Sample Answer
I’d start with a quick micro‑assessment of 8–10 high‑risk UCs: refusal data from the last 3 rounds, type of rumors, and influencer mapping (religious leaders, women’s groups, schoolteachers). In similar work in Malakand, that first 2‑week diagnostic gave us a clear picture of the 3–4 dominant myths driving 70% of refusals. Based on that, I’d co‑design a simple narrative with district EPI, social mobilizers, and local ulema—focusing on safety, Islamic permissibility, and tangible benefits (e.g., “walking to school without leg braces”). Because literacy is low, I’d rely on pictorial tools: flip charts, street theatre, mosque announcements, and local radio in Pashto. We’d segment audiences: mothers, fathers, grandmothers, and youth, with tailored messages and female mobilizers leading women’s sessions. I’d then set clear targets (e.g., 30% reduction in refusals in 2 campaigns) and monitor through post‑campaign LQAS, rumor tracking WhatsApp groups, and weekly debriefs with UCMOs, adjusting content and channels every round based on what’s actually shifting refusal trends.
Keywords
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