53486 HIV/AIDS - Getting Results These reports describe activities, challenges and lessons learned during the World Bank Global World Bank's HIV/AIDS work with countries and other partners. HIV/AIDS Program Enabling Journalists in India to Report Responsibly on HIV and Other Health and Social Issues - A WBI Project Case Study This case study describes an innovative, successful media development pilot designed to improve socially responsible reporting, and use the power of the media to reduce stigma related to HIV. It complements long- standing World Bank support for Indias HIV response, and in particular, for nurturing innovative efforts to reduce HIV-related stigma and discrimination. The information and project experience may be useful for others designing projects that work with the media. Many public health initiatives include a communication component that uses the media to help inform and educate people about HIV or other topics. Indias vibrant independent mass media reaches a huge audience, powerfully influencing public opinion. But coverage of social affairs is erratic and the quality is uneven. Sensationalist or poorly informed reporting can reinforce stigma and discrimination often associated with AIDS. In looking for a sustainable and cost-effective way to improve the quality of media coverage on HIV, this World Bank Institute (WBI) pilot project tested an innovative approach. Partnering with the British AIDS in India and the Media Broadcasting Corporation World Service Trust and three highly reputable journalism schools in India, a pre- HIV spreads in an environment of ignorance and service course was developed for journalism students. misinformation. Stigma and discrimination make it much harder to reach people at risk of HIV, which undermines The new course was designed to cover a range of social effective prevention, treatment and care efforts. Mass and environmental affairs that affect public health. The media are an obvious channel for providing essential schools were asked to focus on HIV/AIDS content in the information about how HIV spreads, high-risk behaviors, skills development exercises. A broad course was HIV testing and treatment. In India, where the World Bank thought more likely to appeal to students and faculty, has long supported the national response to HIV, the media and to have wider potential impact than a course is diverse and dynamic, with an extensive reach. Many HIV specifically on HIV. The project had results on two levels programs and projects ­ including those financed by the ­ institutional and individual ­ enhancing schools World Bank -- have communication strategies and budgets capacity and curriculum to deliver effective social affairs for working with mass media. training, and students understanding of socially responsible journalism. HIV in India Project results in brief: The project resulted in a new An estimated 2.31 million people are living with HIV in India 1 journalism course in socially responsible reporting at (2007 data). The epidemic is strongly concentrated in high- three top colleges, new knowledge and skills for the risk populations; the widely varying HIV prevalence rates faculty involved in developing and teaching it, and for the illustrate the differential levels of risk: 0.34% of the general 120 students who completed the course. An equally important outcome was the opportunity to learn from the 1 project experience and assess whether the approach Source for epidemiological data: NACO, Annual Report merits scaling up in India and beyond. 2008-2009, Department of AIDS Control, Ministry of Health and Family Welfare, Government of India, New Deli, 2009. The project was financed through the Government of http://nacoonline.org/upload/Publication/Annual_Report_NA Japans PHRD partnership with the World Bank. CO_2008-09.pdf. population has HIV, 0.48% of women attending Media coverage of HIV antenatal clinics, 3.6% of people attending sexually Coverage of public health issues -- HIV in particular -- in the transmitted disease clinics, 5.1% of female sex workers, Indian media is limited and often inaccurate or misleading, 7.4% of men who have sex with men, and 7.2% of poorly sourced, or lacks the research needed for this kind of 3 intravenous drug users In the southern states, HIV is journalism. Considerable effort has gone into sensitizing spread mainly through contact with sex workers. In the journalists on HIV, but many young reporters have had no north-east, infections are mainly found amongst injecting training in covering scientific issues or HIV and other social drug users and sex workers. The most affected groups subjects where stigma and discrimination are major parts of are already socially and economically marginalized, so the story. an important focus of World Bank support is reducing the stigma, discrimination and fear that feed on Scope for improving social affairs reporting misinformation and poor understanding of risk and the More broadly, there are recognized weaknesses in social ways that HIV is transmitted. affairs journalism. Most Indian journalism colleges recognize the need to modernize their curricula, to make Although 84% of men and 61% of women have heard of them less theoretical, and more relevant to the current HIV, there are gaps in knowledge about how to prevent needs of the mass media. Historically, social affairs 2 HIV. Men are about twice as likely to know about reporting has been outside the journalism-education prevention strategies as women (condoms 70% vs. 36, mainstream. "Development journalism" is offered in some abstinence 67% vs. 40, and fidelity 73% vs. 45). A schools, but is generally seen as training for the "high significant percent of responses to questions on stigma minded" and those who want to work for NGOs, and often in a 2005/06 survey indicated negative attitudes towards not held in high regard by journalism professors or media people living with AIDS: 40% would not buy vegetables employers. Social affairs journalism tends to have low from someone with AIDS, and 25% of women say they prestige among journalists themselves. This lack of respect would not care for a family member with AIDS. Better for professionalism in media coverage of health, information and knowledge create an environment that environment, poverty, and other social issues is changing. limits the harm caused by stigmatization of people living The dramatic expansion of the media, and the greater with HIV, and encourages behavior change to reduce ability and desire to localize content, has increased the high-risk behaviors. demand for high-quality social affairs journalism. Journalism schools are keen to have assistance in building their When the World Bank Institute (WBI) received a grant capacity to respond to this demand. for an innovative initiative to expand the capacity of the Indian AIDS program to provide correct HIV information Huge media audiences to the broadest possible spectrum of the population, the The disadvantages of mass media as a channel of opportunity was taken to enhance media capacity to communication for complex social issues are overwhelmed report responsibly and constructively on AIDS. by its advantage - a huge audience. The size of media audiences in India is staggering. A national sample survey Media Stories Highlighting HIV-Related of 284,373 respondents (over the age of 12) found that Stigma and Discrimination about 25% of all Indians read daily newspapers, and Bhugaon school turns away two HIV students, says readership for dailies and magazines totaled 222 million it has no seats (Indian Express, Mumbai) people, reading for an average of 39 minutes per day. Couple faces boycott, affected by AIDS: Ostracized About 207 million people (19%) watched television at least by society, including their own family, a couple once a week; 27% of Indians listened to the radio at least 4 affected by AIDS were beaten and thrown by once a week. villagers. (Deccan Chronicle, Chennai) Audiences in India are growing with improving literacy School strikes off HIV+ students name from rolls levels (now over 80%) and increasing purchasing power, (Indian Express, New Delhi) reinforcing the role of the pluralistic independent press long Denied Treatment by hospitals, two HIV-positive considered a pillar of Indian democracy. There is increased patients die (Indian Express, Mumbai. demand for and production of media content, and broad Doc beaten up for admitting AIDS patient (Times of India, New Delhi) 3 Source: UNAIDS, Media Analysis, New Delhi, July, 2007 UNAIDS, Media Analysis, New Delhi, July, 2007 ­ Media tracking found that New Delhi had 636 articles on HIV during the tracking period. Mumbai had 157, and Chennai had 152, and coverage outside the three large urban 2 Source for all data in this paragraph: International centers was very limited. Institute for Population Studies and Macro International, 4 National Readership Studies Council, National Readership National Family Health Survey, 2005-06 ­ Key Findings, Study ­ 2006, New Delhi, (reported in The Hindu Mumbai India. Newspaper). (Latest national readership survey published). 2 use of all media channels ­ print, radio and television Because of limited grant funds, a pilot intervention (broadcast, satellite, and cable), and internet. Traditional would be used to test the new approaches and their print media are using new formats and technology to potential for scaling up. reach new audiences, with locally relevant content. A potential focus on addressing stigmatization and Local editions of Hindi newspapers are greatly discrimination of people living with HIV, which strongly expanding their reader numbers. The new "non-elite implied a public education intervention probably using readership" and "village-level citizen journalists" are mass media. having a profound impact on politics, administration, and social activism. The second round of design decisions were to: Do a mass media intervention because of its reach and Project Goals potential impact on attitudes and behaviors related to These challenges and opportunities ­ media ability to HIV. The mass media reaches all important language, reach new and traditionally less accessible audiences, ethnic, religious, political, and economic sub- greater need for journalists, scope for more socially populations, in addition to all geographic areas of India. responsible reporting on HIV and other public health and It has also sparked discrimination and episodes of social issues, and increased demand for media content violence against people living with AIDS or members of 5 tailored to specific local audiences, and a desire to occupational and social groups with high HIV reach large numbers of journalists and have a long prevalence. lasting and broad impact, helped define the project goal: Partner with the BBC World Service Trust as the implementing agency. The BBC World Service Trust To contribute to improving media coverage of HIV has an India office and staff, was already a major and AIDS in India by building the capacity of three producer of socially responsible media content, with journalism schools to deliver more effective social 6 credibility and working relationships with many media affairs training and educational groups. Refining the Project Approach and Design BBC World Service Trust and WBI - meshing missions and complementary resources The project began with the fairly specific the aim of helping reduce stigma and discrimination related to HIV, The BBC World Service Trust is committed to a and the broad idea of doing this by working with the sustained improvement in the quality of social affairs entertainment industry or other mass media. Initially, the reporting in the Indian media. The Trust has a strong possibility of working with "Bollywood" was explored, and tradition of training journalists in India, and recently information was gathered on how other HIV projects and completed a major two-year project aimed at improving programs were engaging with the media. The project coverage of environmental issues in the Indian media. It looked for a "niche" or gap in what was already being has strong credibility and links and existing partnerships done, where the project could innovate. The approach with all the leading journalism colleges in India. The Trust was developed and refined in stages. With each step, has experience in working on curriculum reform projects the project design evolved and the interventions and with a particular focus on bridging the education sector results became more specific and focused. Partnerships and professional media. The BBC World Service Trusts were forged, and design decisions taken together, as long-running HIV and AIDS activities in India and project implementation got underway. elsewhere demonstrate commitment and experience in helping to deliver social change on a major public health Step 1: Define the project concept and issue. The BBCs reputation, reach and reporter network approach in India provides access to media leaders, academics, politicians, and bureaucrats at the highest level. The initial Project design guidelines were: An HIV intervention in India (purpose of the grant) The World Bank Institute (WBI) is one of the World An innovative intervention (WBIs mandate) Banks main instruments for developing individual, The innovations should have the potential for going organizational, and institutional capacity through the to national scale and possible adaptation for use in exchange of knowledge among countries. WBI uses other countries. local partnerships to broaden the reach and deepen the impact of the World Banks development efforts. It focuses primarily on knowledge sharing and education. 5 Ninan, Sevanti, Headlines from the Heartland: The World Bank has strong technical expertise including Reinventing the Hindi Public Sphere, Sage Publications, in HIV and AIDS, health, environmental issues, and California, USA, May 2007. poverty, as well as evaluation, in addition to its well- 6 BBC World Service Trust, Updated Concept Note for known financing role. World Bank Institute, New Delhi, January 2008 3 The third round of design decision-making focused on Once the concepts and skills for socially responsible the specific interventions. The first question was where journalism are absorbed into the schools, there are no a small project could find an innovative niche in Indias continuing costs or maintenance. already active and well funded HIV program. The The interventions can also have impact beyond the Government, foundations, and many donors were borders of India. The content and approach are already investing in Indias HIV response, and several transferable; the training is accessible to donors and were already involved in improving media content country officials interested in replicating the project; and (content (e.g. Government of India, Kaiser Foundation, some of the schools involved draw students from the all USAID, UNICEF, Gates Foundation, and BBC World over South Asia. Service Trust). A review found ongoing activities focused on the crisis and the immediate need for information and Step 2: Decide on the outcomes the project will try attitude change among journalists: working journalists to achieve were being trained, materials were being produced, and data bases had been created. No one was looking at Mindful of the small budget and short project time frame of longer-term needs for systemic changes in the medias just two years, six project outcome goals were defined: management decision-making, business models and At three colleges, the curriculum is reviewed and technical skills to help make professionalism and modified to ensure high quality training in social affairs responsible reporting of social issues a norm for the reporting. media. Appropriate resource material (such as videos, audio The second issue to come out of the design discussions tapes, interactive online modules, worksheets and was the realization that stigma and discrimination were handbooks) are created, according to the needs of the best addressed by better information, combating institute, to support the revised curriculum. misinformation, better understanding of the data, and ending the "tabloid" hyperbole. And since the media Key trainers at three selected partner institutes gain a were an important channel for information, investments demonstrable understanding of the key scientific and in more responsible journalism should ultimately address ethical issues and dilemmas in covering HIV and AIDS, stigmatization. This dialog reinforced the need for a and begin providing training for journalism students in more responsible media, able and committed to inform HIV and AIDS-related issues effectively and with and educate the public on HIV and any other health or confidence. social problem. This led to the decision to focus the At least eight journalism trainers are exposed to project on pre-service journalist training. modern, interactive ways of training journalists, and to Pre-service training of media professionals met many of the latest trends in international social affairs WBIs goals for the project: journalism. The curriculum and implementation process could At least one hundred and fifty trainee journalists will, in be tested in a few schools (three) within the each academic year, receive high quality training in budgeted funds. social affairs reporting, with a particular emphasis on There is a huge potential for scaling up the HIV and AIDS. curriculum to the other 117 schools of journalism in Provide a forum, in the form of a high-profile event, to India. build an active dialogue on issues related to social The broader health and social focus makes the affairs reporting among journalism schools, senior curriculum and training more attractive, flexible, and editors and working journalists, and among social policy sustainable for the schools. 7 makers and implementers, and NGOs. The broader focus also means that the skills and attitudes inculcated in the training will impact HIV Step 3: Choose Journalism Colleges with which to policy, programs, and behaviors, and also other Partner health and social issues. Three journalism colleges were selected to implement a Working with schools of journalism took advantage new course on technical skills for responsible reporting and of the BBC World Service Trusts established knowledge of HIV, health and other social issues. They are relationships and credibility, enabling faster and among Indias best, chosen with the idea that the most smoother implementation. reputable colleges set standards and blaze trails that others The potentially large number of journalists exposed follow. Each of the colleges had already demonstrated to the concepts and skills for socially responsible commitment to socially responsible reporting and good media will have sustainable long-term impacts on media as the graduates begin to work and then 7 mature into more senior positions. BBC World Service Trust, Updated Concept Note for World Bank Institute, New Delhi, January 2008 4 coverage of social affairs, were enthusiastic about in India are often wary or critical of the Bank.) The Trust working with the BBC World Service Trust, and willing to developed working agreements with each of the three partner in a project funded by the World Bank (the media colleges. Three Colleges of Journalism were Project Partners The Asian College of Journalism (ACJ), in Chennai was started in its present form in 2000 and is widely seen as a pioneer in journalism training in South Asia. Its stated educational goal is to produce skilled media professionals with the broad knowledge, integrity, and social commitment necessary to be outstanding journalists. More than a hundred trainee journalists pass through ACJ annually, completing a one-year post-graduate diploma in journalism, specializing in TV, radio, print or online journalism. ACJ has a long-standing relationship with the BBC World Service Trust. ACJ faculty members have taken part in a previous project aimed at improving the quality of training for working journalists. ACJ currently runs a compulsory course in "Covering Deprivation", and has plans to introduce an elective module in health journalism. Anwar Jamal Kidwai Mass Communication Research Center (AJK), Jamia Millia Islamia University, Delhi. The AJK was set up in 1982 in collaboration with York University, Toronto (Canada) and the Canadian International Development Agency to "train people in media with a sense of social responsibility and expertise." It offers Ph. D. programs, two-year post graduate and one-year diploma courses in various disciplines of mass communication and journalism. AJK has received national and international recognition and a variety of awards, grants, and scholarships for Alumni. AJKs faculty of 18 experienced professors/readers and lecturers offer courses on film and radio production, journalism, development communication, graphics and animation, photography, sound, and traditional media. The schools production capacity is state-of-the-art: it has analog and digital systems, three fully equipped TV studios, a wide range of cameras, accessories, production and editing equipment, and relevant software for print journalism, graphics and animation. All equipment is available for hands-on training and program production by students. Students run a community radio station for the experience and for outreach to the surrounding communities. AJK maintains a Media Library with a constantly updated collection of books, journals, films, and stock video, audio and photos. AJK is also an archive for research and theoretical studies with a special focus on documentary films and Asian cinema. Facilities for seminars, conferences, workshops, are available. Amity School of Communication (ASCO), Amity University, Lucknow ­ ASCO was set up in 2005 to provide professional opportunities for students of northern and eastern states of India in the evolving field of media and communication. Admission to ASCO is merit-based. ASCO offers two-year programs for bachelors and masters degrees in journalism and mass communication, and one-year diploma courses in Hindi journalism, film production, and public relations/event management. ASCO has a full-time faculty of 11, augmented by a visiting and guest faculty of media professionals. Courses include development journalism, development communication, documentary film production, radio program production, graphics and animation, and photography. Production facilities available to students include an advanced audio and video studio, non-linear editing systems, and sound facilities for recording and post-production processing. ASCOs library provides reference materials with a large number of books, journals, magazines and newspapers. The library also preserves insightful student projects and publications. Anwar Jamal Kidwai Mass Communication Research Center,Jamia Millia Islamia University, Delhi (left), a class at Asian College of Journalism, Chennia (center), students at Amity School of Communication (right) 5 Completing the Project stigma and discrimination, ethics and confidentiality, understanding statistics, audience analysis, and investigative social reporting. The illustrative curriculum Step 4: Prepare and Run the New Journalism is outlined below. (See Appendix 1 for a more detailed Course course description.) With the project design decided, working agreements with three schools, and an outline of the general Illustrative Socially Responsible curriculum (including worksheets, booklets, case- studies, videos, trainers notes, interactive online Journalism Curriculum modules), the BBC World Service Trust began working HIV - International, national, and local theory and with the schools and faculty to prepare the course. practice so students are exposed to the Setting up the course involved three sets of activities. vocabulary, issues, data, interventions, and media issues like stigmatization, right to privacy, and 1. Needs Analysis and Planning the Course misinformation. This set of activities was carried out at ACJ and MCRC Other key health issues - Causes, symptoms, towards the end of 2007, and at Amity in February 2008. prevention, and treatment of other health problems The first step was a detailed Curriculum Needs Analysis that are critical to the wellbeing of the people of to identify existing resources and strategies for India, including: tuberculosis, malnutrition, sustainable integration of the course. The analysis was measles, malaria, polio, diabetes, heart disease, carried out by a curriculum specialist and an cancer, mental illness, etc. experienced journalist-trainer. The Needs Analysis set The political and practical context of healthcare in the basic parameters for appropriate course content and India - linkages between health and the health- structure for each school. Decisions were made on: service delivery structure, including issues such as: Whether content was to focus on health or health and access to services, accountability in public and other social issues private health care, public health-care policy, and reproductive rights. Whether the course was elective or required The role of "traditional" health in modern India ­ Whether the course was to be offered at understanding the limits and benefits of Ayurvedic, undergraduate or graduate level, or both Siddha and Unani systems. Whether in-house or external staff would teach the course Health and Environment: The links between where we live and work and health, including sanitation, When the course could be placed in the schedule pollution, malnutrition, poverty, and occupational The nature and content of each schools plan for hazards. implementation Audience: the journalists obligations to the How the course would fit into each schools existing audience, including audience analysis skills. course structure Health and science: The latest key scientific This stage was also important for establishing the nature developments and their relation to health. of the BBC World Service Trust collaboration, team building, and getting the colleges to take ownership of Making health and social issues reporting the course and social affairs reporting. interesting, accurate and educational. (Please see the Appendix for more details) 2. Curriculum Development and Capacity Building A BBC trainer spent about a month at each school developing a model curriculum; preparing a detailed 3. Training of Trainers school-specific curriculum; identifying trainers; identifying materials, examples, and readings; writing up case- With the course designed for each of the three schools, studies and topic modules; designing the objectives, BBC World Service Trust held a trainers workshop to: content, exercises, and course work plan. The schools familiarize trainers not directly involved in the curriculum insisted that the curriculum be adapted for use by design; introduce some modern training methodologies; existing teaching staff, fit within the existing course ensure the use of more interactive training styles; structure, and deal with broader health and social issues reinforce the objectives with the course leaders; and to increase the demand for the course. Special ensure a shared vision for the course. At this point the emphasis was placed on topics identified in the Needs schools took over the introduction of the courses. The Assessment as weak or non-existent in the schools Trust continued to provide materials and technical current courses: HIV, use of official and non-official support as needed. sources of information, responsible reporting of risk, 6 Step 5: Initiate dialog with the Media on Project Results Socially Responsible Journalism 1. New curricula were developed. In each of the The design of the project included a "demand creation" three schools, the existing curriculum was reviewed component to compliment the educational "supply" and significantly modified along the lines of the activities. The intention was to open a dialog with media model curriculum developed under the project. A decision makers to promote employment of graduates strong, well developed course curriculum is the and to foster commitment to more responsible coverage starting point for high quality training in social affairs of HIV and other health issues. This activity could not be reporting. implemented fully in the short life of the pilot Project, but a start was made by holding a media dialog seminar as 2. Appropriate resource materials were created or a learning tool for future activities. BBC World Service provided in a variety of formats, to support the Trust and AJK, Jamia Millia Islamia University co-hosted revised curricula. The colleges needed mainly a day-long seminar entitled "Does the Media Care? A books, worksheets, videos, and podcasts. Dialogue on the Coverage of Social Issues in the Indian Media" in August 2008. 3. The project provided very little training in health Does the Media and other social issues to trainers, as the Care?" seminar, journalism schools selected trainers who already banner (left), part had an understanding of health and ethical issues. of the audience However, faculty members who taught the course (center), panelists are likely to have updated their knowledge while (below). preparing to teach, and had the opportunity to learn from the outside technical experts who gave guest lectures as part of the course. Course materials were made available to all faculty members, and several said that HIV and other social issues were addressed in other courses. The effectiveness of the course and lecturers in imparting knowledge on HIV and AIDS was partially evaluated through a pre- and post-assessment of a sample of 19 students at Jamia Millia University. There was a marked increase in the percentage who knew the meaning of the acronyms HIV, AIDS, ARV and NACO (from about 70% to 100%), and a dramatic increase for the acronym ABC from 25% to 8 85% (see figure). HIV Knowledge Indicators Partcipants who knew full forms of HIV, AIDS, ABC, ARV and NACO 19 19 19 19 20 16 15 Partcipants (no.) 13 13 14 10 5 Around 120 participants including journalists, media professionals, NGO representatives, teachers and students participated. The discussions were driven by 0 two panels featuring seven well known journalists and HIV AIDS ABC ARV NACO representatives from the social development sector. The Baseline Endline main discussion centered around the media's focus on celebrity and crime at the expense of health, science and environmental reporting. The debate in the seminar mirrored world-wide debate on the educational role of media, viewership and advertising income, the role of 8 Human Immunodeficiency Virus (HIV), Acquired NGOs and other interested groups in advocating to the Immunodeficiency Syndrome (AIDS) Antiretorviral media and providing content. (ARV), National AIDS Control Organization (NACO), Abstain, Be faithful, use Condoms (ABC). 7 The trainees were asked about how HIV is transmitted students, twice the number required as a minimum, and can be prevented. Before the course, some trainees which, although it seems a small number, a faculty thought that HIV could be spread through casual contact member at ACJ (who was not involved in the project) with an HIV positive person (i.e. sharing utensils, towels, commented that: bed sheets etc) and mosquito bites. In the post-test, "Getting 11 students to start with a new elective most trainee journalists displayed accurate knowledge of paper was impressive. Other teachers have how HIV is transmitted. Prior to training, many trainees informed me that their students had good things were unaware that injection drug users can reduce the to say about the project and the course and that risk of HIV transmission by not sharing needles and they are satisfied with the course and the syringes. Following the course, all the participants students performance". understood this. Knowledge levels around other issues Dr Jaya Shreedharan, ACJ including susceptibility to opportunistic infections among people living with HIV and the impact of anti-retroviral 6. The day-long forum on the Coverage of Social therapy also increased as a result of the training Issues in the Indian Media held at AJK was a small delivered. start of a discussion on issues related to social affairs reporting among 120 participants from In the pre-test, most of the trainees held the following journalism schools, media professionals, policy misconceptions about other common diseases in India, makers, and implementing NGOs. How to maintain but were able to answer correctly in the post-test: this dialog is still to be determined. Tuberculosis is not a viral disease. Mosquitoes of all kinds can cause malaria. 7. The pilot project provides a "proof of concept" and Chikengunya disease is not caused by mosquito test of the innovative approach. It gave an bites. opportunity to assess whether the approach warrants scaling up in India, and replication in other Students gained a sense of their ability to educate as countries, and an indication of the likely costs. The well as entertain and inform the public through mass three colleges embraced the idea of training media. They also learned technical skills and content journalists in social issues. A well designed, that will help them write about health problems, other documented and evaluated curriculum might provide social issues like the environment, poverty, a model for country programs or even individual discrimination, gender, and corruption, and the human schools to add socially responsible journalism to consequences of almost any social change (political, their curriculum. A review of the literature on mass policy, economic, disasters, civil unrest, etc.). media, health, and journalism training found few interventions at the pre-service training level. This 4. Eight journalism trainers were exposed to suggests that lessons were learned and challenges modern interactive training methods, and to the identified that will need to be addressed if the latest trends in international social affairs journalism. intervention is scaled up or replicated. This was done through the training-of-trainers course, as well as one-to-one training, and provision of technical support as needed. Lessons Learned from the Pilot Experience 5. In the first round of training, 120 students As in any project, implementation challenges and issues completed the course on how to report on social were encountered, efforts made to ameliorate them, and and health issues (adding student numbers at the much was learned in the process. The main lessons three schools). While less than the goal of at least learned can be summarized as follows: 150 trainee journalists, all three schools intend to continue the course. In the words of the Head of Allow ample time for planning: the academic Head of Department at AJK, Prof Obaid Siddiqui: calendar is not open or flexible. Course offerings, "I am quite satisfied with the results of the teaching loads and resource allocation decisions project. We have now introduced a full term typically are made well in advance of the academic year. compulsory paper on health, science and the Once colleges decide to add a new course, they need environment in the final year and students have time to decide on participation, course placement, and responded very well to it. The students are very resources to be used, and to include it in their plans. happy because now they possess the skills they There are specific windows of opportunity for faculty to need to cover environmental, science and health be away from their school to participate in training of issues during their professional endeavors." trainers and curriculum adaptation work. There may be a long interval between the course being ready and the In the Delhi and Lucknow colleges (AJK and ASCO), start of a new semester. The project implementation the course was required, while it was offered as an period needs to start well before the year in which the elective course at ACJ in Chennai, and attracted 11 course is to be offered. 8 It is important to clarify expectations of participating student interest in taking the course and to give it greater colleges at the outset. Written Partnership Guidelines prestige, such as cash awards to the best student, were critical in addressing obstacles encountered during and/or grants to enable publication of the best student implementation. Initially, the colleges expected that the work produced as part of the course requirements. BBC World Service Trust would do all the design and development work and hand over a completed course. Active involvement of college faculty is vital for This misapprehension was corrected. While it would successfully taking on and teaching the new course, and have saved the college faculty a great deal of work, it there are several lessons relating to the participation of would have had obvious drawbacks for ownership, buy- faculty. in and sustainability. There are at least two lessons to be Realistic expectations for faculty participation: drawn: (a) roles and responsibilities need to be Key faculty members working on the project also discussed early, clearly agreed up-front, and well had other work in addition to their contribution to the documented; and (b) building ownership and quality new course. This is not surprising, especially given must be balanced with the amount of resources the that they were often the most senior, experienced school has to invest in a new course. faculty members. It does, however, highlight the need for solid agreements with the colleges, clear Each school needed individual attention during expectations about the amount of work involved, and implementation. A "standard" mplementation approach is buy-in from the college management. only applicable to some extent. The expectation that all three schools would have a common set of problems Care is needed in selecting faculty participants: turned out not to be the case. Problems differed at each Some inappropriately or unqualified staff were school, and even common problems manifested nominated to attend the training-of-trainers differently. There were "crisis points" with each of the workshop and to teach the course. It would be very colleges, which when resolved, strengthened the useful to review explicitly the necessary relationship and the intervention. But it was important to qualifications during early planning, to ensure that have project staff able to devote the time, tact, appropriate staff will be available, or, if not, to diplomacy and determination needed to address issues consider how to adapt the project design. when they arose. Turnover is an issue: The biggest single problem for implementation was teachers dropping out for Journalism schools have tight resource constraints reasons unrelated to the project (another job, and may need financial support to cover costs of internal politics or conflict). The remedy was to train developing a new course. Many of the implementation more than one teacher, but this was only partially problems in the project related (directly or indirectly) to successful since back-ups often had other scarce resources ­ overloaded staff, staff turnover, and commitments. Part of the problem is that salaries limited human and financial resources for innovation or paid by journalism colleges are relatively low, updating. Journalism schools have a small teaching mobility is high and the pool of talent is small. If the faculty. The loss of one staff member or the addition of intervention were to be rolled out to more journalism one course impacts the entire school. The project schools, then more teachers could be trained provided technical support for the courses, and a small teachers, and some might be able to "guest teach" collection of reference books, but no financial support all or part of the course at colleges other than their (although one school was able to get a subsidy to cover own, or professional journalists might be trained to some instructor time). The schools made impressive teach part of the course. active contributions to the development and implementation of the course, but senior college Additional professional technical support in specific managers were unhappy about the effort and resources areas would have been an asset, specifically in that it took to develop and implement the course. training design, evaluation, health content, and in Additional financial and technical resources for the documenting aspects of the project. schools would have been useful, and might be necessary in order to be able to roll out the course to There is usually scope to improve a new course. It is other colleges, that will not have the additional incentive a good idea to carefully review a new course and see and prestige of being invited to be one of the three where improvements can be made, after the first leading schools to work with the BBC World Service experience of offering the course. It usually takes few Trust in the initial development of the course. Any offerings of a course before the syllabus and course financing offered to colleges should not create materials are in really good shape and uniformly of high expectations for continued support that cannot be quality. It is also useful to decide whether to learning sustained, so might be better tied to adopting the course, goals have been met well, or whether aspects of the rather than to continuing to offer it in future years. It course could be strengthened. A specific example: it might also be helpful to offer small incentives to increase 9 might be useful for this course to include a discussion of There are a number of no-cost synergies with other "social thinking" and how stigma arises and is reinforced donors (for example, by linking with Kaisers existing or counteracted. journalist awards program and fellowship program for advanced international training of journalists). One-off discussion events are much easier to Another idea would be to support internships in arrange than ongoing dialogue. Drawing media media organizations for the best journalist student/s professionals and others into a dialogue was intended to in each course. stimulate demand for socially responsible media content Better linkages could provide access to jobs for new and journalists trained to provide it, to help create journalists with donors, NGOs, and the Government. systemic change and longer-term impact. The media All of these organizations provide content for the dialog seminar was the one intervention the schools felt media and have public and media relations positions they could easily implement. The seminar highlighted usually filled by people with a media background. many challenges in trying to generate and sustain dialog among media leaders, academics and the social welfare Partner organizations with long term institutional sector. These include: commitment to India could maintain support to the schools after the WBI initiative is finished. Competition for access to the participants ­ many Maintenance could include providing materials to government and private/commercial organizations keep courses up to date, facilitating sharing of across all the social and economic sectors have a expert resources, supporting communication media strategy that involves advocacy and dialog between the schools, etc. Any of these activities with a limited number of media decision makers. would result in greater sustainability of the project. Opportunities need to be found to raise the issues in existing fora, or in ways that do not make untenable Partner organizations could provide expertise, case demands on the scarce time of busy people. studies, field-work opportunities, and internships that would improve the applied skills of the students. Language is not the only thing that differentiates the Hindi and English media in India. They have different strategies, business models, and Scaling up potential audiences. Any follow-on project would need to address the Hindi and English media using different The BBC World Service Trust reported generally positive advocacy strategies. reactions to the courses from students and teachers. The experience of the pilot suggests that pre-service There are at least two layers of decision makers in training of media professionals in socially responsible most media organizations ­day to day managers reporting fills a need and has demonstrated demand. It and corporate managers. Each has their own set of indicates the viability of institutionalizing the course in issues, concerns, and authorities. It would be useful Indian graduate and undergraduate journalism to segment these decision makers and address the programs. There are 117 other schools of journalism in specific role of each in social affairs reporting. India that could consider incorporating the course in their There are differences in exposure to HIV and other curriculum, and of course, many other countries that health issues among media managers, so the dialog might adapt and adopt it as well. should consider grouping media by background or Pre-service training in HIV, health, or socially familiarity with the issues. responsible reporting is currently not standard in the undergraduate or graduate journalism curriculum. Some There would be advantages and synergies to of the course content, issues and skills are addressed in partnering with other agencies. Many donors working an ad hoc fashion, but the attitudinal and broader in India have some form of mass media strategy to technical issues are not part of the standard curriculum. support project agendas (the World Bank-financed third Communication schools are not producing graduates National AIDS Project, USAID, DFID, UNAIDS, UNICEF, with the skills and confidence to produce really good etc.). Many work with media as part of a larger social health content for the Indian media. change strategy (Kaiser Family Foundation, Thompson Foundation, Clinton Foundation, Gates Foundation). Rolling out the course to other colleges would quickly Although it can take considerable time and effort to sign expose many more journalists to the concepts and skills formal partnership agreements between organizations, involved in social affairs reporting. Particularly if, in linking with these agencies and projects could offer parallel, dialogue among established journalists and opportunities to increase project impact and other media professionals could help build a critical sustainability: mass of people who believe that the media has singular responsibilities for informing and educating the public, Project visibility and credibility would be increased bringing the values and content of the training into the by broader involvement. 10 daily decision making of the media, then a long term and students). It would take over 130 workshops of 15 substantial impact could be achieved. professionals to achieve the same level of exposure. And the pre-service training continues to turn out Is the approach cost effective? students each year that the course is taught, at minimal The cost of designing and implementing the pilot project additional cost. Both models have wastage ­ participants averaged less than $850 per student for the 120 that do not use their training. Pre-service training 9 students who took the course in the three colleges. probably has more, but its greater volume, broader This unit cost would fall considerably if the project were focus, and long term impacts makes pre-service training to be scaled up. Presumably some of the 117 other the more cost-effective approach. journalism colleges in India will not be interested or will A next phase should include rigorous evaluation of the not have the technical resources to take on the course, course at the pilot colleges, as well as at colleges where but the positive experience in the pilot with the leading the course is newly installed. This would enable schools suggests there will be strong demand. The pace assessment of the support provided, and incremental at which the course could be rolled out would depend on upgrades in each phase, based on earlier experience. the availability of technical support (and of course, of funding for scaling up). Will better media reporting have an impact The curriculum and course materials require additional work, but a next phase would benefit from the pilot on HIV? project investment in project design and development, There is ample international empirical evidence that and the preliminary work completed on the materials, when the media address HIV or other health issues well, curriculum, partnerships and implementation model. it does reach and educate the audience, and can affect There would be new costs involved in training trainers 10 11 12 13 14 15 16 behavior. Media coverage of HIV in India and supporting and working with more colleges, but the has been shown to improve knowledge. A longitudinal investment would be small relative to many other study of a BBC World Service Trust campaign on HIV development projects, and would continue to have an found that people who were exposed to the campaign impact long after the project ends. The best faculty from were four times more likely to be know about condoms the three schools in the first phase and local consultants than unexposed people. As exposure increased across could be used to train trainers and help with curriculum adaptation. (Common terms for this model are "centers of excellence" and "cascade training.") 10 Boulay, M., Storey, D., & Sood, S. Indirect Exposure to Once the curriculum is installed in colleges, trainers a Family Planning Mass Media Campaign in Nepal. trained, and materials developed, evaluated and Journal of Health Communication, 7, 379-399, 2002. 11 updated and provided to each school, there would be Figueroa, M., Bertrand, J., Kincaid, D.. Evaluating the minimal recurring costs in subsequent years, and the Impact of Communication Programs. (Summary of an course should continue to be taught for years after the Expert Meeting). Baltimore, MD: Johns Hopkins project is finished. Bloomberg School of Public Health, Center for Communication Programs 2002. The cost effectiveness of pre-service training compares 12 Mckee, N., Bertrand, J., & Becker-Benton, A. Strategic well with in-service training. Pre-service training project Communication in the HIV Epidemic, Sage Publications, costs need to cover the investment in developing the California USA, 2004 course and installing it in schools; the recurrent costs of 13 Airhihenbuwa, C.O. & Obregon, R. A Critical pre-service training are born by the school and students. Assessment of Theories/Models Used in Health By comparison, in-service training (workshops, Communication for HIV. Journal of Health seminars, etc.) have development costs and also usually Communication, 5 , 5-15, 2000. have a cost-per-student that is typically borne by the 14 funder. A pre-service program is likely to reach more Melkote, S., Muppidi, S.R., & Goswami, D. Social and economic factors in an integrated behavioral and societal beneficiaries ­ it could turn out as many as 2,000 approach to communications in HIV, Journal of Health graduates exposed to socially responsible journalism Communication, 5 17-27, 2000. issues and techniques a year (100 schools x 20 15 Singhal, A. & Rogers, E. (2003). Combating AIDS - Communication Strategies in Action. New Delhi, India: 9 Sage Publications. This excludes additional indirect costs associated with 16 World Bank operational expenses. The direct costs of Sood, S. & Sengupta, M. (2004, May). More is More! the pilot were financed by a grant to the World Bank The Dose-Effect Relationship Between HIV-Related Mass Institute, under the "Japan Policy and Human Resources Media Exposure and HIV Knowledge and Behavior Development" (PHRD) program, which is generously Outcomes. Paper presented at the Annual Conference of funded by the Government of Japan as a partnership the International Communication Association, New with the World Bank. Orleans. 11 the three waves of interviews in the campaign, the Acknowledgments: exposed were ten times more likely to be aware of modes of HIV transmission than the unexposed. 17 This project reflects extraordinary work by many people in India, and abroad, who provided invaluable The small pre- and post-course evaluation at one college contributions. We are especially grateful for the guidance showed significant improvement in trainee knowledge and support of the National AIDS Control Organisation. and attitudes on HIV. This makes them better able to We thank the deans, faculty and students of the cover HIV well and responsibly -- although it would be Journalism Schools who participated, in particular: Obaid challenging to assess and demonstrate this, and even Siddiqui, Sashi Kumar, and Nalini Rajan. more difficult to demonstrate impact on stigma. The project has potential for short-term impact through The project would not have been possible without the improved media coverage of HIV and other social issues driving force of Sam Miller, who moved mountains and as soon as the newly-trained journalists start working, inspired people with his generous, fair, and well-thought and potential long-term impact when hundreds of through vision and approach. Media professionals and sensitized media professionals become decision makers economic development experts in India provided and influence the definitions of quality and purpose of valuable insights and feedback, including Sagarika media content. But these systemic changes will be Ghose, Ninlanjana Bose, Purab Kholi, Shubhashis subtle and incremental, and very difficult to measure. Gangopadhyay, Prerna Makkar, and many people at UNAIDS, The Gates Foundation, The Heroes Project, The attitudes that are essential to empathy are part of and UNICEF. We would like to thank all in BBC World the socially responsible reporting training. The training Service Trust who contributed to the project, in particular teaches a set of technical skills for reporting on HIV, Yvonne MacPherson for her leadership, and Andrew health and other social issues, but also inculcates Whitehead for his vision in initially conceptualizing this attitudes that should improve the quality of reporting project. regardless of the medium or topic. Part of what the course teaches is how to present the "human face;" to The South Asia Region Human Development Group and report in a positive way on people living with HIV, the Delhi country office of the World Bank provided offering insights into the risks and courage of those who partnership, invaluable support, and guidance -- in publicly acknowledge their health status. It emphasizes particular, Anabela Abreu and her quest for innovation, journalists responsibility to avoid misinformation that can Kees Kostermans, and Mariam Claeson. be damaging, and the risk of stigmatization and abuse of In WBI, the project benefited from the leadership of Abdo individuals, families and communities covered in stories. S. Yazbeck, Egbe Osifo, and later Maria Luisa Escobar and Bruno Laporte; support from Mohini Malhotra and Alexandra Humme; and the hard work of the WBI team Hnin Hnin Pyne, Gary Lewis (who wrote the first version of this report), Laurence Sage, S. Tatyana Ringland, and Sawdatou Wane, and Joy de Beyer who prepared this note. We thank Geetanjali Chopra and Chris Neal who generously shared their experience in journalism and communication, offering insights and inputs on this project. We also thank the World Bank EXT unit, Dale Lautenbach and Sudip Mozunder. We thank the Japanese Government for their generous collaboration. Isabel Rocha Pimenta WBI ­ Project Task Team Leader Photographs: A man with AIDS being cared for in a hospital in India Page 1: Vincent Claeson Page 5: Websites of the partner journalism colleges: 17 http://ajkmcrc.org/about_jamia/about_jamia.asp Sood, Suruchi., Shefner-Rogers, Corinne. and Sengupta, Manisha. The Impact of a Mass Media http://www.asianmedia.org/programme/overview.asp Campaign on HIV Knowledge and Behavior Change in http://www.amity.edu/asco/ North India: Results From a Longitudinal Study, Paper Page 7: Jaishree Kohli, Gargi Nim and Monis Ahmed submitted to the Health Communication Division of the International Communication Association Conference, Page 12: John Isaac/ World Bank Dresden, Germany, June 2006, 12 Appendix 1: Health Journalism Course (generic) Theme of session Rationale Results anticipated UNIT 1 : HEALTH: HIV a) Theory & Practice: International, a) Too many journalists lack Trainees: national, local. These sessions provide a a global perspective on global view of key players and how they current efforts to combat the Acquire a better working knowledge of approach the challenge of HIV. It summarizes spread and impact of HIV. how the ,,big players contribute to HIV their aims, arguments and dilemmas. It could prevention, AIDS treatment, analyze and compare the strategic strengths counseling, social marketing, and weaknesses of UNAIDS, WHO, World education, and welfare etc. Bank and the Global Fund. It could teach Learn how to support awareness of trainees how to apply the same scrutiny to anti-HIV strategies, from a global, India: NACA and NACO, lobby groups and national and local perspective. grass roots NGOs. Topics would include health policy and practice, impact on citizens, Are up-to-date on the policy basis for journalistic approaches and global context. The anti-HIV strategies. sessions would provide a range of useful Are well versed in lessons learned, in information and a practical, journalists honest mistakes and best practice. methodology for assessing it. Know how to use the same Discussion subjects might include approaches to look at other health and controversial issues like: "The global HIV social policy issues. industry is too big and out of control. We created a monster with too many vested Know how to convey information to a interests and reputations at stake." (Dr. Roger general and/or specific, so that it England, in the British Medical Journal). enters the public domain and supports public discourse. "Although much has been learned about HIV in two decades, there are major obstacles to applying that knowledge systematically and effectively. This results in misallocated funds and little chance of impact. In one country, only 1% of program resources target the particular risk groups that cause 75% of new infections". (World Bank, Global HIV Plan of Action, 2005). These sessions would require a trainer with a global perspective, but trainees could be asked to research and present the aims and strategies of various institutions, for review. Trainees: b) Facts and figures: These sessions would Acquire a basic scientific and medical b) Too many journalists lack understanding of HIV and key related teach young journalists the skills needed to appropriate scientific/ report accurately and with confidence on the issues. medical knowledge to science of HIV: definitions, demographics, increase public awareness feel more confident about how they data, What is HIV? How it is transmitted? How of HIV and how it spreads, approach and communicate these does ART work? How close are we to a cure or of AIDS and how it can be subjects. for AIDS? What are the current "urban myths" treated. Even worse, many and how to debunk them. Get a level of awareness to enhance of their bosses are ignorant their credibility among peers and According to some experts, the first case of and out of touch: superiors, and improves career HIV was in 1959 in Africa, when the virus "But if I try the test vaccine prospects. passed from a monkey to a man. According to against HIV, wont I get others, AIDS is chemical warfare gone wrong. The vision, critical faculties and AIDS?" (News Ed., Delhi, technical expertise acquired during E.g.1 Approximately 47,000 people in India overheard.) training will remain with them are on ART (Anti-retroviral Therapy). Some throughout their careers, inspiring st 5000 had become resistant to ,,1 line drugs. others by practical example. What is NACO doing to improve these drugs? 13 nd How effective are ,,2 line treatments? E.g.2 Pre-marital testing. How effective is it? Why are young married women among the most vulnerable to HIV infection, in India? This session would require a trainer with solid experience of reporting on HIV, and preferably some scientific or medical expertise. UNIT 2: HEALTH: HOW TO CURE IGNORANCE Trainees: A journalist's guide to other key diseases ­ Too many journalists lack causes, symptoms, prevention, cures. appropriate levels of basic Acquire appropriate medical medical knowledge and knowledge of Indias key diseases and These sessions would aim to give new journalistic skill to cover learn how to convey this effectively journalists the knowledge to report accurately disease effectively. through media. and confidently on TB, malnutrition, measles, malaria, polio, diabetes, heart disease, "Its vital that we demystify Empower their audiences with cancer, mental illness, etc. diseases" ­ Sutopa Deb. regular, wide-ranging, accessible Features Editor, New Delhi coverage of various disease and Whenever possible, interconnections and Television (NDTV). health care issues. comparisons with HIV are stressed (TB kills many of those whose immune destroyed by The Lancet reported that in AIDS, whereas malaria may kill more people India, psychiatrists are the than AIDS. least preferred option for people seeking help for These sessions require a trainer with solid mental illness, due to fear of experience in reporting disease and stigma (8.9.07). Several prevention. student suicides were recently reported in Delhi. Media coverage is often sensational and fails to include information needed for prevention: state/private care, NGO help-lines, and anti-stigma views, etc. Journalists have a role to play in educating the public and in promoting policy change. UNIT 3: HEALTH: WHAT STATE OUR STATE? The political and practical context of Not enough in-depth Trainees: healthcare in India. coverage of the inequalities of access and standards in Learn about the economic, social and This unit exposes new journalists to the basics Indias health sector. political forces that underpin ­ or of healthcare provision. undermine ­healthcare in India. Eg1. ,,The Union Budget for Tips on how journalists focus on large and ,,08 allocated a 15% rise for Acquire a thorough grounding in how complex health care issues, and how to call Indias health sector. Yet Indias state health policy is budgeted national to local level political leaders and this is hardly 1% of GDP and coordinated. policymakers to account. (Times of India, 6.03.08). Get case studies of often-controversial It should build methodological skills so Not enough investigative newly-privatized hospitals to help them journalists can spot and connect big issues, reporting on the social learn to take a situation and turn it into and how those issues affect the lives of consequences of an issue for public and policy dialog. ordinary people. Focus might be on issues corporatization / privatization Get theoretical and practical study such as access, service, and accountability in of healthcare. assignments to provide knowledge of public and private health services. Eg2. ,,India's private health Indias health sector ­ how it For example: business is booming, succeeds, and why it fails. 14 What are the implications of increasing importing flashy technology Learn why gender is relevant to health corporatization/privatization of health care? for a growing middle class care issues and how to convey this to How does our income impact our health? and foreign ,,medical tourists. a general audience. But the public health system Who runs hospitals and how? is skeletal: 60 doctors per Learn how use authority and Is it true Indias District Mental Health 100,000 people and 40,000 compassion to put a human face on Program has not been properly up-scaled ,,quack doctors in Delhi the personal struggles of women from since the late ,,90s, and what support services alone, prescribing different socio-economic and religious are available to mentally vulnerable people? antibiotics. (The Economist, backgrounds, so that all audience Why does voluntary health insurance ­ even 21.02.08) members can relate and understand from the state ­ generally exclude all the personal and social issues. Infrequent coverage and psychiatric and psychosomatic disorders? superficial analysis of how What are the roles of drug companies in gender underpins key areas health care? of health, gender budgeting, How does health care differ across states? etc. Gender and Reproductive rights: HIV+ women, (or women with HIV+ partners) often lack access to basic rights. Some of these "victims" fight and improve their circumstances. How should a journalist respond and report on such ,,role models? These sessions require a trainer with solid background in reporting on Indias healthcare from a political perspective. (Someone with experience, contacts and considerable flair.) UNIT 4: HEALTH: TRADITIONAL REMEDIES, MODERN RESOURCES. Herbs, homeopathy & yoga. What is the role of ,,traditional health in modern India? Trainees: Most Indian herbal remedies are based on the Although Indias journalists Ayurvedic, Siddha and Unani systems: with devote considerable time Develop a greater appreciation for some 80,000 treatments involving 3000 and space to ,,lifestyle health Indias traditional health techniques, plants. Over 7000 firms make compounds for (stress, diet and spas), they and the efforts underway to preserve medicinal use. But are these all equally pay little attention to tend to and promote them. effective? Who monitors and regulates the Indias vast body of Are able to help educate the public and industry? traditional medical raise awareness of indigenous knowledge, where it resources with more objective E.g. Indian firms are seeking to make herbal originated, why it is still coverage of the benefits (and risks) of medicine more scientific with large research being developed and how it herbal medicine. and development budgets. Is there any is applied progress? What methods are being used? Can help reduce dependence on "Western education "quack" doctors. Related issues: If homeopathy is to survive, marginalized Indias how do we protect valuable but vulnerable traditional methods of herbs, such as Swertia chirayita, in the prevention and cure. We Himalayas? journalists must look again" What are we to make of the global yoga - Sutopa Deb , NDTV. boom? Is it because more people seek better health, or because India knows how to market traditions, or both? How does yoga work? How should a journalist approach these sensitive - even controversial - cultural issues? These sessions requires a trainer with experience of reporting homeopathic medicine. 15 UNIT 5: HEALTH AND THE ENVIRONMENT Inadequate media coverage The links between where we live and how it of how environment affects affects our health: sanitation, pollution, Trainees: health. malnutrition, poverty, occupational hazards, are introduced to the principal threats - the ,,toxicity principle/lethal dose 50. Not enough critical analysis on health, environment and real and perceived ­ to Indias (Depending on desired focus, the environment related data. environment; causes, effects, possible sessions could be subdivided into the health solutions, socio-political context. risks posed by Water, Land and Air. Crucial and complex issues with far reaching implica- Gain insights into the links between Illustrative issues: tions require preparation and environment and health Plans for the Commonwealth Games an unbiased point of view. Are exposed to examples of how suggest the Yamuna River will be fit for "Trainees ... must understand media might cover environmental water sports, after a costly clean-up, by the link between poor topics 2010. But according to a less optimistic sanitation and polio. Unless we source, the Central Pollution Control eradicate former, we have no Board considers the river ,,pretty much chance against latter. You can done for and would pose a health risk to clean rivers, but without athletes. Whos right? sanitation you won't stop polio."- Ajit Chak, Editor, Anti-pollution laws target trucks but not Lucknow Talk cars. Why? Whats the result? E.g. Air pollution: what it is What lessons can the ,,developing East and what methods are used learn from mistakes made in the to combat it ,,developed West? What western solutions can India adapt? Few young journalists working on environmental Whats an Environmental Impact issues have any real idea Assessment? Why is it vital for seeking about: regulatory legislation, the approval or rejection of a development policy issues, cost issues for project. Who collates the Assessment regulation, or who benefits and how? If locals disagree with the data from non-compliance. on ,,community impact, who listens? Is it true some communities are coerced ­ "See this nice desk calendar, often violently ­ into endorsing a prickly with its ,,eco theme? The EIA? white card has been bleached using chlorine, one How should a reporter approach these key of the worst polluters. Its subjects? A primer for journalists on the links carcinogenic, mutagenic. between our environment and our health, and When it leaches into the how media might respond. riverbank outside the factory, These sessions would require a trainer with it will give you a 2-headed solid experience of key aspects, in and out of frog. How many young the newsroom. journalists know that? How many care?" (Ajit Chak) UNIT 6: WHO IS MY AUDIENCE? Some journalists take their Trainees acquire a deeper understanding These sessions would focus in various ways audience for granted. E.g. of who their ,,audience really is/not. on a journalists obligations to the audience. ,,We know who they are, how This will be achieved by the design and The emphasis should be on health, they think, and what they implementation of a short ,,street environment, social affairs, and notions of risk want questionnaire, under the guidance of a (both subjects and audience). A lack of understanding of trainer with experience of journalism, Sessions could be themed as follows: the audience leads to surveys, data collection and analysis. standardized, formulaic Survey and analysis: For sharper skills and By meeting a cross section of ordinary reporting, simplistic analysis a broader vision, a journalist must know their individuals and asking questions about and patronizing ,,advice. At audience. A short and simple questionnaire appropriate issues ­ particularly on media worst, it results in journalism will often produce surprising results, if coverage of health, environment and that overlooks crucial needs prepared, executed and analyzed correctly 16 . Trainees should design and implement a ( better information on science ­ trainees will gather a wealth of survey. It could cover public awareness of AIDS), laudable aspirations instructive answers. health issues, approval of government (desire to raise healthy Those answers should open their eyes and policies, perceptions of risk. Include an children, despite poverty), enhance their approach to reporting in assessment of public attitudes to HIV and of and/or regrettable prejudices future. The experience of approaching how media influences these. If not, that survey (stigmatizing people with strangers ,,on the street will sharpen their could/should come in Unit 1 above (Health: HIV) social skills and boost personal HIV). Like many of us, few confidence. The Real India: field trip to a slum, with journalists know what it personal meetings and discussions with means to live in one of residents to find out: how they survive, the Indias slums. Given their role of media in their lives, their main sources roles as providers of news of news and information, attitudes on media and information, journalists coverage on health, environment and related should try to see life not just social affairs, and to find out how the media from the perspective of a shapes their ideas and behavior. Minister, expert or celebrity but also from the perspective Socho, Samjho, Phir Bolo! (Be Careful What of someone who lives in the You Say) How to report responsibly and poorest part of town, where accurately for audiences of Hindi-language sound-bites rarely mean media. This session should include an change. overview of how health, risk and disease "Journalists need a better (notably HIV & AIDS) are reported in Hindi. awareness of the real India, Monitoring Media: Content analysis. they should get out and Quantitative and qualitative. How do Indias about, see how poor people media cover health, environment & science? live" (Ramesh Menon) Could we do better? How? What do they not Too much irresponsible, cover, and why? Whats the effect on their inaccurate reporting (often audience? How can we find out? Trainees: on health) in Hindi language Ethics: how (not) to report health and media, whose audience is understand and accept their ethical related issues: A review of journalists seen as too malleable, too duty to minimize sensationalism. responsibilities to their audience, their sources susceptible to sensational- and the ,,truth, when covering health, ism, too trusting of media. Sharpen their news values and environment and related issues. editorial skills through indepth reviews E.g. When it was discovered of media output, guided by experts What questions does the public expect us that 5000 schools in India from Indias top NGOs and to ask, on their behalf? were using a textbook that newsrooms. claimed ,,Yoga cures HIV, What questions are justifiably taboo? some Hindi-language media Will acquire a deeper sense of how Codes and case studies; embargoes; interviewed a celebrity yoga Indias media fail their audiences on sensitivity; scapegoats; privacy; vested guru about these ,,benefits. important social topics, why this is interests/conflict of interest; multiple wrong, and what they can do about it. Serious health problems, sources; on/off record; official and non- such as meningitis, are often Will conversely learn from examples of official sources of information; plurality & described in Hindi-language ,,best practice in Indias media. right of reply; corrections; equity in access media as ,,the curse of the to info; alerts & follow-ups; best practice ,,river god, or local sages Will be more aware of the vs. lapses of judgment. offering such theories are responsibilities and the standards of left unchallenged. quality journalism. How to spot spin, whether from a Ministry, an NGO or a corporation. Too little in-depth coverage Will develop the moral confidence to of social affairs; too many support the standards and develop How to deal with spin, diplomatically. those standards in others. serious issues reduced to How do I make and maintain official ,,grabs & headlines. contacts, without compromising my "How come the newspapers ethics? all talk about heart disease When is reporting risk OK, and when is it and diabetes, but not TB? sensationalism? Simple: their audience is affluent and not affected by How do we tell the difference? TB." Saima Seed 17 As good journalists, what do we tell the "Most media dont cover audience? measles properly. You have to go rural, where Should reporters be allowed inside vaccinations are lacking. But hospitals and clinics after natural for that youll need a network disasters? of cheap and reliable stringers. You need to plan." Mohuya Chaudhuri Senior Editor, (NDTV) "Indias young urban journalists dont seem to realize that rural people are very poorly-educated. If someone comes to a farmer saying ,,Use this chemical and youll get higher crop yield, most farmers will do it. Journalists should know how to intervene, how to explain the risks." (Ajit Chak) UNIT 7: SCIENCE ­ WHAT'S NEW AND HOW DO I EXPLAIN IT? A primer on the latest developments in key Most journalists lack Trainees: scientific issues, linking to health. knowledge on scientific process and of current and Increase their awareness of how Stem cells ­ will they soon be made pending issues. This scientists work, so they are able to without human embryos? undermines their ability to report on science issues with more credibility. Biofuels ­ what are they, why are they challenge self-styled popular, and why are some scientists experts, identify Acquire a basic but useful awareness wary? misinformation and to report of scientific methods (experimental accurately. design, equipment, causality, success Malaria ­ can Australian researchers beat and failure). the parasite Plasmodium falciparum by Too many ,,science stories in making it less ,,sticky? the Indian press come from Get a glimpse of "life in a lab" so they http://news.bbc.co.uk/2/hi/health/7504649. international wire services are more familiar with the people and stm and were not written for the processes who drive. Indian cultural, social, Has the ,,DARC gene, which evolved to educational, and health Are inspired to look for new local protect people from malaria, now context. Audiences could be scientific content, or at least to add a increased their vulnerability to HIV by empowered by more regular, local angle to an international wire 40%, notably in sub-Saharan Africa? wide-ranging, accessible story What are the implications of this for India? coverage, presented in a (http://news.bbc.co.uk/2/hi/health/7509210 Get introduced to tools for scientific familiar context. fact checking: peer review, internet, .stm) With little knowledge of the the real experts. What is the distinction between Phases I, science and health, the II, and III of drug trials? Audiences are informed and media does not know how to empowered by more accessible, Some sessions classroom-based, explaining verify information, identify relevant coverage. how science works (research methods, and report on Indian definitions and results, case studies, social scientific achievements. Exercise - a report on: Current research or implications etc.) Some sessions field trips to a current scientific conflict, or profile an Few journalists are willing or provide a behind-the-scenes introduction to institution or a staff scientist, case studies able to address the complex top research institutions. (All Indian Institute of of poor media coverage of science and interactions of science, Medical Science (AIIMS), National Institute of health issues policy, ethics, and the day- Immunology (NII), National Brain Research to-day life of an Indian family Institute (NBRI) etc 18 UNIT 8: MAKING YOUR MARK: TIPS FROM TOP JOURNALISTS Health and social reporting is not widely seen as the most glamorous form of news in India and is often undervalued. These Social affairs reporting often Through case studies and assignments sessions would focus on helping new lacks a real ,,human interest supervised by experienced and respected journalists to build their careers, without angle, focusing instead on journalists, trainees will fine-tune their compromising principles. facts and figures, ,,talking reporting skills to give voice to the people heads, theories, etc. and issues that the much needed dialog on Sessions might include such aspects as: health in India. "Too many journalists just Finding a Face: How to establish a strong quote ,,Ministry officials. Its Trainees: ,,human interest element in all coverage of easy, but its not journalism." social affairs. Mohuya Chaudhuri, NDTV Will meet ordinary people struggling How to Pitch: convincing the News Editor to with health issues: the suffering, the Trainees lack the confidence care givers, the professionals, the take your social affairs story. and technical expertise to communities, the employers. Keep it Snazzy: How to report health, science challenge editors. and environment in an attractive, dynamic Will absorb the strategies tools and Frequent resistance from logic of older, more experienced way, so building audience awareness/ratings. Editors to important social journalists, for use in their own media Success Stories - How to report the various stories that "dont fit our work. ,,positives in health, science and environment audience" or "wont deliver without losing objectivity. For example, how ratings." Get practical negotiation and and why did local people force a coke plant to production skills to help them produce Too many social affairs and advance in their careers. shut down, or how does Chintan convert solid stories are ,,worthy but dull, waste to energy? Learn how to spot a story, how to preachy and moralistic. Yet Breaking the Story: Practical tips on how to lifestyle features are research it and how to ,,break ,, it at the investigate health and environment issues. dynamic, attractively edited right time for maximum effect. and ,,interesting. Why should Learn how to convey a story Reading the Journals, Dealing with production values differ? dynamically, by mixing genres and Academics: Peer-reviewed professional journals are usually considered a "gold Many health, environment styles, by surprising the audience in a standard for scientific research. They are also and science stories are useful way, and so educate, entertain, a good source for the new the important, the ,,doom & gloom, or ,,beware inform, motivate audiences with strange, the funny health/environment story. of the bug. coverage of health/social affairs The world is full of experts, ready to offer Learn to integrate their investigative There is a lack of real theories and expertise. Using them as role, their responsibility to inform and investigative reporting, with sources can enhance our work. But how do educate, and their desire to stimulate too many easy stories we access them? How credible are they? change. requiring little effort and What pressures might their editors face, to run producing little impact. items? How should a journalist approach an Learn how to use professional journals expert? Young journalists often lack to identify issues, people or findings the confidence to track down that will make an interesting and useful Beyond Wikipedia: Professional Tips for and interview major or story. Computer-aided Research. How should a elusive experts. This might journalist maximize the resources offered by Learn how to assess the work of be due to laziness, timidity the Internet? Where are the best news wires experts, how to interview them, asking or a feeling that "I am too and discussion forums for health and rigorous questions, and objectively and small for them. This is environment? Which are the best free clearly reporting on the issues regrettable ­ there is a podcasts on social affairs and how do we discussed. wealth of interesting material subscribe? How does RSS work and why is it a valuable tool? What can we learn from published regularly in Will learn how to use communication journals such as Indian technology to expand and improve the experienced journalists, NGO staff and Journal of Pediatrics, NMJ, content of their reporting. researchers? Medline, New England Crunching the Numbers: Data Analysis. Journal of Medicine, Nature, Will develop Internet research skills to How should a journalist deal with data and Lancet, etc. find, check, and use information. statistics on health and environment? E.g. A Will learn how to use RSS for latest Some journalists dont do 2007 Government survey claimed 43% of news on health, science and enough research. Some do children in India were malnourished. How environment; how to maintain a too much, because they should we respond? How reliable are facts database, how to archive research and dont know how to ,,work 19 and figures from the NSSO, National Council smart. With deadlines and organize their email etc. of Applied Economic Research, World Health competition for airtime or Organization or EU? What is space, journalists must work Will grasp the importance of rigorous ,,primary/secondary data? quickly and effectively. analysis, of finding articulate, media- friendly experts, and of using stats in a "Journalists face three basic problems with Not enough critical analysis dynamic way to enhance a story. data: how to access, read and interpret." of important health, environment and related Will learn to see data not simply as a back- - Mohuya Chaudhuri, NDTV up for a health/environment story, but also data. as a story. For example, Ministry A says Some of Indias researchers malnutrition in children is declining, but produce a wealth of Ministry B says it is rising. This generates excellent data on issues that a story that covers: who is more right, why deserve to reach a wider the difference, how malnutrition impacts a audience. They are also family, what should be done to reduce often very accommodating to malnutrition in children and how to help would-be users of their data. children whose chronic malnutrition has slowed the development. Then there is a Most stats can be given a follow-on story about obesity in children. spin so they appear more positive or negative than they really are. Trainees need to know how to spot this, and how to respond. UNIT 9: GUEST SPEAKERS These informal sessions would, ideally, see leading health figures (medical, industrial, Trainees need as much Trainees: governmental & NGO levels) visiting the exposure as possible to the best minds and broadest Will benefit from the anecdotes, advice college to give a speech and take questions and wisdom of experienced and on an area of their expertise, preferably with range of experience. distinguished guests. They will develop particular relevance to the media. confidence from listening and asking questions. Will be inspired. For more topics in the "HIV//AIDS - Getting Results" series, please go to www.worldbank.org > Getting Results March 2010 20