SECTION 10 Public and Student Engagement Guidelines

Institutional Partnership Manual for the CARICOM Education for Employment Program (C-EFE)

Association of Canadian Community Colleges (ACCC) November 2012

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SECTION 10 Public and Student Engagement –

Guidelines

This section includes guidelines for Public and Student Engagement in international initiatives, particularly in the context of your C- EFE Institutional Partnership, although it could also apply to student involvement in region-wide activities of the C-EFE. The guidelines will assist you in preparing Activity Planning and Reporting Summaries and Progress Reports.

Admissible costs are for those activities that will raise awareness within the Canadian Colleges/Institutions community about international development issues and, more specifically, the need for a qualiffied labour force for industry in the target countries and how the Institutional Partnership (IP) is respon ding to these needs. C-EFE paartnership projjects can also include activities that are designed to expose students from the Canadia n College/Institution to international development realities and issues through direct involvement in institutional partnership activitie s. This may include activities in Canada or short-term placements with the Caribbean partners. Terms of reference for a student placement must contribute to the realization of one or more of the Expected Outcomes of the partnership. Public and student engageme nt must not exceed 5% of the total CIDA allocation of the IP budget.

This section includes:

10.1 Guidelines for Student Participati on 10.2 Guidelines for Public Engagemen t 10.3 Community Awareness Strategie s

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10.1 Guidelines for Student Participation

10.1.1 Introduction

The world is presently undergoing major economic and trade changes as the rate of global economic integration accelerates. Canada's capacity to compete in the global economy of the 21st century depends in great measure on the ability of the youth of today to acquire the cross- cultural awareness, knowledge and skills to work effectively in a diverse environment.

The globalization of the international economy leaves Canadian Colleges/Institutions no choice but to prepare their students to be true citizens of the world and to work to internationalize higher education so that Canada's products and services can continue to enjoy a comparative advantage in the global marketplace on the one hand, and so that educated Canadians are informed of the necessity of development assistance on the other hand. It is also important to prepare young Canadians to be supportive of development assistance by basing their future involvement on significant international cooperation experiences during their studies.

This document has been prepared as a guide for the ACCC Secretariat and Canadian Colleges/Institutions involved in coordinating projects that include student participation activities, specifically EFE projects and in particular, the C-EFE. Its contents have been adapted from various ACCC and CIDA documents and it is intended to assist Canadian Colleges/Institutions in designing and planning projects that include student participation in some or all aspects of the project cycle, including design, planning, implementation, monitoring and reporting.

10.1.2 Canadian Student Participation in International Development

The Canadian Department of Foreign Affairs and International Trade has set out the following vision for Canada in the 21st century: “to become a leader in international education in order to attract top talent and prepare our citizens for the global marketplace, thereby providing key building blocks for our future prosperity” (2012). To strengthen this vision the Government set out these objectives as a means of recognizing the importance of “international” higher education:

● encourage the mobility of Canadian students (Canadian citizens and permanent residents) through exchange programs and other programs; and ● encourage our young people to help out in the developing world, both to enable them to gain rich experience through international cooperation, and to assist those countries where the talent and energy of young Canadians can make a difference.1

Canadian Colleges/Institutions can play a vital role in developing in their students the necessary skills and knowledge for their success. International development projects and activities afford numerous and unique opportunities to help students acquire the awareness, knowledge, skills

1 Government of Canada (1995). Canada in the World: Government Statement. Public Works and Government Services Canada: Ottawa, pp. 38 and 44

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and cross-cultural understanding to function in an increasingly international environment.

The Canadian government is committed to engaging Canadians in development and leveraging their expertise and skills to maximize the benefits of Canadian aid dollars. Canadians of all ages and backgrounds, including students at Canadian Colleges and Institutes, can contribute to the achievement of poverty reduction and sustainable and equitable development through innovative programming approaches. By providing opportunities for students to participate in EFE project activities, Canadian Colleges/Institutions harness the “energy, enthusiasm of new ideas of younger generations”, allow students to benefit from the richness of global experiences and give them transferable skills to effectively function in a globalized economy.2

10.1.3 Appropriate Student Participation

For students at Canadian Colleges and Institutes, an international work or study placement and the complete cultural immersion that accompanies such an experience provide an excellent opportunity to grow and develop educationally, linguistically and socially. If we want Canadian students to become global citizens, we need to encourage them to round out their education by actively participating in development projects which include overseas work or study placements. To be successful, the Canadian Colleges/Institutions need to integrate the overseas placement into the program of studies and support the placement with relevant orientation and debriefing programs.

Many Canadian Colleges/Institutions offer certificate and diploma programs that include international components. Students in these programs could benefit enormously from an international study or work experience. Students could make a valuable contribution to their Canadian Colleges/Institutions international development projects, while acquiring important new attitudes, knowledge and skills. With the full agreement and under the close supervision of the overseas institutional partner personnel, the Canadian College/Institution could arrange that their students undertake study or work assignments involving useful support tasks, as teacher’s aides, in-service trainers at the host institution, field assistants on experiments and/or surveys. Recognizing the mutual benefit inherent in this type of partnership between Canadian Colleges/Institutions and their overseas partner is critical to the success of student participation activities.

Basic principles to be considered in preparing student participation strategies3:

a) Student participation in international projects needs to be about developing significant and meaningful project activities that will have positive impacts on both the student and the overseas partner; b) Students need to be informed about what is involved and know what is expected of them;

2 Source: Government of Canada (2005). Canada’s International Policy Statement. Chapter on Engaging Canadians in Development. 3 Principles for Youth Participation, Australian Youth Foundation, (1998)

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c) Activities should provide opportunities for building active and supportive working relationships between students and the other participants in the project; d) Activities should provide opportunities for both formal training and the informal development of skills; e) Students need to be provided with the necessary support, including cross-cultural training and awareness-building, to increase the possibility of success and so they can deal with failures or setbacks; and f) Activities need to be adequately resourced with sufficient time, funding, and information.

Students at Canadian Colleges/Institutions could also play a useful role in hosting students and trainees from developing countries who are studying at their institutions, through programs that are not funded by the C-EFE. International students and trainees come to Canada to learn skills which they will later put to use in their own institutions and countries. Facilitating their adaptation to Canadian culture and technology is a valuable role for students in promoting Canadian know- how and hospitality while establishing the personal relationships necessary for future cooperation. This type of activity, before or after a work or study experience abroad, could prove mutually beneficial for all involved.

The following is a list of examples of student participation ideas for in-Canada and/or overseas activities:

a) Exposure to Project Leadership: Students could be introduced to the techniques, methods and practices employed in the area of project management, through classroom presentations or case studies.

b) In-Canada Training Assistance: Students with specific technical skills could serve as assistants supporting their Canadian Colleges/Institutions’s international staff in delivering a training program to the trainees or staff visiting Canada from the partner institutions.

c) Hosting: When given the chance, students can make wonderful hosts. Selected students could be asked to act as guides for campus or local community tours by international guests, or act as Canadian campus buddies to visiting trainees from the partner institution.

d) Community/Cross-Cultural Awareness: Canadian College/Institution staff and students could be exposed to different cultures, through cross-cultural events organized by students as part of the project activities both on and off campus. Students could be encouraged to develop international displays for local community events, and to give presentations about international development issues at these events. Billeting students on overseas study or work assignments with local families, and vice versa, maximizes cross-cultural awareness and communication.

e) Internationalizing the curriculum: Introduce international development issues and

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topics in the Canadian Colleges/Institutions classrooms and consider internationalizing the Canadian Colleges/Institutions curriculum. Use project resources to provide information, materials and technical support for project related initiatives. Encourage classroom assignments linked to project objectives, and provide support in linking Canadian College/Institution students with students and staff from the overseas institutional partner. Canadian Colleges/Institutions could also consider developing a general elective course on International Development.

f) Work Placements and Internships: Organize overseas work placements and internships for students with the partner institution acting as host. Cost-sharing and/or fund-raising by the Canadian student could be a criteria for participation in such work placements.

NOTE: For placements with the overseas institutional partner as part of a C-EFE Institutional Partnership, theTerms of reference for the student must contribute to the realization of one or more of the Expected Outcomes for the Institutional Partnership. For placements with the overseas institutional partner, please contact your Project Officer if the selected student is not a Canadian citizen or permanent resident, as different modalities may apply.

10.1.4 Elements of Student Participation Activities

Student participation activities that are part of an EFE partnership project must:

● be clearly aligned with the purpose of the EFE project; ● contribute to realization to one or more of the Expected Outputs of Component B (Institutional Partnerships); ● have clearly defined results and activities; ● be supported by financial resources that are augmented with the Canadian College/Institution contribution; ● be an integral component of project implementation; ● include a media/communication strategy as a part of the design; ● involve students who are near the end of their academic program; ● require students to fund-raise a portion of the expenses to demonstrate commitment to the project; ● include a basic course on international development priorities; ● include workshops on the practical aspects of an international placement (culture shock, health precautions, cross-cultural communications, effective teaching techniques, etc.); and ● include debriefing and outreach activities upon returning to Canada from an assignment, such as sharing their overseas experiences with Canadian College/Institution personnel and the local community.

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10.2 Guidelines for Canadian Public Engagement Activities

10.2.1 Introduction4

Despite decades of international development assistance, humanity continues to be faced with several major challenges. In the world of international development which is characterized by interdependence amongst nations, humanity must find solutions to the environmental and socio- economic consequences of disparities between rich and poor countries. A profound change in people's lifestyles and universal commitment to sustainable development are thus essential. Thanks to the activities of non-governmental institutions (NGIs), a large number of Canadians recognize the importance of international development, yet many want to know more about what their government and its partners are doing about it.

That is why the Canadian International Development Agency (CIDA) has traditionally used 5% of its Official Development Assistance (ODA) allocation to make the Canadian public aware of and involved in international development activities. This constitutes CIDA's Canadian component of ODA, commonly referred to as development education.

In short, the process of development education involves raising the awareness, knowledge and understanding of the Canadian public with regard to global issues. International development education activities set out to alter individual perceptions and behaviour and thus, at least theoretically, result in social change. In Canada, development education has tried to get Canadians to think and act as “global citizens” who are ready to collaborate with people from other countries in responding to the major challenges facing our world today.

This document has been prepared as a guide for the ACCC Secretariat and Canadian Colleges/ Institutions involved in international cooperation projects which are responsible for coordinating community awareness activities. Its contents have been adapted from various ACCC and CIDA documents. These guidelines are intended to assist Canadian Colleges/Institutions involved in international cooperation projects to design and plan community and cross-cultural awareness activities within their institutions, and the broader community.

10.2.2 What is Public Engagement for CIDA?

Public engagement is defined as: “The continuum along which individuals move from basic awareness of international cooperation through understanding to personal involvement and informed action.”

Basic awareness is the first step on this continuum and individual and/or collective informed action on international cooperation is the last and most desired step.

4 In the summer of 2010, CIDA announced the renewal of its Canadian Partnership Branch which is now called Partnerships with Canadians Branch. New guidelines will be issued in the fall of 2010 regarding public engagement. However, the EFE was signed under a previously existing framework. While information from sections 10.2.1 and 10.2.2 may change, based on information to be released in the fall of 2010, Section 10.2.3 (EFE Policy Framework) remains the basis for the EFE and institutional partnerships.

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10.2.2.1 Mission, Vision and Objectives of the Canadian Partnership Branch of CIDA

Mission: The mission of the Canadian Partnership Branch (CPB) is to support CIDA’s mandate and objectives through partnerships with civil society and the private sector in Canada and in host countries.

Vision: Civil society and the private sector in Canada and in host countries are key contributors to international development. introducing new thinking about development and providing direct benefits to people. Development is a “non- linear” process that occurs through civil society and the private sector, as well as through governments and international organizations.

CIDA's Canadian Partnership Branch (CPB) advocates for partnerships in development, encourages innovation and change and supports activities which seek to engage the Canadian public. Its objectives are: ● as a centre of knowledge on civil society and the private sector ,to share its knowledge, thus influencing and bringing added-value to corporate policies and programming at CIDA as well as to the Agency’s relationship with CPB’s partners; ● to promote better understanding of international development issues as well as respect for other cultures, in order to cooperate with developing countries in accordance with their goals and aspirations; ● to increase the involvement of Canadians in sustainable development activities, both at home and abroad; and ● to ensure that Canadians maintain and increase their support for international development activities, in spite of national economic constraints.

10.2.2.2 Priority Groups

CIDA’s public engagement strategy has targeted the following priority groups:

Target audiences: ● children and youth in and outside of the formal educational system ● seniors (including early retirees) ● community-based organizations ● community media

As well as decision-makers, policy-makers and opinion leaders: ● parliamentarians ● private sector ● academic sector ● government sector 10.2.2.3 Appropriate Themes and Messages

CIDA and partners agree that public engagement activities will focus on the following

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themes as a means of increasing the number of Canadians who think and act as global citizens.

The broad themes are as follows: ● International cooperation: why it’s important in an interdependent world and why it has such a vital role for Canadians. ● The effectiveness of aid in reducing poverty and contributing to sustainable development ● The benefit to Canadians from a social and economic perspective and due to Canada’s influence in the world. ● What Canadians can do?

10.2.3 EFE Policy Framework

C-EFE commits ACCC and its Canadian partners to undertake activities that fit in the continuum along which individuals move from basic awareness of international cooperation through understanding to personal involvement and informed action, using CIDA’s definition of public engagement at the time of preparing the EFE proposal. Institutional partnerships, as a component of C-EFE, will contribute to the “Increased Canadian public awareness about partnership development with three countries, specifically related to the needs for a qualified labour force for businesses in the target countries” – one of the program outputs.

Public engagement activities undertaken by Canadian Colleges/Institutions will help Canadians to better understand the nature and importance of issues that the EFE is addressing so that they:  appreciate the importance of global interdependence;  recognize that people in developing countries are able to find solutions to their problems;  are informed about the various facets of sustainable development (environmental, economic, educational, social, cultural);  understand the importance of Canadian development assistance;  actively participate in international development activities in Canada and internationally;  increase their knowledge about the global fight against poverty;  increase their knowledge of sustainable development;  increase their knowledge about Canada’s efforts to promote gender equality.

Canadian Colleges/Institutions public engagement activities should target a variety of audiences:  private sector organizations which are collaborating with Canadian Colleges/Institutions;  students and other educational institutions;  youth;  seniors in their community;

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 community organizations;  media and opinion leaders;  local parliamentarians.

As a way of making Canadians and people in the recipient countries aware of CIDA’s international development assistance programs and projects, the Canadian College/Institution must comply with the clauses of the Agreement between the Canadian College/Institution and ACCC:

● The Canadian College/Institution shall mention the Government of Canada’s contribution to the institutional partnership in its advertising, announcements and promotional activities, in its speeches, lectures, interviews, ceremonies and its websites:

● The Canadian College/Institution shall mention the Government of Canada’s contribution to the institutional partnership by: a) clearly and prominently labelling publications, advertising and promotional products, and any form of material and products related to the institutional partnership, as follows, in the appropriate language:

“Institutional partnership undertaken with the financial support of the Government of Canada, provided through the Canadian International Development Agency (CIDA)”; Or b) Affixing CIDA’s corporate identity (logo) on publications, advertising and promotional products, and on any form of material and products related to the Institutional partnership, in accordance with CIDA’s written approval and instructions and the requirements set out in the Agreement between ACCC and the Canadian College/Institution;

c) Applying both of the methods stipulated in paragraphs (a) and (b).

● The Canadian College/Institution acknowledges that it can obtain written approval and instructions from CIDA, as well as a printed or electronic copy of CIDA’s corporate identity, by contacting:

CIDA’s Federal Identity Program Coordinator, Tel: (819) 953-6536 or [email protected]

To view Canada’s Federal Identity policy go to www.acdi-cida.gc.ca/acdi-cida/ACDI- CIDA.nsf/eng/FRA-51314446-PYN

To read Canada’s Federal Identity Manual go to http://www.tbs-sct.gc.ca/fip-pcim/man-eng.asp

The Canadian College/Institution can also apply for an electronic copy of the ACCC logo by contacting the ACCC Senior Technical Advisor responsible for its region. Please refer to Section 13 of this Handbook for guidelines on the use of CIDA and ACCC logos.

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10.2.4 Planning Community Awareness Activities

Community awareness can be integrated throughout the project cycle. Most Canadian Colleges/Institutions have a communications department which sends out press releases to the local media on a regular basis. Project coordinators could consider incorporating a media strategy and action plan into the design of the institutional partnership. Two documents included in the Section - Public Awareness Strategies and How to Approach the Media provide a more detailed community awareness strategy that will guide you in planning and preparing these activities.

All C-EFE Institutional Partnerships should incorporate public engagement activities which: ● are in accordance with the C-EFE Policy Framework; ● communicate appropriate themes and messages; ● reach clearly defined target audiences, including local communities and visible minorities; ● are clearly aligned with the purpose of C-EFE; ● have clearly defined results and activities; ● are supported by financial resources that are augmented with in-kind contributions, as well as financial support from the community and local businesses wherever possible; ● include a media strategy and action plan as a part of the design; ● have a clearly defined implementation plan; ● show evidence of local community involvement and collaboration with NGOs; and ● Integrate past experiences related to international partnerships and development education activities.

The following are ideas and examples of community awareness activities that could be included in a C-EFE Institutional Partnership: ● Develop a quarterly “International Institutional partnership Update” to be published in the Canadian College/Institution newspaper, newsletter, local community paper, or on the Canadian College/Institution Web Site. ● Organize a speaker series for the Canadian College/Institution and local community during in-Canada visits from partner institutions ● Organize activities during International Development Week. ● Set-up a display about on-going activities of the partnership and the partner institution. ● Promote the institutional partnership and the partner institution through visual and narrative means in common areas around the campus. ● Organize and display an “International Job/Volunteer Bulletin Board” on campus, with information on international employment or volunteer postings. Students could be recruited and assigned the responsibility for regularly updating the Bulletin Board.

For help in planning your Community Awareness activities, see Public Awareness Strategies and How to Approach the Media.

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10.2.5 Community Awareness Activities in the Results Summary Table (RST)

The Canadian College/Institution needs to demonstrate the expectations, results and activities related to public engagement in the RST (09.2)

Expected Results Performance Indicators Expected Outputs $ Increase in number of inquires related to “Increased Canadian public awareness about international issues from local businesses/ partnership development with three countries, employers, people from social/political specifically related to the needs for a qualified sectors labour force for businesses in the target countries” $ Number of times the EFE partnership C- EFE partnership received media coverage in local community, or was referred to by a local politician.

$ Local businesses/employers provide support for International Development Week

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APPENDIX I

10.3 Community Awareness Strategies

Table of Contents

1.0 Introduction ...... 2

2.0 A Public Relations Plan ...... 3

3.0 A Public Awareness Strategy at the National Level ...... 4 3.1 In the Canadian College/Institution ...... 4 3.1.1 Staff 3.1.2 Students 3.1.3 Via International Development Week 3.1.4 Via the Canadian College/Institution Newspaper 3.1.5 Via Web sites 3.1.6 Via the Canadian Colleges/Institution’s “Open-House” Activities 3.1.7 Via an International Bulletin Board in the Canadian College/Institution 3.2 In the Community ...... 5 3.2.1 Via Local and Ethno-Cultural Media (newspaper, television and radio) 3.2.2 Via Work Related Activities in Your Region 3.2.3 Via Fundraising Events 3.3 Others ...... 6 3.3.1 Your Executing Agency, Funder and Embassy of your Caribbean Partner

4.0 A Public Awareness Strategy at the International Level...... 6 4.1 In the Partner Institution ...... 6 4.1.1 Staff 4.1.2 Students 4.2 In the Community ...... 7 4.2.1 Canadian Embassy and Agencies 4.2.2 Other International Agencies 4.2.3 Interested Departments or Ministries 4.2.4 Via Local Media (newspaper, television and radio)

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1.0 INTRODUCTION

The Association of Canadian Community Colleges (ACCC) has developed this Public Awareness Strategy, including a toolbox, for the ACCC Secretariat and for Canadian Colleges/Institutions which are involved with institutional partnerships in order to “increase Canadian public awareness about partnership development with the twelve countries of C-EFE, specifically related to the needs for a qualified labour force for businesses in the target countries” – one of the outputs of the C-EFE. This Public Awareness Strategy, and its toolbox, are adaptable to the needs of Canadian Colleges/Institutions and to the ACCC Secretariat, and correspond closely to the overall C-EFE objectives.

C-EFE works at the regional level as well as at national and institutional levels in twelve CARICOM countries. This document is intended to serve both the ACCC STAs who are managing activities on a regional level as well as the Canadian Colleges and Institutes who are implementing institutional partnerships with Caribbean Institutions.

In accordance with the agreement between the lead Canadian Colleges/Institutions and ACCC, funds allocated within the C-EFE institutional partnerships are for Canadian community awareness activities. However, we encourage the Canadian Colleges/Institutions and the Caribbean partners to expand their community awareness strategy within the CARICOM country through in-kind contributions. The necessary tools will be available to promote the community awareness strategy at the national and international level.

The purpose of this C-EFE Public Awareness Strategy is to recognize and promote the importance of the communications function as an integral part of C-EFE project management. The specific purposes of this marketing strategy are:

● to provide accurate, complete, objective, timely, relevant and understandable information to the public about the C-EFE institutional partnerships; and ● to ensure that the C-EFE institutional partnerships are visible and demonstrate how they are contributing to ODA priorities.

The Public Awareness Strategy is expected to help:

● the Canadian Colleges/Institutions use these marketing tools to promote their C-EFE institutional partnerships and get more visibility within the Canadian Colleges/Institutions and the broader community - locally, nationally, and internationally; ● ACCC Secretariat use these tools to publicize the results of the C-EFE based on information received from Canadian Colleges/Institutions and to bring greater visibility to the Program.

It is expected that implementation of the Public Awareness Strategy will:

● increase the number and the reporting of articles in Canadian and overseas publications;

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● increase the reporting of promotional efforts, including outreach in Canada and overseas; ● provide tools to Canadian Colleges/Institutions for the preparation of press releases and media documents; and ● increase the importance and number of references acknowledging and recognizing the role of ACCC and CIDA in the C-EFE.

First and foremost, the Public Awareness Strategy, and the accompanying toolbox, is characterized primarily by its simplicity and practical hands-on approach. This is an important management tool which will generate a number of key results, linked to the following:

● increased visibility for Canadian Colleges/Institutions, ACCC , CIDA and our international partners; ● improved knowledge about the contribution of the EFE and Canada in countries where there are EFE institutional partnerships and in particular in the C-EFE; ● more possibilities for ACCC members to position and market themselves at various levels; ● increased Canadian College/Institution capacity to prepare press releases and media documents; ● increased number and importance of references in promotional material about EFE institutional partnerships that acknowledge and recognize the role of ACCC and CIDA; ● more chances to show Canadian taxpayers that their money is being well spent; ● Canadian public awareness of aid/development programs and the needs of developing countries; and ● recognition of Canadian skills around the world.

2.0 A PUBLIC RELATIONS PLAN

The following are some simple steps for creating a public relations or media plan appropriate for the promotion of institutional partnerships:

STEP ONE MAKE A MEDIA LIST - Prepare a list or database of all media outlets in your community - daily or weekly newspapers, radio stations, cable or TV networks, magazines, and newsletters. Two important points to keep in mind:

● get to know them - read the papers, watch the newscasts, listen to the radio stations. You may identify sections, columns or features where your story is a great fit! ● get the right names - call to confirm the best reporters: there may be more than one name (i.e., home section editors, environmental reporters, business columnists); sending your news story to the right person is the fastest route to getting it printed.

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STEP TWO SEND PRESS RELEASES - Describe innovative aspects of your partnership program: project activities such as study-tours in Canada, student participation overseas or high profile activities such as regional workshops or symposia.

● Clearly state the facts. ● Proofread for typos. ● Don't send too much - irrelevant material clutters the package. ● Provide "print quality" pictures whenever possible. ● Respect deadlines - if a paper is published on Wednesday, when is the best time for them to receive a news release?

When preparing press releases, keep in mind the following guidelines and refer to Tools No. 1 and No. 4 in “Working with the Media” – found in this section of the handbook.

STEP THREE EXPLORE OTHER MEANS OF COMMUNICATION - In addition to press releases, your public relations plan could include the following:

● Interviews ● Feature Articles/Spots ● Press Conferences ● Events ● Seminars and Symposia ● Surveys ● Media Tours

STEP FOUR ASSESS the plan's effectiveness and make recommendations for the future.

Tracking the success or failure of your public relations plan is critical in building long-term communication with your target audience and in understanding the viability of your message. Ask the following questions:

● Was the quantity of media exposure acceptable? ● Did the message effectively reach the target audience? ● Did we communicate our message clearly and did the target audience understand it? ● Did the message have the desired effect on the target audience?

The next section of this document will look at a number of concrete examples that you can use in planning activities for your C-EFE institutional partnership program. These examples can also be applied to other types of projects.

It is important to find the best spokespersons within your Canadian College/Institution and provide them with the right information about your activities. Use clear and easy-to-understand language in your promotional material about all your initiatives in the area of international

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development, so that, in turn, the spokespersons can transmit the same information with ease and simplicity.

3.0 A PUBLIC AWARENESS STRATEGY AT THE NATIONAL LEVEL 3.1 In the Canadian College/Institution: 3.1.1 Staff Ask if you can present information about your international activities during the meeting between Canadian College/Institution senior management and staff at the beginning of the academic year. It is important to transmit the right message with this presentation. Very often, international activities are considered as leisure activities or as “perks”, accessible only to a limited number of employees. This meeting is therefore an excellent opportunity to demystify this notion and for staff members to fully understand the importance the Canadian College/Institution places on international development. Think about setting up an information booth at the entrance, with pictures of the project, a copy of the project plan, information on the country where you work, etc.

Take advantage of this meeting to solicit all staff interested in becoming involved in international development and ask that they fill out a questionnaire on their technical expertise, overseas experience and the languages they speak, read and write, etc. You will undoubtedly find that there are many more resources available than you thought within your institution.

3.1.2 Students Similar to your staff, students can be outstanding spokespersons for your project. It is therefore important to inform them about your international activities so that the information they transmit throughout the Canadian College/Institution, and in the community, is correct. Be clear and use a language that is easy to understand. The beginning of the academic year may be a good time for an information session on your Canadian College/Institution international activities; the students are more receptive and motivated for extra-curricular activities.

Take advantage of this information session to solicit questions from students interested in international development. You can set up an information booth in a strategic place in the Canadian College/Institution to showcase your projects and talk to students about them.

Other ways of sparking interest in your staff and students are listed below:

3.1.3 Via International Development Week (http://www.acdi-cida.gc.ca/IDW) Take advantage of this week to set up an information booth, give presentations or workshops on the country where you are working, or about the work that is being done through your international projects. If your partner or project interns are in Canada during that week, invite them to speak about their experience. You can even organize a

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multicultural buffet, with food, decorations and music from your partner’s country. Depending on where your college is situated, you can send an invitation to the partner country’s Embassy or Consulate to give a presentation to your students. Work with different services from your Canadian College/Institution, such as student services, etc.

3.1.4 Via the Canadian College/Institution Newspaper After overseas missions or visits to your Canadian College/Institution by a delegation, write a small article for the college paper, including some pictures and any other information you may feel is interesting and informative. The staff and students will become more aware of your activities, and feel more welcome to participate. You can also publish a special edition about your international activities once or twice per year.

3.1.5 Via Web sites Ask your institution if it can include an international section on its Web site, where you can showcase your projects. Preferably, for ease of access to the international section the link should be direct from the home page.

3.1.6 Via the Canadian Colleges/Institutions “Open-House” Activities When your institution organizes “open-house” activities, why not set up an information booth where you can present the college’s international cooperation projects? This is a good way to reach your future students, their parents and all other people who will be visiting the Canadian College/Institution.

3.1.7 Via an International Bulletin Board in the Canadian Colleges/Institutions Have an International Bulletin Board installed in your Canadian College/Institution, either permanently or for a short period of time, where you can attach project pictures and articles, as well as some information on the country where you are working. You can also add information on international training possibilities.

3.2 In the Community:

It is important to identify your target audiences. Who are the individuals you want to reach with awareness-raising activities?

Here are some suggestions of community members that may be included in your list:

The Mayor of the city; Members of Parliament; staff of the Department(s) or Ministries that may be interested in your project; the Chamber of Commerce; community organizations that exist in your area, such as the Rotary Club or Lions Club; internationally-focussed associations; Canadian Colleges/Institutions that have other partnership projects; and, universities or institutions in your region that work in the field of international development.

3.2.1 Via Local and Ethno-Cultural Media (newspaper, television and radio)

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Using local newspaper, television and radio is one of the best ways of reaching your community.

In general, local newspapers are distributed without cost to each household of the community and their mandate is to cover regional events.If you are from an urban centre, ethnic media is also a means of informing another portion of your target audience. These groups can become excellent ambassadors in their country of origin for your project and your Canadian College/Institution.

It is preferable that you work directly with your Canadian Colleges/Institutions marketing and/or communications department, because they are specialized in this area and know the necessary mechanisms. However, it is very important to brief them on your project and explain what you expect of them.

If your college does not have an internal communications department, you will find additional information on how to approach the media in Section 10.4.

3.2.2 Via Work-Related Activities in Your Region If you have the opportunity to work with community organizations such as the Chamber of Commerce, this is an excellent way to promote project activities in your region. Giving presentations in elementary and high schools is also a good way to promote your project, your Canadian College/Institution and international development.

3.3 Others

3.3.1 Executing Agency, Funder and Embassy of your Caribbean Partners When representatives from your overseas partner visit Canada, it would be worthwhile for them to spend a day in Ottawa. Your ACCC project officer could help you plan and schedule meetings for them with ACCC, CIDA and the embassy of the overseas partner’s country.

4.0 A PUBLIC AWARENESS STRATEGY AT THE INTERNATIONAL LEVEL

4.1 In the Partner Institution:

4.1.1 Staff During your first field visit, ask your partner if it is possible to organize a meeting with their staff to present your project. This meeting can be done in a small group, in accordance with your partner’s preferences. Sometimes the partner will want this meeting organized by hierarchical groups, which enables you to give a slightly different message to each group. The presentation can be given by your partner and supported by you. If it is not possible to meet with the staff, suggest that a memo detailing the project be distributed to them.

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4.1.2 Students Encourage your partner to explain to the students the purpose of your presence in their institution. If you can be there during this briefing session, the impact will be even greater.

4.2 In the Community:

4.2.1 Canadian Embassy and Agencies The C-EFE Project Coordination Unit in each country maintains contact with the Canadian Embassy or High Commission. A field representative from CIDA is a member of the Project Steering Committee, so receives regular up-dates on the status of C-EFE results. If you organize special activities for the institutional partnership, please liaise with C-EFE Senior Technical Advisors about involving representatives from the embassy or CIDA. It is also useful to meet the representatives of other Canadian organizations in the region where you are working to share program information and how activities can be mutually supportive.

4.2.2 Other International Agencies While meeting with representatives of international agencies, do not hesitate to show them the work you do within your project. Keep in mind that these people may become valuable partners for your project. These kinds of meetings are often unplanned and informal. Always be aware of these opportunities! Please track this information in your reports and statistics.

4.2.3 Interested Departments or Ministries Ask your partners to provide some of their contacts so that you can meet with people from government departments or ministries who could be interested in your project and who may have influence. You can then make a presentation on your project and express your interest in establishing other projects in their country. Don’t forget to invite them to your project activities and send them copies of newspaper articles about your project that may have been published.

4.2.4 Via Local Media (newspaper, television and radio) Please be aware that the Canadian way of dealing with the media can be very different from that of other countries. The Canadian and overseas partners may want to develop a media strategy to inform the overseas community about the activities and results of the C-EFE. Copies of newspaper articles should be retained by both partners.

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