"A bibliography, international in scope, which abstracts about 600 items in an attempt to bring together in a single source the various project reports, country surveys, research and evaluation studies, bibliographies, and discussions concerning the application of radio to problems of education and
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development." (Eleanor Blum, Frances G. Wilhoit: Mass media bibliography. 3rd ed. Urbana: University of Illinois Press, 1990 Nr. 1699)
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"A classic study that presents a summary of the findings of international research concerning the reading habit, drawing on sources from all over the world. Surveys studies of reading habits in many parts of the world, the effective teaching of reading, results of research on motivation for reading,
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factors which influence reading interests, the promotion of developing reading interests, and suggests some avenues for future research." (Hans M. Zell, Publishing, Books & Reading in Sub-Saharan Africa, 3d ed. 2008, nr. 2158)
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"This bibliography covers 1661 publications, which are divided into 59 subject areas in the field of "Adult Education and Media". Most references are accompanied by detailed abstracts. The selection relies on English-language literature basically referring to the United States. However, some papers
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from UNESCO and experiences from Africa, Asia and Latin America are also included. Considers mainly books and grey literature." (commbox)
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"The difficulties, shortcomings and failures of experimental projects are as significant as their successes. It is in this open-minded spirit that we have traced the history of the experience in Senegal and sought to evaluate its impact. Throughout the foregoing pages, attention has been drawn to si
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gnificant lessons. It may, however, be useful to summarize once more certain principal conclusions. The application of radio and television to adult education does not grow organically out of existing structures and practices. Neither the media, when in fact they do exist, nor the institutions and organizations concerned with adult education are necessarily predisposed to a joint comprehensive effort. The condition of success is the solution of political, administrative and financial problems, the more rational use of existing facilities and staff, the provision of new resources in funds, hardware and personnel, and the elaboration of a methodology adapted to the needs and aims of adult education. A great deal of time, money and personal effort had to be spent on this preparatory phase, and it was only thanks to political support by the Head of State, to collaboration between the media and the interested agencies, and also the active participation of the target audience itself, that valid results could be obtained. The second set of conclusions concerns the material resources, finance and time required for such an undertaking. Unfortunately, it was not possible to obtain a clearcut economic evaluation of the entire project, in particular of its television component, but certain lessons are clear: A project of this kind should be neither underfinanced nor endowed with excessive resources. Lack of facilities and personnel made it impossible to pursue the numerous initial objectives and to use fully the various audio-visual media. Regrettably, the teaching of literacy had to be abandoned owing to lack of resources." (Conclusion, page 52)
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"Presented as a paper at the 1974 Conference on Non-Formal Education held at the Michigan State University, this bulletin contains selective digests of not readily available, unpublished and published documents, research reports, summaries, descriptive articles, conference reports, international sur
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veys, and observer or participant reports on the use of communication media and technology in nonformal educational projects around the world. Specific instances are cited, with emphasis on projects in the less developed areas, which might serve as tentative guidelines for future development. The first section discusses the need for a nonformal approach to education and how this might be combined with other formal and informal learning opportunities. The second section deals vith the types of media znd technology currently in use including TV, radio, traditional folk media, games and simulation techniques, audio cassettes, programed instruction, and multimedia approach." (https://files.eric.ed.gov)
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