"Concentrating on the complexities of large scale primary and secondary school textbook production, this paper aims to provide guidelines and information for creating viable publishing industries in developing countries. Statistical analysis, personal experience, case studies, and responses to a que
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stionnaire on the publishing roles of the public and private sectors in developing countries form the basis from which the author constructs his blueprint for publishing of textbooks in the countries of the South. Neumann concludes that textbooks, teacher editions, and related materials are cost effective, efficient tools and vital factors in upgrading academic achievement, especially where teachers are less qualified." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 233)
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"Report of a four-day Seminar on Educational Publishing in Developing Countries organized in connection with the Third World Book Fair, 1978, in which 83 participants from 24 countries, representing the public and private sectors in developed as well as developing countries, discussed relevant aspec
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ts of educational publishing. Subjects covered ranged from textbooks to out-of-school reading material, problems of copyright and translation rights, and such controversial issues as the role of government and multinational firms. One of the aims throughout was to relate educational publishing to complex socio-economic issues like free and compulsory education, adult literacy, development of Indian languages, more money for education, education for science and research, equalization of educational opportunity, and creation of increasing awareness of education as a means of modernization." (Eleanor Blum, Frances G. Wilhoit: Mass media bibliography. 3rd ed. Urbana: University of Illinois Press, 1990 Nr. 1040)
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"In spite of disappointing experiments there is a growing range of examples of systems which exploit educational technologies, including many in the developing world. Some may have been introduced for reasons of fashionable interest — some have certainly been introduced as acts of faith, as commun
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ication is a field which attracts very devoted adherents. But experience on the ground has revealed a large number of media possibilities, embracing a variety of educational needs and objectives.
Much of the text is devoted to four short case studies, covering the use of radio for extended learning in the Dominican Republic; qualitative improvement of mathematics teaching in Nicaragua; community action involving radio in Tanzania; and the experimental use of satellite broadcasting in India. Explicit in the booklet's title is the use of communication media for low-income countries, with a critical eye to cost considerations. But it is interesting, and not at all surprising, to see that the focus of the studies, in all cases but that of India, is upon radio rather than television, as a lower-cost broadcasting alternative. More than anything, this reflects a situation in which technological choice is made more directly than hitherto in relation to overall educational planning and financing, paying special attention to criteria of cost-effectiveness, even though these are more flexibly interpreted than in the past. The focus of the booklet is therefore upon the potential of educational technologies as correlated with specific educational policy objectives: in extending educational opportunity; improving the quality of teaching and learning; developing rural areas; and — still a fluid sphere — the increase of participation. What is emphasized, above all, is the need for careful planning and analysis in association with educational specialists from many fields, to envolve media systems and applications which are coherent and which do not exceed the financial possiblities of the country." (Preface, page 9)
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"Several decades ago communication research about the Third World centered largely around the diffusion-of-innovation theory which measured elements of social structure but drew no policy implications from its findings. This anthology brings together research with a new perspective involving the rur
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al poor, and reexamining communication's role in terms of equity (who benefits from information) and productivity (what impact information has on agriculture productivity, health, and income, as well as knowledge, attitudes, and behavior of rural people). Studies are grouped in three parts: "Information in Rural Development: General Social Issues," with articles by McAnany and Larry Shore; "Information within Structural Constraints: Three Case Studies" which includes the Ivory Coast by Frans Lenglet, Guatemala by Jeremiah O'Sullivan, and Brazil and Guatemala by Eduardo Contreras, and "Information and Education in Rural Development: Economic Analysis" by Jacqueline Ashby, Steven Klees, Douglas Pachico and Stuart Wells." (Eleanor Blum, Frances G. Wilhoit: Mass media bibliography. 3rd ed. Urbana: University of Illinois Press, 1990 Nr. 275)
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"Transfer of technology it seems can also be a vehicle for the transfer of ideology. Therefore the recent interest of Australia in appropriate communication technology in order to produce adequate endogenous messages so as to redress imbalances in flow of information and cultural materials. One of t
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he most important findings of the Australian study is therefore the experience that technological progress, understood as modernization particularly in the communication field, is not per se and necessarily a beneficial process. This is also confirmed by the results of the Indonesian study which laid more emphasis on the relationship between communication, social change and development. The Indonesian study has also concentrated more on the socio-cultural impact of the domestic satellite communication project in two cities and five provinces. It was found that different economic and socio-cultural backgrounds strongly influence acceptance and use of the information provided by modern communication media. Mass media distribution and ownership is a prime factor conditioning the effectiveness of modern communication systems in traditional societies. The role of the opinion leaders is closely interrelated with the role of the mass media. Though, in general, the role of mass media as initial sources of information is seen as still relatively small, the local opinion leaders are intensively and regularly using the media. They can even be characterized by their high media exposure and they are respected and influential because of their knowledge of cultural and religious matters, and also because of their innovative and progressive attitudes and practices which seem to mainly stem from the mass media. The study also shows that there is a "two-step-flow of information". The information which is being transmitted by the mass media to the rural populations and mainly passed on and interpreted by the opinion leaders, motivates the villagers to know more, to study and adopt first technical and later cultural innovations and to participate more actively in the life of the nation." (Page ii)
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"A survey of the various communication strategies through which the Latin American people as a whole can participate in national development and which gives the Latin American perspective toward the problem. It tells the role of international aid agencies, lists and discusses participatory projects
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country by country, and in conclusion assembles a 65-page annotated bibliography of literature on the subject." (Eleanor Blum, Frances G. Wilhoit: Mass media bibliography. 3rd ed. Urbana: University of Illinois Press, 1990 Nr. 329)
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"Case studies and seminar reports are provided that "were presented at an international seminar to examine field experiences in using a culture-based approach to nonformal education. Part 1, containing an introductory paper and nine case studies, 'focuses on indigenous institutions and processes in
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health, family planning, agriculture, basic education, and conscientization. The introductory paper discusses indigenous sociocultural forms as a basis for nonformal education and development. Seven countries are represented in the case studies: Indonesia, Bolivia, Java' (Indonesia), Upper Volta, Botswana, India, and Bali (Indonesia). Section II focuses on the performing arts in both mass campaigns and community nonformal education programs. An introductory paper overviews folk media, popular theater, and conflitting strategies for social change in the Third World. The seven case studies consider the specific strategies used in Brazil, Sierra Leone, China, India, Mexico, Jamaica, arid Africa. Section III contains the seminar reports developed from discussions of the four regional working groups: Latin America, Africa and the Caribbean, South Asia, and Southeast Asia. A summary of plenary discussions is also provided." (ERIC document resumé)
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"The present publication is an attempt to report on various practical methods adopted throughout the world to promote and develop the reading habit among those literate populations that read little or nothing at all. The countries surveyed represent the major geographic regions of the world and illu
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strate a broad variety of internal structures. For example, leading publishing giants are looked at as well as countries where indigenous publishing is in its earliest stages; highly literate societies are considered as are those which have recently embarked on the path to literacy; monolingual countries and multilingual cultures are both represented here. Yet despite these disparities one common thread emerges: no country is satisfied with the number of active readers it counts among its population and all consider that methods and techniques for increasing reading must be tried and tried again in order to bring books and people together in a lasting aqd fruitful relationship." (Preface)
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"This bibliography of education from a distance (by correspondence or telecommunication) covers materials produced in the late 60s and in the 70s. All facets of education and a variety of instructional subjects are covered. The 1,866 entries are not annotated. Both published, and unpublished materia
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ls (many of the latter available from ERIC) are included. The great majority of items are in English, although other languages are covered as well. Items are arranged alphabetically by author. A subject index is provided, and addresses for obtaining items and for further information are appended." (https://files.eric.ed.gov)
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"The object of this document is to attempt to identify the prerequisites for an efficient use of modern communication media for formal and non-formal educa tion in rural areas in developing countries [...] Although one cannot entirely separate the way the teaching process is treated from the way the
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organisational aspect is handled, the purpose of this study is to examine the factors on the organisational side which make for an efficient use of media, based on the results of more than tventy years' experience throughout the world. In view of the variety of media available and the considerable difference in the requirements of the various countries, there can be no question of recommending a specific type of organisation. Our aim is a far more limited one, i.e. to highlight what, judging by this experience, are the most common organisational problems encountered in the use of modern communication media in education and to describe how the technical constraints inherent in the media affect methods of organisation, bearing in mind the specific characteristics of the rural environment." (Introduction, page 2-3)
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"Vol.1: Capitalism, Imperialism (1979); Vol.2: Liberation, Socialism. 'Communication and Class Struggle' is an anthology containing more than 120 articles originating in over 50 countries since the mid-nineteenth century which were selected by the editors to explain three interrelated questions abou
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t the mass communication process from the Marxist viewpoint: 1) how communication is conditioned by basic economic, social, ideological and cultural factors; 2) how capitalistic production affects communication practice and theory in bourgeois society; and 3) how the underprivileged and the working classes have reacted in certain countries by developing their own communication theory and practice. Selected bibliography." (Eleanor Blum, Frances G. Wilhoit: Mass media bibliography. 3rd ed. Urbana: University of Illinois Press, 1990 Nr. 273)
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