awareness raising strategy epa

8/6/2019 Awareness Raising Strategy EPA

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ANNEX 1

SOLID WASTE AWARENES RAISING PROGRAM

PPMU WSSP&

Environment Protection Agency (EPA)(attached for the contract no: date month 2010 between PPMU and EPA)

CONTENT

1 OVERALL ORGANISATION.................................................................................................................... 4

1.1 STRATEGIC ORIENTATIONS........................................................................................................................ .4

1.2 OBJECTIVES............................................................................................................................................ 4

1.2.1 General Objective........................................................................................................................................... 4

1.2.2 Specific Objectives.........................................................................................................................................4

1.2.3 Main Actions to achieve the Objectives..........................................................................................................5

1.2.4 Target Groups................................................................................................................................................5

1.3 DESIGNOFTHE AWARENESS RAISING PROGRAM............................................................................................. 6

1.4 IMPLEMENTING GROUPS.............................................................................................................................6

1.5 PROJECT SITES....................................................................................................................................... 6

1.5.1 Solid waste awareness raising program.........................................................................................................7

1.6 ORGANISATIONAL STRUCTUREOFTHE PROGRAM.............................................................................................7

1.6.1 Organisational Chart...................................................................................................................................... 7

1.6.2 Responsibilities of Involved Teams & Agencies ............................................................................................8

1.6.2.1 Agencies & teams participating directly in the project.......................................................................................... ..8

1.6.2.2 Agencies playing a supporting role for the project ............................................................................................. ....9

1.6.3 Organisational Arrangements to get Started................................................................................................10

1.6.3.1 Awareness Raising Program in communes............................................................................................................10

1.6.3.2 Awareness Raising Program in Schools................................................................................................................11

1.7 TIME FRAME......................................................................................................................................... 11

1.7.1 Environmental awareness raising program in community............................................................................11

1.7.1.1 Pilot phase........................................................................................................................................................... ..11

1.7.2 Environmental awareness raising program in school...................................................................................11

1.7.2.1 Pilot phase........................................................................................................................................................... ..11

1.7.3 Environmental mass communication program.............................................................................................12

2 ENVIRONMENTAL AWARENES RAISING PROGRAM (ARP) IN COMMUNITIES.............................13

2.1 ARP IN COMMUNITIES PILOT PHASE.......................................................................................................13

2.1.1 Objectives..................................................................................................................................................... 13

2.1.2 Participating Agencies & Teams.................................................................................................................. 13

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2.1.2.1 Managing & Implementation.................................................................................................................................13

2.1.2.2 Supporting............................................................................................................................................................. 13

2.1.3 Time frame ..................................................................................................................................................13

2.1.4 Project sites ................................................................................................................................................. 13

2.1.5 Activities & Steps of implementation............................................................................................................14

2.1.5.1 Establishment of Commune environmental communication team ....................................................................... .14

2.1.5.2 Preparation of training plan ............................................................................................................................ ...... 14

2.1.5.3 Preparation of IEC materials.................................................................................................................................16

2.1.5.4 Conducting training ............................................................................................................................................. .16

2.1.5.5 Preparation of environmental communication plan...............................................................................................16

2.1.5.6 Implementation of environmental communication plan ........................................................................................17

2.1.6 Monitoring..................................................................................................................................................... 17

2.1.6.1 Environment Communication Teams....................................................................................................................18

2.1.6.2 District Task Force............................................................................................................................................. ...18

2.1.6.3 DONRE-EPA........................................................................................................................................................18

2.1.6.4 PPMU....................................................................................................................................................................18

2.1.7 Evaluation..................................................................................................................................................... 18

2.1.7.1 Internal & external evaluations.............................................................................................................................. 18

2.1.7.2 Workshop to totalize result of the pilot phase........................................................................................................ 19

2.1.8 Time Schedule.............................................................................................................................................19

2.1.9 Budget transfer............................................................................................................................................. 20

3 ENVIRONMENTAL AWARENES RAISING PROGRAM IN SCHOOLS ...............................................23

3.1 ARP IN SCHOOLS PILOT PHASE............................................................................................................23

3.1.1 Objectives..................................................................................................................................................... 23

3.1.2 Participant groups........................................................................................................................................ 23

3.1.2.1 Managing & organising....................................................................................................................................... ..23

3.1.2.2 Supporting............................................................................................................................................................. 23

3.1.3 Time frame...................................................................................................................................................23

3.1.4 Project sites.................................................................................................................................................. 24

3.1.5 Activities & Steps of Implementation ......................................................................................................24

3.1.5.1 Organisational arrangement...................................................................................................................................24

3.1.5.2 Formation of environmental teacher group............................................................................................................24

3.1.5.3 Preparation of training plan...................................................................................................................................25

3.1.5.4 Preparation of IEC materials.................................................................................................................................26

3.1.5.5 Conducting training...............................................................................................................................................26

3.1.5.6 Preparation of environmental communication plan...............................................................................................26

3.1.5.7 Implementation of environmental communication plan.........................................................................................27

3.1.6 Monitoring..................................................................................................................................................... 27

3.1.6.1 Environmental communication Teams at school...................................................................................................28

3.1.6.2 District Task Force............................................................................................................................................. ...28

3.1.6.3 DONRE-EPA........................................................................................................................................................28

3.1.6.4 PPMU................................................................................................................................................................28

3.1.7 Evaluation.................................................................................................................................................... 28

3.1.7.1 Final evaluation ............................................................................................................................................... ....28

3.1.7.2 A Workshop to totalize result of the extension phase...........................................................................................29



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3.1.8 Time schedule.............................................................................................................................................29

3.1.9 Budget transfer............................................................................................................................................30

3.1.10 Logical framework.....................................................................................................................................30

4 ENVIRONMENTAL MASS COMMUNICATION PROGRAM.................................................................32

4.1.1 Objective......................................................................................................................................................32

4.1.2 Types of mass communication program......................................................................................................32

4.1.3 Responsibilities............................................................................................................................................32

4.1.4 Activities.......................................................................................................................................................32

4.1.4.1 Information collection group.................................................................................................................................32

4.1.4.2 The environmental communication program for newspaper and radio..................................................................33

4.1.4.3 The environmental communication program via Binh Dinh television..................................................................33

4.1.4.4 Evaluation ............................................................................................................................................................34



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1 OVERALL ORGANISATION

1.1 ST R A T E G I C OR I E N T A T I O N S

Our Environmental awareness raising strategy will be designed based on the following orientations:

(1) Effectiveness: The awareness raising activities result in the positive changes on environmental

knowledge, perception and behaviour of the community.

(2) Participation: The awareness raising activities create the conditions and enable the local people to

participate in environmental protection. Their participation includes planning, undertaking, supervising

and evaluating the awareness raising activities, so that their participation leads to the capacity of self-

sustaining the environmental awareness raising activities in the future.

(3) Sustainability: The awareness raising program will be managed by the adequate government

agencies (on provincial, district and commune level), so that the experience gained from the

management of the awareness raising program can contribute to the strengthening of their capacities

in environmental awareness raising of the population; sustainability also means that the capacities of

the local participants have been strengthened, so that they can and will maintain the awareness

raising activities in the future.

(4) Consolidation (for effectiveness): The awareness raising activities should be carried out regularly

and professionally.

1.2 OB J E C T I V E S

1.2.1 GENERAL OBJECTIVE

The general objective is to improve knowledge and perception of the community about waste, about the

impact of waste on our environment, about the importance of waste separation, collection, treatment and

recycling. Consequently, local people will be well aware of their responsibility and show the appropriatebehaviour on how to deal with waste in their daily life.

1.2.2 SPECIFIC OBJECTIVES

Objective 1: Finding the human resources for solid waste communication in the project areas. These

teams, i.e. the environmental communication teams, will be trained to have enough capacity to design,

implement and monitor the communication activities.

Objective 2: Enhance the role of the local authority, functional agencies and social organizations in

organizing, supervising, cooperating and supporting the environmental awareness raising activities to

ensure its sustainability after the project ends.Objective 3: Up to 2014, all households in the project areas have access to information on the use of

solid waste.

Objective 4: Up to 2014, all schools in the project areas have access to information on how to deal with

solid waste in daily life.



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1.2.3 MAIN ACTIONSTOACHIEVETHE OBJECTIVES

Objectives Main actions

Objective 1: Finding the human resources for

solid waste communication in the project areas.

These teams, i.e. the environmental

communication teams, will be trained to have

enough capacity to design, implement and

monitor the communication activities.

(1) Establishment of environmental

communication teams in the communes.

(2) Organisation of the training for the

environmental communication teams to

strengthen their capacities to design,

implement and monitor the communicationactivities.

(3) Establishment of the environmental teacher

groups in schools

(4) Organisation of environmental training for

environmental teacher groups

Objective 2: Enhance the role of the local

authority, functional agencies and social

organizations in organizing, supervising,

cooperating and supporting the environmentalawareness raising activities to ensure its

sustainability after the project ends.

(1) Each environmental communication team

(including representatives of Women Union

and Youth Union) designs, implements and

supervises the environmental awarenessraising activities of the project

(2) Local authority and school management

board participate in supervising

environmental awareness raising activities

in the local area and in school.

(3) Local authority receives results of

environmental awareness raising activities

after project ended.

Objective 3: Up to 2014, all households in theproject areas have access to information on

how to deal with solid waste.

(1) Organising the environmental awarenessraising activities in the residential

communities.

(2) Organising the environmental mass

communication activities.

Objective 4: Up to 2014, all schools in the

project areas have access to information on

how to deal with solid waste.

(1) Organising the environmental awareness

raising activities in schools.

1.2.4 TARGET GROUPS

The target groups of this awareness raising program are:

Rural population (in the districts Hoai Nhon, An Nhon, Tay Son, Phu My, see below, Project

Sites)

Schools in rural areas (in the districts Hoai Nhon, An Nhon, Tay Son, Phu My, see below,

Project Sites)



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1.3 DE S I G N O F T H E AW A R E N E S S RA I S I N G PR O G R A M

Based on the objectives of the project and the characteristics of the participants, there are three programs

of environmental awareness raising to be set up, particularly:

1. Environmental awareness raising program in communities

2. Environmental awareness raising program in schools

3. Environmental mass communication and Information-Education-Communication (IEC)

material program

1.4 IM P L E M E N T I N G GR O U P S

Id Programs Implementing groups

1 Environmental awareness raising program

in communities

PPPMU

DoNRE-EPA

Executing board of hamlet

Members of Women Union, Youth

Union and Health Division/center

Households

2 Environmental awareness raising program

in schools

PPPMU

DONRE-EPA

Teachers and students from grade 3

(or grade 4) of primary education

and grade 6 (or grade 7) of

secondary education

3 Environmental mass communication and

IEC material program

PPPMU

DONRE-EPA

Members of Women Union and

Youth Union and Health Division

Teachers

1.5 PR O J E C T S I T E S

The project sites for implementation of the awareness raising activities are described in the Water Supply

& Sanitation Programs Technical and Financial File. The awareness raising activities will be implemented

in the communes of the districts that are affected by the newly developed district solid waste management

plans.



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1.5.1 SOLIDWASTEAWARENESSRAISINGPROGRAM

Id District Town, Communes

1 Hoai Nhon Bong Son town

2 Phu My Phu My town

3 An Nhon Nhon Thanh

4 Tay Son Tay Phu

Total 4 Towns and Communes

1.6 OR G A N I S A T I O N A L ST R U C T U R E O F TH E P R O G R A M

1.6.1 ORGANISATIONAL CHART

Direct operational relationship

Coordinated, supported relationship


Exeuting

Board of

Hamlet

Commune

Environmental

Communication

Team

Beneficiaries:

Villagers, Commune & Village Staff

Beneficiaries:

Pupils & Teachers

Management

Board of School

School

Environmental

Communication

Team

(coordination: district task force)

District DoNRE (for EPA)

District DARD (for pCERWASS)

Provincial Project Management Unit

for Water Supply & Sanitation

Mass Media of

Binh Dinh

Province,

districts,

communes

(newspaper,

TV, radio)

Mass Media

Awareness Raising

Program

Commune

Awareness Raising

Program

School

Awareness Raising

Program

DONRE Environment Protection Agency (EPA)

(topic: solid waste)

pCERWASS

(topic: clean water)

(technical input &

support)

District Women Union,

Youth Union,

Health Division,

(technical input &

support)

District Education &

Training division,

district Health

Division

Beneficiaries:

Population of

Binh Dinh Province


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1.6.2 RESPONSIBILITIESOF INVOLVED TEAMS & AGENCIES

1.6.2.1 Agencies & teams participating directly in the project

Agency/Team Responsibility Members Total nr. of

Teams

involved

1 Provincial Project

Management Unit

(PPMU)

PPMU is responsible for the

overall management (planning,

supervision, monitoring &

evaluation) of all action

programs and promulgation of

legal documents to support the

implementation of action

programs, which are

recommended by DoNRE-EPA,

and the District Task Forces.

PPMU is responsible for

technical support and capacity

building of its provincial

implementing partners.

PPMU-staff 1

2 Envrionment

Protection Agency

(DoNRE-EPA)

DoNRE-EPA is a partner of

PPMU and implements the

awareness raising programs in

the districts Hoai Nhon, Phu My,

Tay Son and An Nhon on behalf

of the PPMU.

Disseminates the results and

lessons learned through mass

media and shares experiences

within its sector

1. Mr. Nguyen Viet Cuong

2. Le Hoai Nghiem

3. Tran Thanh Hien

4. Dinh Thi Minh Trang

1

3 District Task

Force for

supporting of

awareness raising

activities (DTF)

Works directly under the

coordination and supersion of

DoNRE-EPA

Coordinates the implementation

of the awareness raising

program in the selectedcommunes of its district and

reports to DoNRE-EPA

Advises the implementing

Environmental Communication

teams in schools and

communes on (1) the technical

Coordinator: district-

DoNRE-EPA

For Commune

Awareness raising

Program: a member of

Women Union andYouth Union

For School Awareness

raising program: a

member of District

Dept. of Education

and Training

4

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content of their program, (2)

follow-up and monitor of

programs, and (3) evaluation of

effectiveness of programs.

Optional: A member of

the district Health

Division when it

comes to waste issues

related to Health

4 Commune

Environmental

Communication

Team (EC Team)

Participates in trainings

organised by PPMU, DONRE-

EPA, and DTF to be able to

implement the environmental

awareness-raising activities in

its commune

Sets up its plan for and

implements environmental

communication activities in the

selected hamlets

Participates in exchange

moments with other commune

EC teams (in a later period), to

share experiences.

Establishing the commune

EC teams is one of the

key activities of the

program. The team

composes of those who

are interested in the

environmental protection

activities in the local area

and therefore, the team

should include

representative of all

population groups in

community (such as

women, youth, middle

aged and elder).

4

5 School

Environmental

Communication

Team (EC Team)

Participates in trainings

organised by PPMU, DoNRE-

EPA, and DTF to be able to

implement the environment

awareness-raising activities at

school

Sets up its plan for andimplements environment

communication activities at

school

Participates in exchange

moments with other school EC

teams (in a later period), to

share experiences.

The team composes of

teachers who are

interested in organising

extracurricular

environment protection

activities at school

8

1.6.2.2 Agencies playing a supporting role for the project

Agency Responsibility Nr. of

agencies

involved

1 District

Peoples

Committee

Provides a legal framework for the implementation of the

awareness-raising program in the target communes (2010-

2014) as well as support and information (e.g DSWMP

4



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decisions)

2 Commune

Peoples

Committee

Provides the legal proceedings concerning the implementation

of activities in the commune.

Provides material support including meeting place and

communication equipment.

4

3 Management

Board of School

Provides the legal proceedings concerning the implementation

of activities in the school.

Provides material support including meeting place and

communication equipment.

8

4 Executing Board

of Hamlet

Plays the role of community leader. Therefore is considered a

main partner of the commune environmental communication

team in terms of practical organization and implementation of

the environment communication activities in each hamlet.

N

1.6.3 ORGANISATIONAL ARRANGEMENTSTOGET STARTED

DoNRE-EPA assign:

a provincial DoNRE-EPA cadre to monitor and follow up the program of all the districts,

a districtal DoNRE-EPA cadre (for every district one) to coordinate the program in the respective

districts.

1.6.3.1 Awareness Raising Program in communes

The following organisational arrangements are to be planned:

(1) The PPMU and the sub-department of DoNRE-EPA, Environment Protection, agree upon their

roles and responsibilities of the Awareness Raising Program in the communes through a signed

agreement.

(2) PPMU and DONRE-EPA ask the 4 District People Committees to establish a District Task

Force. The PPMU and DONRE-EPA work on and get agreement with the Districts People

Committees on the aims, expected outcomes, role of related actors, budget, way of

implementation of pilot project and extension phase.

Every District People Committee assigns

(a) a coordinator of the DTF (district-DoNRE-EPA ), and

(b) a member of Women Union and of Youth Union (for the commune awareness

raising program), or a member of district-DoET (for the school awareness

raising program)

(c) a member of district Health Division (if considered appropriate)to be responsible for the implementation and follow-up of the awareness raising program (being

pilot phase as well as extension phase) in the district.

(3) Based on approval of District People Committee, Commune People Committees promulgate

the Decision on implementation of the project in their commune. Content of this Decision will

be based on the content of the projects program (either pilot or extension phase).



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1.6.3.2 Awareness Raising Program in Schools

(1) The PPMU and the sub-department of DoNRE-EPA, Environment Protection, agree upon their

roles and responsibilities of the Awareness Raising Program in the schools.

(2) Representatives of PPMU and DONRE-EPA and coordinator of District Task Force (i.e. district

DoNRE-EPA) work with Districts Education and Training Divisions about the aim, expected

outcome, role of related actors, the way of implementation of project and selection ofschools for pilot project and extension phase.

(3) After having an agreement on the above issues, DONRE-EPA sends the official document to

Districts Education and Training Divisions to get approval of the implementation of both pilot

project and extension phase.

(4) District Education and Training Division sends the official document to the selected schools.

(5) Representatives of DONRE-EPA and DTF work with management boards of selected schools

to discuss and get agreement on the implementation of pilot project.

1.7 T I M E F R A M E

1.7.1 ENVIRONMENTALAWARENESSRAISINGPROGRAMINCOMMUNITY

Implementing duration of program is divided into two phases: pilot phase and extension phase and this

paper is just valid for the pilot phase.

1.7.1.1 Pilot phase

1 year, from December 2010 to December 2011.

Pilot activities are conducted at 4 selected towns and communes of the 4 target districts.

A Wrap-up workshop for pilot phase will be organized to publicize the results of evaluation as well as to

record participants contributions on achievements of pilot phase and key contents for the extension

phase. Results of the wrap-up workshop will be disseminated broadly though mass media and technical

information channel to make further use by others possible (such as Department of Natural Resource and

Environment).

1.7.2 ENVIRONMENTALAWARENESSRAISINGPROGRAMINSCHOOL

Implementing duration of program is divided into two phases: a pilot phase and an extension phase.

1.7.2.1 Pilot phase




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Pilot activities are conducted at 4 primary schools and 4 secondary schools of 4 Districts, including

evaluation to draw lessons learned for the extension phase.

A Wrap-up workshop for the pilot phase will be organized to publicize the results of evaluation as well as

to record the participants contributions on the achievements of the pilot phase and the key contents for

the extension phase. Results of the workshop will be disseminated broadly though mass media and

technical information channels to make further use by others possible (such as Department of Natural

Resources and Environment and Department of Education and Training).

1.7.3 ENVIRONMENTALMASSCOMMUNICATIONPROGRAM

1 years, from Decem 2010 to December 2011.

The environmental mass communication program composes of 3 components using the following mass

media on provincial, and (if existing) district and commune level:

(1) An environmental communication program on newspaper

(2) An environmental communication program via television

(3) An environmental communication program via radio.

All programs aim to disseminate general, easy-to-understand, educational messages on environment

protection (water resource protection and day-life waste management) and on the projects activities.



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2 ENVIRONMENTAL AWARENES RAISING PROGRAM (ARP)IN COMMUNITIES

2.1 ARP I N CO M M U N I T I E S P I L O T P H A S E

2.1.1 OBJECTIVES

The general objective is to experiment a new model of community environmental awareness raising.

The specific objectives are:

To establish a community environmental communication team. This team collaborates with

communities/hamlets to organize and implement environment communication activities in the local.

To improve knowledge, attitude and behaviour of community inhabitants in environmental protection

activities, especially solid waste.

To build capacity of local authority and mass organizations in organizing and managing

environmental community activities in the local.

2.1.2 PARTICIPATING AGENCIES & TEAMS

2.1.2.1 Managing & Implementation

District Task Force (DTF) for implementation of awareness raising activities:

o coordination by District Natural Resource and Environment Division (Phu My, Hoai Nhon,

An Nhon, Tay Son)

o membership of Women Union and Youth Union (for Commune awareness raising

program)

o membership of Health Care Division (for support on communication about health issues)

Environment Communication Team of the commune implementing the activities Supervision: is done by EPA and PPMU.

2.1.2.2 Supporting

Commune People Committee

Executing boards of hamlets

Local mass organizations

2.1.3 TIMEFRAME

1 year, from December 2010 to December 2011

2.1.4 PROJECTSITES

All 4 districts located in the projects area participate in the pilot activities. In each district, 1 town or 1

commune (having around 2.000 households) will be selected. Each town/commune is considered a pilot

project. In total, there are 4 towns/communes participating in the pilot project.



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Identification of these sites has been agreed upon during the organisational arrangements, before the

start of the pilot phase.

2.1.5 ACTIVITIES & STEPSOFIMPLEMENTATION

2.1.5.1 Establishment of Commune environmental communication team

The environmental communication activities in the locality must be carried out by the local core-team.

Therefore, the establishment of an environmental communication team per commune is one of the key

contents to ensure the effectiveness of the program.

(1) Environmental communication team must be established at the beginning phase of pilot project.

To do that, Commune People Committee should commit to be responsible for gathering

personnel to establish the team as well as to create advantageous conditions for the teams

activities (such as organization of neighbour meetings for discussing environmental

communication activities in the commune).

(2) The main role of the team is to organize environmental communication activities with topics and

contents that are suitable to each target group in the commune. Environmental knowledge and

communication skills of members of the team will be improved though training organized by

PPMU and EPA at the beginning phase of the pilot project.

(3) Due to access to various target groups in community, the composition of the team should be

diversified, including youth, middle-aged and elderly, especially female. In the beginning,

however, the core team should be Commune Women Union and Youth Union in order to

guarantee the dynamical characteristic of the team. Then, in the progress of operation, the team

will mobilize more other actors to participate in the team (e.g. volunteers from Health Care Center

etc). In the pilot project, it is estimated that each team composes of 10-15 members.

(4) The team will collaborate with the Executing Boards of the Hamlets where they will organise their

awareness raising activities, to get the approval to organise, and to get material support (e.g. for

meeting places).(5) Types of team meeting will be flexible in order to appropriate to the availability of time of

members as well as to each target groups in community.

(6) In the pilot phase, the project provides a certain supporting budget for the teams meetings to

discuss about organization and implementation of environmental communication activities.

(7) In the pilot phase, the expert of awareness rising of PPMU meets with the team regularly in order

to provide timely consultancy support for activities of the team.

2.1.5.2 Preparation of training plan

This includes the following activities: PPMU, together with EPA prepares terms of reference for and selects qualified trainer(s) for the

training of the environmental communication teams of the communes

Trainer(s) prepare content of training and training methodology; trainers are responsible for

gathering of/compiling training tool-kits

PPMU, together with EPA prepare evaluation forms

EPA prepares logistics (venues, lightings, speakers, drinks, invitation letters)



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The selected trainer submits to the PPMU and EPA his training plan, which includes:

Objectives

Expected results

Content and methodology (participatory approach)

Training material (books/handouts/IEC examples/...)

Training programs/schedules: Timings, number of sections, duration and training contents

Budget

Training evaluation: forms for comments on the trainings.

List of numbers, names and organizations of training participants

List of trainers

The training plan should be submitted to PPMU and EPA for comments and approval before

implementation.

Trainers design the training content. Nevertheless, recommended training topics and approach are as

follows:

(1) Recommended training topics

Topic/Approach Content

Topic one:

Solid waste

1- Types and sources of solid waste

2- Harms of solid waste stagnation to health/ environment/ economic

resources a lot of waste is a lot of resources wasted

3- Solid waste problems in the local

4- Main points of environmental law and regulations concerning

solid waste

5- The hierarchy of how to deal with waste (avoid, reduce, reuse, recycle,

energy-recovery, dispose/dump)

6- Focus on Solid waste avoidance, reduction, recycling, composting

7- Fundamental knowledge on solid waste collection system8- Regulations concerning solid waste collection fee.

9- Benefits of solid waste collection fee

10- Importance of payment of household towards solid waste

collection fee.

11- Dos and donts towards solid waste

Topic two:

Environmental

communication

1- Overview of environmental communication

2- Types of environmental communication

3- Design, implementation and monitor of environmental

communication plan

Approach 1- Participatory approach

(2) Recommended training schedule

Day Training content

Day 1: Morning + afternoon Knowledge of solid waste

Day 2: Morning + afternoon Environmental communication



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Day 3: Morning + afternoon Exercise: Design environmental communication plan

2.1.5.3 Preparation of IEC materials

In order to support communication activities in the communes, EPA and a graphical designer gather

feedback of the training participants (i.e. the commune environment communication teams) on suitable

IEC materials for their activities. They discuss and get agreement about the IEC materials that will be

produced to support the activities in the communes.

A graphical designer may be recruited for the design of the IEC materials.

2.1.5.4 Conducting training

During the training implementation, responsibilities of the PPMU and DONRE-EPA are:

Follow up training sections and taking note of comments

After each training section, carry out the evaluation to obtain comments of participants

Process the evaluation data

Write summary report

2.1.5.5 Preparation of environmental communication plan

(1) After being trained, environment communication teams set up the detailed plan of environmental

communication for their commune, which includes the following issues:

Problem

Objective

Expected results

Time frame and activities going to be implemented

Human resource allocation

Evaluation

Budgeting (budget of plan depends on PPMU budget allocation for this activity)

During preparation of the plan, the team will receive the consultancy support of expert of

awareness rising of DONRE-EPA and District Task Force.

(2) After being trained, environmental communication team designs the environmental communication

contents and tools.

Communication contents should follow the following requirements:

To display the main local environmental problems

To be suitable with the various needs of population groups in community To be easy to understand, easy to remember and easy to do

Communication approaches and tools should follow the following requirements:

To meet the interests of the local people

To include direct/indirect or in-width/in-depth communication tools (including neighbour meeting,

information board, loud speaker, poster, painting, context, game show, theatre, household

visit.etc.,)



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To utilize the local resource in making communicational tools

The environmental communication plan should be submitted to Commune People Committee, District

Task Force and DONRE-EPA for comments and approval before implementation.

2.1.5.6 Implementation of environmental communication plan

It consists of the following activities:

Environmental communication team carries out the environmental communication plan under the

supervision and monitoring of District Task Force (DTF) and Commune People Committee.

The team writes monthly report on achieved results of activities, constraints emerging and

solution. It will be sent to Commune People Committee and DTF.

The team prepares the plan of maintenance of activities after pilot project finished.

2.1.6 MONITORING

Detailed guidelines for monitoring will be submitted to DoNRE-EPA.

Overview:

Who monitors &

reports

Who receives report Report includes Frequency

Environment

Communication Teams

District Task Force progress report

lessons learned

planning for next

quarter

Monthly,

quarterly

District Task Force DoNRE-EPA Review of EC-team

reports

Lessons learned from

supporting EC-teams Planning for next

quarter further support

of EC-teams

Monthly,

quarterly

DoNRE-EPA PPMU Discussion on progress

of ongoing activities,

lessons learned, based

on EC-team-reports,

DTF-reports and field

visits

Planning for nextquarter

Comments on strategy

Lessons learnt

Monthly

(report+meeting)

quarterly

PPMU DoNRE-EPA Discuss progress and

planning of the program

Monthly



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conduct field visits to

the EC teams to check

up with reality.

Comments on strategy

and implementation

methodology.

Lesson learnt

Timely

2.1.6.1 Environment Communication Teams

The EC team writes a quarterly progress report (including lessons learned and planning for next

quarter) and submits this report to the district task force and EPA.

2.1.6.2 District Task Force

The district task force reviews the EC-team-reports, makes a planning for the next quarter for the further

support of the EC teams, and submits this to DONRE-EPA for review and discussion.

2.1.6.3 DONRE-EPA

DONRE-EPA conducts timely field visits to support and discuss the ongoing activities, lessons learned

and planning of the activities of the district task forces and the EC teams.

DONRE-EPA submits a quarterly progress report to the PPMU, together with last quarter financial report

and work plan for next quarter

2.1.6.4 PPMU

PPMU holds a monthly meeting with DONRE-EPA to discuss progress and planning of the program,and conducts field visits to the EC teams to check up with reality.

2.1.7 EVALUATION

2.1.7.1 Internal & external evaluations

Evaluation activity will be conducted in the last month of pilot phase with technical support from PPMU. It

consists of the following activities:

External evaluation: DONRE-EPA carries out a rapid assessment with participation of those who

are directly involved in the pilot project activities, such as Districts Natural Resource andEnvironment Divisions, environmental communication teams, Commune People Committees,

executing boards of hamlets and households, etc. This rapid assessment can be done through a

workshop.

Internal evaluation: In each commune, environmental communication team makes its own

evaluation on activities being undertaken and writes the wrap-up report and submits this report to

the Commune People Committee, district task force and DONRE-EPA/.



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Independent

evaluation: is done by international expert

2.1.7.2 Workshop to totalize result of the pilot phase

A wrap-up workshop of the pilot phase is organized with all the 4 pilot projects together, to:

draw lessons learned

make suggestions for and design the extension phase, based on the lessons learned

make a planning for the maintenance of environmental communication in the pilot communes

publicize the achieved results, by inviting mass media.

A summary report is written and disseminated amongst the partners.

2.1.8 TIME SCHEDULE

Id Activities 2010 2011

Nov Dec Jan Feb Mar Apri May Jun Jul Aug Sep Oct

1 Organizationarrangement

2 Identification of

pilot project sites3 Formation of

EnvironmentCommunicationTeam

4 Preparation of training plan

5 Conductingtrainings

6 Preparation of workplan forenvironmentalcommunication

7 Implementation of environmental

communicationplan

8 Evaluation andwrap-up workshop(incl. design ofmaintenance planfor environmentalawareness raisingin the pilot areas)

9 Reviewenvironmentalawareness raisingplan for theextension phasebased on lessonslearned of pilotproject

10 Maintenance of environmentalawareness raising(after end of pilotactivities)



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2.1.9 BUDGETTRANSFER

In general, budget transfer for implementation of activities will be carried out under the following modality:

(1) The environmental communication team sets up the detailed working plan (including financial

allocation for each activity) under the assistance of EPA and District Natural Resource and

Environment Division (being the coordinator of the District Task Force).

(2) The team will submit the detailed plan to District Task Force to get comment and approval;

(3) The District Natural Resource and Environment Division (being the coordinator of the District TaskForce) will submit the plan to DONRE-EPA and then to PPMU to get comment and approval;

(4) After the plan is ratified, budget will be transferred to EPA and EPA will transfer directly to the

environmental communication team..

(5) After each activity, the environmental communication team and EPA has the duty of gathering regular

vouchers and invoices under the stipulations of Ministry of Finance, and submit these vouchers and

invoices to PPMU. Content of these documents have to correspond with ratified content in order to

balance the budget with PPMU. EPA must be accountable to PPMU for right expenditure

(6) PPMU does not make any new advance unless there are approved financial report and approved

workplan



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Logical framework

Objectives Indicators Sources of verification

1- To establish the commune

environmental communication

team. The team collaborates

with communities to organize

and implement environment

communication activities in the

local.

1a- Environmental communication

team has been established

1b- Environmental communication

team has developed its environment

communication plan for its area

2- Ways to mobilize and involve the

community in environmental

communication activities in local

3- % Households participating in


activities in local

1- Contract of

implementation of project

2- Environmental

communication plan

3- External evaluation

report

4- Independent

evaluation report

5- Monitoring and

progress report

2- To improve knowledge,

attitude and behaviour of

community in environmental

protection activities, especially

solid waste.

1- The following information of solid

waste is provided:

- Harms of solid waste stagnation to

health is provided

- Importance and benefit of solid

waste collection is provided

- Main points of regulations

concerning solid waste

- Dos and donts towards solid

waste

2- % Households understand the

following issues:

- The importance and benefits of

solid waste collection service

-3- % Households participate in solid

waste collection service

4- % Households participate in

environmental protection activities in

local

5- Sanitation status of public places

in local has improved (including

stagnated solid waste and waste

water)

1- Monthly reports of (a)

environmental

communication teams

(including pictures), (b)

district task forces, (c)

DONRE-EPA

2- Internal evaluation

report (including

pictures)


report (including

pictures)

4- Before & After-survey

on knowledge, attitude

and behaviour ofcommune inhabitants, by

DONRE-EPA

5- Independent

evaluation report

6- Monitoring and

progress report

3- To build capacity of EPA,

local authority and mass

organizations in organizing

and managing environmental

community activities in the

local.

1- Members of EPA participate in

supporting the environmental

awareness raising of the project

2- Members of local Women union

and Youth union participate in the

environmental communication team

3- % Members of local Women

1- List of EPA staff

joining in the project

2- Member list of each

env. Communication

team

3a- Existence of a

qualitative action plan



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union and Youth union in the team

have sufficient capacity to design,

implement and supervise

environmental community activities.

4- Commune People Committee has

enough capacity to promote,

instigate and support on the basis of

a legal framework the organisation

and management (M&E) of

environmental community activities

in the local

(incl. budget) designed

by the teams

3b- Internal evaluation

report

3b- External evaluation

report

4a- Existence of a legal

framework for the

support of the

organisation of

environmental

community activities

4b- Feedback of CPC

5- Independent

evaluation report

6- Monitoring and

progress report



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3 ENVIRONMENTAL AWARENES RAISING PROGRAM INSCHOOLS

3.1 ARP I N SC H O O L S P I L O T P H A S E

3.1.1 OBJECTIVES

The general objective is to experiment a new model of environmental awareness raising in school.

The specific objectives are:

A new model on environmental awareness raising activities in school has been built.

Teachers capacity in environmental communication activities has been strengthened.

Better knowledge, attitude, and behaviour of students towards the environment, especially on

solid waste, have been achieved

Environmental protection activities in schools have been strengthened (content wise and

methodology-wise)

3.1.2 PARTICIPANTGROUPS

3.1.2.1 Managing & organising

District Task Force (DTF) for supporting awareness raising activities:

o coordination by District Natural Resource and Environment Division (Phu My, Hoai Nhon,

An Nhon, Tay Son),

o membership of District of Education & Training Division

o membership of Health Care Division (for support on communication about health issues)

Environment Communication Team of the School implementing the awareness raising activities,

being:o Teachers:

Primary school: teachers of grade 3 (or grade 4)

Secondary school: teachers of grade 7 (or grade 8)

o Students:

Primary school: students of grade 3 (or grade 4)

Secondary school: students of grade 7 (or grade 8)

3.1.2.2 Supporting

Management Board of schools

3.1.3 TIMEFRAME




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3.1.4 PROJECTSITES

Pilot activities are conducted at 4 primary schools and 4 secondary schools of 4 communes of the project

districts (1 primary school and 1 secondary school per commune per district). Hence, 8 schools will

participate in the pilot phase.

Identification of these schools has been agreed upon during the organisational arrangements, before the

start of the pilot phase.

3.1.5 ACTIVITIES & STEPSOF IMPLEMENTATION

3.1.5.1 Organisational arrangement

At the start of the project, the organisational arrangement has been set up between PPMU (as overall

manager), DoNRE-EPA (partner-manager of PPMU), District Task Force coordinator (district DoNRE-

EPA/DARD), District of Education & Training Division, and the managing board of each school (see 1.3).

3.1.5.2 Formation of environmental teacher group

Management boards of schools set up their environmental teacher groups. In each school, the group

consists of 3 5 teachers. Criteria of selecting teachers to join the group are as follow:

In primary schools:

o Teachers of grades 3 and 4, who are teaching the subjects of Civics, Natural and social

science, Vietnamese, History, Geography and Arts (Musics and Fine art) and who are in

charge of school activities. These subjects have contents related to environment issues.

o Participating in Youth Union activities in schools

o Being volunteers

In secondary schools:

o Teachers of grades 7 and 8, who are teaching the subjects Biology, Civics and

Geography, which relate to the environment issues.

o Participating in Youth Union activities in schools

o Being volunteers

The team will be lead by the (vice-)director of the school. Involving the management level in the EC team

creates more chance to make the experiences sustainable for future environmental awareness raising.

The environmental teacher group has the following duties:

Carry out environmental communication activities in school

Write the monthly reports for management board of school, District Education and Training

Division and DTF

Project provides a certain supporting budget for teams meetings to discuss about organization

and implementation of environmental communication activities.



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3.1.5.3 Preparation of training plan

This includes the following activities:

EPA, with the support of PPMU prepares terms of reference for and selects qualified trainer(s) for

the training of the environmental communication teams of the communes

Trainer(s) prepare content of training and training methodology; trainers are responsible for

gathering/compiling of training tool-kits

PPMU and EPA prepare evaluation forms

EPA prepares logistics (venues, lightings, speakers, drinks, invitation letters)

The selected trainer submits to the PPMU and EPA his training plan, which includes:

Objectives

Expected results

Content and methodology (didactical approach)

Training material (books/handouts/IEC examples/...)

Training programs/schedules: Timings, number of sections, duration and training contents

Budget

Training evaluation: forms for comments on the trainings.

List of numbers, names and organizations of training participants List of trainers

The training plan should be submitted to PPMU and EPA for comments and approval before

implementation. Trainers design the training content. Nevertheless, recommended training topics and

approach are as follows:

Recommended training topics

Topics/Approach Contents

Topic one:Environmental

communication in school

- Introduction of environmental education activities in schools- Design, implement and monitor environmental education

activities

Topic two:

Solid waste

- Type and sources of solid waste

- Solid waste collection and treatment

- Harms of solid waste stagnant to health

- Solid waste recycling

- Solid waste reduction

- Do and dont towards solid waste

Approach Participatory approach

(2) Recommended training schedule

Day Training content

Day 1: Morning + afternoon Environmental communication activities at school

Day 2: Morning + afternoon Knowledge of solid waste

Day 3: Morning + afternoon Exercise: Design environmental communication plan



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3.1.5.4 Preparation of IEC materials

In order to support communication activities in the schools, trainer, expert of awareness rising of PPMU

and a graphical designer gather feedback of the training participants (i.e. the teacher environment

communication teams) on suitable IEC materials for their activities. They discuss and get agreement

about the IEC materials that will be produced to support the activities in the schools.

An important IEC material is an educational film, that can be used in all schools and after the project,

used for broadcasting on television and disseminated for use in other schools in Vietnam.

A graphical designer might be recruited for the design of the IEC materials.

3.1.5.5 Conducting training


Follow up training sections and taking note of comments

After each training section, carry out the evaluation to obtain comments of participants

Process of evaluation data

Write summary report

3.1.5.6 Preparation of environmental communication plan

(1) After being trained, environment communication teams set up the detailed plan of environmental

communication for their commune, which includes the following issues:

Problem

Objective

Expected results

Time frame and activities going to be implemented

Human resource allocation

Evaluation

Budgeting (budget of plan depends on PPMU budget allocation for this activity)

(2) After being trained, environmental communication team designs the environmental communication

contents and tools.

Communication contents should follow the following requirements:

To display the main local environmental problems

To be suitable with existing knowledge of students

To be easy to understand, easy to remember and easy to do

Communication approaches and tools should follow the following requirements:

To meet the expectations of students

To include direct/indirect or in-width/in-depth communication tools (including, information

board, loud speaker, poster, painting, context, game, school and class cleansing, small plan,

waste segregation, theatre etc.,)

To utilize the school resources in making communicational tools



27/34

During preparation of the plan, the team will receive the consultancy support of expert of awareness

raising of PPMU, DONRE-EPA, District Task Force and Districts Education and Training Division..

Detailed plan of environmental communication should be submitted to management board of school,

District Education and Training Division, DTF, DONRE-EPA and PPMU for comments and approval

before implementation.

3.1.5.7 Implementation of environmental communication plan


Environmental teacher group carries out environmental training for students and environmental

communication activities in school. These activities are considered the extra-curriculum ones and

theyre under the supervision and monitoring of management board of school, District Education

and Training Division and District Task Force and DONRE-EPA.

The group writes quarterly report on achieved results of activities, constraints emerging and

solution. It will be sent to the management board of school, District Education and Training

Division, District Task Force and DONRE-EPA.

The group prepares the plan of maintenance of activities during the extension phase and after

pilot project finished.

3.1.6 MONITORING

Detailed guidelines for monitoring will be submitted to DoNRE-EPA.

Overview:

Who monitors &

reports

Who receives report Report includes Frequency

Environment

Communication Teams

Management Board of

school, DistrictEducation and Training

Division, district Task

Force

progress report

lessons learned planning for next month

Monthly

District Task Force DoNRE-EPA Review of EC-team

reports

Lessons learned from

supporting EC-teams

Planning for next month

further support of EC-

teams

Monthly

DoNRE-EPA PPMU Discussion on progress

of ongoing activities,

lessons learned, based

on EC-team-reports,

DTF-reports and field

visits

Planning for next 2

Monthly

(report+meeting)



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months

PPMU DoNRE-EPA Discuss progress and

planning of the program

conduct field visits to

the EC teams to check

up with reality.

Support EPA

Build capacity

Supervise awareness

raising plan

Monthly

Timely

3.1.6.1 Environmental communication Teams at school

As mentioned above, the groups write a quarterly report on achieved results and activities, constraints

emerging, lessons learned, and solutions. This report is to be submitted to management board of school,

district Education and Training Division, district task force and DONRE-EPA.

3.1.6.2 District Task Force

The district task force reviews the EC-team-reports, makes a planning for the next quarter for the further

support of the EC teams, and submits this to DONRE-EPA for review and discussion.

3.1.6.3 DONRE-EPA

DONRE-EPA conducts timely field visits to support and discuss the ongoing activities, lessons learned

and planning of the activities of the district task forces, district Education and Training Divisions and the

EC teams.

DONRE-EPA submits a quarterlyprogress report to the PPMU.

3.1.6.4 PPMU

PPMU holds a monthly meeting with DONRE-EPA to discuss progress and planning of the program,

and conducts field visits to the EC teams to check up with reality.

3.1.7 EVALUATION

Detailed guidelines for evaluation will be submitted to DoNRE-EPA.

3.1.7.1 Final evaluation

Evaluation activity will be conducted in the last month of the pilot phase (Dec 2011). It consists of the

following activities:

External evaluation: DONRE-EPA carries out a rapid assessment with participation of those who

are directly involved in the pilot project activities, such as District task force, school environmental

communication teams, students, etc. This rapid assessment can be done through a workshop.



29/34

Internal evaluation: In each school, environmental teacher group makes its own evaluation on

activities being undertaken and writes the wrap-up report and submits this report to the

Management Board of School, District Education and Training Division, district task force and

DONRE-EPA.

Independent evaluation: is done by the outside consultant.

3.1.7.2 A Workshop to totalize result of the extension phase


Two wrap-up workshops of the extension phase are organized: one for primary schools and

one for secondary schools.

Aims of workshop are to

o Publicize achieved results, external and internal evaluation results

o Write the synthesizing report and draw the lessons learned

o To make suggestions for the extension phase

o Make suggestions for and plan the maintaining phase of environmental communication at

school

o Hand over de results to the relevant authorities

3.1.8 TIMESCHEDULE

Schooling year 2010-2011

Dec 2010 Jan 2010 Feb 2010 Jun 2011 June July

2011

- Get agreement

with District

Education and

Training Division

about pilot project- Working with

management

boards of schools

about pilot project

- Formation of

environmental

teacher group

- Conduct

training for

environmental

teacher group

- The groupprepares

detailed plan

of

environmental

communication

in school

- Environmental teacher group carries out

environmental training for students

- Environmental teacher group undertakes

environmental communication activities in school

- Evaluation

of pilot project

-Wrap-up

workshop of

pilot projectfor primary

and

secondary

schools

- Design

environmental

awareness

rising plan in

the extension

phase



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3.1.9 BUDGETTRANSFER

Budget transfer for implementation of activities will be carried out under the following modality:

(1) The environmental teacher group sets up the detailed plan (including financial allocation for each

activity) under the assistance of expert of awareness rising of PPMU, DONRE-EPA and District

Education and Training Division.

(2) The group will submit the detailed plan to management board of school and District Educationand Training Division to get comment and approval;

(3) The District Education and Training Division will submit the plan to DTF, DONRE-EPA and PPMU

to get comment and approval;

(4) After the plan is ratified, budget will be transferred to EPA and EPA transfers it directly to the

school EC teams .

(5) After each activity, school EC teams together with EPA have the duty of gathering regular

vouches and invoices under the stipulations of Ministry of Finance. Content of these documentshave to correspond with ratified content in order to balance the budget with PPMU.

3.1.10 LOGICALFRAMEWORK

Objectives Indicators Sources of verification

1- A sustainable model on

environmental awareness raising

activities in school has been set

up.

1- Environmental teacher group

has been established

2- Environmental

communication activities in

school are carried out under theplan

3- Environmental

communication plan in school is

designed with the participatory

approach

4- Types of environmental


school are diversified

1- Contract of

implementation of project

2- Environmental

communication plan

3- External evaluationreport

4- Independent

evaluation report

5- Monitoring, progress

report

2- Teachers capacity in


activities has been strengthened

3- Environmental teacher group

have enough capacity to carry

out the environmental training

for students as well as to

undertake the environmental


school.

1- Monthly reports of (a)

environmental teacher

group, (b) DONRE-EPA


report


report

4- Independent

evaluation report



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report

3- Better knowledge, attitude, and

behaviour of students towards the

environment, especially on solid

waste have been achieved

1- The following information of

solid waste is provided:

- Solid waste collection and

treatment

- Harms of solid waste stagnant

to health



- Do and dont towards solid

waste

2- % Students understand the

following issues:

- Harms of solid waste stagnant

to health



- Do and dont towards solid

waste

-Do and dont towards water

resource protection and

reasonable water use

3- Students communicate solid

waste related issues to their

families and friends

5- Under guiding of

environmental teacher group,students organize


activities in school.

1- Monthly report of


group


report (incl. Pictures)


report (incl. pictures)

4- Before&After-survey

on knowledge, attitude

and behaviour of

students and teachers on

how to deal with solid

waste in daily life, by

DONRE-EPA

5- Independent

evaluation report


report

4- Environmental protection

activities in schools have been

strengthened (content and

methodology-wise)

1- Environmental protection

activities in school are

undertaken under the plan.

2- Number of environmental

protection activities in school

are organised before and after

project.3- Sanitation status of classes

and school

1- Environmental

communication plan

2- Monthly report of


group


report4- External evaluation

report

5- Independent

evaluation report


report



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4 ENVIRONMENTAL MASS COMMUNICATION PROGRAM

4.1.1 OBJECTIVE

The overall objective is to help transmit the project activities and environmental messages to the targeted

population.

4.1.2 TYPESOFMASSCOMMUNICATIONPROGRAM

The Mass Communication Program will be set up as follows:

(1) The environmental communication program on newspaper,

(2) The environmental communication program via television,

(3) The environmental communication program via radio,

These mass media (newspaper, television, radio) will be involved on provincial, district and commune

level.

4.1.3 RESPONSIBILITIES

Type of mass medium Provincial level District level Local level

Television (only province)PPMU, together with

EPADTF and EPA

EC teams and

communesNewspaper

Radio

On provincial level, EPA takes the final responsibility to compose the content of and have produced news,

articles and films with the approval from PPMU.

4.1.4 ACTIVITIES

For every broadcasting medium (newspapers, television & radio stations on provincial, district, local

level), there will be two types of dissemination:

Short news: these are meant to be informational and disseminate information about the

progress of the project (news).

Long news: these are meant to be informational and educational and disseminate information and

educate about a certain topic (documentary)

4.1.4.1 Information collection group

Establish an information collection group belonging to DONRE-EPA . The group has the function of

collecting and editing project related information to serve the television, radio and newspapers.



33/34

4.1.4.2 The environmental communication program for newspaper and radio

Depending on the level of responsibility (see above, 4.1.3), the responsible implementing agency

(DONRE-EPA, DTF and EC teams) should undertake the following steps:

(1) Discuss (with partners) and identify the number and topics of articles to be published in the

newspaper and on the radio.

Recommended topicss (or more)Topic 1: Introduction of project

Topic 2: Introduction of solid waste treatment component

Topic 3: Community environmental awareness raising program

Topic 4: School environmental awareness raising program

Topic 5: Totalize result of project

(2) Work on and get agreement with the editorial board of newspaper and radio station for the

release of the information of project per month and specific articles.

(3) The Contract of implementation of program is signed between DONRE-EPA and editorial

board of newspaper and radio stations.

(4) Prepare information publishing on newspaper

Set up a timely planning and involve the relevant partners to gather and collect information that will be

used for writing or broadcasting articles and news.

(5) Write articles publishing on newspaper

In each article, steps of implementation are as follows:

The information collection group gathers information to serve selected article

The information collection group writes the draft of article

The draft of article will be sent to EPA for comments and approval before implementation.

The group modifies the draft of article under the comments of EPA

The group sends the completed article to newspaper for publication

The group follows up the publication of every article

4.1.4.3 The environmental communication program via Binh Dinh television

(1) PPMU and the information collection group of DONRE-EPA discuss and identify the number and

topics of films for broadcasting on television.

(2) Representative of PPMU and DONRE-EPA works and get agreement with the editorial board of

Binh Dinh television for the broadcast of the films of project

(3) The Contract of implementation of program that being signed between DONRE-EPA and

editorial board of Binh Dinh television



34/34

Recommended topics of film

Film 1: Introduction of project (such as activities at the office of project, interview the PPMU,

improvement activities, etc.)

Film 2: Introduction of solid waste treatment component

Film 3: Community environmental awareness raising program

Film 4: School environmental awareness raising program

Film 5: Totalized result of project

(4) In each film, steps of implementation are as follow:

Prepare the film script.

The draft sends to the PPMU and EPA to get feedback and approval

Modify the draft of film script

Send the completed film script to Binh Dinh television

Binh Dinh television undertakes the film.

Follow up the broadcasting program of the film.

4.1.4.4 Evaluation

Evaluation activity will be conducted:

1. after every publication or broadcasting of news/message/


The information collection group carries out a rapid assessment, hearing all envolved actors, and

writes wrap-up report for EPA and PPMU.

2. at the end of program.


The responsible agency (PPMU, EPA) carries out a rapid assessment with participationof those who are directly involved in the program, such as information collection group,

representatives of editorial board of newspaper and television and audience.

Information Collection Group of EPA writes wrap-up report for PPMU and makes

evaluation on its own activities.

Detailed guidelines for evaluation will be submitted to EPA.

The suggested indicators of evaluation include:

Benefits of program towards local people

Effectiveness of program towards local environmental protection.

awareness raising strategy epa

Documents