"Llegan ondas de Paz" es una estrategia comunicativa que tiene como objetivos y actividades Ios siguientes objetivos: Generar una cultura de convivencia, participación y reconciliación a través de la capacidad de estar informados sobre los Acuerdos de Paz que se adelantan en el país, por medio d
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e una Estrategia Comunicativa - efectiva de información sobre los avances del proceso de Paz en el departamento del Putumayo, a través de Radio Waira. Objetivo de las actividades: 1. Apoyar a la Organización Zonal Indígena del Putumayo (OZIP) y a Radio Waira en capacitación, producción y difusión comunitaria, sobre los Acuerdos de Paz, con lenguaje y contenido propio de las comunidades indígenas del Putumayo. 2. Promover el liderazgo de la Organización Zonal Indígena del Putumayo (OZIP) y a Radio Waira como un canal de información sobre los Acuerdos de Paz durante las fases de preparación e implementación. 3. Aumentar la participación de las comunidades indígenas del Putumayo durante las fases de preparación e implementación de los Acuerdos de Paz." (Página 9)
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"Este livro reúne experiências e reflexões de académicos e não académicos sobre as potencialidades dos media para envolver e capacitar comunidades. Ao longo destas páginas, encontram-se textos que documentam propostas educativas e cívicas em torno dos media ou refletem sobre as capacidades d
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os media para trabalhar no seio das comunidades, incluindo as esferas da infância/juventude e/ou dos adultos e seniores. As metodologias participativas têm uma grande tradição em países da América Latina, de África e da Ásia e estão agora a ser mais usadas na Europa, particularmente, em Portugal. Esta inspiração reflete-se nas diferentes geografias que podem ser encontradas nesta obra, desde Reino Unido, Alemanha ou Brasil, até ao Quénia. Este livro está dividido em quatro partes. Uma primeira foca-se no projeto que deu mote ao livro, o RadioActive Europe, dando conta das suas práticas em Portugal e noutros países europeus. De seguida, juntamos experiências comunitárias e participativas nacionais e internacionais e, por fim, expomos vários caminhos de reflexão em torno da literacia e dos media." (Sinopse)
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"This publication provides readers with fresh insights into the practice of participatory educational communication. The first section explores the educational potential of community media, reaching from participatory radio campaigns in Sub-Saharan Africa to school radios in Brazil. The second secti
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on, "stories of learning", shows the power of experience-based stories through interviews with community stakeholders or through drama and other cultural forms. The third section, "Praxis in Latin America", emphasises the centrality of popular and engaging formats, the importance of blended approaches, and the role of mobile and social media in reinforcing and complementing community-based broadcasting. The fourth section, "Praxis in the Commonwealth", examines strategies for enabling participation, experiences of collaboration at the local level, and the importance of assessing programme outcomes. The final section looks at how broadcasters and other community-based groups can make use of the voice and text functions of mobile telephones across different aspects of educational programming, including content provision, programme logistics and learner support." (CAMECO Update 2-2012)
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"The findings of this research have indicated that Radio Madang [the public service broadcaster in Madang province] is an appropriate medium for disseminating information and messages on development issues to people in rural areas of Madang province. With an audience of about 200,000 throughout the
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province, Radio Madang has the potential to help shape the future of this province throught the different development programmes it produces. However, in recent years, the government has not been fully utilizing this medium due to various reasons listed below." (Conclusions & recommendations, page 155)
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"Radio Veritas Asia (RVA) is hailed as 'the Voice of Asian Christianity' and the Hindi Service has defined its vision and mission to proclaim human development based on Gospel values. Spiritual, social, economical, human and environmental messages are important for overall development of a person an
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d these messages are being proclaimed by 'Satyaswar'. In its morning 27 minutes and evening 30 minutes daily broadcast 'Satyaswar' has given adequate time and duration for Devcomm messages. The respondents are working in communication organizations and therefore, they are well educated, trained and exposed to multimedia world. They have been broadcasting development messages and therefore, they have knowledge about Devcomm and Devcomm programming. Though, they may not be able to define the concepts and principles of devcom, they are already practicing Devcomm. 'Satyaswar' is a charity broadcast and most of respondents have joined the organization for the purpose of service. Therefore, they have genuine interest in development of people. This is reflected in their attitude towards Devcomm; Devcomm programming and 'Satyaswar' programming. Three communication centers collaborate in the production and broadcast of 'Satyaswar' programs and most the respondents have positive attitude towards Devcomm management." (Conclusion, page 73-74)
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"The following contribution about radio ECORA in Bolivia describes the motives, goals, contents, and methods of a radio project in an indigenous region where the people live in situations of cult ural and economic domination and are still in the process of defining and defending their own interests.
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Radio offers them an opportunity to gain new appreciation for their autochthonous languages and to practice using them. It supports the indigenous population in their search for their own identity and self worth. The project described in this article took place thirty years ago, which is a long time in the development of our field of continuing education. The methodological approach, however, is just as current as its objectives. The example of ECORA, which Jorge Aliaga Murillo describes from his own experience, shows that in countries where acute situations of conflict exist, community radio projects linked with socially committed efforts to represent the interests of disadvantaged groups, are capable – and perhaps even obliged – to assume the role of opposition, even if it involves confrontation with the State and its mechanisms of control. It is also clear from the history of ECORA, which was not able to survive under the Bolivian dictatorship, that such projects cannot disassociate themselves from conflicts resulting from the stands they take. The closure of ECORA, however, was not the end of commitment to promote community radio. Other projects were able to build on the experience gained from ECORA, and they further developed their methods in similar endeavours. Radio San Gabriel was one such project that received support from DVV International for its bilingual measures. The work of Radio ECORA was carried on by “Qhana”, an organization which is still active today not only in the province of La Paz, but throughout the entire country." (Introduction)
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"The Radio Instruction to Strengthen Education (RISE) in Tanzania project exceeded its targets and deliverables in every aspect of the project: More primary and secondary beneficiaries were reached, more trainings were conducted, and more resources and equipment were distributed than estimated. Thes
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e figures are principally due to the commitment of the RISE team and the level of the confidence in the program by national institutions (Ministries of Education and Vocational Training and the Tanzania Institute of Education), district officials, schools and local populations [...] RISE built capacity of communities, districts and national institutions for the establishment and maintenance of 180 Tucheze Tujifunze (TuTu) centers in two districts in Zanzibar and 95 Mambo Elimu Community Learning Centers (MECLC) in seven districts in Mainland Tanzania. In addition, RISE reached 246 classrooms in Zanzibar. RISE produced and distributed resources: Interactive Radio Instruction (IRI) programs, Interactive Video Instruction (IVI) programs, guides, classroom kits and song and story books. In addtion, RISE distributed user friendly and sustainable equipment (solar radios, MP3s and MP4s) for audio and video training and in-class support, and trained local staff in their care, use and operation. RISE conducted trainings for education mentors, teachers, shehas, head teachers, school management committees, teacher center staff, district officials and district coordinators. It also built the capacity of MoEVT employees in the design, development and production of IRI and IVI programming, printed materials and training programs." (Executive summary)
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"Los principales temas considerados fueron el país de origen y géneros radiales y televisivos, la clasificación de la programación, y el análisis de la presencia de violencia, sexualidad, lenguaje inapropiado, contenido educativo y conductas disruptivas en la radio y televisión. En televisión
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, se analizaron siete canales de señal abierta (utilizando la señal recibida en Lima): Frecuencia Latina, América TV, Panamericana TV, TV Perú, ATV, RBC y Red Global [...] En total, se analizaron 1027 emisiones de programas. En radio se analizaron 19 programas de siete emisoras de radio en señal abierta (utilizando la señal recibida en la ciudad de Lima): Radio Moda, Radio Programas del Perú (RPP), Cadena Peruana de Noticias (CPN), Radio Capital, Studio 92, Radio Okey y Radio La Mega." (Website CONCORTV)
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"Evaluation data gathered between 1975 and 2000 demonstrated that Interactive Radio Instruction (IRI) had improved learning outcomes in conventional classrooms by between 10% and 20% when compared with control classrooms not using IRI. These programs often had relatively well-funded evaluation compo
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nents, often taught a single subject, and focused almost entirely on improving quality. This study focuses on the use of IRI in more taxing circumstances and the outcomes it achieved as well as children learning in conventional school settings. It looks at the use of radio to teach children who are not in school, who are affected by conflict, who are orphans, who live in countries where most social systems have broken down or never existed – the poorest, least supported and most remote learners to whom access to education has traditionally been denied. It also looks at IRI operating in systems of huge scale, such as the 20+ million learners in India. The projects documented in this study were largely carried out since 2000 (although reference is made to earlier projects also) and addressed early childhood education, mathematics and language instruction and teacher training. They were not research projects, and their circumstances challenged data collection and student testing. Nevertheless, the data demonstrate that these IRI programs have had a positive impact on learning outcomes and on the behavior of teachers. Interactive Radio Instruction (IRI) delivers daily 30-minute radio broadcasts that promote active learning and are designed to improve educational quality and teaching practices in schools and to deliver a complete basic education to learners not in school. This paper uses student assessment data collected on recent EDC IRI projects to determine the impact of IRI on student achievement and to highlight general patterns that emerged from the review. In all, 15 projects provided 37 records (grade-year combinations e.g. grade 1 in 2007) containing student learning data which served as the basis of this report." (Executive summary)
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"The book brings together a range of community peacebuilding experiences that apply open and distance learning. The emphasis on community requires distance educators to change focus. The book addresses how to help a community articulate its own purposes for learning and then support it in achieving
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them. The role of radio, video and audio recordings to carry stories to larger audiences is explored. By raising expectations and challenging assumptions, use of these media can be catalysts that accelerate other processes of change." (Publisher description)
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"In 2002 the UNICEF in collaboration with the Ministry of Information and Communication ( represented by Sudan Radio & TV Corporation –SRTC) launched a pilot project of Community Radio Listening Groups (CRLGs), designed to reach population in hard to reach areas in the country with messages and de
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velopment information. Gradually the project expanded to cover more sites in northern states of Sudan. This Evaluation was commissioned to assess the extent to which the project delivered promised benefits and involved local participation; and to test the social impacts on the local communities where the project operated." (Page 4)
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"This study reviews and analyses what has already been documented on the links between radio-based communication strategies and rural development outcomes, particularly with regards to smallholder farming and food security outcomes. The report explores best radio practices, including issues related
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to optimal formats, schedules, production qualities, and station management, based on 17 case studies from India, the Philippines, Tanzania, Mali, Malawi, Mozambique, Ghana, and South Africa. The key findings include: testimonials and jingles facilitate the best recall and comprehension of messages (Philippines); radio forums strengthen rural decision-making structures (Tanzania); radio programmes created by communities attract high listenership (Malawi); and farm radio is more effective when linked with new information and communication technologies (Ghana). The research also identified some knowledge gaps: the lack of evaluation as an integrated element in radio campaign planning; the need to conduct regular audience surveys; the limited use of non-participatory effectiveness studies and the limited scope of evaluations focusing on the impact of just one or two programmes." (CAMECO Update 5-2008)
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