Zambia Integrated Systems Strengthening Program (ZISSP)

The Safe Motherhood Action Groups (SMAG's) are central to the programme and play a vital role in strengthening community participation, transmitting necessary information about maternal, new-born and child health, and stimulating dialogue to identify local and culturally appropriate solutions to enhance the community's utilisation of reproductive health services. The Radio Distance Learning (RDL) Program was created to provide an opportunity to bridge information gaps and help promote desirable behaviours. By tuning into the programme, the SMAGs will reinforce training, education and skills, and thus contribute to improving the health of the communities in which they live.

The programmes, which began airing in January 2013, are in 7 languages and are broadcast on the national radio station and community stations in focus districts. They address safe motherhood issues, encouraging male involvement in health, and facilitating health centre referrals. Drawing on the Ministry of Health's SMAG Training Manual, RDL focuses on safe pregnancy from preconception through the postnatal period. Each topic is linked to a skill or a community mobilisation activity that SMAG members can use to encourage the community to model positive behaviour. There are topics focused on antenatal care, danger signs, preparing a birth plan, malaria and prevention of mother to child transmission of HIV, sexually transmitted infections, nutrition, and tetanus toxoid vaccinations.

At the outset of the project a community behaviour change communication (BCC) framework was created to ensure coordination and synergy of BCC activities among stakeholders and to guide planning and implementation of BCC activities at district and community level. The framework outlines roles and responsibilities for BCC implementers, and ensures harmonisation and consistency of the BCC interventions. An inventory of information, education and communication (IEC)/BCC materials and health promotions strategies was also conducted, highlighting available BCC materials in the five thematic areas and identifying strengths and gaps/weaknesses in topic areas.