Our approach to the assignment is rooted in behavioural science, that human behaviour is influenced by a complex interconnected set of individual and societal factors and that any behavioural change is a result of how successful one is in influencing or changing those specific factors. Because of the interconnectedness, an intervention aimed at changing behaviour requires an integrated multi-pronged approach – multiple target groups (influencers), multiple communication channels and engagement methods, multiple messages tailor-made for unique issues of influencers and support with other environmental issues (infrastructure, service delivery etc.).
We will explore the use of UNICEF’s Behavioural Model Drivers as the underpinning conceptual framework for individual, family and community-level drivers. However, more broadly we will consider the socio-ecological framework (see Figure 1) with its four dimensions: Social and Cultural; Community; Family and Peer Networks; and Individual. This approach recognises that individual behaviour change related to the uptake of immunisations takes place within a complex environment of socio-cultural influences. Individuals are embedded within a system of socio-cultural influences from family members, peers, community members and national institutions. Therefore, individual behaviour change concerning the uptake of immunisations is influenced by the individual's characteristics and the social, cultural and physical environment in which they live. This approach therefore recognises the following:
• Stakeholders in EPI in Zambia will have a thorough understanding of their target audiences including their intra-personal characteristics (e.g., knowledge, attitude behaviour and self-concept and skills) and their daily lives and using this knowledge to design appropriate approaches for reaching them and the type and expression of messages to influence behaviour change.
• Complimentary roles of interpersonal processes such as interactions with husbands/ partners, other relatives within the family other social support networks in decision-making on education are well understood and incorporated in the design of behaviour change activities e.g., support for inter-personal communication.
• Community factors such as relationships among organisations, institutions and informal networks with defined boundaries, play a critical role in shaping family and interpersonal communication.
• A wider society, including public policies and institutional factors (e.g., quality of education, adequacy and accessibility of education, conducive policies and legislation, formal and informal rules and regulations, etc.) all affect public perceptions/attitudes towards education and enrolment and retention in school. Communication and advocacy activities need to recognise this dimension in planning and implementation.