MLM Module 2 - Partnering With Communities

Training for mid-level managers (MLM)
2. Partnering with communities
Planning with the

community
Implementing and
monitoring
Effective
communication
Communication
tools & channels
Immunization, Vaccines and Biologicals

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Training for mid-level managers (MLM). Module 2: partnering with the community
ISBN 978-92-4-001565-4 (electronic version)
ISBN 978-92-4-001566-1 (print version)
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This new series of modules on immunization training for mid-level managers
replaces the version published in 1991. As there have been many changes in
immunization since that time, these modules have been designed to provide
immunization managers with up-to-date technical information and explain how
to recognize management and technical problems and to take corrective action
and how to make the best use of resources.
More and more new, life-saving vaccines are becoming available, yet the
introduction of a new vaccine does not necessarily require a separate plan and
separate training. This new series for mid-level managers integrates training for
new vaccine introduction into each subject addressed by the modules. In this
way, introduction of new vaccines is put into its day-to-day context as part of the
comprehensive range of activities required to improve immunization systems.
In the context of these modules, mid-level managers are assumed to work

in secondary administrative levels, such as a province ; however, the modules can
also be used at national level. For district managers (third administrative level),
a publication on ‘immunization in practice’ 1 is widely available. As it contains a
large amount of technical detail, it is also recommended for mid-level managers
courses.
In writing these modules, the authors tried to include essential topics for mid-
level managers, while keeping the modules brief and easy to use. They are
intended to complement other published materials and guidelines, some of
which are referred to in the text. Many more documents are available on the
CD-ROM which accompanies this series. Each module is organized in a series
of steps, in which technical information is followed by learning activities. Some
knowledge and experience are needed to complete the learning activities, but
even new readers should be imaginative and constructive in making responses.
Facilitators should also be aware that the responses depend on the national
context. Thus, there are no absolutely right or wrong answers, and the series
does not set down new ‘policies’ or ‘rules’. The authors hope that the readers of
these modules will find them informative, easy to read and an enjoyable learning
experience.
Modules in the mid-level managers series

Module 1 : Cold chain, vaccines and safe-injection equipment management
Module 2 : Partnering with communities
Module 3 : Immunization safety
Module 4 : Supportive supervision
Module 5 : Monitoring the immunization system
Module 6 : Making a comprehensive annual national immunization plan and budget
Module 7 : The EPI coverage survey
Module 8 : Making disease surveillance work
1
Immunization in practice : A practical guide for health staff. Geneva, World Health Organization, 2004
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This new series of modules on immunization training for mid-level managers
is the result of team work between a large number of partners including the
Centers for Disease Control and Prevention (CDC), IMMUNIZATIONbasics,
Program for Appropriate Technology in Health (PATH), United Nations Children’s
Fund (UNICEF), United States Agency for International Development (USAID)
and the World Health Organization (WHO). The authors are especially grateful to
the consultants from the University of South Australia who have made a major
contribution to the development of the modules.
This particular module has been jointly written by WHO and IMMUNIZATIONbasics.
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Introduction to the series I
Modules in the mid-level managers series I
Acknowledgements II
Abbreviations and acronyms IV
Introduction to Module 2 1
Purpose of the module 1
What is a community ? 1
The community’s role in service delivery 2
The manager’s relationship with the community 3
1. Planning with the community 6
1.1 Situation analysis 6
1.2 Type of community involvement 6
1.3 Advocating for community participation 8
1.4 Holding a community planning meeting 8
1.5 Planning immunization sessions with communities 10
2. Implementing and monitoring immunization services with
the community 14
2.1 Role of community mobilizers 14
2.2 Monitoring community links with service delivery 16
3. Effective communication for community involvement 20
3.1 Communication in service delivery 20
3.2 Preventing concerns, misconceptions, and rumours 23
3.3 Involving the community in disease case detection and
adverse events following immunization (AEFI) 25
4. Tools and channels for communicating information on immunization 28
4.1 Adapting key immunization messages for the community 29
4.2 Communication channels : using radio, television, and printed
materials 29
Annex 1 : References 34
Annex 2 : Questionnaire on NGO involvement in immunization 36
Annex 3 : Tips for group discussion with the community 37
Annex 4 : Addressing questions and concerns about immunization 38
Annex 5 : Key information for health workers to provide about
immunization 42
Annex 6 : Materials for education and promotion on immunization 44
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AEFI adverse events following immunization
AIDS acquired immunodeficiency syndrome
BASICS Basic Support for Institutionalizing Child Survival
BCG bacille Calmette-Guérin (vaccine)
CDC Centers for Disease Control and Prevention (USA)
CHP Community Health Promoters
CVP Children’s Vaccine Program (PATH)
DTP diphtheria-tetanus-pertussis (vaccine)
EPI Expanded Programme on Immunization
ESHE Essential Services for Health in Ethiopia
GAVI GAVI Alliance (formerly the Global Alliance for Vaccines and
Immunization)
HepB hepatitis B vaccine
HIV human immunodeficiency virus
HW health worker
ICC Inter-Agency Coordinating Committee
IVB Immunization, Vaccines and Biologicals (WHO Department)
JSI John Snow, Incorporated
MLM mid-level manager
MNT maternal and neonatal tetanus
MOU Memorandum of Understanding
NGO Non-Governmental Organization
OPV oral polio vaccine
PATH Program for Appropriate Technology in Health (USA)
PHC Primary Health Care
PVO private voluntary organization
RED Reaching Every District
SIA supplementary immunization activity/activities
TBA traditional birth attendants
TT tetanus toxoid
UNICEF United Nations Children’s Fund
USAID United States Agency for International Development
VDC Village Development Council
VPD vaccine-preventable disease
WHO World Health Organization
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You serve many different communities as a mid-level immunization manager,
but are they your partners in the service ? Do they have a voice in helping to
make sure that the immunization service meets their needs ?
This module describes how to work closely with the community to under-
stand their needs, what roles can be successfully undertaken by community
representatives, and how they can help you manage the service better. This
module can be used by mid-level managers to enhance their own skills, and
with health workers and Non-Governmental Organization (NGO) partners to
strengthen their work with communities.
A successful immunization programme depends upon effective vaccine supply

and logistics, but it is just as important that the community has confidence
in, and supports and demands, safe and effective immunization services.
Immunization services must meet the needs of communities and work with
them to ensure their involvement and participation. To do this, both managers
and health workers need to form a close partnership with communities, while
using effective communication skills and tools. Community participation in
immunization programmes has been shown to result in higher coverage, and
ultimately to reduce the number of incidences of vaccine-preventable diseases.
An informed community is more likely to participate actively in the services

available. Managers at all levels should keep communities informed about services,
and should seek the participation of local politicians, religious leaders, community
group leaders and parents in scheduling the days and hours for immunization
sessions, organizing outreach activities, promoting immunization, and monitoring
performance.
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Geographical communities can be described in various ways as :
s AN URBAN MASS
s A COLLECTION OF SCATTERED RURAL DWELLINGS
s A GROUP OF TEMPORARY HOMES BUILT ALONGSIDE A BODY OF WATER OR RAILROAD TRACKS
Apart from geographically aligned communities, there are also communities

defined by religious, cultural, or political affiliations, as well as those defined
by income. Even in small geographical communities, there may be sections
of a village or town where the poorest families live, or these families may be
scattered among wealthier families. It is important for health managers to
recognize community differences and dynamics, and to interact with all the
various sections within the community.
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It is important to determine the extent of community involvement in planning,
providing, and evaluating health services. The level of utilization of services is
more likely to rise if community participation (partnering with communities), is
linked with health services in each phase. There may be limits to the willingness
and ability of health staff to change service-delivery schedules, but by consulting
with communities through meetings, interviews, and group discussions, health
workers can discover community preferences and availability, and move towards
a schedule that works for all involved. Below are some examples of how
community involvement can help in planning, implementation, and monitoring.
Planning : Health staff should consult communities about service locations and
timing to ensure a convenient service. Options include the following :
s (AVING IMMUNIZATION AVAILABLE ONE EVENING A WEEK OR ONE 3ATURDAY OR 3UNDAY
afternoon a month, to ensure that working parents are able to bring their
children for immunization.
s -OVING VACCINATION HOURS FROM EARLY MORNINGS TO AFTERNOONS IN AREAS WHERE
mothers are busy in the fields or selling at the market in the morning.
Implementation : Communities can assist with :

s ARRANGING A CLEAN OUTREACH SITE SCHOOL COMMUNITY MEETING ROOM ETC
s INFORMING COMMUNITY MEMBERS WHEN THE HEALTH WORKER ARRIVES AT THE
outreach site ;
s REGISTERING PATIENTS CROWD CONTROL AND MAKING WAITING AREAS MORE
comfortable (by providing shade and organizing space and seating) ;
s HEALTH EDUCATION DISSEMINATING APPROPRIATE MESSAGES
s MOTIVATING FELLOW COMMUNITY MEMBERS TO USE THE IMMUNIZATION AND PRIMARY
health care (PHC) services ;
s TRANSPORTING VACCINES AND HEALTH WORKERS
s arranging home visits when children are behind schedule, to explain immunization
and to motivate caregivers.
Evaluation : Community leaders and health workers can contribute by responding

to questions about the quality of services.
When health staff give information and feedback to communities about coverage
and disease outbreaks, and solicit community input for solving problems,
community members themselves can contribute to identifying issues and defining
solutions. For example, a common problem is lack of community involvement in
planning session dates and times. The health system can address this through
microplanning following consultation at community meetings and during vaccination
sessions and activities.
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When discussing community participation, “ increasing demand “ is often used
as a general description, but this term can give the impression that lack of
motivation or desire for immunization is the reason why children are not getting
vaccinated. In reality, mothers are often very willing to have their children
vaccinated : if the services are available at a convenient time and place, and
service delivery is of good quality, the mother will be aware of what she needs
to do to ensure that her child is vaccinated. The issue is more complex than just
simply “ demand “ and involves issues of advocacy, mobilization, and communi-
cation (e.g. information to the community ; building awareness of services and
what the health centre can and should provide ; mobilizing resources ; establishing
a rapport with the community for planning and implementation ; and educating
mothers on the vaccination schedule for their children). A district
manager should therefore include some of the elements listed in the box
below into the programme, in order to ensure that there are strong links to the
community.
What can a mid-level manager do to encourage community participation ?
Addressing « demand » in programme priorities

s 5SE DISTRICT COVERAGE DROP OUT AND MICROPLANNING DATA TO DETERMINE THE
REASONS FOR INADEQUATE COVERAGE FOR EXAMPLE CHILDREN WITH GOOD ACCESS
being left out or dropping out, and/or children with poor access not being
reached.
s !NALYSE THE QUALITY OF COMMUNICATION APPROACHES AND ACTIVITIES TO SUPPORT
each of the five components of the Reaching Every District (RED) strategy :
re-establishing outreach vaccination ; strengthening supportive supervision ;
increasing links between communities and services ; improving monitoring
for action ; and planning and managing resources more effectively.
s 2EVIEW AND REVISE COMMUNITY AND COMMUNICATION STRATEGIES IN MICROPLANNING
s -ONITOR COMMUNICATION ACTIVITIES USING INDICATORS WITHIN THE REPORTING AND
tracking system for immunization. Link with communities in supervision and
reporting.
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Working with the community at district level

s )NVOLVE .'/S AND COMMUNITY LEADERSGROUPS AT THE DISTRICT LEVEL IN LOCAL
Inter-Agency Coordinating Committees (ICCs), and share tools, guidelines,
and programme achievements and obstacles with them during community
meetings.
s -ONITOR COMMUNITY CONTRIBUTIONS TO IMPROVE SERVICES AT DISTRICT LEVEL 4HIS
could include agreements with communities and NGOs to outline collaboration,
as well as reporting on community involvement as part of quarterly and annual
reports.
s )NFORM KEY LEADERS SUCH AS RELIGIOUS AND COMMUNITY LEADERS ABOUT THE
danger of vaccine-preventable diseases (VPDs), availability of immunization
services, and the status of coverage and other indicators, in order to gain their
cooperation and support.
s 4RAIN HEALTH WORKERS AND COMMUNITY EDUCATORS TO STRENGTHEN THEIR INTERPERSONAL
communication skills, to give correct information, and to motivate them to
improve delivery of services.
Key point : Managers may not have much time to interact directly with the
variety of community groups, leaders, and mobilizers who can assist with
advocacy planning and implementation of immunization activities. However,
managers play a key role in encouraging and supporting their staff in establishing
strong links with the community.
This module is organized into the following steps :

Planning with Implementing Effective Communication
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the community and monitoring communication tools & channels
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A first step to effectively partnering with the community is to do a situation
analysis to check the awareness and opinion of community members. Are they
familiar with the services that are available ? What do they like or dislike about
the current immunization and PHC services ? Information such as this from the
community can then be used to improve services. The information can be gathered
at meetings, small group discussions, one-to-one interviews, exit interviews at
service-delivery points, door-to-door surveys, and special studies.
Identify the main community groups and where they are located, and
determine their level of engagement such as :
s COMMUNITY AND RELIGIOUS LEADERS
s PARENTS AND COMMUNITY ASSOCIATIONS
s .'/S
s TRADITIONAL HEALTH PRACTITIONERS
s HEALTH WORKERS
Gather information and feedback about :

s KNOWLEDGE AWARENESS AND OPINIONS OF THE VACCINATION SERVICES AVAILABLE
s LEVEL AND EXTENT OF COMMUNITY ENGAGEMENT WITH SERVICE DELIVERY AND THE
health system and what feasible involvement can be expected ;
s DATA ON VACCINATION SESSION ATTENDANCE AND LOCAL COVERAGE LEVELS
s PERCEIVED BARRIERS TO IMMUNIZATION RELATED TO SERVICE DELIVERY AND THE
community’s knowledge, attitudes and practices), including :
– issues affecting physical access to services (location, frequency, schedule) ;
– access by special groups (ethnic minorities, etc.) ;
– issues relating to knowledge, attitudes and practices that affect people’s
motivation and their ability to utilize services.
Jointly assess :
s HEALTH CONCERNS AND WHAT ACTIONS ARE MOST FEASIBLE AND i DO ABLE w
s IMMUNIZATION STATUS AND QUALITY OF SERVICES
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A group discussion with members of the community will help to determine
their needs and ways in which services can be planned so that they are more
convenient and accessible.
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The following list can be used during meetings with the community. It shows
several ways in which the community can take an active part in improving
services.
s Ensure effective planning for immunization sessions. Collaborate on convenient

SCHEDULES FOR SESSIONS ROUTINE OUTREACH AND MOBILE PLACE TIME AND LOCATION
s )DENTIFY AND REFER NEWBORNS ANDOR INFANTS WHO HAVE RECENTLY ARRIVED IN THE
community.
s 0UBLICIZE IMMUNIZATION SESSIONS
s 0ROVIDE FOOD ANDOR SHELTER TO OUTREACH TEAMS AND ASSIST WITH TRANSPORT COSTS
(if needed).
s !SSIST HEALTH WORKERS DURING IMMUNIZATION SESSIONS WITH MOBILIZATION
of members to the service-delivery point, crowd control, registration, and
education.
s )DENTIFY DROP OUTS AND LEFT OUTS CONDUCT HOME VISITS AND MOTIVATE
caregivers (providing information on completing the series and when the
next immunization is due, and using community promoters, scouts, health
committees, pupils, etc.).
Learning activity 2.1 : Identify community groups and prioritize their

participation in strengthening the immunization programme.
List the key community groups and representatives in your health area.
Beside each item in the box below, note which community groups/representatives
could assist with each activity.
Discuss and put a “ * “ by the three most important activities in your

catchment area.
Community involvement activity Community group / representatives

1. Advocate and provide human, financial and logistical support.
2. Ensure effective planning (place, time and location) for immunization
sessions for routine, outreach and mobile.
3. Identify and refer newborns.
4. Track and follow up defaulters.
5. Publicize immunization sessions
6. Develop advocacy and mobilization messages.
7. Assist with transport and other resources (e.g. fuel for cold-chain
equipment or meals for outreach).
8. Encourage and train volunteers to assist at immunization sessions.
9. Communicate with local people and inform health officials about
suspected vaccine-preventable diseases (VPDs) and adverse events
following immunization (AEFI).
10. Monitor the immunization programme by going through the coverage
data with the health team.
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Advocacy is a process of gathering and communicating information to raise
resources and/or gain political and social leadership acceptance and commitment,
that will, in turn, assist a society in accepting the programme. The process involves
promoting the benefits and value of the service and presenting the rationale for
the community’s involvement. Negotiation with the community should address
what can be done to improve services, and how they themselves can help and
participate in this. It may also require some frank discussion of system
weaknesses and needs, and should engage communities in participating in
solutions. A process for conducting advocacy could include the following measures :
s (OLDING GROUP DISCUSSIONS ANDOR VISITS WITH LEADERS AND THE COMMUNITY TO
discuss immunization services, what is and should be available, and as far as
possible addressing the community’s concerns and requests.
s ,EARNING ABOUT HEALTH SERVICES AND HEALTH WORKERS FROM THE COMMUNITY
perspective (i.e. through a facilitated process that could involve the participation
of NGO staff or community-oriented health staff to bridge cultural or educa-
tional gaps between health workers and caregivers). This is particularly
important where knowledge of and participation in preventive services is
low.
s 4AKING RECOMMENDATIONS AND REQUESTS FROM THE COMMUNITY AND SERVING AS
their advocate and representative within the health system to ensure more
accessible and convenient immunization, as well as other services.
s -ID LEVEL MANAGERS CAN ASSIST HEALTH WORKERS IN PRIORITIZING PLANNING AND
implementing key activities with community members, as part of the
monitoring and microplanning for immunization services.
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Community meetings can be held at convenient times and places, for example
on market days, close to places of worship, or during other group meetings.
Ideally, before conducting a planning and information meeting with the community,
the manager and health worker should have access to data on the coverage
and drop-out rates, a map of the health areas with low coverage, and a list
of programme priorities to share and discuss during the meeting. They should
also know who in their community is already involved with services, including
NGOs that are active in the area. To determine the extent of NGO involvement in
immunization, and what activities they carry out, refer to Annex 2.
The health worker should assist group leaders in providing information and
getting feedback, opinions, and suggestions on improving services. These
meetings should provide information on the services available and the progress
and challenges in meeting immunization and other health goals, while also
encouraging public input and involvement in improving these services.
Information to be shared, and activities for further community involvement, are
described in the following sections.
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Key point : The key to effective communication with groups is to identify and
address the shared interest of the group members.
Tips for communicating with groups

s 0ROVIDE A COMFORTABLE AND WELCOMING ENVIRONMENT FOR THE DISCUSSION
s !SK THE GROUP TO SHARE WHAT THEY KNOW ABOUT VACCINE PREVENTABLE DISEASES
and immunization.
s %NCOURAGE THEM TO ASK QUESTIONS SO THAT EVERYONE CAN BE BETTER INFORMED
Provide responses aimed at clarifying information and addressing gaps in
knowledge.
s 5SE STORIES SHORT PLAYS SONGS AND VISUAL AIDS TO HOLD THE GROUPS ATTENTION
and make meetings fun and interesting.
s )NVOLVE AS MANY GROUP MEMBERS AS POSSIBLE IN THE DISCUSSION AND THANK
them for their input.
s !SK GROUP MEMBERS TO SUGGEST SOLUTIONS TO PROBLEMS AND DISCUSS THE BEST
options.
Annex 3 provides tips for group discussion methods as a way of obtaining and
giving information to the community.
Learning activity 2.2 : Hold a community meeting.
Note : A variation on this activity is to conduct an actual meeting with some

members of a nearby community. Preparatory arrangements would need to be
made to identify local community representatives who would participate in the
meeting, and to collect immunization data from that catchment area to be used
for the discussion. The representatives could either come to the training site or,
if time permitted, the participants could go the community for the meeting.
In small groups, identify a person to act the role of a mid-level manager and
another person to play the part of a health worker who is new to the community.
The remaining group members play the roles of parents and/or community
leaders who are attending a community meeting about improving immunization
coverage within the community.
Using Annex 3 the health worker and manager inform the community about
the immunization programme and challenges in the catchment area. The
manager provides a description of the coverage in the area, which is low in
some geographically isolated areas and has high drop-out rates. The manag-
er explains that this new health worker has been assigned to the area and
that they are hoping to improve coverage and reduce drop-out throughout the
area, and particularly in this community. The health worker then introduces
himself/herself and his/her background. The manager and health worker then
guide the discussion, asking for the community’s opinions on immunization
services, what they perceive as the obstacles to increasing coverage, and how
immunization services could be improved.
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After the role-play, discuss the following questions.

1. What have you learnt about conducting a community meeting ?
2. What problems came up in the meeting and how were they dealt with ?
3. Why is it important to conduct planning meetings with the community, to
inform them about services, and get their feedback ?
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In planning services with communities, it is important to ensure that all human
and material resources required are available, and that services fully meet the
needs of the population. These should be offered at the appropriate locations and
times, and well promoted, using locally appropriate communication channels to
reach all of the community (e.g. announcements, information at health posts,
AND COMMUNITY MOBILIZERS )MMUNIZATION SESSIONS PARTICULARLY THE DAYS THAT
THEY ARE HELD AND THE TIME OF DAY SHOULD BE SCHEDULED TO BE CONVENIENT FOR
parents. Managers should assess their district and facility immunization
schedules (fixed, outreach and mobile), at least once a year, and if necessary
change them so as to reach all the eligible children.
Managers can show health workers how to implement communication strategies

to promote immunization services, and can use supervisory visits to monitor
how these strategies are being used. These strategies should provide the
community with advance notice on immunization and PHC sessions (e.g.
through announcements, messages from community volunteers, flags or banners
at health centres or village sites that announce when immunization days are
taking place).
Once immunization-session schedules are determined and agreed to with the

communities, it is important that they be adhered to. Changing and cancelling
scheduled sessions can result in loss of confidence in the service. A critical part
of planning, therefore, is to ensure that sufficient vaccines, injection supplies,
and cold-chain equipment are available, and that all logistical needs are in place
well in advance of the session date. Unforeseen problems can also sometimes
occur, for instance temporary flooding of roads during heavy rains, or transport
breakdowns. Whenever possible, to avoid interruption in immunization services
(e.g. during the rainy season), health staff should have established communication
channels for keeping the community informed of potential changes, and to
reschedule sessions when services are interrupted.
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Meeting community needs for an integrated package of interventions
During meetings or discussions with the community it is very likely that they will
express needs for other services and interventions besides immunization. The
extent to which services are integrated should be appropriate to local health needs
and logistical and system capacity (e.g. sufficient trained staff, supplies, equipment,
transportation and fuel). This requires organized planning, management and
monitoring. Providing a variety of services during outreach may be more important
than at fixed sites. The logistical arrangements for providing integrated outreach
services will require the involvement and collaboration of several programmes
from national level, as well as partners in the districts and communities, notably
NGOs. When planning services for the ‘hard to reach’, mid-level managers should
always consider what package of services can be provided during outreach.
Community members can assist with organizing outreach sessions, record-keeping
and tallying, and/or providing a venue and other support for the health team.
Among the most common services that may be integrated, are the distribution of
vitamin A, bednets, iron tablets, and malaria prophylaxis ; treatment of intestinal
helminths ; diagnosis and treatment of common illnesses ; family planning ; prenatal
care ; counselling and education on common health concerns (both curative and
preventive).
Key point : When planning services, unmet needs and costs should be clearly
quantified and described in discussions with communities as early in the planning
process as possible. The community’s contributions should be documented and
reported in order to acknowledge their participation and support.
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Learning activity 2.3 : Seek community assistance in scheduling outreach.
Read the following case-study and using information from the section above
and Module 3, in small groups discuss each question. Provide feedback to the
larger group.
Mrs Mx, the energetic new director of Kobo Health Centre, has agreed with
the district supervisor to raise immunization coverage from 40% to 60% in her
first six months in the job. One of the things she plans to do is to increase the
number of outreach sites. She posts a calendar showing the days and locations
of the outreach sessions on the wall of the health centre.
One week before the first outreach session, Mrs Mx visits the place for the
first time. She sees the community leaders and tells them about the immuni-
zation programme. She says that a team will come on the following Tuesday
at 08:00 to give immunizations, and she asks the community leaders to notify
people and arrange a site.
When the team arrives at the site on the following Tuesday there are no tables,
chairs, or water provided, and only a few mothers have come for immunization.
While Mrs Mx prepares for the session, a few more mothers arrive. She
vaccinates those few children who are around. She then waits for another
hour. As no more mothers come, she packs up her things and goes back to
the health centre for lunch.
1. What could Mrs Mx have done so that more mothers would have brought
their children to the immunization session ?
2. What should health workers always do when they arrive at the outreach
site so that mothers know that they have arrived ?
3. How could the community have been better involved and what could they
have done ?
4. What can the district team do to support the work of Mrs Mx ?
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CdiZh/
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($?cfb[c[dj_d]WdZced_jeh_d]
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Communities that are informed about services can also provide valuable
assistance in ensuring that services function properly and that community
members utilize these services. Awareness of the importance of immunization, and
also when and where to go for services is pivotal. Interpersonal communication
between the health worker and parent is important for providing vaccination
information. For routine immunization, each child should be tracked from
birth until he/she has completed all of his or her vaccinations according to the
recommended schedule. Each woman’s tetanus vaccination status should also
be tracked during her reproductive years and particularly during pregnancy. The
community can play an active role in this.
'#&GdaZd[XdbbjcînbdWâôZgh
In many countries, members of the community (either paid mobilizers or volunteers)
are actively involved in linking their communities with the health services. Trained
mobilizers can participate in increasing awareness of preventive services like
immunization. They can also assist with tracking individual children and
women, participate in outreach, and mobilize households for health sessions.
The coverage area for each mobilizer or volunteer should be based on an analysis
of the number and location of households that one mobilizer can feasibly reach.
The following is a typical list of tasks carried out by community mobilizers.
s )DENTIFY TARGET POPULATIONS IN THE CATCHMENT AREA

s !SSIGN CERTAIN HOUSEHOLDS TO VARIOUS VOLUNTEERS
s 0REPARE A LIST OF ASSIGNED HOUSEHOLDS WITH NAMES OF INFANTS AND MOTHERS
(including newborns and pregnant women).
s 3HARE LISTS OF NAMES WITH HEALTH WORKERS TO INCLUDE IN VACCINATION REGISTERS
s -AKE HOME VISITS TO ENCOURAGE PARTICIPATION IN lXED AND OUTREACH SESSIONS
s (ELP MOTHERS TO INTERPRET IMMUNIZATION CARDS INFANT CARDS AND WOMENS 44
doses).
s #OOPERATE WITH THE HEALTH WORKER TO KEEP A TRACK OF INFANTS AND MOTHERS WHO
need to complete the immunization series.
s &OLLOW UP ON DEFAULTERS
s Provide information on the session dates and times and vaccination schedules.
(Refer to Module 5 : Monitoring the immunization system which provides details

of how to monitor coverage and drop-outs and implement immunization tracking
systems).
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Managers, health workers and mobilizers should realize that even if most
parents already know that immunization prevents some dangerous diseases,
they still may need to be informed about their child’s immunization schedule and
encouraged to complete this on time.
Parents should have a vaccination card for each child and need to be informed
about :
s WHEN AND WHERE THEY SHOULD BRING THEIR CHILD FOR THE NEXT IMMUNIZATION
s THE NUMBER OF CONTACTS NEEDED FOR THE CHILD TO COMPLETE HISHER VACCINATION
schedule ;
s WHAT COMMON SIDE EFFECTS MIGHT OCCUR
s WHAT THEY SHOULD DO IN THE EVENT OF ANY SIDE EFFECTS
s THE IMPORTANCE OF BRINGING THE VACCINATION CARD EACH TIME THE CHILD COMES FOR
health care.
Managers and health workers must have effective communication skills, as

well as the appropriate information to address mothers’ concerns and any mis-
conceptions about immunization. Some examples of how health workers and
mobilizers can respond to questions and concerns are in Annex 4. The skills
needed and tips on communication with parents are discussed in Section 3.
Learning activity 2.4 : Discuss reasons for left-outs and drop-outs.
Select 5–10 participants (depending on the size of the group) and move them
to the far corner of the room to represent that they are living in a remote
hamlet without any health facility in their village. Request that they remain
standing and ask some of them to briefly state some of the reasons why their
children do not get vaccinated. Explain that their children are examples of one
TYPE OF i LEFT OUT w IE THEY ARE HARD TO REACH GEOGRAPHICALLY AND HAVE DIFlCULT
access to facilities. Ask some of them to suggest some possible solutions
(e.g. extend outreach services, repair the broken bridge across the river, etc.)
and write their responses on a flip chart.
Now turn to the other participants. Starting with the nearest participant, ask
him/her to call out the number 1. The next person calls out 2 and the next
person 3. The next person after that counts out 1, and so on, until everyone
has called out a 1, 2, or 3. Request that all those who called out 1 stand up and
remain standing. Explain that theirs is a large village which is easy to reach,
but that they have many children that have never begun vaccination. They
THEREFORE REPRESENT A SECOND KIND OF i LEFT OUT w !SK SOME OF THEM TO QUICKLY
outline some of the reasons why their children do not go for vaccination (e.g.
social inaccessibility of certain castes or tribes, unempowered poor, migrants,
border populations, low value placed on health, unkind treatment by the health
worker, vaccines not available on the day they go to the facility, etc.). Ask
some of them to quickly suggest some possible solutions (for instance
counselling by community agents, better tracking to locate these children,
etc.) and write their responses on a flip chart.
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Now ask the participants with number 2 to stand and remain standing. Explain
that their children started the vaccination schedule but have not completed it
AND NO LONGER GO TO THE FACILITY %XPLAIN THAT THEIR CHILDREN ARE i DROP OUTS w !SK
some of them to state quickly some of the reasons why their children dropped
out (e.g. lack of information about the vaccination schedule, vaccines not
available on the day they go to the facility, etc.). Ask some of them for some
possible solutions (e.g. counselling by community health promoters or better
tracking to locate the children) and write their responses on a flip chart.
Explain that the participants who remain seated have children who go for
vaccination. Ask the participants who are still seated why their children started
and continue to go for vaccination (e.g. they value good health, there are no
barriers to their use of the health system or in the community for them to
overcome, etc.). Write their responses on a flip chart.
'#'Bdcîdg^c\Xdbbjcîna^c`hlî]hZgk^XZYZa^kZgn
Managers should monitor community involvement as part of their supervisory
activities, to ensure that the complete package of activities within the RED strategy
is being fully implemented. They should also support health workers and provide
guidance on how to monitor and ensure the quality of work of the community
volunteers.
Health workers should be encouraged to involve key community members in

helping to increase the number of children immunized by tracking defaulters and
identifying newborns. Mobilizers can help health workers to identify and list the
children less than one year of age and those who are newborns in the community.
In order for this to work most effectively, vaccination registers and tracking
systems need to be in place. Registers that record all children immunized must
be well maintained. Individual child vaccination cards kept in a tickler file (as
pictured below), organized by month, with each card filed in the appropriate
month to identify when the next vaccination is due, are also useful for individual
child tracking. Mobilizers can assist with follow-up on individual children and
pregnant women who are due for their vaccinations. (Refer to Increasing
coverage at the health-facility level (WHO/V&B/02.27) for a more detailed
description of the tickler file system).
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The checklist below can be used during supervisory visits and in routine monitoring
to track the activities and provide feedback on the effectiveness of community
volunteers.
Community involvement and mobilizer checklist (for supervision/monitoring) :
Questions / Observations Yes No

i Is/are there community mobilizer(s) in the health area ?
If yes, respond to questions i1, i2, i3 and i4 below :
i1 Is the number of community mobilizers sufficient ?
i2 Are all of the community mobilizers trained ?
i3 Do the mobilizers have immunization educational materials ?
i4 If yes, do they have a sufficient number of these materials ?
ii Is information on immunization exchanged between the health centre and the community ?
If yes, list what information is communicated and how. Also, describe any special activities :
iii Do the mobilizers participate in monthly monitoring visits in the health area ?
iv Do mechanisms for identification and recovery of drop-outs exist in the health area ?
- If yes, verify the existence and use of a register/tracking list.
- Do the vaccinator/health worker and the community mobilizer coordinate activities to
reach drop-outs ?
v Are the trained mobilizers active ?
If yes, which of the following activities are they doing ? (Beside the Yes/No boxes, note how
many volunteers are conducting each of these activities).
v0 Households counted and recorded on a list ? __ __
v1 Verify the existence and completeness of the mobilizer register. __ __
v2 Home visits ? (Circle one : quarterly, monthly, weekly, daily). __ __
v3 Reaching drop-outs and orienting them on the programme ? __ __
v4 Information sessions/meetings in the community ? (No. per month :___). __ __
v5 Activities to inform and involve opinion leaders ? (No. per month :___). __ __
v6 Population census and update in their catchment area ? __ __
(Circle one : annual, quarterly, monthly, other).
v7 Reporting of Expanded Programme on Immunization (EPI) diseases and epidemics __ __
observed in the community ?
vi Visit 10 random households within each mobilizer’s catchment area.
(Beside the Yes/No boxes, write the number of household responses for each question).
vi1 Does the family know the mobilizer ? __ __
vi2 Does the mobilizer play a positive role ? __ __
vi3 Has the mobilizer visited your house ? __ __
vi4 Did the mobilizer provide useful information ? __ __
vii Observe the communication between the vaccinator and a caregiver during a vaccination
session. (If more than one, write the numbers).
vii1 Does the vaccinator provide information on the vaccine(s) being given ? __ __
vii2 Does the vaccinator describe what to do in case of any side-effects ? __ __
vii3 Does the vaccinator provide information on the return date ? __ __
vii4 Is the vaccination card properly completed ? __ __
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Learning activity 2.5 : Developing a community involvement plan.
Refer back to Learning activity 2.1 and the three priority activities that you
identified. Complete the chart below for these priorities. Consider how to improve
community involvement and links with services, strengthen planning and
monitoring of immunization with the community, and involve the community in
assisting with increasing coverage and reducing drop-outs. Discuss how this
plan will fit into the overall immunization plan, particularly with RED activities.
In column (a) enter the community activities identified in Learning activity 2.1
which you think are the most important for improving coverage and addressing
programme gaps in your catchment area. Note in column (b) which community
groups/representatives can assist in accomplishing these activities. In column
(c) consider what monitoring tools and data (e.g. immunization coverage, drop-
out, community monitoring checklist, qualitative study, etc.) you will use to
measure improvements and track progress. In column (d) list planning and
training activities that are needed to implement these activities (e.g. health
worker (HW) training, identification and training of volunteers, community
meetings, etc.). In column (e) note when you expect to be able to accomplish
the tasks that were outlined in column (d).
Community Community group/ Monitoring Planning and Timeframe

involvement representatives tools/data to track training needs (e)
activity (b) progress (d)
(a) (c)
(from Learning
activity 2.1)
1
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CdiZh/
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)$;\\[Yj_l[Yecckd_YWj_ed\eh
Yecckd_jo_dlebl[c[dj
Effective communication is important to help mobilize resources for the immu-
nization and health programme and to encourage health workers, managers
and the community to participate in immunization activities. It can also help to
dispel misinformation and doubts that sometimes surround immunization, and
assist caregivers in understanding where and when services are available and
what they need to do to use these services and to follow the immunization
schedule.
(#&8dbbjc^XVi^dc^chZgk^XZYZa^kZgn
Some analysis is needed to determine which barriers prevent or discourage
people from coming and/or returning to a health facility. Some typical barriers
include :
s LACK OF VACCINE SUPPLY
s DISTANCE TO THE FACILITY
s INSUFlCIENT INFORMATION
s UNPLEASANT EXPERIENCES IN DEALING WITH HEALTH WORKERS
s MOTHERS NOT GIVEN VACCINATION CARDS OR INFORMED ON THEIR INDIVIDUAL CHILDS
vaccination status.
Improvements in service delivery may be required, but more effective

communication may also be needed for people to understand what services
are available so that they can accept and utilize these services.
Key point : Effective communication means listening to, understanding,

encouraging, and working with individuals and communities to improve their
health and the services available to them. Simply giving people information,
without a back and forth exchange, is not enough.
(#&#&BVcV\ZghÉXdbbjc^XVi^dch`âah
Communication style can positively or negatively affect acceptance and delivery

of services. A collegial work environment and open communication between
managers and staff are key elements for a successful programme. Staff
members who are harshly criticized or who do not feel comfortable discussing
their work with their managers are less likely to be motivated and encouraged
to improve. Remember the old saying : “ treat others as you wish to be treated
yourself “.
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Communication with staff
Mid-level managers should keep their own staff informed :

s BY PROVIDING TIMELY FEEDBACK ON IMMUNIZATION PROGRAMME ACHIEVEMENTS AND
the status of indicators ;
s BY CONDUCTING SUPPORTIVE SUPERVISION OF HEALTH STAFF IN A WAY THAT SERVES AS
a training and learning opportunity, encourages dialogue and discussion, and
in particular is not condescending ;
s BY ASSISTING STAFF IN LIAISING WITH THE COMMUNITY PARTICULARLY THROUGH COMMU-
nication with leaders, and during meetings.
(#&#'8dbbjc^XVi^dclî]i]ZXdbbjcîn
Keeping community members updated on the progress of the immunization

programme is important for increasing and sustaining their involvement and
support of services. When sharing information with communities, immunization
managers and health staff should strive to communicate openly and professionally,
using simple language and not scientific terms. Table 2.1 shows strategies
for doing this which will enhance communication and help to build a good
relationship and rapport.
IVWaZ'#&/Iêh[dgZ[[ZXi^kZXdbbjc^XVi^dclî]Xdbbjcî^Zh
Strategies for communicating Tips

with communities
Establish a good relationship with the Be warm, friendly and welcoming.
community.
Show respect for the community members.
Praise and encourage the parents in the community for bringing their children
for immunizations.
Listen to the community. Find out what the community already know by using terms they understand.
Respond to concerns about immunizations.
Conduct meetings and home visits in a comfortable setting.

Provide information on the services Encourage input on priority health services and service delivery mechanisms
available and the status of the and preferences.
immunization programme.
Provide information on coverage, disease cases and progress, using basic
language and non-scientific terminology.
Show concern for the community’s situation.
Talk to caregivers about the importance of immunization for them and their
babies.
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(#&#(IgV^c^c\]ZVai]ldg`Zghid^begdkZXdbbjc^XVi^dch`âah
To improve immunization services, most managers and health workers need

to strengthen their communication skills and technical knowledge. This may
require additional training or capacity-building to improve health-worker attitudes
towards clients, and to strengthen their ability to communicate messages. Any
health-worker misconceptions about immunization also need to be addressed,
for example, failing to provide vaccinations because of false contraindications,
or when a child’s immunization status is not on schedule even though the child
is eligible for several vaccines.
Health workers need technical information, which is best acquired in a setting

similar to their work environment. They also need to be confident that the health
system in which they work (e.g. supervisors, vaccine supply) will support their
application of knowledge into correct practices. Section 3.2 of this module
provides further information about dealing with concerns about immunization.
It takes two parties to improve communication, and the issue is not only health
workers’ communication practices but also the health worker/client interaction.
To improve this interaction, both health worker and client expectations, attitudes
and skills may need to change (see Table 2.2). Caregivers who are too shy or
intimidated to express feelings, doubts or questions, and who expect the health
worker to do all of the talking, make a good interaction very difficult so
programmes may need to address both sides. Health workers, community
leaders or other communication channels may need to be enlisted to encourage
caregivers to expect and carry out more open communication with health staff.
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Interpersonal communication Tips

during session
Give information relevant to the mother’s Provide information on the vaccine(s) received, when they should come
situation. back for the next dose, and what to do if side-effects occur (while reassur-
ing the parent that side-effects are rare).
Encourage parents to continue immunizing the child and complete the

schedule.
Show concern for the parents’ particular situation.
Correct any misconceptions the parents may have.

Keep information simple and clear. Be straightforward.
Use simple language understood by the parent.
Summarize the key information.
Thank the parent for bringing the child.
Get parents to provide feedback about Ask parents to repeat what they have heard to check for understanding.
what they have heard to make sure they
have fully understood. If you ask, “ When will you bring your child for his next immunization ? ” and
someone answers with the correct day or date, you know that he or she has
understood you. Praise correct answers.
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(#'EgZkZci^c\XdcXZgch!b^hXdcXZei^dch!VcYgjbdjgh
Reports and studies from many countries show that, although parents and the
community may lack accurate knowledge about immunization, there is a general
understanding that vaccination is important to protect the health of children.
However, community members may nonetheless have concerns, misconceptions,
superstitions and taboos about vaccines. If these are not addressed, if proper
information is not given, if adverse events or illnesses assumed to be related to
vaccination, or vaccine-preventable diseases are not handled quickly, rumours
can develop and gain momentum.
Managers need to train health workers to provide information to prevent

misconceptions or rumours and to work with communities to educate them
about immunization. Annex 4 provides a list of answers to common questions
and concerns about immunization and Annex 5 provides information that health
workers need to give to caregivers during vaccination sessions.
Learning activity 2.6 : Teaching health workers how to improve their

communication with parents.
The following two case-studies of communication exchanges between a health

worker and a parent show some of the common problems in health worker/
client communication. Read the following case-studies, in small groups or with
a colleague, and role play the two communication exchanges. Ask some of the
participants to play the part of supervisors who are observing these sessions.
For each case :
1. List what you think are the main communication problems.
2. What should the health worker have done under each circumstance ?
3. How well did the health worker understand the mother’s situation, and
communicate with her ?
4. What would you do as a supervisor to improve the health worker’s

communication skills ?
[Refer also to Table 2.1 on tips for teaching health workers effective
communication, which may assist you with this activity].
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Case-study 1
HW Baby X ! (Shouts towards the row of seated women) . . . Baby X !

Mother Yes, Nurse ? (She doesn’t hear the HW at first and stands up slowly).
HW Don’t you listen ? Come quickly. Show me your card !
Mother (Becomes uncertain of what to do and just stands there).
HW Sit down ! Don’t waste my time ; I have many children to vaccinate today.
Mother (Sits down and gets her baby ready for injection).
HW (Writes on the card and then gives the baby an injection without any regard for the baby or the mother).
Mother What injection did my child receive ? Will this make my child sick ?
HW Everything is in this card. You have to follow this card and make it your Bible or Qur’an. You see I have
marked the injection I gave your baby on it. The card also contains the immunization schedule.
Mother Do I have to bring my baby back ? Is it dangerous to receive so many vaccinations ?
HW Madam ! I do not have time for your questions. I have told you what to do and I am very busy in this clinic.
Who’s next ? Baby Y !
Case-study 2
HW Baby X, please, come this way.

Mother Yes, Nurse (She stands up).
HW Please sit down. How are you and how is your baby today ? May I see your card ?
Mother Fine sister ! (Sits down). I do not have a card. Today is my first day.
HW Don’t worry. I will give you a card. (Health worker takes the card out and records all the necessary
information and directs the mother to get her child ready for vaccination).
I confirm that your child’s name is X, and he is two weeks old ?

Mother Yes, Nurse. Thank you.
HW I am going to give your child a vaccine on his left upper arm and some drops into his mouth. The vaccine
in the upper arm protects your child against tuberculosis, which gives children a chronic cough. The drops
prevent polio, a disease which can make children lame. The small injection does not cause much pain. It
may give a small lump that will last only a few weeks. You should keep the injection site dry and do not
dress it (gives the injection on the left upper arm of the child). The drops do not cause any problems.
Mother Thank you, Nurse. I am so happy you are not angry with me.
HW Mrs X, why would I be angry with you ?
Mother Ah ! Other mothers told me that because I did not bring my child immediately after birth the nurses were
going to shout at me.
HW Records the vaccine given and tells Mrs X the date, place and time of the next vaccinations. The HW also
explains that to be fully immunized the child needs to come several times before the child’s first birthday.
Your next visit will be on this same day, Monday, in four weeks’ time. Do you have any questions ?
Mother Yes, Nurse. What should I do if I miss my child’s immunization appointment ?
HW Mrs X, I know it is not always easy to keep all the immunization appointments, but you should try.
Immunizations are important for protecting your children. If you fail to keep an appointment, come on the
next immunization day — every Monday — even if the child is sick.
Mother Thank you Nurse (smiling). I will make sure I do not miss any immunization appointment.
HW Bye-bye Mrs X, see you in four weeks’ time.
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VcYVYkZghZZkZcih[daadl^c\^bbjcôVi^dc6:;>
At some stage managers may have to deal with outbreaks of vaccine-

preventable diseases, such as measles epidemics, as well as perceived or real
community concerns related to AEFI. Community involvement with the health
facility can be critical for notifying health staff as soon as a VPD or AEFI case
occurs. Community mobilizers and volunteers can play a useful role in report-
ing VPD or AEFI. They should have knowledge of simple case definitions and
possible side-effects of vaccination. They should also be instructed on when, how,
and to whom they should report these.
At the district, provincial, and national levels, the following steps can assist in
handling concerns about immunization. At the sub-district (or local) level, the
same basic steps are needed, but they should preferably be carried out through
direct personal contact with leaders and community members.
Plan ahead
Identify an individual who will be in charge of your response. A senior

immunization and/or health expert should be given this responsibility to show
that top staff are involved.
Prepare in advance fact sheets that discuss adverse events relating to immunization.
Build up a relationship with the media, especially health correspondents. It is

useful to provide reference fact sheets about the likelihood of adverse events.
Establish reputable information channels, such as a regular health programme
on the radio or an information page in a health magazine.
Ensure that there is a budget line for training, planning for, and reacting to
crises.
Train yourself to work with the media and community
This includes preparing written materials, as well as training sessions where

people can practice interviewing and speaking about sensitive issues in front of
a camera.
Clarify the background and details on the reported adverse event
Verify the facts. If possible, visit the site or place a phone call to someone at the
source of the occurrence to determine what has happened.
Implement correct steps if an event occurs, and be honest about the facts
Initiate a technically competent investigation, and keep the press informed on

progress.
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Issue a preliminary statement within hours. The statement should include : an

account of the event and its context/cause ; an outline of actions taken/planned ;
assurance that corrective action is being taken.
If the event is serious call a press conference early, even if there is only very
limited information to impart. This will prevent the circulation of rumours and
help to build a good relationship with reporters.
Evaluate what happened and how things could be handled better next
time
Negative publicity can be both a challenge and an opportunity. If you are well
prepared and handle the situation professionally and calmly, you will raise much
greater awareness of your issue, establish yourself as a reputable source of
information on the issue, and possibly earn the respect and trust of more
supporters.
For additional details refer to Module 3 : Immunization safety, and Module 8 :

Making disease surveillance work.
Learning activity 2.7 : Preventing community concerns after an adverse

event following immunization.
Read the case-study in the following paragraph. Discuss how negative reporting
can be prevented and/or positive messaging used to build confidence and
reduce negative publicity. Using information from Annex 6, develop an action
plan for responding to the media, and a question-and-answer sheet to deal
with this situation.
As regional/district immunization programme manager, you hear a report that

a radio station in one of your western provinces ran a story yesterday that
several children had become sick after receiving vaccinations at the health
centre. An interview with a nurse vaccinator from the local health centre
confirmed that some children who had received vaccination for measles two
days previously were brought back to the clinic with high fevers, and one child
had died.
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Immunization programmes use many different communication methods to reach
PARENTS AND OTHER TARGET AUDIENCES FOR EXAMPLE RADIO TELEVISION FOLK MEDIA
community events, and counselling sessions at health facilities.
Decisions about which communication tools to use should be based on good

evidence (research and evaluation), and on how to reach the target audience.
Communication experts have found that the best channels for reaching rural
people include :
s HEALTH WORKERS
s LOCAL LEADERS
s COMMUNITY GROUPS AND VOLUNTEERS
s RADIO
Discussions between health workers and small groups of parents can be held
as part of immunization sessions, as well as on other occasions in and outside
a health facility to :
s ADDRESS PEOPLES DOUBTS ABOUT IMMUNIZATIONS
s IDENTIFY AND lLL INFORMATION GAPS AND CORRECT MISINFORMATION
s RESPOND TO QUESTIONS
s REINFORCE POSITIVE ATTITUDES AND BEHAVIOUR
A discussion with full audience participation is recommended, rather than a typical

“ health talk “ (i.e. lecture).
Tips for successful communication to promote immunization
Encourage small, do-able actions (i.e. proven positive health steps) that can be
reasonably implemented by families and communities and that are NOT
complicated, costly or time-intensive.
Messages, materials and tools that convey these actions, should be simple and
clearly state who should do what and how.
The same or complementary messages should be stated in all types of materials,

during service-delivery communication, and via traditional communication channels.
The materials should be used in consistent and complementary ways across the
community, and should be appropriate to the target audience.
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Interpersonal communication, particularly one-to-one counselling, is the best

way to give parents information on when and where to bring their child for the
next vaccination. However, simply giving people information is not enough ; the
MESSAGE MUST BE UNDERSTOOD AND REMEMBERED
Teach health workers that they should always ask mothers/parents to repeat the
information you have given them in order to increase the chance that mothers
will remember when to return. Annex 5 provides tips for teaching health workers
key information on immunization.
Health workers, parents and the community need to understand the following
key information.
1. What vaccine(s) are to be given and what they are for (e.g. DTP protects the
baby from the diseases of diphtheria, tetanus and pertussis).
2. Possible side-effects of each vaccine and how to treat them.
3. The place and time of the next immunization.
4. That even ill children should be brought for immunization.
5. Parents should keep the immunization cards in a safe place and always bring
them when they come to the immunization clinic.
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VcYeg^ciZYbViZg^Vah
Mass communication media (television, radio, posters, newspapers, etc.)

as well as traditional communication channels such as drama and song, can
complement and reinforce the basic channel of interpersonal communication.
It is best to assess communication channels that reach the target audience
before designing communication materials.
Key point : Mass media can be effective, but only if it is used appropriately. It is
usually not very effective to use print materials with low-literacy populations, or
to use broadcast media for those with little access to radio or television. Print
materials are often most appropriate to support interpersonal communication.
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As an example, Table 2.3 below illustrates what materials a country may use when
introducing hepatitis B vaccine into their routine immunization programme.
IVWaZ'#(/BViZg^Vah[dg^cigdYjX^c\eZciVkVaZcikVXX^cZ
Materials Intended use Proposed content

Booklet for health workers A reference for health workers What health workers have to do to introduce
to describe their responsibili- hepatitis B vaccine.
ties and help them respond to
parents’ questions. Basic facts about hepatitis B disease and vaccine.
Booklet for community leaders A reference for community, What leaders can do to provide support.
religious, and social leaders
to help them plan support Basic facts about hepatitis B disease and vaccine.
activities and respond to the
public’s questions.
Poster To raise public awareness and Childhood vaccines offered by the national immuni-
provide information about the zation programme, including the new vaccines.
immunization schedule.
Ages at which children should get vaccines.
The importance of immunization for child health.

Radio and television spots To raise awareness among Increased protection to the public through new vaccine
the public, local and national and auto-disable syringes.
leaders, and health staff.
No additional visits and injections needed to benefit
from the new vaccine.
Reinforce that parents should bring their children to

receive all basic childhood immunizations.
Tips on developing effective written educational materials.
s -ESSAGE SHOULD BE BRIEF

s 5SE PLENTY OF VISUAL INFORMATION
s "REAK UP TEXT WITH DESCRIPTIVE HEADINGS
s 2ESIST THE URGE TO PUT TOO MUCH INFORMATION IN THE POSTER OR BROCHURE
s 2EMEMBER THAT MOST PEOPLE DO ./4 READ DOCUMENTS OR BROCHURES COMPLETELY
s 2EMEMBER THAT MOST PEOPLE READ ONLY THE %.,!2'%$ QUOTES OR PHOTOGRAPH
captions.
Key point : If the communication materials (e.g. poster or brochure) contain

too much information, they may NOT be read at all.
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Several complementary materials are usually necessary for providing information

on immunization to the different target audiences. It may be useful for managers
to develop and/or use some mix of the materials listed below for education,
promotion, or advocacy of the immunization service. The primary audiences
for these materials are educated members of the public, and decision-makers
at the national or provincial level in various settings, but not communities in
general. As part of developing materials, attention should be given to the
quality (including use of photographs, graphs, charts, and word content), and
the testing of these materials with the intended audiences, before they are
published. The plan and budget for the materials should be based on analysis of
who will use them, and how and by whom they will be distributed. Dissemination
guidelines should determine the quantities needed. Refer to Annex 6 for
additional details on these materials.
s )SSUE BACKGROUND SHEET OVERVIEW OF THE IMMUNIZATION PROGRAMME

s 1UESTION AND ANSWER SHEETS
s &ACT SHEETS ABOUT IMMUNIZATION DISEASES AND OUTBREAKS
s )MMUNIZATION SUCCESS STORY ARTICLES
s "ROCHURES THAT DESCRIBE THE IMMUNIZATION PROGRAMME AND ITS SERVICES
s 0RESENTATIONS VIDEO SLIDES 0OWER0OINT OVERHEADS
s *OURNAL AND NEWSPAPER ARTICLES AND CLIPPINGS
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Storyboards are often used for training or community education by volunteers

or community health workers during outreach or prior to vaccination sessions.
When using these and other types of flip charts, health workers and others
should :
s ALWAYS STAND FACING THE AUDIENCE
s HOLD THE CHART SO THAT EVERYONE IN THE GROUP CAN SEE THE IMAGES OR MOVE
around the room with the flip chart if the whole group cannot see it at one
time ;
s POINT TO THE PICTURES WHEN EXPLAINING THEM
s INVOLVE THE GROUP BY ASKING QUESTIONS ABOUT THE ILLUSTRATIONS
s USE THE TEXT IF ANY AS A GUIDE BUT DO NOT JUST READ IT OUT
s MEMORIZE THE MAIN POINTS AND EXPLAIN THESE TO THE GROUP USING YOUR NORMAL
words as you show the pictures.
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Traditional sources of communication should be used as much as possible for

providing basic information in villages and communities. These could be public
announcements in community meeting places or during events or ceremonies,
as well as door-to-door or street-by-street announcements. Local leaders,
influencers and volunteers (e.g. community members or town criers) can be
good resources for conducting such activities.
Drama (e.g. short plays, songs, fables etc.) can be very effective in presenting
rumours, misconceptions, and other barriers to understanding, and then
introducing information and strategies to resolve them. Drama should never be
used alone however ; it should always be a stimulus to a participatory discussion
and question-and-answer session afterwards. Songs can be used to provide
basic information (e.g. number of contacts or ages for receiving vaccinations).
Local talent should be consulted to prepare these materials. Ensure that correct
information is included in the content of the drama dialogue and songs.
)#'#)EdhiZgh
Posters are limited in the information that they can provide, although they can
play a useful practical role in communicating outreach visit timetables and
providing general information on the immunization programme or services.
Posters can also be used to communicate basic messages to the community,
such as the times for immunization sessions.
Tips for using posters
s $ISPLAY THE POSTERS IN AREAS OF HIGH VISIBILITY SUCH AS CHURCHES MOSQUES

kiosks, market places, etc.).
s 0ROTECT THEM IF POSSIBLE FROM RAIN BRIGHT SUN AND WIND
s 5SE POSTERS TO STIMULATE DISCUSSION DURING COMMUNITY MEETINGS FOR EXAMPLE
and to advertise immunization sessions and campaigns.
Learning activity 2.8 : Identify communication channels with the community.
Refer back to Learning activities 2.1 and 2.5 and the three priority activities
that were identified. For each of the priorities that you have listed, discuss
which communication channels could be best used to inform and involve the
community in improving immunization services and coverage in your catchment
area. List which resources you will need for these. (These resources could be
added as column (f) in the table that you developed in Learning activity 2.5).
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The CAPA Handbook : A « How To » Guide for Implementing Catchment Area
Planning and Action, a Community-Based Child Survival Approach. Arlington,
VA, USA. BASICS II/Nigeria, 2004. BASICS for the United States Agency for
International Development. http://www.basics.org/publications/abs/abs_capa-
tools_imm.html
Community Surveillance Kit. Washington, DC, USA. CHANGE Project for the
United States Agency for International Development, 2001. http://changeproject.
org/pubs/index.htm#pol.
Advocacy for Immunization. CVP/PATH, January 2000. Global Alliance for

Vaccines and Immunization, at http://childrensvaccine.org/html/ip_advocacy.htm.
Realizing the full potential of childhood immunization : How health professionals

can make a difference. CVP/PATH, January 2000 (Occasional Paper No. 1). http://
childrensvaccine.org/files/CVP_Occ_Paper1.pdf.
Hepatitis B Vaccine Introduction : Lessons learned in Advocacy, Communication

and Training. CVP/PATH, January 2001 (Occasional Paper No. 4). http://childrens-
vaccine.org/files/CVP_Occ_Paper4.pdf.
Communicating with caretakers and communities for improved routine

immunization coverage. ESHE Project, July 2004. EPI Refresher & Training of
Trainers. Module 4. http://immunizationbasics.jsi.com/Docs/ESHE_Module4.pdf.
Vaccine Preventable Diseases. Photographs. Immunization Action Coalition

(USA), Vaccine information for the public and health professionals. http://www.
vaccineinformation.org/photographs/index.asp.
Community Problem Solving and Immunization Strategy Development – Linking

Health Workers with Communities. UNEPI Ministry of Health of the Republic
of Uganda, Kampala, Uganda, August 2003. http://basics.org//pdf/Community_
Problem_Solving_Uganda.pdf.
Developing Posters. San Francisco State University, Alumni Chapter, College

of Science and Engineering, Student Project Showcase, April 2005. www.sfsu.
edu/~science/StudentProjectShowcase/procedure.pdf.
Sheldon SJ, Cathrien A. A Study to Describe Barriers to Childhood Vaccination in

Mozambique. Final Report. CHANGE Project for the Ministry of Health, Maputo,
July 2003. http://changeproject.org/pubs/MozFinalReport.pdf.
Shimp L.Strengthening Immunization Programmes : The Communication

Component. BASICS II/USAID. Arlington, Virginia, USA, May 2004. http://basics.org//
pdf/Immunization_CBC_document.pdf.
(*
Shimp L, Othepa M. Rapport de Voyage, Appui technique pour le renforcement

de la vaccination de routine. Djibouti. JSI/IMMUNIZATIONbasics and PECSE,
September 2005, p.30. http://www.immunizationbasics.jsi.com.
Building Trust in Immunization : Partnering with Religious Leaders and Groups.

United Nations Children’s Fund, New York, USA, May 2004. http://unicef.org/
publications/files/building_trust_immunization.pdf.
Communication Handbook for Polio Eradication and Routine Immunization.

UNICEF, WHO, Rotary International, BASICS, EPI in Ministries of Health, Africa.
United Nations Children’s Fund, New York, USA, September 2001. http://basics.
org//pdf/WHO_UNICEF_BASICS_Polio_eng.pdf.
Immunization Essentials : A Practical Field Guide, (Chapter 9 : The Role of Behavior

Change). United States Agency for International Development, Washington, DC,
USA, October 2003, pp.151–165. http://pdf.usaid.gov/pdf_docs/PNACU960.pdf.
Immunization in practice : Module 8 : Building community support for

immunization. WHO/IVB, World Health Organization, Geneva, January 2004.
http://who.int/vaccines-diseases/epitraining/SiteNew/iip/PDF/Module8.pdf.
Advocacy : A Practical Guide. WHO/IVB, World Health Organization, Geneva,

October 1999. http://who.int/vaccines-documents/DocsPDF99www9958.pdf.
Communicating family planning in reproductive health (Appendix A). WHO/FRH/

FPP, Department of Reproductive Health and Research/Family Planning, 1997.
http://www.who.int/reproductive-health/publications/fpp_97_33/fpp_97_33_
14.en.html.
Increasing immunization coverage at the health facility level. WHO/UNICEF,

World Health Organization, Geneva. http://who.int/vaccines-documents/DOC-
SPDF02/www721.pdf.
Communication for polio eradication and routine immunization. Checklists and

easy reference guides. WHO, UNICEF, USAID (BASICS and CHANGE projects),
World Health Organization, Geneva, 2002. http://who.int/vaccines-documents/
DocsPDF02/PolioCommsChklsts.pdf.
Information for Action Issues Paper : Immunization (Chapter 4 : Integrated

Services and Community Participation). World Federation of Public Health
Associations, Washington, DC, USA, May 1984, pp.26–30.
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NAME OF NGO : ______________________ DISTRICT : _____________________
[Use a separate sheet for each NGO interviewed.]
For routine immunization services at fixed or outreach sites (NOT for polio
national immunization days or other supplemental immunization activities [SIAs]).
Does your NGO :
Circle Y (yes) or N (no)
- organize and directly immunize at NGO immunization sessions at

fixed or outreach sites ? Y N
- advocate with government for delivery of immunization services ? Y N
- coordinate with government health facilities about schedule of
outreach services ? Y N
ANNOUNCE VISITS OF IMMUNIZATION TEAMS EG i TOWN CRIERS w mAGS 9 .
- maintain/update community-held registers (lists) of newborns ? Y N
- use community-held registers (lists) to record each child’s
immunizations ? Y N
- use registers (lists) to identify defaulters to reduce drop-out ? Y N
- target/educate individual community members to get their
children immunized ? Y N
- publicly recognize parents of children who complete immunizations ? Y N
- monitor immunization coverage in geographic catchment areas
(e.g. community, parish) ? Y N
- provide in-kind or financial support for government immunization
(e.g. transport, lodging, meals) ? Y N
- provide other technical support for government immunization
(e.g. cold chain, logistics) ? Y N
- discuss the immunization programme and its progress with
village councils ? Y N
Describe other involvement :
For immunization campaigns (polio, measles, maternal and neonatal

tetanus (MNT), etc.) does your PVO :
- participate in any way ? Please describe. Y N
Source : Steinglass R. JSI/IMMUNIZATIONbasics, USA, 2004.
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Group discussion techniques can be used during community meetings.
Discussion provides an effective way to obtain and give information or ideas.

Some ways in which you can encourage discussion are indicated below.
1. Ask what the group knows about immunizations and vaccine-preventable
diseases.
2. Remember that you are not giving them a test.
3. Let them discuss freely.
4. Ask the mothers what concerns and questions they have about immunizations.
5. Encourage participation from as many people as possible.
6. Ask why some people don’t choose to get their children immunized, or begin
immunizations but don’t complete them.
7. Thank individuals for their responses.
8. Discuss the five (5) essential messages that caretakers need to know.
9. Allow participants to come up with their own solutions to the problems. Let
them be part of the problem-solving discussions.
Use visual aids such as pictures to illustrate what you are talking about.
1. Ask people what they see happening in the picture.

2. Ask what they like about what they see happening.
3. Ask how this relates to immunizations.
Involve groups in a variety of ways to improve their understanding, and to

make learning fun and interesting.
1. Tell stories and ask people what they think happened, and why.
2. Sing songs, or encourage people to make up their own songs.
3. Put on short plays about immunization and encourage group members to create
their own.
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1. «Are the childhood diseases not part of the normal process of a child’s
development ? Why should I prevent this by having the baby immunized ? »
Some people believe that childhood diseases are a normal part of growing
up, because when immunization was not available these diseases were much
more common. What many people do not realize is that before immunization
was available many more children died or were crippled by vaccine-preventable
diseases. Even today, some children who are not fully immunized die from these
diseases, and others are maimed, crippled, made blind or deaf, or are weakened
for life. This suffering could be prevented by immunization.
2. « Some children still become sick with measles after getting the measles
vaccine, so of what value is such immunization ? »
Although the great majority of children do respond to measles immunization and
are fully protected, it is also true that a small number of children who receive
measles vaccine still get the disease afterwards.
Measles immunization still offers excellent protection against contracting the

disease. However, the protection offered by a vaccine varies slightly among
individual children, for the following possible reasons : if the child is not well fed,
his/her resistance will be lower, so he/she may still contract the disease ; if the
child has lowered resistance to infections due to a disease such as tuberculosis,
HIV/AIDS, or diabetes, he/she may still contract the disease ; if the child has
vitamin A deficiency, he/she may still contract the disease.
It is important to note that measles cases in immunized children are much more
likely to be milder, so even those few children who are immunized but still get
the disease receive a tremendous benefit from the immunization.
3. « My husband refused to let me bring the baby back for more immunization
because the last time the baby received one dose of immunization, it
fell sick. »
It is true that sometimes a baby develops a mild fever after receiving a vaccine.
This is a side-effect of immunization rather than a real sickness. Side-effects are
milder and much safer than an actual attack of the diseases that immunization
prevents, and almost all side-effects disappear in a short time. You may want
to make your baby more comfortable by giving it tepid baths or paracetamol to
bring down the high temperature.
(.
4. « After my friend’s new baby was given the first injection in the upper
arm, the baby developed a small sore at the site of the injection. Is this
something to worry about ? »
Most children do have a reaction at the site of injection. Normally, when bacille
Calmette-Guérin (BCG) vaccine is injected, a small raised lump appears at the
injection site. This usually disappears within 30 minutes. After about two weeks,
a red sore that is about the size of the end of an unsharpened pencil forms. The
sore remains for another two weeks and then heals. A small scar, about 5 mm
across, remains afterwards. This is a sign that the child has been effectively
immunized.
5. « I didn’t bring my baby for the immunization appointment because he

had diarrhoea. »
Immunizing a child who is slightly ill will not harm the child and will not make
the illness worse. In fact, the weak condition of a child who is malnourished, or
ill with cough, cold, diarrhoea or fever, makes him/her particularly vulnerable to
disease. Immunization is therefore both important and urgent in sick children.
Note : The health worker should postpone immunization only when he/she
observes that a sickness is so serious as to require the baby’s admission to
hospital. National Ministries of Health and the World Health Organization
recommend that immunization should not be postponed because of minor
illnesses. Health workers should encourage mothers to keep their immunization
appointment even if their children are sick.
6. «You said that the baby’s immunization should start at birth. Since I
couldn’t bring the baby at birth, can I still bring him for immunization
later ? »
Yes, this mother should still bring the baby for vaccination as soon as possible.
The health worker should appreciate that, while it is best to follow the ideal
immunization schedule, on no account should the baby be denied complete
vaccinations. The baby should receive all of the vaccinations due, based on the
age and number of previous doses received.
Inform the client/parent that every effort must be made to complete full
immunization before the baby is one year old, when he/she is still very vulnerable
to vaccine-preventable diseases.
7. «What should I do if I miss my child’s immunization appointment ? »

This mother should be encouraged to come to the health facility on the next
immunization day.
If a mother misses the baby’s immunization appointment but brings the baby
for immunization at a later date, the health worker should not reprimand the
mother but praise her because she has still kept her baby’s appointment, even
though late. The health worker should remind the mother about the schedule and
encourage her to keep future appointments.
)%
Note :
For multiple-dose vaccines, such as diphtheria-tetanus-pertussis (DTP) and
hepatitis B (HepB), full protection requires that all the doses are received. It is
thus very important that parents should bring their babies for vaccination as
close as possible to the correct time. Health workers should try to make sure
that all the vaccinations are given as soon as the babies are due to receive them.
A baby over nine months old can safely be given one dose of each of the
vaccines at the appropriate sites on the same visit. It is not necessary to keep
measles vaccine to be the last to be received. As long as the baby is nine months
old, he/she can have the measles vaccine.
8. « I don’t think I will continue to visit the clinic for immunization because
the last time I visited there, I wasted the whole day. »
4HIS MOTHER MAY HAVE BEEN DELAYED BUT WASTING i A WHOLE DAY w MAY BE FAR
from the truth. However, it is true that mothers may wait too long in some clinics
to have their babies immunized. Health workers should be on time, as friendly
and efficient as possible, and should provide parents with information on the
vaccination being given.
9. « Some time ago when I visited the clinic, I forgot to bring my child’s
immunization card, and the health worker was angry with me. »
This health worker was probably expressing the importance of the child’s health
record. However, the health worker needs to find a way to show how important
the card is in a friendly way, while ensuring that the mother has one.
The card tells mothers and health workers the vaccines that the child has already
received, the time he/she received them, and the date of the next appointment
when vaccines will be due and given. Encourage the mother to keep the card
in a safe place like a birth certificate, and to always bring it when she brings the
child to the clinic for immunization, and other visits.
10. « I have already brought my baby for three immunization visits. Isn’t
that enough to protect him ? »
Three visits are not enough to fully protect a child, unless the baby started the
immunization when he was much older than recommended. For babies who
follow the recommended schedule immediately after birth, complete protection
from vaccine-preventable diseases requires five or more visits.
11. «Why do the health workers give me the tetanus toxoid injection when
they say it is for the protection of the baby ? »
Many things that affect the mother during pregnancy also affect the baby.
The tetanus toxoid vaccine given to the mother protects her from this terrible
disease and also protects her newborn baby. Women need to receive five properly
spaced tetanus toxoid injections to ensure full protection for themselves and
their babies throughout their childbearing years.
)&
12. « My baby has received several doses of vaccine during campaigns, why
do I need to take him to the clinic ? »
i9OUR BABY NEEDS TO BE FULLY IMMUNIZED THAT IS HE NEEDS TO GET ALL THE DIFFERENT
vaccines at the right age. At the clinic, you will get a vaccination card and we can
CHECK TO MAKE SURE THAT ALL THE NECESSARY VACCINES HAVE BEEN GIVEN w
13. «We are told that vaccines contain some prohibited materials. Why
should I allow my child to receive such vaccines ? »
Vaccines are not made from prohibited materials. They are derived mainly from
the germs that cause the diseases, but they are treated so that the germs are
no longer harmful to the child.
To ensure that vaccines remain sterile, potent and safe, they require very small
amounts of certain chemicals which have been tested and proven to be safe for
the child.
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There are five (5) essential messages that clients/parents should receive if they
or their children are to be fully protected against the EPI diseases :
1. Explain what vaccine is to be given and the disease that this vaccine will prevent.
Tell the mother/parent :

− she is a responsible and loving parent by bringing her baby and herself for
immunizations ;
− which vaccine is to be given ;
− which illness the vaccine protects against.
At subsequent visits :
− give people a sense of accomplishment by praising them for the vaccines
they have already received ;
− emphasize the need to complete the schedule to ensure full protection for
their children and themselves ;
− tell the mother/parent that the baby will receive an immunization diploma (as
applicable) when the baby completes the full series of immunizations before
his/her first birthday.
2. Explain what side-effects may occur and how to treat them.
Explain to the mother/parent :

− the expected side-effects for each vaccine given and that they are normal ;
− that side-effects are usually mild compared to the disease the child can get if
he/she is not immunized ;
− what to do in the event of side-effects.
3. Tell the caregiver the place and time of the next immunization session.
It is important that the mother/parent understands the place and time for the
next immunization session. This is particularly important if you are changing
locations, as in outreach sessions.
Inform the client/parent :

− where to attend the next immunization session ;
)(
− the exact day and time of the next immunization. Explain this in a way that
THE MOTHERPARENT WILL UNDERSTAND EG i ON THE NEXT MARKET DAY w OR i ON
-ONDAY FOUR WEEKS FROM NOW w %NSURE THAT THE MOTHERPARENT REPEATS THE
time and date back to you so that you know she has understood.
4. Tell the mother/parent to bring the child for immunization even if he/she is
sick.
Immunization is important even for a sick child.
Inform the parent :

− that if the child has a cold or is not feeling well, he/she should still be brought
to the health worker ;
− that it is especially important to immunize sick or malnourished children
because they are most vulnerable to catching serious childhood diseases.
5. Tell the mother/parent to take good care of the immunization card and to
bring it every time the mother and/or child come to a health facility. The
vaccination card should be kept safe like a birth certificate.
Remind the clients/parents :

− of the importance of the immunization card/home health booklet ;
− that the immunization card is a record of services provided, and the services
still needed to fully protect the client.
Note : Each of the five (5) messages should be given more than once. The like-
lihood of them being remembered increases if different health workers give
them, e.g. the one giving immunizations and the one completing the paperwork
at the exit point. Check clients’ understanding by asking questions that require
ANSWERS OTHER THAN A i YES w OR A i NO w
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Issue background sheet :
Background sheets are excellent introductory materials and can be handed to
anyone who asks about a particular issue.
Create a simple, one-page overview of your immunization programme goals,

objectives, challenges and solutions.
Break up the text by highlighting quotations or key phrases, and inserting visuals
(such as photographs, drawings, charts, or graphs).
Question-and-answer sheets :
The question-and-answer sheet offers you a chance to answer unhelpful stories or
rumours and to be prepared for criticism before it becomes a serious obstacle.
Anticipate difficult questions that people may ask (or alternatively are afraid to
ask), and answer them as well as you can.
You may also want to create a more detailed fact sheet for higher officials who
are spokespersons for the press and authorities.
Facts about immunization :

#HOOSE THE MOST COMPELLING FACTS FOR THIS SHEET THE FACTS WILL DRAW PEOPLE IN
and encourage them to read more.
Assemble a one-page list of compelling facts including :

s IMMUNIZATION RATES
s ECONOMIC ANALYSES OF IMMUNIZATION
s DISEASE RATES
Photographs :
Photographs put a human face on the issue, and give readers something to
which they can relate.
Collect photographs, especially those that remind people of the many children
and families who are better off thanks to immunization.
Although quality photographs can be expensive and difficult to acquire, photo-

graphs are available from various organizations.
)*
Charts and graphs :

Create charts and graphs to help people understand complex concepts :
immunization coverage ; financial costs ; disease-burden rates, etc.
Physical samples :
Whenever possible let your audience experience the subject you are discussing
BRING A VACCINE VIAL AN AUTO DISABLE SYRINGE OR A SAMPLE COLD BOX USED TO
keep vaccines cool when transported.
Visit immunization sessions, or bring people to a paediatric ward in a local

hospital for demonstrations.
Immunization success stories :

Write short half-page stories to illustrate the success of immunization
programmes and the devastation that can result from poor immunization
coverage.
Remember to include photographs with your stories.
Information on diseases and outbreaks :

Provide brief overviews of vaccine-preventable diseases and examples of
outbreaks that resulted from poor immunization coverage.
Many people do not know what the symptoms of these diseases look like, or
how they are spread.
Brochures :
If appropriate, develop a brochure to help people quickly understand :
s THE GOAL OF THE IMMUNIZATION CAMPAIGN OR SERVICE
s WHO IS BEHINDSUPPORTING IT
s HOW IT WILL BE IMPLEMENTED
Presentations :
Develop a video, slide, PowerPoint, or overhead presentation to help you explain
your advocacy objectives at meetings, events, or other gatherings.
News clippings :
Assemble relevant newspaper, radio, and television reports on immunization, or
outbreaks of disease.
When people see that the media are interested in an issue, that often makes
them feel that the issue is important.
The World Health Organization has provided The Quality, Safety and Standards team
technical support to its Member States in focuses on supporting the use of vaccines,
the field of vaccine-preventable diseases other biological products and
since 1975. The office carrying out this immunization-related equipment that meet
function at WHO headquarters is the current international norms and standards of
Department of Immunization, Vaccines quality and safety. Activities cover: i) setting
and Biologicals (IVB). norms and standards and establishing
reference preparation materials; ii) ensuring
IVB's mission is the achievement of a world the use of quality vaccines and immunization
in which all people at risk are protected equipment through prequalification activities
against vaccine-preventable diseases. The and strengthening national regulatory
Department covers a range of activities authorities; and iii) monitoring, assessing and
including research and development, responding to immunization safety issues of
standard-setting, vaccine regulation and global concern.
quality, vaccine supply and immunization
financing, and immunization system The Expanded Programme on Immunization
strengthening. focuses on maximizing access to high quality
immunization services, accelerating disease
These activities are carried out by three control and linking to other health
technical units: the Initiative for Vaccine interventions that can be delivered during
Research; the Quality, Safety and Standards immunization contacts. Activities cover:
team; and the Expanded Programme on i) immunization systems strengthening,
Immunization. including expansion of immunization services
The Initiative for Vaccine Research guides, beyond the infant age group; ii) accelerated
facilitates and provides a vision for worldwide control of measles and maternal and
vaccine and immunization technology neonatal tetanus; iii) introduction of new and
research and development efforts. It focuses underutilized vaccines; iv) vaccine supply and
on current and emerging diseases of global immunization financing; and v) disease
public health importance, including surveillance and immunization coverage
pandemic influenza. Its main activities cover: monitoring for tracking global progress.
i) research and development of key
The Director's Office directs the work of
candidate vaccines; ii) implementation
research to promote evidence-based these units through oversight of
decision-making on the early introduction of immunization programme policy, planning,
new vaccines; and iii) promotion of the coordination and management. It also
development, evaluation and future mobilizes resources and carries out
availability of HIV, tuberculosis and malaria communication, advocacy and media-related
vaccines. work.
World Health Organization

20, Avenue Appia
CH-1211 Geneva 27
Switzerland
E-mail: vaccines@who.int
Web site: http://www.who.int/immunization/en/

MLM Module 2 - Partnering With Communities

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MLM Module 2 - Partnering With Communities

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Training for mid-level managers (MLM)

2. Partnering with communities

Planning with the

Immunization, Vaccines and Biologicals

Cataloguing-in-Publication (CIP) data. CIP data are available at http://apps.who.int/iris.

In the context of these modules, mid-level managers are assumed to work

Modules in the mid-level managers series

A successful immunization programme depends upon effective vaccine supply

An informed community is more likely to participate actively in the services

Apart from geographically aligned communities, there are also communities

Implementation : Communities can assist with :

Evaluation : Community leaders and health workers can contribute by responding

What can a mid-level manager do to encourage community participation ?

Addressing « demand » in programme priorities

Working with the community at district level

This module is organized into the following steps :

Gather information and feedback about :

s Ensure effective planning for immunization sessions. Collaborate on convenient

Learning activity 2.1 : Identify community groups and prioritize their

Discuss and put a “ * “ by the three most important activities in your

Community involvement activity Community group / representatives

Tips for communicating with groups

Learning activity 2.2 : Hold a community meeting.

Note : A variation on this activity is to conduct an actual meeting with some

After the role-play, discuss the following questions.

Managers can show health workers how to implement communication strategies

Once immunization-session schedules are determined and agreed to with the

Meeting community needs for an integrated package of interventions

Learning activity 2.3 : Seek community assistance in scheduling outreach.

4. What can the district team do to support the work of Mrs Mx ?

s )DENTIFY TARGET POPULATIONS IN THE CATCHMENT AREA

(Refer to Module 5 : Monitoring the immunization system which provides details

Managers and health workers must have effective communication skills, as

Learning activity 2.4 : Discuss reasons for left-outs and drop-outs.

Health workers should be encouraged to involve key community members in

Community involvement and mobilizer checklist (for supervision/monitoring) :

Questions / Observations Yes No

Learning activity 2.5 : Developing a community involvement plan.

Community Community group/ Monitoring Planning and Timeframe

Improvements in service delivery may be required, but more effective

Key point : Effective communication means listening to, understanding,

Communication style can positively or negatively affect acceptance and delivery

Communication with staff

Mid-level managers should keep their own staff informed :

Keeping community members updated on the progress of the immunization

Strategies for communicating Tips

Respond to concerns about immunizations.

Conduct meetings and home visits in a comfortable setting.

Show concern for the community’s situation.

To improve immunization services, most managers and health workers need

Health workers need technical information, which is best acquired in a setting

Interpersonal communication Tips

Encourage parents to continue immunizing the child and complete the

Show concern for the parents’ particular situation.

Correct any misconceptions the parents may have.

Managers need to train health workers to provide information to prevent

Learning activity 2.6 : Teaching health workers how to improve their

The following two case-studies of communication exchanges between a health

4. What would you do as a supervisor to improve the health worker’s

s )DENTIFY TARGET POPULATIONS IN THE CATCHMENT AREA

s -ESSAGE SHOULD BE BRIEF

s )SSUE BACKGROUND SHEET OVERVIEW OF THE IMMUNIZATION PROGRAMME

s $ISPLAY THE POSTERS IN AREAS OF HIGH VISIBILITY SUCH AS CHURCHES MOSQUES