MODULE XI

COMMUNICATION FOR
THE CHANGE OF
BEHAVIOR

A B

Feedback
Sender Receiver
Then Receiver Then Emitter

PROSAD July 06
3thedition
Produced by the Sexual Health, Human Rights Program (PROSAD), a
German-Burkinabé program, supported by GTZ, in collaboration with KfW and
the DED, at the order of the German Federal Ministry of Economic Cooperation
and development (BMZ)
Module XI: Communication for Behavior Change
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COMMUNICATION FOR THE

CHANGE OF
BEHAVIOR

Communication

The process of change

behavior

The factors of change

behavior

The steps of a change process

of behavior

-Communication for Change

Behavior (CCC)

The approach to communication

for behavior change

Some CCC techniques

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SUMMARY
Pages

List of abbreviations... 4

Introduction 5

1 – Communication 7

2 – The process of behavior change………….. 10

3 - Communication for Change

Behavior (CCC) ... 13

4 – Some practical tips for a better

communication 23

5 - Bibliography ... 26

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List of abbreviations

- BF Burkina Faso
- CCC : Communication for Change
Behavior
- CIP Interpersonal Communication

- Department of Education on Population Matters

DEMP

- FS Health Training.
Information-Education-Communication
- Communication for Change
IEC/CCC
Behavior

- : Programme Santé Sexuelle, VIH/SIDA, Droits

PSV/DHTE
Humans, fight against Trafficking and the Worst Forms of
Child Labor

- AIDS Acquired Immunodeficiency Syndrome

- SSR Sexual and Reproductive Health

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INTRODUCTION

The Present module, which is at its third version, is an integral part of a kit
awareness on sexual and reproductive health for facilitators
relay (associations, technical services, NGOs, etc.)

This kit is a contribution to achieving the goal of a better

awareness in sexual and reproductive health. Its development aims to
make available to the trained relay facilitators:

Firstly, a clear and precise reference document serving as support.

and guidance in their facilitation tasks;

Secondly, standardized messages at all levels of all

community interveners in sexual and reproductive health.

The kit in its original version was used satisfactorily as material.

animation in IEC/SR in the South West regions and in the loop of
Mouhoun. Taking into account the emergence of new concepts, of progress
of technology in reproductive health and the concern for efficiency
in terms of IEC/SR, the kit was revised in February 2001 by GTZ in
collaboration with the DEMP (Direction of Education in matters of
Population

This edition (the 3rdthalso takes into account the emergence of new
concepts of the advancement of knowledge and technology in the field of health
sexual and reproduction. It is primarily rooted in the necessity to take
considering the current information needs and changes of
expected behaviors of target groups by the PSV/DHTE. The 3rd version
the kit is finally carried out in the perspective of the second phase of the program which
profile (2007-2009).

This module replaces the old module No. 10 entitled 'Communication'.

"interpersonal" to take into account the recent emergence of the concept of
communication for behavior change. Its purpose is to serve
memorial aid for the organization and execution of CCC/SSR activities on
the field. Its objective is to allow the facilitator to communicate
effectively the messages to the target population.

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Specifically, it involves providing the facilitator with the basics on:

• Communication,
• The CCC and its components (the factors of change of
behavior, the stages of a change process
behavior),
• The approach to communication for change
behavior
• Some CCC techniques,
• Some practical tips for better communication.

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1. COMMUNICATION

1.1. Definition

Communication is defined as a dynamic process by which a

individual establishes a relationship with one or more people to exchange for
transmit ideas, knowledge.
It involves sending and receiving messages using symbols.
spoken or written language and physical manifestations (facial expressions, gestures).
It can therefore be verbal or non-verbal.

1.2. The essential characteristics of communication

1.2.1. The constitutive elements of communication

Five things are important in communication. They are:

- The sender: it is the one who sends the message, it is the source.
- The receiver: it is the one who receives the message.
- The message: the content of the communication. It can be taken
multiple forms in the communication process:

It can be gestural, verbal, danced, written, sung.

It can involve paralinguistics such as:
The facial expressions,
The looks,
The way to stand,
The dress code.
- The channel: it is the means of transmission (physical medium)

Feedback or response: it is the reaction of the recipient of the message towards

the sender or the feedback to the sender.

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In a relationship situation between A and B, communication is expressed through

the following manner: the sender and receiver position themselves in a way where
everyone exchanges with each other.

A B

Feedback
Sender Receiver
Then Receiver then Emitter

The sender is not the only one sending messages. The receiver is not either.
no longer the only one receiving messages.
• The receiver holds a number of messages such as
the transmitter.
• The receiver has an active role since it also sends messages in turn.
• The receiver therefore has emitting capabilities and the emitter has capabilities
of listening.
There is implicitly a relationship of equality and sharing between the one who
the sender and the receiver;

In other words,
• Communicate = to connect with a person,
• Communicate = to share something in common,
• Communicate = to transmit something to the other and to enter into
relationship with him to exchange.

1.2.2. The obstacles to communication

For there to be good communication, obstacles must be avoided.
following:

Obstacles related to the sender

• Lack of mastery of the subject,
• Bad reception,
• Disrespect for others,

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• Bad attitude,
• Lack of public knowledge,
• Shyness,
• Poor diction,
• Unavailability,
• Impatience.

Obstacles related to the receiver

• Message refusal,
• Misunderstanding of the message,
• Distrust,
• Lack of feedback,
• Unavailability: concern,
• Impatience, distraction,
• Prejudices.

Channel-related obstacles
• Indirect channel,
• Inadequate channel

Obstacles related to the message

• Confused and imprecise,
• Complicated,
• Inappropriate,
• Badly formulated,
• Too long or too short,
• Taboo or delicate message.

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2. THE BEHAVIOR CHANGE PROCESS

2.1. Definitions
The behavior
It is the set of ways of doing or practices specific to an individual or to
a group of individuals (female genital mutilation, refusal to adopt a contraceptive method,
alcoholism...)

Behavior change
It is the modification of the ways of doing things of an individual or a group.
of individuals. Behavioral change requires a long journey
which occurs more or less quickly given the influencing factors
to influence the adoption of a new behavior.

2.2. The factors of behavioral change

An individual's decision to change or not change their behavior depends on

different factors. These factors can promote or be an obstacle to
desired change. These factors are:
External factors
These are the factors that relate to the environment in which the individual lives.
The culture
It is the set of norms, rites, values, beliefs, and habits of a
company. Every company has its own culture, values, beliefs, its
habits, their way of seeing things, and which we must take into account in
everyday life.
The social environment
Every society establishes a system of social stratification of the different
social classes that are represented by homogeneous groups whose
members share the same system of values, lifestyle, interests and
behaviors (young people, women, elderly people...).

In everyday life, the individual is influenced by numerous groups of

references to which he belongs (neighbors, friends, colleagues, associations...). These
groups promote interpersonal relationships and play a very important role
in the construction of the individual's behavior. They exert pressure
which aims to make the individual conform to modes of behavior among others
by offering him models of behavior and life.

The behavior of the individual is also influenced by the members of the

family. It teaches the individual to acquire certain attitudes and behaviors.

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in his life and continues to exert his influence even in certain decisions.

The internal factors

These are factors related to personal characteristics and
psychological factors of the individual that influence their behavior. They
directly influence the individual's decisions. These are
Personal characteristics (age, sex, education level, status
matrimonial, the professional occupation...)

Knowledge
Set of information that the individual has about a subject.
Any. It is a prerequisite for any change in individual behavior.
It is the first step in becoming aware of a phenomenon.

The perception
Process by which an individual selects, organizes, and interprets elements
external information to build a coherent image of the world that
surrounds it.

Beliefs
Corresponding to a descriptive knowledge element that an individual
maintenance regarding an object.

The attitudes
Résument les évolutions positives ou négatives, les réactions émotionnelles et
the predispositions to act. It is a direction that one gives oneself in relation to a
object or idea.

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2.3. The steps of a behavioral change process

The modification of human behavior generally follows a process

progressive elements that must be taken into account in any communication intervention
which aims at changing behavior. In this process, the steps to follow
are interdependent; it is therefore essential to know for each
target audience, at what stage of behavior change is it for
consider an effective action strategy.

In the process of change, the following different steps can be

observed:

Steps Comments
I realize that the problem
Perception and awareness exists and is serious: I am asking myself the
Am I concerned?
2. Knowledge Do I have any knowledge?
about the problem? otherwise, I will
inform me about the causes, the
consequences, the means of
prevention, care, the new
proposed behavior
3. Intention I have reasons as well as the intention
firm and positive about committing to
adopt the new behavior
4. Action I practice the new behavior
5. Evaluation, maintenance, confirmation I have drawn the benefits, advantages or
disadvantages of the new action and
I have people who support me or
prevent me from adopting the new
behavior (social environment)
favorable or unfavorable
6. Reinforcement I have fewer constraints in adopting the
new behavior, so I
be the advocate for the cause. I promote the
good news

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3. COMMUNICATION FOR CHANGE

BEHAVIOR (CCC)

3.1. Definition of the CCC concept

Communication for behavior change is a process

interactive and participatory, two-way. It allows for the exchange of information,
ideas, knowledge, opinions, and decisions and to promote
sustainable behavior changes or the adoption of behavior
new ones aimed at improving a given situation. This concept emerged a long time ago.
last decades where development actors felt the need the
necessity of ensuring greater participation of communities.

It allows reaching communities through the creation of targeted messages.

and by leveraging multiple communication channels and various approaches.
The CCC encourages beneficial behaviors and seeks to induce
sustainable behavioral changes at the individual level, of the
community or society.

The CCC allows:

• an improvement in knowledge,
• a stimulation of dialogue within communities,
• a promotion of the essential attitude changes,
• a decrease in stigma and discrimination,
• a stimulation of the demand for information and services,
• an awareness among public authorities of the need for policies and
adapted regulations
• a promotion of prevention, care, and assistance services.

3.2. Communication approach for change

behavior

3.2.1. Segmentation and target audience selection

Segmentation involves dividing a given target audience into groups.
homogeneous in order to send them specific and tailored messages.
It can therefore be done based on the following criteria:
• L’âge (jeunes, adultes, personnes âgées)
• The sex (women, men)
• The level of information (under-informed, uninformed, sufficiently
informed about the subject

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• The social status (religious leader, customary leader, head of household),

• Attitudes (for, against)
• The expected behaviors (decision-makers, influential people),
• etc.

Before any animation, the facilitator must ask themselves the following questions to
identify your target audience:

• Who am I going to talk to? What is their problem?

• What does he already know about the subject (level of information)?
• Is he for or against the subject, what is his current behavior regarding it?
report on the subject?
• What new behavior should I suggest to him/her?

3.2.2. The identification of objectives

Setting an objective to achieve is a very important act; otherwise, afterwards
In animation, one cannot measure the results.
What is the objective?: What results would I like to achieve during the conversation?
What new behavior would I like him to adopt?
¾ What am I going to tell him? What will be the content that I am going to develop?
during the chat?
¾ How will I say it? What methods and techniques
What animation will I use? (Techniques proposed in point 3.2.3).
Which information support will I use? (visual aids, film,
mannequins...
¾ How will I know that I have reached my goal ?: What
What will be the evaluation criteria that I will use?

In any case, it is important to keep in mind that the primary and ultimate goal of the
communication for behavior change is change
of attitude and behavior.

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3.2.3. Some techniques of the CCC

A. The educational talk
The talk is a technique for facilitating a group. It is a way to
interpersonal communication to promote exchanges between the
members of a group with a view to achieving set goals.

"Normal" number of people to participate in a session

animation

To have in-depth discussions on the topic, it is important that the

number of people in the group be reasonable: if the group is
too small (number less than six (6) people), the level of exchange is too
small; if it is too big, it is difficult to have exchanges among everyone
members of the group. That is why it is advisable to have a number that ranges from
fifteen (15) to twenty five (25) people. The activities are therefore to be organized in
small groups of people who have the same concerns, the same level
or the same age group: discussions will be denser and will have more
chance to interest the participants.

The steps of the discussion

The preparation

This is a crucial step for the success of the discussion that must lead to
the host has:
• Identify the target audience,
• Set the objectives of the talk,
• Determine the location of the talk, the date and the time,
• Plan the duration of the talk,
• Identify the method to use,
• Determine the visual supports to use and the examples,
• Prepare the theme well,
• Draft the detailed plan of main ideas,
• Inform the target population,
• Prepare the venue (facilities) before the arrival of the auditors,
• Install the audience according to the communication needs.

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The actual conversation

Here is an example of a process you can follow for your animation.1:

• Usual greetings (with courtesy, habits in the environment and in

function of the participating public.

• Presentation of the host (introduce yourself by giving your name, your

first name, its original structure and possibly its experience) and to
need to introduce the participants.

Note: If necessary, be introduced by an influential person.

• Ask motivational questions or develop a technique

of animation (true story, anecdote, image, proverb...). It is then
It's useful to master proverbs, maxims, or funny stories.
briefs to motivate the group of participants.

• Enoncer le thème et les objectifs de la séance.

• Developing the content: development can be introduced by a

image, a proverb or a lived situation, a very brief presentation
content and especially questions and answers to allow for
exchanges on the subject of discussion.

• Revisit the objectives as stated and follow the timeline.

• For each objective:

Ask a question to the assistant or show an image to elicit
discussions,
Collect the answers,
Elicit discussions/debates among participants around the
question asked
Take stock of the discussions/debates,
Highlight the key points for the theme and the objective aimed at,
Highlight the main idea or the key ideas to remember by
objective. One can show one or more images that represent
positive values in relation to the intended objective;

1
This approach is proposed by the team of consultants of the "discussion facilitation guides in small groups".
groups on women's rights and violence against women" on behalf of the PSV/DHTE. The
The document is designed in particular by Zaré/Wendyam Kaboré and Sidnoma Issaka Kaboré.

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Note: proceed in the same way until everything is exhausted.

stated objectives.

• Ask clarifying questions about the important points of the content

of the session and check that the participants' concerns have been
taken into account.

• Summarize the session.

• Summarize by highlighting the most important points.

retain from all the debates that have been held, focusing on
on positive values, the desired behaviors in relation to
the objectives pursued.

• Highlight the key messages

• At the end of the content development, the facilitator must highlight

the key messages by showing the positive image. It must read the
messages and explain if it is really necessary without taking it back
the animation.

Evaluate the animation session

• The facilitator must prepare the session evaluation by preparing

already the questions. Do a "roundtable" if the number of
participants allows it or otherwise, ask some of them.

Conclude the animation

• Highlight the points that require clarification and return to them.
See you at the next session. It is not necessary to go over it again.
the animation at this stage, because the participants will no longer be
available to resume the session.

• Thank the audience for their participation and interest in the topic.
the commitments made to continue the discussion in families, the
neighborhood, all around them.

• Announce the theme of the next meeting.

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• Negotiate the date, location, and time of the next meeting accordingly.
of the availability and constraints of the participants.
The host should be able to comply with it.
• Proceed with the greetings: Goodbye with the necessary form.

B. Counseling
It is a process by which a person is helped to express their problems,
identify possible solutions, to make a decision.

The principles of counseling

• Give the customer the freedom to decide,

• Keep confidentiality around the issues raised,
• Tell the truth,
• Knowing what we are talking about,
• Recognize one's limits.

The characteristics of the counseling location

The chosen place for counseling must be:

• Calm.
• Discrete.
• Confident.
• Comfortable.

The steps of counseling

The steps listed below constitute the process of counselling called
BERCER.
Step 1: Welcome
• Greet with respect and friendliness, offer the seat,
• Introduce oneself with name and qualification.
• Tell the person that the interview is confidential.

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Step 2: Listen and question

• Request to state the reason for the visit,
• Listen carefully to the client,
• Encourage the client to keep talking,
• Ask questions to better understand the client's problem,
• Try to understand without judging, maintain neutrality,
• Do not interrupt the client when they are speaking.

Step 3:Provide information about the method

• Ask the person to list the methods they know.
• Present the different contraceptive methods.
• Show and let touch the samples of the mentioned methods.
• Information on the methods available at the level of the PF volunteer, of
community health agents and at the level of family planning clinics,
• If necessary, indicate the limits of your competencies.

Step 4:Help to choose

• Ask the method that the person would like to use.

Step 5:Expliquer l’utilisation

• Explain the essential concepts for usage,
• Ask the person to repeat what they understood,
• Check what is not understood,
• Take back patiently the information that is not understood,
• Possibly provide documentation to take home.
• In the case of the condom, demonstrate with the mannequin.

Step 6:Reference/Appointment
• Refer the client to the nearest PF clinic,
• Remind them of their availability for another meeting,
• Thank you for the interview.
• Put away the materials that were used for the counselling.

Qualities of a good advisor, a good counselor

A good advisor must:
• Well know what he is talking about,
• Make the peer comfortable,

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• Be discreet and friendly,

• Be understanding and patient,
• Encourage the customer to talk,
• Let the pair choose their solution,
• Knowing the limits of one's skills,
• Refrain from judging but tell the truth,
• Use clear and simple language,
• Take into account non-verbal language,
• Listen carefully,
• Provide emotional support if necessary,
• Stay available for future meetings.

C. The forum theater

The steps of forum theater

The forum theater is a genre of performance that involves participation

active target audience.
• At first, the actors perform the play.
• Then the actors reprise some negative sequences from the
piece. Some members of the audience are invited to play the role of the
bad characters and replaying while striving to transform
positively the shocking situations, the rest of the audience appreciates
rejects these proposals or accepts them.
• Finally specialists (doctors, midwives, educators)
answer the questions of the target audience and provide
additional information.

D. The Film Debates

Here, a film screening on the subject by the trainer.

with the approval of the target audience serves as support for a discussion with everyone
group.
The steps of the film-debates

The preparation

Before leaving for the film/slideshow screening:

• Make sure that the destination has electricity, otherwise plan for a
generator and fuel; One can also use the system of
car battery or solar panel battery. In this case, plan for a

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inverter (device placed between the power source and the equipment to
normalize the power supply of the latter.

Always before leaving, wherever we are going:

• Check the proper functioning of the equipment,
• Connect the devices to the power supply or the generator,
• Scroll through the video clip or film and check that they are producing the...
images and sound,
• Make this attempt with the cassette or the film if possible in the same.
conditions under which they must be used.

Once on site
• Set up all the projection equipment.
• Check that it works. As soon as the equipment is in order of
march, bring the video tape or film to the point where the projection should
start.
• Avoid placing the television or screen under too strong light, otherwise
participants may not see the image on the screen.
• Ensure that all participants can see the image on the screen and hear the
they are sitting.
• Ensure that one can stop and start the sequences as
we want.
• Explain to the target audiences that they are going to watch a film, stating the theme and
the title.
• Explain to the target audiences that while they are watching the screening they
should consider the possible implications of the film.
• Explain to them that after watching the movie, a discussion will take place.

The actual projection

• Observe the participants while they watch the film and take notes on their
reactions.

Make an assessment
• Participants can be asked to first summarize what they
have just seen in order to ensure that they followed and understood the film
• Ask if anyone has any questions to ask.
• Discuter des points selon le thème
• Identify together the healthy behaviors to promote and the
behaviors to eliminate
• Take advantage of communicating the key messages

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Make the summary

• Recall the key messages according to the theme of the Day,
• Finally, remind everyone of their role in the fight they must undertake,
• Thank the participants and show your availability to welcome them.
people who desire it and to answer their questions.

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4. SOME PRACTICAL TIPS FOR A

BETTER COMMUNICATION

Prerequisites
La communication pour le changement de comportement nécessite certains
prerequisites:
• A predisposition of the host to engage with their target audience,
• A good understanding of the target audience and its environment,
• An analysis of the situation and the problems,
• A segmentation of the target audience's needs into homogeneous groups,
• An identification of their specific communication needs

It is important to strongly remind that an animation session has

"hidden" sides that are very important. Indeed, the conduct of a
animation requires rigorous preparation both pedagogically
at the level of material organization.
The preparation at the educational level:
It is recommended to prepare the animation session seriously several days in advance.
before the specified date (D-day). Preparation consists of:
• to inform oneself about the concerns of the populations,
• to read the documents related to the theme,
• to prepare the animation tools (photos, song, sketch, etc.) and
• to pre-test them if necessary, to master the educational process
of animation.
To this end, an animation plan must be established in advance. In the event that it is...
there is one, it must be respected.

The material preparation:

It is important that invitations to the activities are made in writing.
(to the extent possible on a specific theme) and if necessary signed by a
head of the structure.

The material organization also involves specifying the place, the date, the time;
check the layout of the room or venue, to seat the audience according to
type of animation, to come before the hour with all its animation equipment.

The duration of a session must not exceed 90 minutes.

Normal for a football match. The time and place as well as all the preparation is

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carried out with resource persons (neighborhood leader, municipal councilor,

community or opinion leader, etc.

Measures to be taken on the administrative and logistical front

For example, it is important to inform the local authorities in advance. It is
It is also advisable, if possible, to choose the date and time in consultation.
with the people who will take part in the discussion or their representatives.
Some behaviors to have:
• Arrive first on the scene,
• Arrange the room if the discussion takes place in a hall. (It is possible
that the talk can take place outdoors, for example under a tree
• Having attitudes and behaviors suitable for the environment (respecting the
public)
• Keep the text as a reference, do not recite it, do not read it with your eyes.
bent before the audience,
• Wear appropriate clothing (avoid outfits that
could distract or intimidate your audience),
• Be careful of the tics that could disrupt the animation.

What to do for a message to be well received

• Speak to people when they are ready to listen to you, otherwise they won't.
cannot hear you,
• Adapt the language to the understanding of others,
• Knowing how to maintain the trust of the one who is listening to you: think
before answering the questions,
• Observe people to see if they accept what you tell them.
• Listen to what others say in return to realize if they...
understood,
• Deliver the message in simple terms, avoid big words,
• Well prepare your message before the talk,
• Be polite, courteous towards the interlocutors,
• Avoid extravagant clothes and behaviors (to show off),
• Having a well-formulated message, neither too long nor too short, precise and clear,
• Choose the right channel.

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Conclusion
This module was designed to provide the facilitator with concepts on
communication for behavior change. It also guides
the facilitator on the different approaches to observe during an animation and this,
according to the chosen technique (discussion, film-debates, forum theater). The techniques
and the methods proposed will certainly allow the facilitator to do well
communicate with target audiences, but it is desirable that the latter do
also calls on his own skills and talents for effective action.

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5. BIBLIOGRAPHY

1). Italian Association of Feni for Development, Center

International Training of the UIT, Inter-African Committee AIDOS
Female genital mutilation, 2002

2). BAKYONO Lazare, Communication and processes of

behavior change, 2001 and 2002

3). BAKYONO Lazare, Sexual education/Education for life

family, 1994 and 2000

4). World Bank, Strategic Communication, 2001 and 2002

5). Burkina Faso, CPF Project: Communication Technique and

Family health and AIDS prevention SFPS; Curriculum of
training in integrated QMS/CCC quality teams, 2002

6) Danielle Zangréyanogho, Fernand Bationo, PSV/DHTE, Study on

the IEC/CCC strategy of the Sexual Health-HIV/AIDS Program,
Human Rights and the Fight against Trafficking and the Worst Forms of
Child Labor, 2004

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Executed by a team of expert consultants in

communication, in SSR, and in MGF
-
Danielle Bougaïré/Zangréyanogho: University of Ouagadougou
Tél. 70 24 63 63
Joséphon Barry/Waongo: Samandin Medical Center
Tel: 50 33 60 65 / 76 60 89 95
Ibrahim Zougmoré: Department of Public Hygiene and
Health Education
Tél. : 50 32 44 88 / 76 62 74 69

Illustration: AGEREIL - Ouaga - BF

- Souleymane Nikièma : Tél. : 70 25 01 18

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PEOPLE WHO PARTICIPATED IN THE REVIEW OF

KIT /IEC/CCC/SSR (2006)

Consultants

Danielle Bougaïré/Zangréyanogho
Teacher at the University of Ouagadougou
Communication expert for development

Josephine Barry/Waongo
State midwife, national trainer SSR/IEC-CCC
Expert in SSR

Ibrahim Zougmoré
State Nurse
Specialist in Health Education/Communication
Action Research Specialist
MGF expert trainer

Souleymane Nikièma (AGEREL)

Graphic designer

2. PSV/DHTE Team
Eva Neuhaus
Coordinator of PSV/DHTE

Guy Evariste Zoungrana

In charge of the HIV/AIDS section

Pascaline Sebgo
In charge of the DHTE aspect

Alain Somé
IEC/CCC Program Officer and Community Approaches of PSV/DHTE

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Module XI: Communication for Behavior Change
___________________________________________________________________________

André Nikièma
Coordinator and Officer for the HIV/AIDS/URGP/Est component

Edwige Sangli
In charge of the DHTE/URGP/East component

Sémita Kaboré
Coordinator and Responsible for the DHTE/URGP/South West component

Samuel Kafando
In charge of the SS/HIV/AIDS/URGP/South West aspect

[Link]/partners
Regional Health Directorate, East and Southwest

DRASSN (Regional Directorate of Social Action and Solidarity)

National), East and South West

Fimba Association, Bogandé

RAJS (African Network for Youth, Health and Development), Fada

Laafia Mani, Fada Association

Solidarity Life Association, Gaoua

UJFRAD (Youth and Brotherhood Union of Diébougou), Diébougou

CPF (Provincial Coordination of Women of Bogandé), Bogandé

The populations of the following localities also participated in the pre-test.

the kit

Sud Ouest: Dano, Bagane, Diébougou (Bougouriba Province), Gaoua,

Niobini and Sidoumoukar (Poni Province)

East: Bogandé, Bilanga, Bilangaperga, Yora (Province of Gnagna) and

Fada (Gourma Province).

The PSV/DHTE and the team of consultants thank the populations of these
localities that have managed to find time despite the agricultural works to
to have a conversation with them.

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