Web.pdf

Good Practices in Gender Mainstreaming. Case Studies from India. UNDP 2008. http://
[Link]/content/dam/india/docs/good_practices_in_gender_mainstreaming.pdf

Advancing Gender Equality: Promising Practices. Case Studies from the Millennium
Development Goals Achievement Fund. Gender Mainstreaming to establish Effective
and Democratic Water and Sanitation Management. Mexico. [Link]
mdgf/C/Mexico_C.html

6 MODULE 3
Learning activities
The learning activities should be aimed at developing the following competencies:

VV Explain key dimensions of gender, women, and development issues

VV Undertake critical analysis of women’s empowerment programmes
VV Demonstrate the ability to identify communication dimensions of gender and
women issues
VV Explain ramifications of women’s disempowerment for development
VV Develop collaborative learning and reflexivity
VV Hone argumentation skills

Lectures, small group discussions and presentations

1. Group discussion about the causes and consequences of gender disparities, as well
as the ripple consequences in society.
2. Analysis of women’s empowerment initiative – design, strategies and impact.
Field visit to gather information from organisers and participants. Produce critical
examination.
3. Produce desk review of women’s programmes across social sectors. Identify key
principles and documented effects.

Unit assessment/evaluation methods

VV In-class exercises
VV Case study analysis
VV Assignments: Oral and written presentations

Communication for Development and Human Development 7

MODULE 3
UNIT 2

Climate change and community resilience

General introduction
This unit offers a brief overview of key issues in climate change that are needed to
understand the design and implementation of C4D programmes. Students will discuss
the scientific evidence for climate change, its causes and current and projected impact.

Climate change is caused largely by human activity – the overproduction of greenhouse

gas emissions. Its impact is felt worldwide and will worsen in the decades ahead if
significant steps are not taken to reduce its causes. The solution to climate change will
involve a broad array of technologies and policies of which many are tried and true and
many which are new and innovative.

Like other developing countries, India is severely affected by climate change precisely at
a time when the nation is confronted with many other development imperatives. Several
sections of the Indian population will not be able to buffer themselves from the impact
of climate change. With close economic ties to natural resources and climate sensitive
sectors such as agriculture, water and forestry, India may face a major threat and require
serious adaptive capacity to combat climate change. Experts predict that glacial melting
in the coming decades in the western Himalayas and increased variability of rainfall in the
large parts of the subcontinent will have tremendous, negative consequences.

As a developing country, India can little afford the risks and economic backlashes that
industrialised nations can. With 29.5 per cent4 of India’s population still below the
poverty line, reducing vulnerability to the impacts of climate change is essential. In
2014, India spent 4.9 per cent of its GDP, on climate change adaptation with agriculture,
water resources, health and sanitation, forests, coastal zone infrastructure and extreme
events being specific areas of concern.

The impact of climate change is multiple and needs to be disaggregated. Just to

mention three examples. One, climate change severely depresses agricultural
productivity which is critical for the livelihood of the majority of India’s population.
Therefore, it makes people extremely vulnerable to sudden changes in terms of

4
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8 MODULE 3
agricultural output, employment and other issues. Two, climate change negatively
affects health. It has been said that it is the biggest global health threat of the 21st
century that puts millions of people at increased risk. Extreme weather increases
the chance for water-borne diseases such as malaria, cholera and dysentery. Climate
change also puts populations at risk because of its impact on natural disasters. In the
recent years, India has faced several climate change-related disasters. Some of them
include: (i) the torrential rainfall in 2014 which caused the Jhelum and Chenab rivers
to overflow, submerging nearly 400 villages in Kashmir, (ii) floods in Chennai due to
excessive rain in 2015 and finally, (iii) in 2017, Mumbai and parts of Gujarat shut down
because of record heavy rainfall.5

Across a range of issues related to climate change, the one conclusion that comes
out clearly is that India’s poor are likely to bear the brunt of the impact. The social
distribution of the impact of climate change is unequal, for it changes the prices of land,
labour and food and thus directly affects household-level welfare, particularly among the
poor. Additionally, India’s poor do not have the resources to successfully deal with the
consequences of climate-induced natural disasters. Although the ripple effects are felt
across society, the poor have fewer alternatives to mitigate the consequences. They are
more exposed, in the short-term, to changes in terms of food security and employment.
Consequently, as some analysts predict, levels of poverty and exclusion are likely to
increase due to the impact of climate change. At the same time, as it has attempted to
mitigate climate change, India continues to be a major coal producer and has built more
coal-burning power plants to provide electricity to rural areas. The question – and it is a
good one for discussion – is that without rural electrification, millions will continue to be
consigned to poverty.

The role of communication in efforts to limit the damage caused by climate change
will also be examined in this unit. What are the contributions of communication for
better understanding of the impact of climate change and designing of interventions to
mitigate its effects? One approach emphasises the significance of risk communication
– how societies communicate potential and actual risks in responsible ways that lead
to effective actions. Risk communication can lead to panic and sensationalism, as it is
conventionally covered in the mainstream media. Much research has been conducted
in the representation of climate change in the media. Environmental news and climate
change typically appear sporadically, around specific 'news pegs' (e.g. natural disasters)
and then they become silent questions in the news.

Instead, a responsible approach, based on rights and participation, needs to keep

constant attention to these issues among populations and policy makers. It is necessary
to approach climate change beyond the conventions of the news media and conduct a
range of activities to keep it atop public agendas. Strengthening alarm systems, which

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html

Communication for Development and Human Development 9

include communication networks and actions, needs to be a priority. Also, it is important
to understand factors that motivate people to action – discussing risks, understanding
impact, designing solutions. Certainly, one of the main challenges is communicating
potential risks that people may not feel are immediate, or as important as other priority
issues, such as economic survival. Consequently, weighing options and identifying
doable actions with concrete results are critical. Communication is closely linked to the
need to strengthen local capacity to address climate change and to proactively design
actions to prevent its causes and deal with the consequences.

Questions for discussion

VV What are some of the consequences of climate change in India?
VV Why does climate change disproportionately affect the poor and most vulnerable
populations?
VV What are some ideas for mitigating the effects of climate change?
VV What are the tasks of communication that can help raise awareness about risk
and lead to concrete and effective actions?
VV How does the news media tend to cover information about climate change?
What is the impact of news on public awareness and actions?

10 MODULE 3
Reading list
Required readings

Billett, S. 2010. Dividing Climate Change: Global Warming in the Indian Mass Media,
Climatic Change, 99, 1-16.

Boykoff, M. 2010. Indian Media Representations of Climate Change in a Threatened

Journalistic Ecosystem. In Climate change, 17-25. Springer.

Dash, Susghil Kumar. 2007. Climate Change: An Indian Perspective. Cambridge

University Press.

National Intelligence Council. 2009. India: Impact of Climate Change to 2030: A

Commissioned Research Report. NIC 2009-03D.

Oxfam India. (nd). The Human Impact of Climate Change in India. Oxfam India Centre
for Legislative Research and Advocacy.

Rare Centre for Behaviour and the Environment. (2018). Climate Change Needs
Behavior Change: Making the Case for Behavioral Solutions to Reduce Global Warming.

Supplementary readings

Cox, Robert. E
 nvironmental Communication and the Public Sphere. Thousand Oaks,
CA: SAGE.

Feldman, Lauren, Edward W. Maibach, Connie Roser-Renouf and Anthony

Leiserowitz. 2012. C
 limate on Cable: The Nature and Impact of Global Warming
Coverage on Fox News, CNN and MSNBC, International Journal of Press/Politics
17 (1): 3-31.

Case studies
Government of Orissa. 2010. Orissa Climate Change Action Plan. Retrieved from:
[Link]

Tanveer A. Butt et al 2001. Food Security Implication Of Climate Change In Developing

Countries: Findings From A Case Study In Mali. [Link]
mccarl-bruce/papers/[Link] MODULE 3 12

Kumar, H., Gettlemen, J., & Yasir, S. (2019). How Do You Save a Million People
From a Cyclone? Ask a Poor State in India. Retrieved from [Link]
com/2019/05/03/world/asia/[Link]

Communication for Development and Human Development 11

Learning activities
The learning activities should be aimed at developing the following competencies:

VV Explain key problems of climate change

VV Critical analysis of proposed actions to mitigate climate change and deal with its
consequences
VV Demonstrate the ability to identify communication dimensions of climate change
and development issues
VV Apply the basic principles of risk communication around climate change to
specific interventions/proposals
VV Develop collaborative learning and reflexivity
VV Hone argumentation skills

Lectures, small group discussions and presentations

1. Based on the readings and additional materials, each group to conduct research
and discussion on the impacts of climate change on agriculture, employment,
food security, health and critical development issues. The discussion should
include proven ways to mitigate consequences of climate change and the role of
communication.
2. Group discussion on news about climate change. Each group should identify 'news
pegs', sources, topics and duration of news cycle. Also, groups need to offer ideas
for improving news coverage in ways that may lead to sustainable and effective
actions.
3. Group analysis on Odisha's action plan. Analyse the premises, proposed actions and
the role of communication. Based on the readings and class discussion, identify the
strengths and limitations and offer suggestions.

Unit assessment/evaluation methods

VV In-class exercises
VV Case study analysis
VV Assignments: Oral and written presentations

12 MODULE 3
MODULE 3
UNIT 3

Environment

General introduction
Across India, concern is mounting over an ever-growing list of environmental problems.
Air pollution, water pollution, garbage pollution and wildlife natural habitat pollution
challenge India. There is no question that there has been increased attention and
efforts made to address environmental issues in India over the past decades. Yet,
much remains to be done in ways that contribute to improvements in the relationship
between human development and the environment. Although India is making efforts
to address its environmental issues, still, the country has a long way to go to reach
sustainable policies that protect the environment. India defies any simple solution.
India’s remarkable biodiversity and complexity of environmental challenges demand a
nuanced understanding of a range of issues. In this unit, students discuss environmental
issues in India and identify the role of C4D efforts to improve the situation.

Environmental issues direct attention to fundamental decisions about human

development and planetary conditions. Some of these relate to posers such as the
limits societies put on how much they expect the Earth to absorb from a host of human
activities. Aside from global warming, examined in the previous unit, environmental
problems refer to the three main types of pollution (air, soil and water) that disrupt
biological development as a result of industrial dumping; the reduction of biodiversity
and disappearing habitats of various species, as a consequence of deforestation and
ocean plundering.

Certainly, attention to environmental issues puts the spotlight on highly contested

issues. The push for the expansion of mineral exploitation inevitably clashes against
environmental arguments about the need for wildlife protection and the preservation of
resources such as water and land, that are central for humankind. Industrial projects that
require massive amounts of water endanger community access to safe water, either
for survival or for cash crops, biodiversity and soil protection. The building of dams to
meet increased demands for energy inevitably runs into questions about proper water
management, particularly as they affect rural and poor populations through displacement
and changes in the local ecology. Population growth puts pressure on environmental
management, as it raises demands for water and land and drives up pollution. Sound
environmental actions need to address resource depletion that results from population
growth and economic development.

Communication for Development and Human Development 13

A related issue is the question of energy sources. As population and consumption
increase, demand for energy rises. The fact that the burning of fuelwood and biomass
remains a main source of energy for household use is a key challenge to prevent
environmental damage and health consequences. The continuous promotion of clean
energy is necessary to ameliorate the situation and encourage households to shift
behaviours. Obviously, the lack of alternative sources – electricity or other fuels – makes
it extremely difficult to achieve sustainable changes. Waste-to-energy initiatives are
bright possibilities and yet, they confront stubborn obstacles to become viable and
popular ways of tackling various environmental problems simultaneously.

Also, the prevention of air and water pollution is critical. Pollution is caused by several
factors like the absence of proper sanitation and waste removal systems, weak control
of floods, traffic congestion and expanding numbers of cars and inadequate industrial
standards and regulations. In recent years, India has seen an unprecedented rise in air
pollution. In 2018, WHO reported that 14 out of the 15 most polluted cities in the world
are in India. Cities have made efforts at a policy level to curb air pollution such as halting
construction and banning bursting of fireworks. The severity of the problem has led to
increased communication around the causes and effects of poor air quality. To begin
with, the Government of India launched the National Air Quality Index to effectively
communicate the status of air pollution using one number that is easy to understand.6
There has also been an increase in media coverage on this issue. Additionally, several
campaigns have been launched to raise awareness about the severe deterioration of air
quality in India. For example, the two week long “Save Your Lungs” campaign launched
in Gurgaon informed people about the various stages of damage caused by air pollution
using street plays and one-on-one interactions with citizens through volunteers.7
Addressing environmental issues is a multi-pronged effort in a country with chronic
difficulties and a huge population.

Questions for discussion

VV What are some of the key environmental challenges for India?
VV What government agencies deal with environmental issues?
VV What are some of the key recent achievements in environmental policies?
VV What are some examples of community intervention to address environmental
problems?
VV What are the roles of communication in environmental development?

6
[Link]
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14 MODULE 3
Reading list
Required readings

Mahesh Rangarajan, Editor, 2009. Environmental Issues in India: A Reader. Pearson

Education India.

Corbett, J. B. 2006. Communicating Nature: How we Create and Understand

Environmental Messages. Washington: Island Press.

Jurin, R. R., Roush, D., & Danter, J. 2010. Environmental Communication: Skills and
Principles for Natural Resource Managers, Scientists and Engineers (Second Edition).
London, New York: Springer.

Supplementary readings

George, Alfred James, Editor. 1999. Ethical Perspectives on Environmental Issues in

India. APH Publishing.

Cox, Robert. 2006. Environmental Communication and the Public Sphere. Thousand
Oaks, CA: SAGE.

Anderson, A. 1997. Media, Culture and the Environment. London: UCL Press.

Learning activities
The learning activities should be aimed at developing the following competencies:

VV Explain the key environmental problems in India

VV Undertake critical analysis of actions to address environmental problems
VV Apply critical analysis of technical issues to the development of communication
ideas
VV Develop argumentation skills
VV Hone collaborative work

Lectures, small group discussions and presentations

1. Group discussion/presentation of one environmental challenge – causes,
consequences and recommended actions. Particular attention should be paid to the
communication dimensions for prevention/mitigation.
2. Review the communication aspects of government/development agencies regarding
environmental issues. What actions are conducted? How is communication
understood with regard to environmental policies/programmes?
3. Group analysis of case study of programme/intervention in India to address one
environmental challenge: use of clean energy, proper waste disposal, air pollution,
or others. Discuss structural and behavioural issues affecting the problem as well as
alternatives

Communication for Development and Human Development 15

Unit assessment/evaluation methods
VV In-class exercises
VV Case study analysis
VV Assignments: Oral and written presentations

16 MODULE 3
MODULE 3
UNIT 4

Health and nutrition

General introduction
India is experiencing a rapid health transition. It is confronted both by an unfinished
agenda of infectious diseases, nutritional deficiencies and unsafe pregnancies as
well as the challenge of escalating epidemics of non-communicable diseases. This
composite threat to the nation’s health and development needs a concerted public
health response that can ensure efficient delivery of cost-effective interventions
for health promotion, disease prevention and affordable diagnostic and therapeutic
healthcare. The Government of India aims at achieving an acceptable, affordable and
sustainable standard of good health and an appropriate health system. It focuses
on reorganisation and restructuring of the existing health infrastructure at primary,
secondary and tertiary levels to reduce inequities and regional imbalances in the health
sector. This includes delegation of powers to local bodies. The National Rural Health
Mission (NRHM), launched in 2005, calls for a holistic approach to health development,
supported by relevant human resource capacities, convergence, integration and public-
private partnerships. This scheme provides an opportunity for promoting equity, serving
the underprivileged and empowering communities in a sustainable manner. In 2013,
a sub-mission of the NRHM – the National Urban Health Mission – was launched. The
NUHM aims to meet the health care needs of the urban poor by facilitating their access
to quality primary healthcare.8

India is also striving to achieve the Millennium Development Goals (MDGs) and that
the expectations to attain various targets are viable. The vision of the 11th Plan was to
promote broad-based and inclusive policies. In this unit, students discuss health and
nutrition issues, especially mother and child health, nutrition in India, and identify health
communication and C4D approaches to support efforts to improve the situation for
marginalised populations.

Certainly, like any other social sector, the health sector is extremely complex, diverse
and unequal. Some segments of the population enjoy access to quality services, while

8
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Communication for Development and Human Development 17

most do not. For the purpose of this unit, it is important to highlight critical issues
that are important challenges and priorities. Experts agree that strengthening the
country’s public health system is of utmost importance to make further progress and
to build on achievements for the past decades. The goal should be to make progress
and consolidate gains in ways that allow it to efficiently act as the primary provider of
preventive and curative health services.

Among other issues, the following are urgent priorities: reducing high burden of
preventable disease, improving nutritional indicators, reducing maternal and child
mortality, making healthcare more accessible and equitable, tackling chronic diseases
caused by tobacco consumption and alcohol. Likewise, a key priority should be to
increase public expenditures in health and to maximise the efficiency of public spending
(to reduce substantial out-of-pocket expenses). A central principle guiding action is that
these issues disproportionately affect India’s poorest populations. Social determinants,
such as divisions of caste, class and gender underlie the social distribution of health and
disease. Also, other factors that affect socially disadvantaged populations, negatively
affect the health of the poor such as water and sanitation problems, climate change and
persistent abysmal levels of poverty.

Improvement of health issues is unthinkable without considerable and strategic

investments in the health systems. Changes in disease surveillance, data analysis,
laboratory systems, drug provision and administration and stronger management
capacity are critical. Addressing problems of human resources, particularly in rural areas,
is also another priority, given well-known challenges—insufficient training, migration,
unequal distribution.

Specific to disease surveillance and prevention, C4D has been particularly effective in
managing the effects of epidemics. For example, in 2014, SBCC played a major role in
dealing with the Ebola epidemic in West Africa. SBCC was used for calming people’s
fears, addressing myths regarding the disease and spreading awareness about the
disease. The communication messages were designed based on surveys conducted
via text message on people’s knowledge and beliefs about the disease. Community
ambassadors such as village chiefs and religious leaders who were seen as the most
trusted sources of information, were then appointed to talk to their communities
about the disease, focusing mainly on stigma and prevention.9 In India, the focus of
the government during the swine flu epidemic in 2015 was on spreading awareness
through mass-media such as TV commercials and radio spots. Additionally, given that
young children were one of the at-risk populations, several school-based interventions
were used such as handing out pamphlets to students and counselling them about the
causes and effects of swine flu.

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18 MODULE 3
The potential and real contributions of communication to progress in health systems
and indicators are many. From increased community participation to discuss
adequate strategies, to increasing service quality to actions to promote options and
improvements, communication plays various roles in the process. Partnership and
collaboration among governments, the private sector and civil society are necessary
to tackle problems, foster a sense of ownership and to scale-up achievements.
Strategic advocacy and social mobilisation are needed to strengthen the health
system and address several gaps. Likewise, community involvement in interpersonal
communication and peer education are well-proven actions to raise awareness about
problems and provide opportunities for debate and education.

Questions for discussion

VV What are the key health challenges in India? What have been some of the main
achievements in recent years?
VV What are the social determinants of health?
VV What communication interventions can address the persistent obstacles for
improving health conditions and health systems?

Communication for Development and Human Development 19

Reading list

Required readings

Reddy, K Srinath, Vikram Patel, Prabhat Jha, Vinod K Paul, AK Shiva Kumar and
Lalit Dandona. 2011. Towards Achievement of Universal Healthcare in India by 2020: a
call to action, The Lancet 377: 760–768.

Mabelle Arole and Rajanikant Arole. 2003. Jamkhed: A Comprehensive Rural Health
Project.

Asha George. 2007. Persistence of High Maternal Mortality in Koppal District,

Karnataka, India: Observed Service Delivery Constraints, Reproductive Health Matters
15 (30) pp. 91-102 [Link]

Obregon Rafael and Silvio Waisbord, Editors. 2012. Handbook of Global Health
Communication. Wiley. Selected chapters.

Santosh, Vijaykumar. 2008. Communicating Safe Motherhood: Strategic Messaging in

a Globalized World, Marriage & Family Review 44 (2-3).

Learning activities
The learning activities should be aimed at developing the following competencies:

VV Explain the health challenges in India.

VV Undertake critical analysis of programmes to address health problems.
VV Apply critical analysis of communication dimensions of social determinants of
health and health programmes.
VV Develop argumentation skills.
VV Take up collaborative work.

Lectures, small group discussions and presentations

1. Group discussion about the social determinants of specific health challenges such as
infant mortality, malnutrition, chronic diseases and infectious diseases. This analysis
would be used to understand possible communication interventions to address the
problems at multiple levels.
2. Group discussion of lessons from across health programmes explain works? What
are the communication implications?
3. Case study: Review successful health programmes in India – discuss strategy, goals
and indicators. Discuss the possibility of scaling-up/replicability of successes based
on diagnosis of strengths and limitations of the case.

20 MODULE 3
Unit assessment/evaluation methods
VV In-class exercises
VV Case study analysis
VV Assignments: Oral and written presentations

Communication for Development and Human Development 21

MODULE 3
UNIT 5

Water and sanitation

General introduction
India’s water and sanitation situation has been described as a crisis. Various factors
have contributed to a dire scenario. The country’s huge and growing population
puts pressure on all natural resources, including water. The pressure on aquatic
environments is felt nationwide. The lack of access to safe water is particularly severe
among poor and rural populations.

Sanitation systems are also in trouble. The lack of proper infrastructure and poor
maintenance explain the chronic problems for the delivery of safe water. A study by the
Asian Development Bank shows that none of the 35 Indian cities with a population of
more than one million, supply water consistently. Persistent shortages in the storage
and distribution of rainfall do not help to ameliorate the situation.

Despite recent progress, the challenges are many. As of the early 2000s, the World
Bank estimated that 21 per cent of communicable diseases in India are caused by
unsafe water. In India, diarrhoea alone causes more than 1600 deaths daily. The
highest mortality from diarrhoea is in children under the age of five – in 2016 alone,
diarrhoea led to the death of 1,02,813 children.10 The lack of running water and
sewage systems greatly contribute to the burden of the disease. As a result of poor
waste disposal, important water sources are contaminated by sewage, agricultural
runoff and industrial dumping. Waterways have become depositories of human and
industrial waste. Poor sanitation remains a critical challenge. Sanitation includes
the management of human excreta, drainage and solid waste. Improved sanitation
demands the hygienic separation of human excreta from human contact in ways that
reduce health risks to humans. Poor hygiene practices in rural areas of the country
also contribute to this problem such as the lack of latrines and poor hand-washing
practice. A report by the World Health Organization and UNICEF found that half of
the 1.2 billion people who defecate in the open around the world live in India and 732
million people lack access to a toilet.11 Beyond health problems, the consequences are
the reduction of time and health-related productivity losses.

10
[Link]
11
[Link]

22 MODULE 3
Current approaches have emphasised the need for socially motivated designs; those
which go beyond old technological programmes that assumed that if the technology
were available, the problems would be mitigated. Solutions cannot be one-size-fits-all
interventions but demand building of efficient systems. Community-led total sanitation
programmes have gained credence as effective methods to deal with sanitation
problems. Water and sanitation management issues are interwoven with cultural
beliefs, values and norms that influence the use of water for drinking and cooking. Of
particular importance is the role of women in the procurement and use of water. Thus,
programmes cannot ignore gender power dynamics and roles in the operation and
management of water. The message that a vision of an Open Defecation Free (ODF)
India is being collectively pursued, must not be lost sight of.

The Swachh Bharat Mission (SBM) is an effort to address the issue of sanitation on
a national level, across urban and rural contexts. Launched in October 2014 by the
Government of India, the movement aims to achieve universal sanitation coverage
across the country. One of the goals is to reach ODF status before 2 October, 2019.
SBM has identified behaviour change as the conduit through which it implements its
programs. Public defecation is a cultural issue rather than simply a problem of lack
of access given the practice has decades of history in India. Undoing this involves a
change in attitudes, mindset and behaviour before toilets and sanitation technologies
can be implemented.

The aim of SBM is to mobilise communities through forefronting education on health

and cleanliness. In working on behaviour change interventions, the Mission used several
methods, from Bollywood murals dissuading open defecation, to menstrual awareness
campaigns in schools. As the deadline approaches, the government claims 99 per cent
ODF status in most states; this is an unreliable statistic in practice.

Questions for discussion

VV What are the main water and sanitation challenges in India?
VV What are the causes of those problems?
VV What were the successful interventions?
VV What communication dimensions exist in water and sanitation?

Communication for Development and Human Development 23

Reading list
Required readings

Chambers Robert. 2009. Going to Scale with Community-Led Total Sanitation:

Reflections on Experience, Issues and Ways Forward, IDS Practice Papers Special
Issue: Going to Scale with Community-Led Total Sanitation: Reflections on Experience,
Issues and Ways Forward 1: 1-50.

World Bank, India. 2010. The Economic Impacts of Inadequate Sanitation in India.
Retrieved from [Link]/wsp/sites/[Link]/files/.../[Link]

World Health Organization. 2012. Global Costs and Benefits of Drinking-Water Supply
and Sanitation Interventions to Reach the MDG Target and Universal Coverage.

Water and Sanitation Programme, South Asia (2011). A Decade of the Total
Sanitation Campaign: Rapid Assessment of Processes and Outcomes. New Delhi,
India, Water and sanitation programme (WSP) – South Asia. Retrieved from http://
[Link]/2011/07/11/india-a-decade-of-the-total-sanitation-
campaign/

Case studies
A. Furber & M. Crapper. Two case studies of rural water and sanitation development
projects in Ghana. Institute for Infrastructure and Environment, The University of
Edinburgh. EWB-UK National Research & Education Conference 2011 [Link]
[Link]/filestore/Alison%20Furber_Two%20case%20studies%20of%20rural%20
water%20and%20sanitation%20development%20projects%20in%[Link]

Gender, Water and Sanitation: A Policy Brief. UN water. Water for Life 2005-2015.
[Link]

Learning activities
VV Explain water and sanitation challenges in India
VV Critical analysis of interventions to tackle water and sanitation deficits
VV Apply critical analysis of communication dimensions in water and sanitation
VV Argumentation skills
VV Collaborative work

Lectures, small group discussions and presentations

1. Group discussion about technological and social approaches to water and sanitation
problems. Analyse the strengths and limitations of each approach.
2. Analysis of case study of the community-led total sanitation project. Discuss the
diagnosis, strategy, implementation, messages, social norms, results and scaling-up.

24 MODULE 3
3. Discuss possible advocacy actions to raise awareness about water/sanitation
problems among key decision-makers and opinion leaders and propose concrete
actions at the community level.

Unit assessment/evaluation methods

VV In-class exercises
VV Case study analysis
VV Assignments: Oral and written presentations

Sources

[Link]

[Link]

[Link]
changing-mindsets-swachhta-6410/

[Link]
bharat-mission-in-unnao

Communication for Development and Human Development 25

MODULE 3
UNIT 6

Financial inclusion and livelihoods

General introduction
Financial inclusion is a component of financial development, along with depth,
efficiency and stability. Financial development is important for economic growth and
financial inclusion in particular, has a bearing on equity as well. The 2014 World Bank
conceptualization of financial inclusion parallels basic ideas of financial depth: “the
proportion of individuals and firms that use financial services”. Subsequently, it has
developed a more elaborate definition: Financial inclusion means that individuals and
businesses have access to useful and affordable financial products and services that
meet their needs – transactions, payments, savings, credit and insurance – delivered in
a responsible and sustainable way.

Access to a transaction account is the first step towards broader financial inclusion as it
serves as a gateway to other financial services like credit or insurance, lowers transaction
costs for daily economic activities, allows for planning for longer-term needs and enables
the creation of a buffer for emergencies. Components of financial inclusion comprise:

Banking: Banking is the foundation of financial inclusion. The impact of increased

access to banking in India has been found to be mostly positive. Expanded bank
access leads to increased economic activity, as well as savings. A different approach
to improving the performance of conventional banks is the creation of alternative kinds
of banking institutions. Rural cooperative banks have a long history in India. Another
alternative is the model represented by India’s Self-Employed Women Association's
(SEWA) Shri Mahila Sewa Sahakari Bank, the oldest women’s bank in the world.

Microfinance: Microfinance and microcredit have received considerable attention as

vehicles for providing access to funds. Nobel Laureate Muhammad Yunus is credited
with laying the foundation of modern MFIs with the establishment of Grameen Bank in
Bangladesh in 1976. The key ideas behind these efforts include pooling of funds, risk
sharing and joint monitoring and liability. Target populations, even if they have bank
accounts, would almost certainly not qualify for traditional bank loans. Many might use
'informal' financial services of moneylenders, with the potential of being trapped in
debt situations. Of course, it is now recognised that microfinance is not a magic bullet

26 MODULE 3
for providing access to credit for the poor, but an enormous body of empirical research
which provides an understanding of how the institution works in different contexts.

Agricultural credit: Credit to farmers occupies a special place in developing countries.

The importance of food production and the size of the agricultural sector in many
countries make agricultural credit politically and economically more salient than credit
for other kinds of products and services.

Health insurance: The financial aspect enters healthcare because of its potentially
high costs and developing countries obviously face more stringent constraints. In such
cases, health insurance programmes for the poor are meant to increase access to
health care when the public delivery system is unable to do so effectively.

Payment technologies: Reducing high cash transaction costs through technological

innovations can foster inclusion. There is robust evidence that digital payments
technologies have positive impacts. Much of this evidence comes from the M-PESA
scheme in Kenya. In India, digital payments have been conceptualised as one component
of a three-part strategy for financial inclusion using digital technologies: JAM, which
stands for Jan Dhan (banking), Aadhaar (identity) and Mobile (transactions). Biometric
identity cards in India (Aadhaar) have reduced corruption in welfare programmes,
economised on expenditures and even had some positive impacts on outcomes
(Banerjee et al., 2016; Muralidharan et al., 2016; Imbert and Papp, 2015). However,
despite the emergence of new products and services, the uptake of digital financial
services in India remains low, due to a combination of factors, some of which include
complex user interfaces, inconsistent Internet connectivity and concerns about fraud.

Financial literacy: On the demand side, financial literacy is an important factor

in shaping financial inclusion. Financial literacy is knowledge and skills that allow
individuals to make informed and effective decisions regarding their financial resources.
Programmes to improve the financial literacy include enhancing awareness and
understanding on types of bank accounts, services offered by banks, interest rates,
financial management, investments, digital payments, protection against financial frauds
etc.

There are three key pillars for sustainable livelihoods: (a) ‘vulnerability reduction’ and
‘livelihoods enhancement’ through deepening/enhancing and expanding existing
livelihoods options and tapping new opportunities in farm and non-farm sectors (b)
‘employment’–building skills for the job market and (c) ‘enterprises’–nurturing
self-employed and entrepreneurs (for micro-enterprises).

Various government-led initiatives in the past few years include the Pradhan Mantri Jan
Dhan Yojana (launched in August 2014), launch of MUDRA (Micro Unit Development
and Refinance Agency) Bank and the creation of several payment banks and small
finance banks. Aajeevika - National Rural Livelihoods Mission (NRLM) was launched
by the Ministry of Rural Development (MoRD), Government of India in June 2011.

Communication for Development and Human Development 27

Questions for discussions
VV Does access necessarily lead to inclusion? How and why? Why not?
VV What are the main objectives of financial inclusion? What are the barriers to
financial inclusion?
VV What are the various components of financial inclusion?
VV What are the dynamics between poverty, livelihood and financial inclusion?
VV Discuss the role that C4D plays in financial inclusion.
VV Discuss the importance of promoting savings and rational use of financial
resources at the community and household level.

Supplementary readings

NABARD All India Rural Financial Inclusion Survey 2016-17: [Link]

auth/writereaddata/tender/1608180417NABARD-Repo-16_Web_P.pdf

Financial Inclusion: Concepts, Issues and Policies for India by Nirvikar Singh,
Department of Economics at University of California, Santa Cruz: [Link]
org/wp-content/uploads/2017/05/[Link]

How Behavioral Economics Can Advance Financial Inclusion: [Link]

blog/know-thy-irrational-customer-how-behavioral-economics-can-advance-financial-
inclusion

Case studies
In India, index-based rainfall insurance allowed farmers to cultivate riskier cash crops:
[Link]

How do Electronic Transfers Compare? Evidence from a Mobile Money Cash

Transfer Experiment in Niger: [Link]
Me_12sept2013_No-[Link]

Social Cash Transfer Programs: [Link]

Fact%20Sheets/[Link]

References

1. Ahlin, C., Lin, J., & Maio, M. (2011). Where does microfinance flourish? Microfinance
institution performance in macroeconomic context. Journal of Development
Economics.
2. EY 2016 report on ‘Evolving landscape of microfinance institutions in India”

28 MODULE 3
Learning activities: lectures, small group discussions and
presentations
1. Critically analyse the various financial inclusion initiatives and programmes – design,
strategy and impact.
2. Discuss advances in technology that have made it possible to deliver financial
services in newer and more efficient ways to the underserved populations.
3. Undertake a desk research to present findings on private sector’s involvement in the
area of sustainable livelihood creation and financial inclusion.

Communication for Development and Human Development 29

MODULE 3
UNIT 7

Education

General introduction
The formation of human capital through education is necessary for the social and
economic progress of a developing country. The Indian education system has recently
established itself as a hub of educational excellence. It consists of one of the largest
networks of schools (1.4 million) and higher education institutes (40,000) (Heslop,
2014). With rapid increase in the country’s population and changing economy, there is a
growing demand for quality education. Moreover, development in the education sector
in India demands attention as over 50 per cent of the population consists of people
under the age of 25 years. However, despite the recent improvements in the education
sector, India faces several challenges such as low rates of employment and enrolment
in education institutions (Gupta & Dubey, 2019).

Major government schemes

The Government of India has attempted to tackle the major issue of access to education
over the past few decades through the implementation of various schemes for the
improvement of formal education. Such schemes include Sarva Shiksha Abhiyan
(SSA), Samagra Shiksha, Saakshar Bharat, Mid-day Meal Scheme and Information
and Communication Technology (ICT). SSA is a flagship programme started by the
Government of India to achieve “Universalization of Elementary Education” (All India
Council for Technical Education, 2009). According to this programme, it is mandatory for
children of 6-14 years age group to receive free and compulsory education. Additionally,
the programme facilitates quality education by improving school facilities (providing
additional teachers or training to existing teachers) as well as the infrastructure (toilets,
additional classrooms, etc.). In addition, the Government of India has emphasised
the health of the students through the Mid-day Meal Scheme. Under this scheme,
the government provides 'free lunch' on working days for children in primary and
upper primary classes in government schools or the centres supported under Sarva
Shiksha Abhiyan (Chettiparambil-Rajan, 2007). Moreover, the government has also
acknowledged the importance of educational technology and emphasised the use of
computers for quality education. Information and Communication Technology (ICT)
has not only improved the access to software and hardware devices but also has
encouraged the creation of online course content. It has been used to bridge the digital
divide between students of different socio-economic backgrounds.

30 MODULE 3
Challenges and issues in the education sector
Research has highlighted challenges such as lack of quality education, corruption
in education, no proper value education, poor women’s education, lack of facilities,
curriculum issues and wrong societal outlook (Gupta & Dubey, 2019) in the Indian
education sector. Government schemes like Right to Education (RTE) and ICT have
pushed forward the agenda of quality education. However, many of the above challenges
remain unaddressed. There exist high rates on enrolment in primary school education,
however, the retention rates of students at secondary level are not satisfactory. For
example, middle school students are unable to process second grade material (Tognatta,
2014). Research suggests that in order to combat the low rates of employment and
quality of education, the government has expanded its focus to skill development using
vocational training. Two government schemes, SANKALP and STRIVE were launched with
the objective to boost the “Skill India” mission. Moreover, in 2016, Pradhan Mantri Yuva
Yojana was launched to provide training to students in entrepreneurial sector.

Inclusive education
Another issue that needs to be addressed is that of inclusive education. It raises an
important question of whether the education system in India is inclusive. Educating
women has economic and social benefits for the country. Even though the rate
of returns that prompt investment in education is higher for women than men
(Balatchandirane, 2003), women are discouraged from getting educated in the country
more than men. “Sakshar Bharat Mission for female literacy” is one of the government
schemes launched in 2008 that promotes education of adults, especially women.
Additionally, there are provisions made for differently-abled children by the government
(Singhal, 2007) in an attempt to create inclusive education for all.

Questions for discussion

VV Discuss both the advantages and disadvantages of the role of government in
monitoring private education institutions.
VV Discuss both the advantages and disadvantages of nationalising education
sector.
VV List the factors responsible for causing low enrolment rates in schools.
VV Comment on the following statement: Are the education schemes created by
the government inclusive to all?
VV Discuss the role of C4D in government-initiated programmes on education.
VV Discuss the importance of vocational training in the context of youth
employment.

Communication for Development and Human Development 31

Learning activities: lectures, small group discussions and
presentations
VV Pick one challenge mentioned in the Indian education system. Critically analyse it
and suggest a policy for its reformation.
VV Analyse any one government scheme on education and provide its limitations.
Limitations may include inclusion and exclusion criteria of the scheme and the
implementation of the scheme.
VV Debate on the pros and cons for the usage of social media tools for education.

References

Balatchandirane, G. (2003). Gender discrimination in education and economic

development: A study of South Korea, China and India. International studies, 40(4), 349-
378.

Gupta, B., & Dubey, S. (2019). Contemporary Issues and Challenges in the Indian
Education System. International Journal of Engineering and Management Research
(IJEMR), 9(1), 190-194.

Heslop, L. (2014). Understanding India: The future of higher education and opportunities
for international cooperation. British Council.

Supplementary readings
VV Altbach, P. G. (1993). The dilemma of change in Indian higher education. Higher
Education, 26(1), 3-20.
VV Raju, D. K. (2004). Private initiatives in higher education: Enabling legislations,
regulations and judicial interpretations in India.
VV Singal, N. (2006). Inclusive education in India: International concept, national
interpretation. International journal of disability, development and education,
53(3), 351-369.

32 MODULE 3
Key contributors:
1. Abhijit Bora, Professor & Head of Department, Tezpur University
2. Abid Husain, Assistant Professor Jamia Millia Islamia
3. Alka Gadgil (Dr.), Head & Faculty, Xavier Institute of Communication, Mumbai, Maharashtra
4. Alka Malhotra, Communication for Development Specialist, UNICEF Delhi
5. Anant Kumar (Dr.), Associate Professor, Xavier Institute of Social Sciences (XISS), Ranchi
6. Anjali Capila (Dr.), Associate Professor, Dept. of Development Communication & Extension, Lady Irwin College, Delhi
7. Aparna Khanna, Associate Professor, Lady Irwin College, Delhi University
8. Arbind Sinha (Dr.), Advisor, MICA - Centre for Development Management and Communication, Mudra Institute of
Communication Ahmedabad (MICA)
9. Archna Kumar, Associate Professor, Development Communication and Extension, Lady Irwin College, Delhi University
10. Arupa Shukla, Communication for Development Specialist, UNICEF Delhi
11. David Mould (Dr.), Professor Emeritus, Media Arts & Studies, Ohio University
12. Diwakar Shukla, Director, Jagran School of Journalism and Communication, Bhopal
13. Elnur Aliyev, Communication for Development Specialist, UNICEF Delhi
14. I Arul Aram (Dr.), Associate Professor, Department of Media Sciences, Anna University (AU), Chennai, Tamil Nadu
15. Ila Patel (Dr.), Professor, Social Science, Institute of Rural Management, Anand, Gujarat
16. Joya Chakraborthy, Senior Assistant Professor, Tezpur University
17. Kanchan K. Malik (Dr.), Associate Professor in Communication, University of Hyderabad, Andhra Pradesh
18. Kulveen Trehan, Senior Faculty, University School of Mass Communication, Indraprastha University
19. M. H. Ansari (Dr.), Professor & Head of Department, Rural Management, Xavier Institute of Social Services (XISS), Ranchi
20. Manjaree Pant, Communication for Development Specialist, UNICEF Rajasthan
21. Manukonda Rabrindranath, Dean Faculty of Communication and Media studies, Head of Journalism and Mass
Communication, Indira Gandhi National Tribal University, Madhya Pradesh
22. Narendranath Chowdary, Consultant, Monitoring & Evaluation, UNICEF Delhi
23. Neela Saldanha, Director, Center for Social and Behaviour Change, Ashoka University
24. Neelam Yadava (Dr.), Assistant Professor, Mudra Institute of Communication Ahmadabad, Gujarat
25. Purnima Mehrotra, Center for Social and Behaviour Change, Ashoka University
26. R Lavanya (Dr.), Assistant Professor, Department of Media Sciences, Anna University (AU), Chennai, Tamil Nadu
27. Rachana Sharma, Communication for Development Specialist, UNICEF Delhi
28. Raj Shree Verma (Dr.), Associate Professor, Rural Management, XISS
29. Rashmi Jain, Assistant Professor, Department of Social Work, Jamia Millia Islamia
30. Rudrajit Das, Communication for Development Specialist, UNICEF Delhi
31. S. Arulchelvan (Dr.), Assistant Professor, Department of Media Sciences, Anna University (AU), Chennai, Tamil Nadu
32. S. Devaraj (Dr.), Research Assistant, Dept. of Extension Education, Gandhigram Rural Institute, Tamil Nadu
33. Salman Khan, Research Associate, School of Social Work, Jamia Millia Islamia
34. Sanjay Singh, Communication for Development Specialist, UNICEF Madhya Pradesh
35. Sant Kumar (Dr.), Associate Professor, Rural Management, Xavier Institute of Social Services (XISS), Ranchi
36. Santosh Kumar Patra (Dr.), Assistant Professor, Media Studies, Mudra Institute of Communication, Ahmadabad
37. Seema Kumar, Communication for Development Specialist, UNICEF Andhra Pradesh & Karnataka
38. Shivani Saraf, Center for Social and Behaviour Change, Ashoka University
39. Siddartha Shrestha, Chief, Communication for Development, UNICEF Delhi
40. S.K. Gopal (Dr.), Programme Coordinator, Krishi Vigyan Kendra, Gandhigram Rural Institute, Tamil Nadu
41. Sunitha Don, Assistant Professor, Department of Media Sciences, Anna University (AU), Chennai, Tamil Nadu
42. Tisha Srivastav, Assistant Professor, Film and Media Studies, Ashoka University
43. U.T. Rao (Dr.), Professor, General Management, Mudra Institute of Communication, Ahmadabad, Gujarat
44. Uma Maheshwari P., Assistant Professor, Department of Media Sciences, Anna University (AU), Chennai, Tamil Nadu
45. Vaiju Naravane, Professor, Journalism and Media Studies, Ashoka University
46. Vasuki Belavadi, Associate Professor in Communication, University of Hyderabad
47. Vinod Pavarala (Dr.), Professor in Communication, UNESCO Chair on Community Media, University of Hyderabad

Communication for Development and Human Development 33

For more copies contact:

Communication for Development Section

United Nations Children's Fund
73 Lodi Estate, New Delhi 110 003, India
Phone : +91-11-24690401
Email : newdelhi@[Link]
Web : [Link]
[Link]/india/
34
[Link]
MODULE 3