Advocacy Training
Workshop
Presented by:
Funmbi Babalola, Global Health Advocate
Jessica Chan, Local Officer of Global Health Education
NOSMSS
Objectives
 Definition of an Advocate
 Process of advocating
 Apply the process of advocating to a case scenario
Definition of an Advocate
 Health Advocate “physicians responsibly use their
expertise and influence to advance the health and
well-being of individual patients, communities and
populations”. Royal College of Physicians and Surgeons of Canada, 2005.
 Advocacy is the process of supporting a cause or an
issue. IPPF from CEPDA
 Advocacy is speaking up, drawing a community’s
attention to an important issue and directing decision
makers toward a resolution. CEPDA
 Advocacy is working with other people and
organizations to make a difference. CEPDA
Process of Advocating
Identify
an issue
Evaluate
Set goals
and
objectives
Identify the
audience
Deliver the
message
Develop a
message
Process of Advocating
Identify
an issue
Evaluate
Set goals
and
objectives
Identify the
audience
Deliver the
message
Develop a
message
Identify an Issue
 The problem that requires a solution
 How?
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Research
Needs assessment
Focus groups
Interviews
Surveys
Process of Advocating
Identify
an issue
Evaluate
Set goals
and
objectives
Identify the
audience
Deliver the
message
Develop a
message
Set Goal and Objectives
 Goal: Broad
 Medium or long term
 Objectives: incremental steps to achieving goal
 Shorter time frame
 Have SMART goals and objectives
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Specific
Measurable
Attainable
Relevant
Timely
Process of Advocating
Identify
an issue
Evaluate
Set goals
and
objectives
Identify the
audience
Deliver the
message
Develop a
message
Identify the Audience
 Primary Audience: People able to make change
 Primary Key Stakeholders
 Politicians (e.g. Minster of health, MPs)
 Secondary Audience: People that can influence Primary
Audience
 E.g. Public
Process of Advocating
Identify
an issue
Evaluate
Set goals
and
objectives
Identify the
audience
Deliver the
message
Develop a
message
Develop the Message
 Characteristics of Effective Messages
 Simple, concise
 Appropriate language
 Content is consistent
 5 elements of Messages
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Content
Language
Messenger/source
Format/Medium
Time and Place
http://www.youtube.com/watch?v=PQFisVii2
3I&feature=relmfu
Process of Advocating
Identify
an issue
Evaluate
Set goals
and
objectives
Identify the
audience
Deliver the
message
Develop a
message
Deliver the Message
Inform
Motivate
Persuade
Move to Action
Deliver the Message
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Face to Face Meeting
Social media (twitter, facebook)
Traditional media (news media)
Letter writing (post, fax and e-mail)
Networking events (town halls, conferences).
Visual Displays and Posters
Write an article in a newspaper, or journal
Petitions
Letter Writing
EPIC
Example
Engage
Dear ______,
As a mother of two small children, I was shocked to find out that over
70 million primary school–aged children are not in school.
Problem
Too often, the only thing standing in the way of these children having
access to a brighter future are school fees, often as little as $50 a year.
Inform about
solution
How can we expect any country to develop to its full potential when its
children are not getting educated? Not one developed country has been
able to do so without first making education free and compulsory for its
children.
When school fees were dropped in Kenya over 1.2 million new children
showed up for school.
Call to action
Can I count on you, in your role as MP, to write a letter to the World
Bank asking them to stop making school fees mandatory parts of any
funding given to the governments of developing countries?
Process of Advocating
Identify
an issue
Evaluate
Set goals
and
objectives
Identify the
audience
Deliver the
message
Develop a
message
Evaluate
 Continual Evaluation
 Assess:
 Outcomes (short term ~1 yr)
 Impact (long term ~ 5 – 10 yrs)
 How?
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Pre-post surveys
Focus groups
Interviews
questionnaires
Questions?
Case: Chemical Valley – Aamjiwnaag
First Nation (Sarnia, Ontario)
Case: Chemical Valley – Aamjiwnaag
First Nation (Sarnia, Ontario)
 lowest rate of live male births in the world (two girls born
for every boy) and high rates of death, miscarriage and
disease
 members of the Aamjiwnaang First Nation in Sarnia, Ont.,
think these adverse health outcomes are due to the
chemical plants that exist on the reserve
 131 million kilograms of pollutants were released from 46
plants in Sarnia's Chemical Valley
 16.5 million tonnes of greenhouse gases emitted (21% of
the total for Ontario, and more than the entire greenhouse
gas emissions of British Columbia)
 exposure to toxic pollutants for people in the region is the
highest in the province (60% of the 5.7 million kg of toxic
air released were within a 5km radius of the reserve)
References

Aamjiwnaang Environment (2010). Aamjiwnaang First Nation Health & Environment Committee.
Retrieved on November 19 2012 from http://www.aamjiwnaangenvironment.ca/mission.html.

CBC (April 1 2008). Chemical valley: Aamjiwnaang First Nation in Sarnia sounds alarm over toxins.
Retrieved on November 19 2012 from http://www.cbc.ca/news/background/aboriginals/health.html

CEPDA (n.d). Advocacy: Building Skills for NGO leaders. Retrieved from
https://www.dropbox.com/sh/bwj4392chlufdpc/6qnflQZdRN/CEDPA%20%20Advocacy%20Building%20Skills%20for%20NGO%20Leaders.pdf

The Globe and Mail (November 1 2010). Chemical Valley health issues prompt lawsuit against
Queen's Park. Retrieved on November 19 2012
from http://www.theglobeandmail.com/news/national/chemical-valley-health-issues-promptlawsuit-against-queens-park/article1241005/

This Magazine (September 16 2011). Aamjiwnaang First Nation case could add environmental rights
to Canada's constitution. Retrieved on November 19 2012 from
http://this.org/magazine/2011/09/16/environment-constitutional-right/

Tearfund advocacy toolkit:
http://tilz.tearfund.org/webdocs/Tilz/Roots/English/Advocacy%20toolkit/Advocacy%20toolkit_E_FUL
L%20DOC_Part%20C.pdf
Royal College of Physicians and Surgeons of Canada. (2005). The CanMEDS 2005 Physician
Competency Framework. Retrieved on November 16th 2012 from
http://www.royalcollege.ca/portal/page/portal/rc/common/documents/canmeds/resources/publicati
ons/framework_full_e.pdf
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