"Through four case studies, this book examines some of the key issues in funding provision of textbooks and training materials in Africa. The case studies, contributed by experts in textbook production and distribution, offer individual country perspectives from The Gambia, Lesotho, Mozambique and C
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ôte d’Ivoire. They review the strengths and weaknesses of the different schemes, and represent a number of different strategies that have been developed in order to respond to the urgent need for more teaching and learning materials within an affordable, equitable, and sustainable framework." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 1872)
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"Este é o Guia Pedagógico para você acompanhar as aulas do Programa "Para Ouvir e Aprender", que é uma realização da Rádio Rural de Santarém, em parceria com as Secretarias Municipais de Educação de Santarém e Belterra com apoio do UNICEF. No Brasil e na nossa região, existem muitas solu
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ções boas para o desafio de melhorar a qualidade da educação de nossas crianças. O Programa "Para Ouvir e Aprender" é uma delas. A idéia é utilizar o rádio, de forma criativa, dentro da sala de aula, como um recurso pedagógico. Com o programa de rádio, alunos, professores e toda a comunidade escolar trocarão informações entre si, acompanharão uma radionovela, ouvirão debates e entrevistas importantes para a nossa realidade local. Além disso, o Programa "Para Ouvir e Aprender" vai ensinar dinâmicas novas para professores e alunos aplicarem dentro da sala de aula, utilizando os conteúdos de português e matemática." (Introdução)
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"Das Buch befasst sich mit den Vorraussetzungen der Wirksamkeit von Kommunikation, die auf Einstellungs- und Verhaltensänderung ausgerichtet ist. Im Mittelpunkt stehen Überzeugungsstrategien, die bedeutsam für die Vermittlung von Kommunikationsinhalten über Massenmedien sind, insbesondere im Rah
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men kommerzieller und nicht-kommerzieller Marketingziele. Die Erörterung der einzelnen Themenbereiche basiert auf den Erkenntnissen der internationalen Forschung." (Vorwort)
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"Produced in landscape format and attractively designed, this is a valuable practical marketing manual that aims to assist small publishers to make sense of the publishing world, particularly NGOs with publishing activities, but where publishing is not the core function. The manual will guide them t
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hrough the principles and processes of effective marketing, and linking the capabilities of a publishing company to the needs of the customer. The author was formerly Marketing and Managing Director of David Philip Publishers in Cape Town, and is well known for a series of successful marketing workshops she has conducted during each year’s Zimbabwe International Book Fair. Those that are struggling with their marketing will find a wealth of practical, hard-nosed advice in this guide, which covers these topics: (1) Defining your Market, (2) What is Marketing? (3) The Marketing Plan, (4) Sales and Selling, (5) Distribution, Co-operative Publishing and Rights, (6) Publishing, Marketing and Finance, (7) Development Agencies, Donors and Commercial Publishers, and (8) Strategic Planning. Interspersed with the text are a number of practical exercises, and there are also reproductions of flyers and other publicity material as illustrative examples of good practice." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 2458)
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"To reshape the field of development communication, Redeveloping Communication for Social Change proposes situating theory and practice within contexts of power, recognizing both the ability of dominant groups to control and the potential for marginal communities to resist. Contributors from communi
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cation and anthropology explore the global and institutional structures within which agencies construct social problems and interventions, the discourse guiding the normative climate for conceiving and implementing projects, and the practice of strategic interventions for social change. Examining early and emerging models of development, power dynamics, ethnographic approaches, gender issues, and information technologies, they speculate how a framework accounting for power might contribute toward new directions and applications in the field. Instead of mourning the demise of development communication, this volume should provoke critical debate that will help us change our approaches to meet new challenges." (Publisher description)
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"Section One, Fundamental Concepts in Environmental Education and Communciation (EE&C) provides an orientation to four theoretical perspectives that have shaped GreenCOM’s approach to environmental education and communication projects: behavior change, participation, gender, and systems thinking.
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Each has its own research framework and following, yet each contributes an important set of ideas to environmental education and communication activities. In Section Two, Planning EE&C Programs, a variety of GreenCOM experiences illustrate the basic process of designing education and communication programs: needs assessment, formative research, pre-testing, and evaluation. Taken together they form a reliable and well-tested model for program development. Section Three, Conducting EE&C Activities, looks at staff and participant training workshops, mass media campaigns, and how EE&C can affect public policy. Section Four, Putting It All Together, highlights several successful countrywide strategies from GreenCOM’s field experience. These cases illustrate some of the diverse approaches to building capacity and planning and implementing environmental education and communication. The projects involved training, policy initiatives, awards schemes, curriculum development, and multifaceted communication campaigns." (Page xiv)
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"The main purpose of this guide is to highlight some of the benefits, challenges and options when considering funding of media and communication interventions. This publication is not designed to be a ‘how to’ guide for designing and implementing such programmes. Rather, it aims to guide DFID st
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aff, responding to conflicts and other emergencies, on: when to support media initiatives; what types of assistance to provide to media organisations; how to appraise and monitor media based interventions. Thematically, most attention is given to the role of media in conflict situations as this is where most experience has been gained to date. However, sections on natural and man-made disasters are also included. Furthermore, the main focus is on electronic media, such as local, national and international radio and TV broadcasting. This focus has been adopted because the bulk of media initiatives undertaken in areas of conflict fall within these categories." (Introduction, page 6-7)
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"Most past studies of entertainment-education programs have not provided an adequate theoretical explanation of the process through which community members enact system-level changes as a result of exposure to entertainment-education media message. Here we study the effects of an entertainment-educa
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tion radio soap opera by means of an observational case study in one Indian village. We investigate the paradoxes, contradictions, and audience members' struggles in the process of media-stimulated change, a process involving parasocial interaction, peer communication, and collective efficacy." (Abstract)
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"This manual has two parts: the first looks at the aspects of a good manual. We argue that a good manual must have the right contents, to make it usable (right for the reader, and of good quality) and applicable (can be applied in the work of the user); it must have the right method, form and struct
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ure, to make it accessible; and the manual must be available when needed. Part II covers the process of testing. In testing, you need to know the strong and weak points of the manual itself, and to know if it is (or will be) available where it is needed. Thus the types of questions to ask and what they tell you are included. This part looks at when and where to test, and how to test manuals for non-literates. In the text, a number of examples are used. These are all fictional, although they are based on situations we have seen." (Introduction, page 4)
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