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Building Capacity in Social and Behaviour Change Communication (SBCC) for HIV Prevention

Building Capacity in Social and Behaviour Change Communication (SBCC) for HIV Prevention. An African-based Programme Sara Nieuwoudt (1), Nicola Christofides (1) & Shereen Usdin (2) 1.Division of SBCC, School of Public Health, Faculty of Health Sciences, University of the Witwatersrand (Wits)

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Building Capacity in Social and Behaviour Change Communication (SBCC) for HIV Prevention

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  1. Building Capacity in Social and Behaviour Change Communication (SBCC) for HIV Prevention An African-based Programme Sara Nieuwoudt (1), Nicola Christofides (1) & Shereen Usdin (2) 1.Division of SBCC, School of Public Health, Faculty of Health Sciences, University of the Witwatersrand (Wits) 2.Soul City Institute for Health and Development Communication (SC:IHDC)

  2. Partnership Vision To create a recognized and accredited African-led and based platform supporting the development of practitioners and academics with the SBCC competencies required to address Africa’s public health priorities

  3. Location: Johannesburg, South AfricaGeographic Focus: Sub-Saharan Africa Image Credit: Wikimedia Commons Estimated HIV prevalence among young adults (15-49) by country

  4. Communication as a tool for HIV prevention

  5. Social & Behaviour Change Communication as a Discipline • Promotes: • Multi-level analysis of situation, including social determinants of health • Targeted and multi-level responses • Evidence-based programming Image credit: McKee, Manoncourt & Chin, 2000

  6. Universities Training for the MarketCompetency-based Curricula Example: Research, Monitoring & Evaluation Competency Framework

  7. Problem Analysis In 2008, many SBCC Practitioners working on HIV prevention were: • In leadership positions, without public health or specific communication qualifications • Desiring professional development opportunities beyond non-accredited training • Not able to afford overseas study (SC:IHDC, 2008; 2010)

  8. Establishing a platform for capacity building takes time 1 6 7 8 5 2 4 The entire process involved a mix of stakeholders, including practitioners & academics from region & abroad 3

  9. Result: Division of SBCC * Under review due to resource constraints

  10. Division Participant Profile • Over 200 short course and 32 MPH students • Aged 28-54 • Leaders in HIV responses: • National AIDS Committees, e.g. NERCHA • Government advisors • NGO leaders • Research institutions • Donor agencies, e.g. CDC

  11. Division Reach: Africa and beyond + Institutional support to universities in: Nigeria Tanzania Albania

  12. Individual capacity built “ Starting the MPH two years ago, I had lots of practical experience, but now, I have the added benefit of knowing the principles and theory behind the practice. In my work in a large unit dealing with HIV prevention, and working closely with the Department of Health, I have become the go-to person on social and behavior change communication. We no longer tolerate “spray and pray” prevention efforts: it’s all a whole lot more targeted and effective.” – MPH Student

  13. Institutional capacity strengthening • Individuals contribute to their institutions • Institutions sending multiple individuals on short courses/MPH note shift in institutional culture Plans to systematically evaluate outcomes & impact • Tracer study • MPH student professional development/employment • Performance (self- and employer-assessed) • Comparison of short-courses vs. integrated degree learning

  14. Lessons: Factors of Success

  15. Implications for Capacity Strengthening in HIV • Understanding HIV with an ecological perspective and being able to use evidence to develop and evaluate our programmes is critical • Practitioners have an important role in defining what competencies (knowledge, skills & values) are needed, while universities are well placed to delivery competency-based training in a systematic way • Embedding training in an academic institution supports sustainability • Also, accreditation offers opportunities for career progression and quality assurance unlike non-accredited training courses • Basing the programme in Africa is more cost-effective than sending African practitioners to study overseas and supports instruction and content that is tailored to the African context

  16. Thanks to our past donors!

  17. Slide References • Labonte R, Mohindra K, and Schrecker T. 2011. The Growing Impact of Globalization for Health and Public Health Practice. Annual Review of Public Health, 32: 263–83. • McKee N, Manoncourt E, Chin SY, Carnegie R, eds. Involving People, Evolving Behavior. New York: UNICEF; Penang, Malaysia: Southbound; 2000.

  18. Supporting slide

  19. SBCC Accredited courses • Applying Social & Behaviour Change Theory to Practice • Research, Monitoring & Evaluation for SBCC • SBCC Approaches • Planning and Implementing SBCC • Communication, Media & Society • Introduction to Health Promotion • Entertainment Education

  20. Context: Complexity & Resource Constraints Image credit: Labonte, Mohindra & Shrecker, 2011

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