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Popular Publishing for Environmental and Health Education: Evaluation of Action Magazine

Terry Russell, Steve Murray

Liverpool: Liverpool University Press (1993), viii, 237 pp.

"Action Magazine is a non-government donor-funded project based in Harare, which produces a magazine for schools targeted at top primary level using a 'popular publishing' format - with comic book elements, fun and games features, cartoons, etc. - to present health and environmental science material ... more

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Glatteis in Afrika: Radio 4 - eine Projektgeschichte

Helmut Bredigkeit

Bonn: Friedrich-Ebert-Stiftung (FES) (1993), 35 pp.

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WorldCat (32)

La XEYT radio cultural campesina: Una experiencia de radio participativa

Beatriz Godínez Arias

Quito: Asociación Latinoamericana de Educación Radiofónica (ALER) (1990), 173 pp.

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Journalistentraining als Entwicklungshilfe: 25 Jahre Kommunikatorschulung im Deutsche Welle Ausbildungszentrum

Andrea Sofie Jannusch

Köln: Deutsche Welle Ausbildungszentrum (DWAZ) (1990), 288 pp.

"This publication is a detailed description and analysis of the work of the radio training centre of Deutsche Welle, DWAZ (now Deutsche Welle Akademie). It covers its theoretical background, its organisational context, curriculum development, and an analysis of the professional profile of course par ... more

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El audiovisual en las áreas rurales: Descripción y evaluación de una experiencia

Patricia Ximena Quintanilla Ballivian

La Paz: Universidad Católica Boliviana, Carrera de Ciencias de la Comunicación (1989), 82 pp.

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Educational Media in Retrospect

Drew Tiene, Shigenari Futagami

Washington, DC: World Bank (1987), 105 pp.

"This report examines how large-scale educational broadcasting projects can most effectively be introduced and implemented in developing countries, describes past problems and recommends project design to avoid them in future projects. The principal topics investigated include: (1) relating to targe ... more

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Review of Schoolbook Publishing House, Mozambique: A Study for SIDA

Eero Syrjaenen, Nigel Billany

Helsinki; Lusaka: Amer Group Ltd, Weilin and Göös (1986), 46 pp. + 3 annexes

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Radio Huayacocotla: Una experiencia en búsqueda de la comunicación popular

Quito: Asociación Latinoamericana de Educación Radiofónica (ALER) (1985), 89 pp.

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Documentos sobre una experiencia de teatro con campesinos Huilliches

Santiago de Chile: Centro de Indagación y Expresión Cultural y Artística (CENECA) (1985), 147 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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