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"Focusing on the experience of one of seven working grous at a theater-for-development workshop in Zimbabwe, this report details the process followed by many groups, and reveals some of the major learnings, dilemmas, contradictions, strengths and limitng factors found in a practical vilaage-based th ... more

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Communication Skills for Rural Development

Ian MacDonald, David Hearle

London: Evans Brothers (1984), vii, 119 pp.

"To overcome the many problems inherent in rural development in tropical countries, most governments and aid agencies have put in the field teams of extension workers as 'Change Agents' who train and advise the local people to help themselves. This book is a practical companion for the Change Agent ... more

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Mujeres campesinas y medios grupales: Una experiencia de comunicación popular en Nor Cinti

Teodora Camacho

La Paz: Universidad Católica Boliviana, Carrera de Ciencias de la Comunicación (1984), 214 pp.

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Textbooks in the Philippines: Evaluation of the Pedagogical Impact of a Nationwide Investment

Stephen P. Heyneman, Dean T. Jamison, Xenia Montenegro

Educational Evaluation and Policy Analysis, volume 6, issue 2 (1984), pp. 139-150

"The Philippine government, with the assistance of the World Bank, launched the $US37 million Textbook Project to alleviate the lack of textbooks in the nation's public schools. Prior to this investment, there was an average of 10 pupils for every book available in a given subject. During the first ... year of implementation, the Textbook Project produced ap-proximately 20 million first and second grade textbooks in science, mathematics, and Pilipino. These were distributed nationwide in the 1977-78 school year at a ratio of two pupils per book. In the course of its 5-year duration, the Textbook Project would produce 97 million books covering all subject areas from first grade through high school and would distribute enough so that there would be only two students per book at each grade level in each subject. Books cost an average of US$.55 each (for an average length of 180 pages); the overall program increased per student costs by about 1% (Orivel, 1979). Teacher training in the use of the books was part of the project. These and other aspects of implementation are described in detail by Aprieto (1983). Textbook content was geared closely to the national curriculum and tightly screened for clarity of presentation. Photo and colors were used judiciously. Because books were expected to be in use for up to 5 years, binding and stitching were of high quality. Distribution was made first to regional warehouses, then to municipalities, then to schools. Arrival time and textbook condition in the nation's 100,000 schools were monitored by computer in the capital. The success of the project was due not to simply having new textbooks, but rather to having new textbooks of high quality, reasonably on time, well understood, and well used by teachers. The Evaluation Section of the Textbook Project was formed primarily to investigate the effects of this sizable investment on student achievement. One year before the first sets of textbooks were distributed, an evaluation plan was designed, and instruments were developed to measure these effects. The plan was implemented during the first year of textbook distribution and has been a continuing component of the Textbook Project. The results presented here were obtained from the first-year evaluation data, otherwise known as Phase I. The effects of textbooks on achievement in conjunction with pupil, home, school, and environmental variables were examined, the primary concern being the increment in the achievement of pupils, given the use of the project textbooks, while other influencing factors were controlled." (Page 141) more

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Delegação, descentralização, diversificação: Pontos básicos para otimizar-se a radiodifusão educativa

Solange Gerardin Poirot Leobons

Rio de Janeiro: Associação Brasileira de Tecnologia Educacional (ABT) (1984), 116 pp.

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Communication and Social Change: A Summary of Theories, Policies and Experiences for Media Practioners in the Third World

Michael Kunczik

Bonn: Friedrich-Ebert-Stiftung (FES) (1984), 295 pp.

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Ton + Dia: Ein Handbuch zur Medienarbeit

Julien Kurt Biere

Wuppertal: Jugenddienst-Verlag (1983), 205 pp.

"Konkrete Erfahrungsberichte und praxisorientierte technische wie methodische Anleitungen zur Erstellung einer Tonbildschau." (commbox)

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INCUPO: Una experiencia de educación no formal para el desarrollo. Los cursos de educación fundamental integral

Quito: Asociación Latinoamericana de Educación Radiofónica (ALER) (1983), 44 pp.

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Dritte Welt und Medienwelt: Entwicklungspolitik und das Bild der Dritten Welt in Presse, Hörfunk, Fernsehen

Karla Fohrbeck, Andreas Wiesand, Margarethe Schreinemakers

Bonn: Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung (BMZ) (1983), 213 pp.

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Planning of Communication Support (information, Motivation and Education) in Sanitation Projects and Programs

Heli Perrett

Washington, DC: World Bank (1983), 27 pp.

"The term “communication support” as used in this note refers to information, motivation and education (IME) activities which are specifically designed to encourage the participation of intended beneficiaries in a project and to improve the project’s impact on development. It is related to, bu ... more

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Reducing the Cost of School Textbooks in Africa

Network of Educational Innovation for Development in Africa

Dakar: UNESCO Regional Office for Education in Africa (1983), 71 pp.

"The final report of a regional seminar on reducing the costs of school textbooks in Africa, which took place in Bujumbura, Burundi in 1983, and focussed on raising the awareness of government organizations about textbooks, what measures should be taken regarding the importation of textbooks, the ma ... more

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Producción de radio educativa 83 curso nacional

Lima: CETUC (1983), 48 pp.

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Medien und Kommunikation: Aus dem Arbeitsgebiet der Abteilung 32 'Kommunikationswesen'

Günter Hollenbach (ed.)

Eschborn: Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) (1983), 132 pp.

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Textbooks in Developing Countries

Philip G. Altbach, Douglas Pearce, S. Gopinathan et al.

Prospects (Paris), volume 13, issue 3 (1983), pp. 315-369

"Detailed presentation of all aspects of textbook development, production, and distribution under the specific conditions of developing countries; one regional and two country-specific examples are used to go beyond the general information to show the concrete problems and possible solutions." (GIZ ... more

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Music for Life's Sake: Education Through Music in Industrially Developing Societies. Priorities and Policies

S. Moore

The Hague: CESO (1983), 41 pp.