Campaigns to End Violence against Women and Girls - Virtual ...

More documents

Recommendations

Info

7.8 Campaign monitoring 7.9 Campaign evaluation 7.10 Assessing impact in campaigns 7.11 Sharing findings 7.12 Sample campaign evaluations 7.13 Resources on M&E 8. FINANCES AND FUNDRAISING 8.1 Budgeting and financial control 8.2 Fundraising 8.3 Finances in campaign alliances 8.4 Resources on fundraising 9. REFERENCES 4 Campaigns December 2011
1. INTRODUCTION AND KEY CONCEPTS 1.1 OVERVIEW This module provides practical guidance to institutions and individuals interested or involved in campaigning to end violence against women and girls (VAW), including, amongst others, women’s groups, human rights and other civil society and development organizations, government entities, and community groups. It draws from and builds on time-tested tools and literature, a growing body of evidence from research and a wide range of campaigns to end VAW. The module is divided into 8 sections which describe the different, multi-faceted aspects of campaigning on VAW. The last section offers links to existing campaigns and relevant networks, as well as references for further information. Readers who wish to gain a quick overview should focus on this introduction and Guiding Principles, as well as the beginning of the sections on Campaign Planning and Campaign Strategy. Essential knowledge on VAW: Readers who have little experience in work to end VAW are advised to start by visiting the Overview of Violence against Women and Girls in Programming Essentials. Terminology: Throughout this module, the acronym VAW designates violence against women and girls. The United Nations Declaration on the Elimination of Violence Against Women (1993) defines VAW as any act of gender-based violence that results in, or is likely to result in, physical, sexual or psychological harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private life. “There are many forms of violence against women, including sexual, physical, or emotional abuse by an intimate partner; physical or sexual abuse by family members or others; sexual harassment and abuse by authority figures (such as teachers, police officers or employers); trafficking for forced labour or sex; and such traditional practices as forced or child marriages, dowry-related violence and honour killings, when women are murdered in the name of family honour. Systematic sexual abuse in conflict situations is another form of violence against women” (WHO, 2009. Promoting Gender Equality to Prevent Violence against Women.) See also Defining Violence Against Women and Girls in Programming Essentials. 5 Campaigns December 2011
Page 1 and 2: Authors Michaela Raab Jasmin Rocha
Page 3: 4.7 Reality check: reviewing the ca
Page 7 and 8: control, it enhances the efficiency
Page 9 and 10: communication channels to focus on
Page 11 and 12: � Challenge and influence change
Page 13 and 14: Men and boys must be engaged as key
Page 15 and 16: Source: Appiah, K., Oct. 2010. The
Page 17 and 18: criminalizing VAW, is necessary so
Page 19 and 20: compelling campaign messages, and s
Page 21 and 22: 1.6 WHAT CAN ONE EXPECT FROM A CAMP
Page 23 and 24: 2. GUIDING PRINCIPLES 2.1 GROUNDING
Page 25 and 26: experience the campaign issue in th
Page 27 and 28: For further information, see the Do
Page 29 and 30: 2006. Linking Gender-Based Violence
Page 31 and 32: - Competence: The subject must be a
Page 33 and 34: 3. CAMPAIGN PLANNING 3.1 STRATEGIC
Page 35 and 36: Read the external evaluation. See t
Page 37 and 38: a tight budget can obtain quality s
Page 39 and 40: 3.2 WHEN DOES IT MAKE SENSE TO STAR
Page 41 and 42: effort in their own countries (on k
Page 43 and 44: Campaign achievements: Organizers s
Page 45 and 46: intimate partners, traditional heal
Page 47 and 48: In sum, in a campaign there are sim
Page 49 and 50: - Seek advice from experts in colle
Page 51 and 52: Problem trees visualize the causes
Page 53 and 54: - What other possible solutions are
Page 55 and 56:
(2) A “help” message that would
Page 57 and 58:
Mapping opportunities helps to dete
Page 59 and 60:
Economic factors may include issues
Page 61 and 62:
2. For each risk that is probable a
Page 63 and 64:
stakeholder mapping and identifying
Page 65 and 66:
elationships), dotted lines more in
Page 67 and 68:
elationships that men and women can
Page 69 and 70:
3.7 THEORIES OF CHANGE IN CAMPAIGNI
Page 71 and 72:
change: advocacy campaigns (general
Page 73 and 74:
gun violence against women by creat
Page 75 and 76:
Examples: Campaigns that aim to tri
Page 77 and 78:
Campaign Evaluation, and O’Sulliv
Page 79 and 80:
BEHAVIOUR CHANGE CAMPAIGN APPROACHE
Page 81 and 82:
first 21 months of the campaign, th
Page 83 and 84:
� The Legislation Module provides
Page 85 and 86:
The campaign achieved that (i) the
Page 87 and 88:
Further information on campaign act
Page 89 and 90:
The campaign was considered a succe
Page 91 and 92:
3.9 RESOURCE MAPPING Resource mappi
Page 93 and 94:
4. CAMPAIGN STRATEGY 4.1 ESSENTIAL
Page 95 and 96:
o The resource mobilization strateg
Page 97 and 98:
campaigns that seek to improve poli
Page 99 and 100:
“Specific” doesn’t imply “u
Page 101 and 102:
Bear in mind: Campaigns are inheren
Page 103 and 104:
opinion-makers, including mass medi
Page 105 and 106:
Source: Making Rights a Reality: Bu
Page 107 and 108:
Example: It’s Against All the Rul
Page 109 and 110:
If the aim of a campaign is to prom
Page 111 and 112:
special care to invite journalists,
Page 113 and 114:
networks. In addition, donors may b
Page 115 and 116:
� Determine what you need the all
Page 117 and 118:
insights if it is shaped by the per
Page 119 and 120:
eports are planned, is a key source
Page 121 and 122:
DV taking place. The campaign’s i
Page 123 and 124:
Have we discussed the hypotheses fo
Page 125 and 126:
Seeking feedback from others should
Page 127 and 128:
- Which are the core tasks that nee
Page 129 and 130:
call for different skills in the ca
Page 131 and 132:
(FAQs) that they can use during pub
Page 133 and 134:
5.3 THE ART OF COLLABORATION IN ALL
Page 135 and 136:
� It should allow for learning fr
Page 137 and 138:
than others, or when costs are disp
Page 139 and 140:
- Milestones, i.e. specific moments
Page 141 and 142:
5.6 ADJUSTING A CAMPAIGN There are
Page 143 and 144:
misunderstandings and conflicts. On
Page 145 and 146:
alliance has overcome them, generat
Page 147 and 148:
What is my role? To what extent am
Page 149 and 150:
Example: The We Can end all violenc
Page 151 and 152:
and ethics of campaigning to end VA
Page 153 and 154:
To draw lessons for the future, it
Page 155 and 156:
6. CAMPAIGN COMMUNICATIONS OVERVIEW
Page 157 and 158:
friends. Additional precautions mus
Page 159 and 160:
and others to increase their traini
Page 161 and 162:
sub-themes for the campaign were id
Page 163 and 164:
issues of sustainability. The docum
Page 165 and 166:
Effective campaigning is built arou
Page 167 and 168:
QUESTIONS TO CONSIDER WHEN CRAFTING
Page 169 and 170:
� If the audience is highly diver
Page 171 and 172:
Bear in mind: � All communication
Page 173 and 174:
~~~~~ The Southern Africa Counter-T
Page 175 and 176:
(VAW). The guide presents a variety
Page 177 and 178:
Source: Making a Difference: Strate
Page 179 and 180:
See the video. Visit the Say No-UNi
Page 181 and 182:
constructive guidance should be off
Page 183 and 184:
� Avoid being long-winded since a
Page 185 and 186:
� If a prominent individual (poli
Page 187 and 188:
6. Follow up with the media. Follow
Page 189 and 190:
Practical tips for op-eds - Humaniz
Page 191 and 192:
� Less is more: the design of vis
Page 193 and 194:
Read the White Ribbon Campaign case
Page 195 and 196:
Source: Lacayo, V. & Singhal, A., P
Page 197 and 198:
UNIFEM Say No Campaign T-shirts fro
Page 199 and 200:
Participation - Government of Catal
Page 201 and 202:
- Picture scenes that target audien
Page 203 and 204:
The ‘Say No - Unite to End Violen
Page 205 and 206:
Refer to the section on Community M
Page 207 and 208:
media specialists need to be involv
Page 209 and 210:
video material that is easily disse
Page 211 and 212:
Tools for digital video: � The in
Page 213 and 214:
and South Asian audiences, it conta
Page 215 and 216:
cyber-bullying of teenage girls, th
Page 217 and 218:
The colorful campaign site is desig
Page 219 and 220:
and tactics for communicating your
Page 221 and 222:
� Provide an opt-out function for
Page 223 and 224:
Chat/cyber dialoguing Many social w
Page 225 and 226:
Mobile phones in campaigns - exampl
Page 227 and 228:
applied to other issues and used by
Page 229 and 230:
KEY ISSUES IN COMMUNITY MOBILIZATIO
Page 231 and 232:
Raising Voices has developed a deta
Page 233 and 234:
the My Strength Campaign in Califor
Page 235 and 236:
(Oxfam murals with messages painted
Page 237 and 238:
Read more in the publication: Gaye,
Page 239 and 240:
comprehensive series of guides such
Page 241 and 242:
GAMES FOR CHANGE Games for Change i
Page 243 and 244:
*Items 4 and 6 can be omitted if th
Page 245 and 246:
other visual means to capture the r
Page 247 and 248:
audience so as to garner public sup
Page 249 and 250:
� If it is highly likely to rally
Page 251 and 252:
screened, a documentary film about
Page 253 and 254:
special care to invite journalists,
Page 255 and 256:
(e.g. CEDAW) must submit regular re
Page 257 and 258:
to online complaint forms for the I
Page 259 and 260:
Bear in mind: Before signing up for
Page 261 and 262:
eached. In campaigns, external fact
Page 263 and 264:
the changes in the individuals, gro
Page 265 and 266:
4. Choose benchmarks and indicators
Page 267 and 268:
violence). Sample question: How man
Page 269 and 270:
participatory assessment tools adap
Page 271 and 272:
espondents through probability samp
Page 273 and 274:
elow, from Oxfam GB Bangladesh Offi
Page 275 and 276:
hesitate to talk about it. Surveys
Page 277 and 278:
LEVELS OF MONITORING Monitoring the
Page 279 and 280:
three sets of questions: (1) Is the
Page 281 and 282:
Another aspect is to monitor media
Page 283 and 284:
� Conducting a Participatory Eval
Page 285 and 286:
Kenya, Uganda and Venezuela. In add
Page 287 and 288:
Matters, a free, hour-long online t
Page 289 and 290:
communication campaign evaluation i
Page 291 and 292:
Advanced research designs for impac
Page 293 and 294:
Different stakeholders may require
Page 295 and 296:
include a request for feedback on s
Page 297 and 298:
� Domestic Violence Campaign - Ma
Page 299 and 300:
challenges that exist. It provides
Page 301 and 302:
� Operational costs, i.e. the cos
Page 303 and 304:
Grant from donor B Community contri
Page 305 and 306:
2. Mapping internal and community r
Page 307 and 308:
information on the expected results
Page 309 and 310:
Example: Urgent Action Fund Africa,
Page 311 and 312:
Where campaign funds are held in th
Page 313 and 314:
REFERENCES Advocacy Online, 2009. E
Page 315 and 316:
Communication for Change, 2010. A L
Page 317 and 318:
Heifetz, R. and Laurie, D., 1997.
Page 319 and 320:
Guide to Designing a Health Communi
Page 321 and 322:
Advocacy and Lobbying Manual Shapir
Page 323 and 324:
2001.“Bold rape-awareness posters
show all

Campaigns to End Violence against Women and Girls - Virtual ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?