Embed Size (px)
Citation preview
Communicating with Vulnerable Groups
Claire AzzopardiNational Euro Changeover Committee,
Malta
Overview
o The social perspective of monetary change
o Researching and developing a tailor-made strategy
o Identification of vulnerable groups
o Key messages of the communication campaign
o Developing the tools
o Training
o Evaluation & Lessons Learned
The Social perspective of Currency Change
The role played by money within Maltese society meant that the change was expected to have a major effect on society, namely from two perspectives:
o Psychological
o Social
Researching and developing a tailor-made strategy
Identification of vulnerable groups
For the purposes of the changeover, vulnerable groups have been defined as those groups who:
‘‘will not reap the full benefits of communication through the useof conventional communication channels.’
Categorisation
Key messages
Tailoring the key communication messages towards vulnerable groups brings about the need to address the following:
o New monetary language
o Scale of values in euro
o Fear of change and abuse
o Question of euro-induced inflation
Main Difficulties
1. Lack of statistics and information2. Limited use of Sign Language3. Very limited use of Braille4. Lack of interest and/or demotivation5. Lack of participation in social activities6. Time
Solutions
1. Intensive media campaign to encourage people to come forward and register
2. Specialised trainers and home visits3. Audio cassettes and talking booklet4. Home visits
Communication Channels
All channels available were
used to reach the identified target
groups:
Developing the tools
1. The Working Group:
A specialised working group consisting of experts representing each identified vulnerable group was also set up. Main task and responsibilities included:
o Identifying specific communication needs
o Identifying the best communication tools for each group
o Testing the tools with the particular client base,
o Delivering feedback and advice for tailoring the communication strategy
Developing the tools
2. Design, Testing and Development
o Design of identified tools and training course
o Piloting of tools with identified clients
o Amendments and adjustments
o Production and/or publication of tools
o Dissemination and usage
The Tools
Training flip-chart and Training Manual, developed for group work with:
o Semi-literate/illiterate
o Autistic spectrum disorders
o Cognitive disabilities
o Elderly
The Tools‘Easy to Read’ booklet, developed for
training of:
o semi-literate, illiterate
o cognitive disabilities
o autistic spectrum disorders
o elderly
o general public
Ideal for:
o practical information & dates
o home budget in euro
The Tools
Training ‘shopping flash cards’,developed for training of:
o semi-literate, illiterateo cognitive disabilitieso autistic spectrum disorderso elderlyo general publico Socio-economically marginalized
Ideal for:o Shopping simulation exerciseso Building up a ‘scale of values’o Assisting mental transition
‘Living with the euro’ DVD
A short TV drama series in ten episodes of seven minutes each.
Converted to:
• Version in sign language• A novel in large format text and Braille• An audio radio-drama version
Newspapers
o An eight page newspaper delivered to every household, every month
o Delivers practical and simple messages and tips
o Provides list of FAIR outlets for consumer’s guidance
Multi Lingual Information
Multi-lingual Leaflet: a simple information publication in four languages:
o French
o Amharic
o Tigrinya
o Arabic
Tools for the disabled
o Real and plastic money kits
o Audio converters
o Cash Tests: Plastic banknote and coin identifiers
Empowering Multipliers
Reaching-Out strategy involving:o Parish Priests
o Local Authorities
o Religions Orders
o Social Workers and Professional Support Workers
o NGOs / Civil Society Organisations
Euro Volunteers
o A team of volunteers has also been recruited to ‘reach-out’ and meet people on a one-to-one basis.
o Home visits are also to be included for those persons who are home bound and wish to receive practical hands on preparation throughout the adoption process.
Direct Training: Peripatetic Teachers
Sept 2007
€-day‘Train the Trainer’– social sector
May 2007 onwards
Support & backupAwareness Raising
Training timelines
July – Sept 2007
Direct Training: Socially
Marginalised
Evaluation & Feedback
o Each training session given should be evaluated
o Surveys used to judge effectiveness of information provision and identify emerging needs
o Feedback loop maintained between NECC and working groups and trainers
Lessons Learned
A number of lessons were learnt at various stages of the process:
Research and Development:
1. Start researching and consultation process early2. Make a clear distinction between the different target group and their
needs. Some ‘overlaps’ may occur and these need to be taken into consideration.
3. Allow enough time to implement changes arising from feedback given by experts involved in the development of products
4. Test products with the target audience before finalising the product
Lessons Learned
Implementing the Training Strategy
1. Allow flexibility in the training strategy to meet the needs of trainees and their target groups
2. Ensure effective communication and evaluation following each training session.
Lessons Learnt
Implementation
1. Ensure that genuine notes and coins are available for training purposes
2. Ensure that enough trainers are trained and available to ensure an effective ‘cascading’ training strategy
3. Including enough practical, ‘hands-on’ sessions that reflect real life situations
Thank you for your attention
