The document provides information on Information, Education and Communication (IEC). It defines IEC as a system that enables individuals and communities to play active roles in achieving and sustaining their own health. IEC combines strategies, approaches and methods of information sharing, education, and communication. The document then discusses the historical perspective of IEC in India, highlighting how IEC approaches have evolved over different Five-Year Plans to increasingly focus on community participation and the use of various media channels for disseminating health information.

1. INFORMATION EDUCATION
AND COMMUNICATION

2. MEANING OF…….
 IEC SYSTEM:
 It combines strategies , approaches & methods that
enables individuals, families , groups, organizations
& communities to play active roles in achieving,
protecting and sustaining their own health.
 INFORMATION:
 It is the news or intelligence communication by words
in writing.

3. Contd
…..
 EDUCATION:
 It is a process by which behavioural changes
take place in an individual as a result of
experience which has undergone.
 COMMUNICATION:
 It is a 2 way process of exchanging ideas, feeling
and information.

4. DEFINITION
 INFORMATION:
 It is to describe is a s one or more statements or facts thatare
received by a human which have some of worth to him.
 EDUCATION:
 It is the process by which behavioural change take place in an
individual as a result of experience which he has undergone.
 It’s learning process thro’ which an individual informs and
orients himself to develop skills & intelligent action.

5. Contd
…..
 COMMUNICATION:
 It is the process of attempting to change to
behaviour of others thro’ exchanging news, facts,
opinions and messages between the individual.

6. HISTORICAL PERSPECTIVE OF
IEC

7. HISTORICAL PERSPECTIVE OF
IEC
 FIRST FIVE YEAR PLAN (1951-1956)
 supply limited number of posters for distribution among people.
 2nd FIVE YEAR PLAN (1956-1961):
 The concepts holding Orientation training camps was introduced
with family planning education leaders.
 3rd FIVE YEAR PLAN(1961-66):
 Family planning workers required.
 Two mass media units were created.
 Family program symbol of “inverted red triangle ‘’ was
introduced.

8. Contd
…..
 4TH FIVE YEAR PLAN(1969-1974):
 Birth spacing & permanent method of family planning was introduced.
 The linkages b/w man media & education was emphasized &
strengthened.
 Male contraception “NIRODH” as a social marketing product was
introduced.
 Each state appointed the mass education & media officer in 1960.
 Each District In 1970 at block level , one block extension educator was
appointed.

9.  5th FIVE YEAR PLAN (1974-79):
 Providing appropriate knowledge about methods of
contraception & place of availability.
 It also envisaged covering all media of mass communication
such as radio, press, song & drama, exhibition, group
discussion through extension educator & field workers.
 6th five year plan(1980-85):
 Child survival, states of women literacy & socio–economic
development were added to promote family planning pg.
Contd…..

10. Contd……
 7th FIVE YEAR PKLAN(1985-90)
 They concentrated in
 Two-child norms
 Increase age at marriage
 Male participation in family planning were the areas concentrated.
 systemic use of mass media channels ,TV, radio , films , & print media
were emphasized.
 8TH FIVE YEAR PLAN(1992-97):
 Social mobilization activities , participation of NGOS, community participation
through women’s groups.
 9TH FIVE YEAR PLAN(1997-2002):
 The main focus of new IEC strategy for RCH pg is an promotion behavioral
changes & to introduce a well defined & culturally appropriate pg for specific
regions & population system.

11. TRENDS IN IEC
 Earlier IEC activities retied on simple
dissemination of information primarily in one-to -
one class room situation or clinical setting or small
group in a village.
 New approaches like social marketing claimed
success in promoting product such as niroth,
malaD , oral rehydration salts , & vitamin solution.

12. SCOPE / IMPORTANCE OF
IEC
 Motivating people to use health services
 Co-operate with concerned health programs
 Make all individual to have health conscious
 Community participation

13.  It means facts or figures received by human. These
information to be true and factual to be labelled as
information.
 lies, flask, counterfactual information is called as
misinformation.
 Therefore information is intangible news & facts, which
an individual uses to bridge discontinuities and gaps
that are prevent in his mind, Process which are seen or
perceived by an individual called information.
INFORMATION

14. BENEFITS OF
RIGHT INFORMATION
 Eliminate social & psychological barriers of
ignorance, misconceptions that the people may
have above health matters.
 Increase the awareness of the people to the
points that they are able to perceive the health
needs.
 Influence the people to the extent that unfelt
needs becomes felt needs & felt needs become
attitudes.

15. EDUCATION
 DEFINITION:
 Health education is a process that informs, motivate and
helps people to adopt & maintain healthy practices &
lifestyle advocates environmental changes as needed to
facilitate this goal.
 According to JOHN.M.LAST:
 the process by which individual & groups of people
learn to behave in a manner conducive to the
promotion, maintenance of restoration of health.

16. AIMS & OBJECTIVES
 To encourage people to adopt & sustain health promoting lifestyle &
practice.
 To promote the process use of health services available to them.
 To arouse interest, to provide new knowledge, improve skills &
change attitudes is making rational decisions to solve their own
problems.
 To stimulate individual & community self-reliance & participation to
achieve health development thro’ individual & community
involvement at every step from identifying problems to solve them.

17. HEALTH EDUCATION
& CHANGING BEHAVIOR
 Information , motivation & guidance the 3 objectives of health
education .those are the components of the process of change in
behaviour.
 The process of change of behaviour can be described to occur
in the following phases:
 Awareness
 Interest
 Evaluation
 Trial
 Adoption
 Conviction

18. DYNAMICS OF
BEHAVIOURAL CHANGES
NEEDS
FELT
TENSE
INDIVIDUAL
MOTIVATION
DEVELOPS
SATISFIED
QUITE
INDIVIDUAL
TENSE
MOTIVATED
INDIVIDUAL
BHAVIOURAL
CHANGES
OCCUR

19. PRINCIPLES OF
HEALTH EDUCATION
 The aim of health education is to bring about a change in health
behaviour.
 Health education is not an artificial teaching learning exercise.
 Health education should involve free discussion
 Tell only what is needed.
 Don’t give conflicting information.
 Try to change only what needs to be changed
 The educators should make himself acceptable.

20. Contd…..
 Use audio visual aids whenever possible
 Choose a proper medium of communication
 Communication must be good
 Health education must be planned
 Health education should be provided is graded doses
 The health educators should put in to the practice the
principles of community organisation

21. LEVELS OF
HEALTH EDUCATION

22. COMMUNITY APPROACH
 It’s to encourage the people to find out their
own needs & then in planning , execution &
evaluation of their schemes.
 A health education program should
includes educational efforts aimed at
making the people aware of their own
responsibility in obeying the laws.

23. Contd…..
 Following principles of community approach:
 A) contact the people that matter in the community, such people
are…..
 Elected leaders
 Local officer is BDO, police
 Local medical practitioners
 Local voluntary & other health agencies.
 B). Utilise all potential teaching opportunities
 C). Contact a needy & suitable party.
 Eg: rich person in village who need latrine give awareness
abt that.

24. Contd…..
 Immediate provision of services
 Mobilise community forces: at this stage
start a campaign and competition for
healthy living
 Form a healthy committee

25. GROUP APROACH
 The group approach save times includes acceptance of
ideas, Makes the people responsible about their own health
& lets them adopt preventive & curative measures.
 eg: clups, social organizations , pg mothers , school children,
factory workers, manila mandhals,etc..
 Steps of group approach are :
 Introduction
 Modification of attitude & behaviour
 Communication

26. FAMILY APPROACH
 If the mother , father , child all are given
same health education message through
their respective channels.
 The health education will be much more
due to synergistic effect.

27. INDIVIDUAL APPROACH
 Based on the age group and their needs
the health education is giving.

28. CONTENT OF
HEALTH EDUCATION

29. CONTENT OF
HEALTH EDUCATION
 THESE ARE………….
1. Human biology
 Structure & function of body
 How to keep physically fit
 Reproductive biology includes:
 Child spacing
 Breast feeding
 Safe motherhood
 Immunization
 Weaning & child growth

30. Contd
…..
 NUTRITION:
 Choose Optimum and balanced diets
 Nutritional problems
 Value of breast feeding
 Misconceptions about weaning
 HYGIENE:
 Personal hygiene
 Environmental hygiene

31. Contd
…..
 FAMILY HEALTH:
 It promote the family self-reliance, especially Family responsible in
child bearing , child raising, self-care & influencing their children to
adapt a healthy life style.
 DISEASE CONTROL & PREVENTION:
 Educate about the prevention & control of locally endemic disease
 MENTAL HEALH:
 Make the people mentally healthy
 Prevent mental break down in certain situation eg: mother after child
birth, child entry to the school, future career , starting new family.
 The health worker show the sympathy , understanding

32. Contd
…..
 PREVENTION OF ACCIDENT:
 Educate the safety measure (home , road, pace
of work)
 USES OF HEALTH SERVICES:
 Inform the people about the health services that
are available. (Rural)

33. EDUCATIONAL AIDS

34. EDUCATIONAL AIDS
 Audio aids
 Megaphone, microphone ,
radio.
 Tape-records
 Visual aids
 a. Un-projected
 Black board, flannel
boards
 Pictures,posters,charts
 Graphs,maps,flash cards
 Printed materials,
 3 dimensional aids.
 Cartoons,ptograph

35. Contd
…..
 b. Projected
 Epidiascope
 Transparencies
 Projection slides
 Film strip
 Audio Visual Aids
 Television, Video
 Tape slides
 Cinema
 Traditional media
 Puppet
 Folk Songs & Folk dances
 Drama

37. COMMUNICATION
 It is two way process
 Communication & education interwoven.
 The goal of communication is to bring about a
changes in the desired direction of the person
who receives the
• communication. this may be at ….
 Cognitive level: increase the knowledge
 Affective level: changing patterns of behaviour &

38. GOOD
COMMUNICATION SKILLS
 Effective active listening along with some feedback
 Rephrasing to clients words that ensure it understands
 Asking open-ended question
 Making eye-to-eye contact
 Providing compute attention

39. COMMUNICATION
PROCESS/COMPONENTS
SENDER MESSAGE CHANNEL RECEIVER
FEEDBACK

40. Sender
 Originator of the message, must know
about
 Clearly defined objectives.
 Interested & needs of the audience
 Message
 Channels
 Professional abilities & limitations.

41. Message (Content)
 A good message must be
 In line with objectives
 Meaningful
 Based on felt needs
 Clear & understandable
 Specific & accurate
 Timely & adequate
 Fitting the audience
 Interesting
 Culturally & socially appropriate

42. Channel (medium)
 3 types of mediums…
 Interpersonal:
 face to face media
 Mass media:
 Tv, Radio, printed media
 Traditional or Folk media:
 R/t cultural values of the rural population.

43. Receiver (Audience)
 2 types of audience…
 Controlled audience
 Un-controlled or free audience

44. Feedback
 Flow of information from audience to the
sender.
 It’s the reaction of audience to message.

45. TYPES OF
COMMUNICATION
1. one-way communication (didactic method)
2. Two-way communication (Socratic)
3. Verbal communication
4. Non-verbal communication
5. Formal & informal communication
6. Visual communication
7. Telecommunication
8. Internet communication

46. BARRIERS OF
COMMUNICATION
 Physiological barrier:
 eg:- vision problems, hearing impaired
 Psychological barrier:
 eg:-delirium, confused, depressed pts.
 Environmental barrier:
 eg:-noise, invisibility, congestion
 Cultural barrier:
 eg:- illiteracy, customs & beliefs, lanuage.

47.  Health belief model
 Communication model
 Theory of reasoned action
 Trans theoretical or Stages of change
model
 Proceed / Process model
THEORIES OR MODELS
IN IEC

48. Contd
…..
 Diffusion of innovations model
 Social learning theory
 Behavioural analysis model
 Behavioural change communication model
 Health communication model
 Emphasis behaviour or path to survival
model.

49. IEC TRAINING SCHEME
 The information Education and
communication training scheme was
launched by the ministry of health & family
welfare on November 17th, 1987.

50. OBJECTIVIES
 Increase the reach of services by making visits of
worker and supervisor more predictable or
regular.
 Improve quality of service thro skill & knowledge
development of worker
 Make supervision more oriented towards problem
solving

51. Contd
…..
 Link supervision with training at various levels.
 Concentrate on local field problem
 Combine interpersonal communication with mass
media approach.
 Establish relationship between various levels &
elements of systems.

52. MAJOR COMPONENTS
(four)
 1.visit schedule:
 Visit the village
 Establish link b/w villagers & workers
 Village divided into 20 households
 Each households a female is identified, trained
her
 Involve her in heath & family welfare activities.

53. Contd
…..
 2.Training :
 Focus on problem solving skills of workers
 Training given in the work situation with
immediate supervisions
 Two types of training:
 Initial training of longer duration
 Regular training for short duration

54. Contd
…..
 3. SUPERVISION:
 Each supervisor should concentrate 3 aspect
i.e. : Records. Target achievements, New
instruction.
 4. MONITORING & EVALUATION:
 Success of the pg depends on ability to monitor
& evaluate p adequately & accurately & to take
correct action.

55. SOCIAL MARKETING

56. SOCIAL MARKETING
 It’s merely the application of commercial marketing principles
to advance a social causes , issues , behaviour , product of
services .
 the process involving 6 steps :
 1.analysis
 2.planning
 3.deveopment
 4.Testing & refining elements of plan
 5.Implementation
 6.feedback

57. ELEMENT OF SOCIAL
MARKETING
 Understands customer needs
 Distribution channels
 In urban
 In Rural
 Pricing
 Opportunity costs

58. IEC ACTIVITIES
 IEC activities combines strategies,
approaches & methods that enable
individual, family, groups organisation and
communities to play active role in
achieving, protecting and sustaining their
own health.

59. STANDING COMMITTEE
ON MEDIA
 To facilitate information and implementation
of appropriate IEC strategy, there is a
standing committee on media in the
ministry under secretary of rural
department, thro’ different models of
communication such as print, electronic
and out door publicity.

60. STEPS IN DEVELOPING
IEC ACTIVITIES
 Conduct a needs assessment.
 Set the goal.
 Establish behavioural objectives
 Develop the IEC activities and involve as many other partners as
possible.
 Identify potential barriers
 Identify potential partners, resources.
 Establish an evaluation plan.

61. OBJECTIVES
 Specific (what & who)
 Measurable (something you can see, hear, touch usually
exposed with an action verb.)
 Area specific (where)
 Realistic (achievable)
 Time-bound (when)

62. IEC MESSAGE
 IEC message should be..
 Good in nature
 Short
 Accurate
 Relevant

63. COUNSELLING
 Counselling is a key component of an IEC programme.
 A good counsellor should be:
 A compassionate
 non-judgmental,
 verbal and non-verbal communication skills
 knowledgeable
 concerning RH issues,
 respectful of the needs and rights of the users.
 Maintain confidentiality
 Provide privacy
 Maintain dignity
 Provide safty,choice,& comfort to the customers

64. Contd
…..
 However, at a minimum, counsellors should strive to ensure that
every service user has the right to the following:
 Information:
 to learn about the benefits and availability of the services.
 Access:
 to obtain services regardless of gender, creed, colour, marital status or
location.
 Choice:
 to understand and be able to apply all pertinent information to be able
to make an informed choice, ask questions freely, and be answered in
an honest, clear and comprehensive manner.
 Safety:
 a safe and effective service.

65. Contd
…..
 Privacy:
 to have a private environment during counselling or services.
 Confidentiality:
 to be assured that any personal information will remain confidential.
 Dignity:
 to be treated with courtesy, consideration and attentiveness.
 Comfort:
 to feel comfortable when receiving services.
 Continuity:
 to receive services and supplies for as long as needed.
 Opinion:
 to express views on the services offered.

66. THE ROLE OF COUNSELLER
 To provide accurate and complete information to help the
user make her/ his own decision about which he will use.
 The role of the counsellor is not to offer advice or decide on
the service to be used
 For example, the counsellor will explain the available family
planning methods, their side effects and for whom they are
considered most suitable. The user then makes a decision,
based on the information given, about which method she/ he
wishes to use.

67. IEC TRAINING SCHEME

68. IEC TRAINING SCHEME
 It was launched by MOH & FW with financial
assistance from USAID on Nov-1987 in 4 Hindi
speaking states of India – UP, MP, Rajasthan
and Bihar in phased manner by covering…
 3 dist. In phase-1,
 6 in Phase-2,
 8 in Phase-3.
 Later MOH approved the plan and made
budgetary provisions.

69. OBJECTIVES OF IEC
TRAINING SCHEME
 Increase the reach of services by making visits of
workers & supervisors more predictable & regular.
 Improve the quality of service thro’ knowledge & skill
development of workers.
 Combine interpersonal communication strategy with
mass-media approach.
 Establish relationship between various levels &
elements of the health-care systems.

70. BOTTLENECK IN
IMPLEMENTING IEC
PROGRAMME
 Target audiences are nor defined with clarity as
specificity in most of the IEC material.
 IEC strategies under family welfare programme, very
often adopt a top-down approach.
 Message are not monitored systematically to determine
other they are acceptable to target audience.
 No routine IEC needs assessment exercise.

71. Contd
…..
 Inadequate IEC skill of IEC personnel
 Inadequate use of AV aids
 Inadequate institutions capacity in terms of
quantity & quality for undertaking IEC activities
 Lack of creativity
 Lack of effective monitoring and evaluvation.

72. IEC SET-UP
Centre Level
State Level
Primary health
Centre health
State health
Education bureau
Mass education & media
Ministry of Information & Broadcasting
Media Unit
Field survey study &
demonstration centre
Student health education unit
State health museum
District extension media officer
deputy district extension media officer
Multipurpose health education officer

73. CHILD TO CHILD
PROGRAM
 Child to child prgm started by David Morly & his
colleagues at the institute of Child health and
institute of education – 1997.

74. OBJECTIVES
 Improve the levels of health, nutrition & development of
school going children
 To make learning a relevant, meaningful & enjoyable
experiences for children
 To enable school going children to make qualitative
improvement in the life of the younger sister, brother,
parents & neighbours
 To improve the school & neighbourhood environment
thro’ organised activities.

75. ACTIVITIES
 Child to child
 Child to family
 Child to community
 Child to environment