Programme Implementation


In April 2017, Literacy Bridge Ghana began implementing the UNICEF-funded, Communication for Development Talking Book Program in the Northern and Upper West Regions of Ghana. The objective of the project is to produce and deploy UNICEF Communication for Development messages to rural communities in the form of songs, interviews and dramas using Talking Book.

The Talking Book affords rural communities access to interactive and compelling messaging to address critical information gaps around Health, Nutrition, WASH, Child Protection and Education. The Talking Book also allows its listeners the ability to record feedback and reactions to message content and to share successes, challenges and barriers in adopting healthier behaviors to improve their lives.

LBG/UNICEF C4D project is in three models

  1. Household rotation model: with this model, Talking Books are given to households with messages on key health behaviors to listen for a week the it is rotated to another household to also listen to a week. The process will continue till all households in the community have finished listening to the messages.
  2. Groups model: With is model, groups such as Mother-to-Mother groups, VSLA groups and other social groups are identified and the talking Books are given to them. During their meetings, the Talking Book is played for all of them to listen. After which the Talking Book is given to one of the group member to send home for the family to also listen.
  3. CHPS model: this model is in the pilot stage in 5 CHPS within Jirapa Municipality. During ANC and CWC sessions, Talking Books are played for CHPS patrons to listen. After which one of the nurse will facilitate discussions among the caregivers and pregnant women to come out with what they have heard, how they intend to practice what they have heard, some barrier that will prevent them practicing a particular behavior and how they intend to overcome such barriers.

The program is being implemented in 3 districts of Northern region and upper west region. In Northern region the project is implemented in 18 communities in Tolon and 21 communities in Karaga district.

In the Upper west region, the project is being implemented in 61 communities and 5 CHPS in Jirapa Municipal.

Within every three months, all Talking Books are gathered by LBG community agent. After which staff of LBG will go around to change the messages in the Talking Books(content updates) During this updates, user feedback and user statistics are gathered and processed to help LBG and partners understand who the messages faired during the quarter.



Behavior change is not a linear process. In Ghana, rural communities face myriad of challenges in practicing healthy behaviors often due to widespread poverty, poor infrastructure, high rates of illiteracy, social myths and taboos, and limited access to credible and relevant information to strengthen livelihoods and promote thriving communities. Every month Literacy Bridge Ghana hold community dialogue meetings in each operational community. These dialogue meetings are facilitated by LBG staff member. Before the facilitation, a message or two are played using a loud speaker to the audience. After the message is played, then a discussion a held about the message(s). Below are some key guiding questions that facilitator ask during the dialogue session;

  1. Ask community about when and how they are listening to the UNICEF Communication for Development messages on the Talking Book.
  2. When did the Talking Book arrive at their home? Did they have any issues using the Talking Book?
  3. Ask users about what messages are on the Talking Book. Facilitator should cross reference this with outlines of Talking Book message content provided by Literacy Bridge Ghana.
  4. What content did listeners find most engaging? What content did listeners find most interesting? Why? What information did listeners not engage with? To what extent were messages clear?
  5. Are listeners recording user feedback? Which messages or topics did community members record the most feedback about? Why?
  6. What behaviors have community members been able to practice? What are the successes, challenges and barriers that they have faced in practicing these behaviors?
  7. Are there other service providers assisting the community around adopting behaviors mentioned in the UNICEF Communication for Development messaging? Who are these service providers and what is the scope of their intervention?
  8. Ask community members to think about one new behavior that they haven’t tried before. Ask community members to reflect on the behavior, why it’s important, and what steps they could take to practice the behavior. Ask community members to share examples if they feel comfortable
  9. key takeaways & recommendations & action planning are taken


Key responsibilities of a facilitator

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