A social change campaign aimed at achieving universal primary education in Afghanistan.

1. EDUCATE ONE EDUCATE ALL
PREPARED BY:
a social campaign
Jessica Stanton
Georgina Neill Ryan
for Afghanistan
Anaëlle Bejar
Julia Corderoy

2. TABLE OF CONTENTS:
EXECUTIVE SUMMARY
By Julia Corderoy
AIMS & OBJECTIVES
By Jessica Stanton & Georgina Neill Ryan
TARGET AUDIENCE
By Anaëlle Bejar
SITUATION ANALYSIS
By Julia Corderoy
THEORY
By Julia Corderoy
DESIGN IDENTITY & KEY MESSAGES
By Georgina Neill Ryan
CHANNELS
By Jessica Stanton, Georgina Neill Ryan, Anaëlle Bejar & Julia
Corderoy
EVALUATION
By Jessica Stanton
REFERENCES
Educate One Educate All: a social change campaign for Afghanistan 2

3. EXECUTIVE SUMMARY:
“Education is the most powerful weapon which you can
use to change the world.”
- Nelson Mandela
Receiving an education is a human right, yet around the world right now, 69
million children are not in school, and 774 million adults are illiterate. What
does that mean? It means that 1 in 5 people cannot read this (GCE, 2012).
The United Nations Millennium Development Goal #2 is to “ensure that, by
2015, children everywhere, boys and girls alike, will be able to complete a full
course of primary schooling” (UN, n.d.).
Our campaign will be focussing on achieving universal primary education in
Afghanistan.
According to the United Nations Development Programme Afghanistan
(UNDP, 2011), 1 in 5 Afghans is a child of school age. This is the highest
proportion in the world. However, despite the success of a large back-to-
school campaign run by UNICEF in 2002-2005, only 45% of children in
Afghanistan finish primary school – for boys it is 56%, but for girls it is only
30% (UNDP, 2011).
Of the children that do get the chance to receive basic primary education,
they are probably receiving it from teachers who are not properly qualified.
Only 36.5% of primary school teachers in Afghanistan have received the
proper training and education (UNESCO, 2008).
This is enough. It is time for change.
Our campaign, “Educate
One Educate All” strives
to give boys and girls alike
the education they
deserve.
Educate One Educate All: a social change campaign for Afghanistan 3

4. AIMS AND OBJECTIVES:
Research was conducted
into Afghanistan’s current
education challenges to
guide the objectives of the
campaign. From the
research, we found that the
percentage of total primary
teachers qualified in primary
school teaching was 36.5%
(UNESCO, 2008).
Afghanistan in 2005 had a
high student teacher ratio
for primary schools of 83.4 students per teacher (UNESCO, 2008). Our
findings pointed to the necessity to improve the quality of teaching in primary
school education in Afghanistan.
The aim of our campaign is to encourage and to provide higher quality
teaching for teachers in primary education.
To make our aims realistic we have implemented two specific and achievable
objectives:
1. Encourage teachers to become qualified and receive a higher
education for teaching. By 2017, we aim to have all primary school
teachers enrolled in a training course.
2. Encourage more female high school students to become teachers. By
2017, we aim to have 50% of primary school teachers female. This is an
increase in female schoolteachers of 15%.
The second objective is specific to female teachers as our research found
that only 34.5% of primary school teachers were female (UNESCO, 2008).
These objectives are clear and outline what we are hoping to achieve. These
objectives are measurable as they have a quantifiable element to them. To
determine the success of our objectives we will conduct quantitative
research to assess how many people have had exposure to our campaign and
how many have acted in response to it. The objectives are achievable and
realistic as we have access to training courses to achieve the campaign
objectives and our objectives are clearly mapped out within an achievable
time frame of 4 years, making our objectives long term.
Educate One Educate All: a social change campaign for Afghanistan 4

5. TARGET AUDIENCE:
To be effective, a campaign must target a specific audience. The target
should be big enough to warrant attention, viable, accessible and responsive.
It must be able to make an impact on the problem (UNAIDS, n.d.).
In our campaign, we want to reach two targets:
Teachers in primary
schools:
Only 36.5% of primary
school teachers in
Afghanistan are qualified
(UNESCO, 2008). We want
to encourage them to attain
proper education, and reach
our objective of having all
primary school teachers
qualified or enrolled in a
training course by 2017.
Young girls in high school between the ages of 12 and 19:
Our second objective is to increase the amount of female teachers in primary
schools. It has been shown that more female teachers result in more girls
attending school. By targeting teenage girls, we want to make them envisage
the possibility of a teaching
career and increase the
number of girls studying
primary school teaching
after high school.
Furthermore, by
encouraging young girls to
become a teacher, it will
help to decrease the
teacher/pupil ratio and so
improve the quality of the
education.
These two target audiences
are the most receptive. Additionally, teachers will be able to influence their
colleagues and young girls their friends.
Educate One Educate All: a social change campaign for Afghanistan 5

6. SITUATION ANALYSIS:
A situation analysis examines both the internal and external environments
that influence or affect an organisation. It helps to identify the context – the
political, economic and social factors that are creating or maintaining the
situation, in order to determine one’s capabilities.
Our SWOT analysis will identify both the internal factors (strengths and
weaknesses) and external factors (opportunities and threats) of our
campaign, the environment in which it is operating, as well as our target
audiences.
Strengths:
• Knowledge of school system: Both target audiences have extensive
knowledge of the Afghan school system. Current primary school
teachers have the experience and knowledge of the teaching side of
the system, while young girls have the recent experience and
knowledge of being a student within the system. By targeting both
these audiences, we are able to draw a more accurate depiction of
both the achievements and gaps within the Afghan education system,
in order for a more effective campaign.
• Empowerment: By targeting young girls and encouraging them to enter
the workforce as teachers, it gives them a sense of empowerment –
that they are actively contributing to the deconstruction of gender
inequities and the reconstruction of their society. When educated,
women are more likely to have healthy babies, to send their own
children to school and the health of their entire family improves.
• Qualified teachers: Our campaign aims to urge current primary school
teachers to attend further training and education courses – according
to statistics by UNESCO (2008) only 36.5% of primary school teachers
are properly educated. Properly trained teachers’ results in a stronger
education system for both teachers and students.
• Education for girls: Our campaign encourages more females to
become qualified primary school teachers – according to statistics by
UNESCO (2008) only 34.5% of primary school teachers are female.
According to a report published by the Afghan Ministry of Education,
only 37% of girls are enrolled in school (Ayobi, 2010). By increasing the
number of female teachers, it will in turn increase the number of girls
enrolling in primary school education (Ferguson, 1990).
Weaknesses:
• Resistance to change: Some primary school teachers may be reluctant
to adopt the behavioural change that the campaign is encouraging.
People become comfortable and set in their ways and may be anxious
or nervous about change, and the unknown.
• Capriciousness/unpredictability: Young girls can be erratic and
impulsive in nature – they can change their mind all the time and have a
Educate One Educate All: a social change campaign for Afghanistan 6

7. tendency to think in the here and now, rather than thinking about the
future. If the campaign does capture their attention, they may not
follow through or adopt a lasting behavioural change.
• Doesn’t target males: To help break the cycle of poor education
amongst women, the attitudes of males need to change too. Many girls
or women are not being educated or entering the workforce because of
the cultural views of their fathers, husbands, etc who might prohibit
them from doing so. Our campaign aims at changing the behaviours of
young women, to encourage them to enter the workforce as teachers
to increase primary school attendance for girls. There needs to be
another campaign running simultaneously targeting and changing male
attitudes too.
Opportunities:
• Feelings of being letdown: Young girls may have a feeling of being
letdown by the education system themselves, which may inspire and
motivate them to get involved and help change the system for future
generations.
• Fall of the Taliban: During the Taliban era, many female teachers were
barred from working in schools and many girls were prohibited from
school. However, since the fall of the Taliban in 2001 education is now
compulsory up to the age of 9, education is also free up until the
undergraduate level of university and at least 3,500 new schools have
been built (School Is Open, n.d.).
• More students/heightened sense of responsibility: With the increase in
school facilities and new legislation regarding education, this means
more students will be enrolling in primary school. As a result, this may
motivate current primary school teachers to want to get properly
educated because they will feel a heightened sense of responsibility.
• Education facilities for teachers: Teacher training centres have
increased from 4 to 42 – at least one per province with male and female
boarding facilities (Ayobi, 2010). This creates easier access for
primary school teachers to become properly educated.
Threats:
• Feelings of being letdown: Young girls may have a feeling of being
letdown by the education system themselves, so they might have lost
trust and be bitter towards the education system. As a result, this may
discourage them from wanting to actively involve themselves in any
sorts of behaviour change towards education.
• Cultural resistance: Although the Taliban edict has fallen, their
influence still exists. According to a study compiled by CARE
International, between January 2006 and December 2008, 1,145
attacks on the Afghan education system were carried out. The study
also reports, out of these attacks, girls’ schools account for 40%, mixed
schools account for 32% and boys’ schools only account for 28% (Glad,
2009). This is due to a cultural resistance embedded in Afghan society
Educate One Educate All: a social change campaign for Afghanistan 7

8. that girls shouldn’t attend or work in schools. This cultural resistance is
largely a result of lingering Taliban influence.
• Government weakness: The decreasing hold and weakness of the
central government in Afghanistan in regulating and enforcing the rule
of law opens up space for criminal groups to take advantage of assets
and infrastructure. According to a study “school damage has become
the mark of internal community or tribal disputes” and consequently,
criminal groups (Glad, 2009).
Educate One Educate All: a social change campaign for Afghanistan 8

9. CAMPAIGN THEORY:
Our campaign is going to implement a multi-pronged approach to the
campaign methodology, in order to develop a more profound and effective
message.
Participatory campaign approach:
A participatory campaign approach aims to involve the people affected by the
campaign in developing the campaign itself. Our campaign will involve
audience research participation by conducting workshops in primary schools
(Snyder, 2002, p. 462). These workshops will be a place where students and
teachers can brainstorm and discuss ideas such as:
• What makes a good teacher?
• What qualities would you like to see in your teacher?
• What qualities do you admire about your teacher?
Students will be able to nominate their favourite teacher, and discuss why
they are their favourite teacher. We will use the findings of these workshops
to establish their current teaching situation, as well as their desired teaching
situation and incorporate these findings into educational courses for primary
school teaching.
Social Marketing:
A social marketing approach utilises marketing technologies to conduct a
campaign for the common good, as opposed for commercial gain. They aim
to influence the voluntary behaviour of the target audience in order to
improve their own personal quality of life as well as that of their society.
Our campaign will employ a social marketing approach through the
dissemination of our message “Educate one, educate all” through
commercial channels such as the radio, newspapers and public billboards –
this will include advertisements, posters and interviews.
Drawing upon a social marketing approach, we will also be relying on the
exchange theory - which is the mutually beneficial exchange of tangible or
intangible items between two parties (Hastings, 2007, p. 29). By encouraging
existing primary school teachers to gain proper qualifications, we hope to
highlight that while they are able to provide better quality education for the
younger generation they are also gaining a sense of empowerment
themselves – that they are contributing to the reconstruction of their society,
and making a difference.
Educate One Educate All: a social change campaign for Afghanistan 9

10. DESIGN IDENTTITY AND KEY
MESSAGES:
For our campaign, we want the style of our identity to have a broad based
appeal and the tone to be enthusiastic and inclusive and draw on the target
audience to improve the current education challenges within Afghanistan.
The style of our key messages is positive and aspirational. The tone of our
key messages is encouraging for the target audience and desired to
encourage the individual to improve their lives and help rebuild the nation
through improved education. They will also encourage the younger female
generation to attend school. The communication channels that will be used in
this campaign are:
• Radio
• Newspapers
• Schools
• Billboards
These communication channels will create exposure to the target audience
and feature the key messages of the campaign. The key messages of the
campaign are:
• Educate One, educate all
• Provides a long term job/creates quality jobs
• Becoming a qualified teacher allows primary school teachers and
young females to contribute to their community and to the overall
recovery and reconstruction of their country.
• More female teachers in primary schools will increase the enrolment
and attendance of girls in school.
The branding of our
campaign is focused on
being both culturally and
gender appropriate and
change oriented. This is
evident in the logo as the
person is not gender
specific and appears
youthful which will help
engage our target
audiences. The logo uses
the national colours of
Afghanistan as this will
enhance the brand and
make it more desirable within the target audience. The person reaching for
the star is symbolic of aspiration and by being aspirational reflects the
behavioural change objective of the campaign. The logo design will be used
in pilot market testing to make sure it is culturally and gender sensitive to
ensure the target audience will recognise that the logo stands for behavioural
change and the key messages are clearly understood. The use of billboards
Educate One Educate All: a social change campaign for Afghanistan 10

11. and posters will be used to create awareness of the key messages and
engage the target audience. The use of posters and billboards will be used in
a pilot market testing to see whether the target audience responds in a
positive manner to the messages being delivered. The billboards and posters
will also have the logo design and slogan “Educate One Educate All” of the
campaign to create exposure and recognition of the campaign’s brand. The
posters will also use the national colours of red, green, black and white to
continue having cultural awareness.
The campaign identity will also work with other brands and entities, including
schools, Teacher Training Colleges (Kirk, 2008) and Non-Government
Organisations including United Nations Educational, Scientific and Cultural
Organisation (UNESCO) and Afghanistan’s Ministry of Education. Working
alongside other brands and organisations will help to give the brand of the
campaign its credibility.
Educate One Educate All: a social change campaign for Afghanistan 11

12. COMMUNICATION CHANNELS:
Communication channels are vital in our campaign as they transmit our
message to our intended target audience. We chose a variety of different
channels, not only to reach our target audience but also to confidently
provide reliable information. If a media outlet generates reliable and useful
information then people will be more willing to gather information from that
channel (Ferguson, 1990, p. 178). Our chosen communication channels will
not only raise awareness of our campaign and its key messages, but also
provide our target audience with information to help them adopt the new
behaviour – such as available teaching courses, applications for teaching
courses, facts and figures, as well as contacts for further information.
RADIO:
Radio is used as one of the communication channels as it is the most popular
form of media in Afghanistan. ARMAN FM is a privately owned radio station in
Afghanistan owned by the largest media company
MOBY Group. ARMAN FM was launched in 2003 after
the Taliban. This radio station is a direct
juxtaposition to the censorship of the Taliban years.
ARMAN FM’s entertainment resonated with its
audience’s enthusiasm for change. This radio station
is hosted equally by men and women and offers
programs in the two major languages Dari and
Pashto. ARMAN FM’s entertainment is a collection of
global youth trends, and also the use of interviews
and news and current affairs are part of the
entertainment. This station is suitable, as it will
reach a large proportion of both our target groups
especially our second group: young girls between the ages of 15-19. The
radio station has a large audience that is enthusiastic about change this is
highly useful in building awareness and highlighting the importance of
teachers getting qualifications and encouraging young girls to become
teachers. Guest speakers including current teachers who are enrolled in
courses and current students will be interviewed on ARMAN FM so they can
further explain the importance of education and communicate key messages
of our campaign. By communicating our message Educate One Educate All,
through interviews on ARMAN FM we hope to build awareness and create
behavioural change among our target groups: teachers in primary schools
and young girls between the ages of 15-19.
NEWSPAPERS:
The Afghanistan Group of Newspapers is an independent media group
operating in Afghanistan. Their two papers The Daily Outlook and The Daily
Afghanistan are read nationwide, distributing papers in 32 provinces of the
country out of 34.
Educate One Educate All: a social change campaign for Afghanistan 12

13. Since 2001, after the fall of the Taliban Government, there has been a
significant leap in newspaper circulation and readership. Newspapers tend
to reflect more openly on domestic developments than broadcasters. We
hope to build awareness of the campaign by publishing “Educate One
Educate All” advertisements as well as highlight our key messages through
publishing interviews with The Afghanistan Ministry of Education, teachers
and students to explain the importance of quality and equal primary
education. It will also provide information about available teaching courses.
The Daily Outlook (The Daily Outlook,
n.d.) was the first independent English
language newspaper of Afghanistan.
It is geared towards and received by
the new generation of Afghans, who
have a more global perspective and
are comfortable interacting in English.
They feel empowered by their use of English. This channel will target the
younger generation, and our second target market: young girls between the
ages of 12-19.
The Daily Afghanistan (The Daily Outlook, n.d.) publishes in Pashto and Dari
(the two main national languages of
Afghanistan). It is the largest daily
newspaper that publishes in Dari and
Pashto in Afghanistan. This channel will
target the older generation, and our first
target market: teachers in primary
schools.
Through communicating our campaign
and our message through The Daily Outlook and The Daily Afghanistan we
hope to build awareness and trust of the readers in both English and the
national languages.
BILLBOARDS:
Billboards will be used as promotional material. It will be used to promote the
campaign and encourage primary school teachers to become qualified. The
billboards will show the campaigns logo and the slogan “Educate One,
Educate All”. It will also show a female Afghanistan teacher holding the hand
of a primary school student which emphasises the campaign’s slogan,
‘Educate One’ (educating a teacher) will ‘Educate All’ (educate the students).
These billboards can be put in places such as bus stops and also act as a
poster which will be placed around schools and community centres to raise
more awareness of the campaign. This channel will not only reach our target
audience but also reach the wider community, further raising awareness of
our campaign. In addition to this, badges will also be used as promotional
material. Badges will show the logo and slogan of the campaign and will be
worn by qualified primary school teachers. This allows people to participate
in the promotion of the campaign by acting as messengers and also causes
them to feel a sense of empowerment as they have achieved something that
will benefit their community and nation.
Educate One Educate All: a social change campaign for Afghanistan 13

14. SCHOOLS:
Schools are a way for our campaign to directly reach our target audience and
allow them to gain more information about our campaign. We will do this in
culturally acceptable ways
and gain permission from
principles of schools to
allow us to work with
students and teachers in
primary schools. We will
work with primary school
students and teachers and
form workshops, which will
allow them to brainstorm
ideas about what makes a
good teacher. Guest
speakers such as qualified
teachers in Afghanistan can
talk to primary school teachers about the benefits of gaining qualifications
and communicate key messages of our campaign. These guest speakers can
also talk to girls in high schools to inspire and encourage them to choose
teaching as a career. Therefore schools can be used to encourage teachers
to gain proper qualifications for teaching and encourage girls to choose
teaching as a career.
Educate One Educate All: a social change campaign for Afghanistan 14

15. EVALUATION:
Monitoring and evaluation are vital for a communication campaign as they
allow you to see the successes or failures of the campaign, whether it has
reached the intended target audience and effectively communicated key
messages and if there is a behaviour change (UNAIDS, n.d., pp. 8-9). The end
point for our “Educate One Educate All” campaign is 2017 and this provides
our campaign with a specific time period to reach our goals (UNAIDS, n.d., p.
9). At the end of this period, we will conduct a report outlining the
effectiveness and success of our campaign. This evaluation will also assess
whether we have completed our objectives and compare our results with our
objectives. This report will also list new statistics such as the percentage of:
• Primary school teachers that have gained the proper qualifications
• Primary school teachers enrolled in a teaching course
• Female students enrolled and attending schools
• Female primary teachers
• Female girls enrolled in a teaching course
These statistics will portray whether we have achieved our objectives.
Throughout the period of our campaign we will also monitor and evaluate the
progress at the end of each school year. Quantitative research will be done to
assess how many people have had exposure to our campaign and the number
of people who have decided to adopt the new behaviour (UNAIDS, n.d., p. 8).
This will be done through forms that ask questions such as:
• Have you seen this campaign?
• What was the campaign trying to communicate?
• Did seeing this campaign influence you to gain the proper
qualifications for teaching/ choose teaching as a career?
Educate One Educate All: a social change campaign for Afghanistan 15

16. REERENCE LIST:
Ayobi, S. (2010, January 14). Where We Are Now. Retrieved May 4, 2012,
from Islamic Republic of Afghanistan Ministry of Education:
http://english.moe.gov.af/index.php/about-moe
Ferguson, S. D. (1990). Communication Planning: An Integrated Approach.
Thousand Oaks: Sage Publications.
GCE. (2012). Millions Miss Out. Retrieved May 5, 2012, from Global Campaign
for Education: http://www.campaignforeducation.org/en/why-education-for-
all/millionsmissout/
Glad, M. (2009). Knowledge on Fire: Attacks on Education in Afghanistan.
Retrieved May 4, 2012, from CARE International: http://www.care-
international.org/Media-Releases/new-report-studies-attacks-on-afghan-
schools.html
Hastings, G. (2007). Social Marketing: Why should the Devil have all the best
tunes? Oxford: Elsevier.
Kirk, J. (2008, June 16). Teacher Management Issues in Fragile States:
Illustrative examples from Afghanistan and Southern Sudan. Retrieved April
26, 2012, from UNESCO:
http://unesdoc.unesco.org/images/0017/001780/178016e.pdf
School Is Open. (n.d.). Afghanistan Education History. Retrieved May 4, 2012,
from School Is Open:
http://www.schoolisopen.org/sio/index.php?option=com_content&view=articl
e&id=53&Itemid=62
Snyder, L. B. (2002). Development Communication Campaigns. In W.B., & B.
Moby (Eds.), Handbook of International and Intercultural Communication (pp.
457-478). Thousand Oaks: Sage Publications.
The Daily Outlook. (n.d.). About Us. Retrieved April 29, 2012, from The Daily
Outlook: The Leading Indepedent Newspaper:
http://outlookafghanistan.net/about
UN. (n.d.). United Nations Millennium Development Goals. Retrieved April 14,
2012, from United Nations:
http://www.un.org/millenniumgoals/education.shtml
UNAIDS. (n.d.). Wac Campaign Guide. Retrieved February 2, 2010, from
UNAIDS: http://data.unaids.org/WAC/in_waccampaignguide_04_en.pdf
Educate One Educate All: a social change campaign for Afghanistan 16

17. UNDP. (2011, July 21). Millennium Development Goals in Afghanistan.
Retrieved May 5, 2012, from UNDP Afghanistan:
http://www.undp.org.af/demo/index.php?option=com_content&view=article&i
d=80&Itemid=68
UNESCO. (2008, January). UNESCO Institute of Statistics. Retrieved March
29, 2012, from Data Centre:
http://stats.uis.unesco.org/unesco/ReportFolders/ReportFolders.aspx
Educate One Educate All: a social change campaign for Afghanistan 17