"In May 2003, UNESCO and Sida jointly organized a seminar on ”Assistance to Media in Tension Areas and Violent Conflict”, bringing together a select number of NGOs, UN agencies and donors for two main purposes: first, to discuss various experie
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nces and perspectives on assistance to media in conflict situations and, second, to highlight the key issues relevant to conflict management and media support. The seminar, held in Vaxholm outside Stockholm, generated a number of recommendations that aimed at combining conflict management strategies and press freedom principles. These recommendations will be incorporated into the planning process leading up to World Press Freedom Day 2004, to be organized by UNESCO in Belgrade on 3 May 2004. In addition, they will be included in follow up donor discussions. A comprehensive discussion paper was produced as background for the seminar’s deliberations. The booklet before you is a compilation of the discussion papers produced for the seminar, reflecting the outcomes of the discussions." (Foreword)
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"An easy-to-read introduction for non-technical people. It contains concrete suggestions for the necessary equipment according to the planned range of the radio station. The cost of technical equipment for the "Micro Radio Station" (15 watts, up to 5 km range) is only US-$ 1,100 (as of 2004). For th
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e "Village Radio Station" (30 watts), the cost is US-$ 7,800. The "Community Radio Station" (1 kilowatt, range normally up to 30 kilometers) costs US-$ 18,000. The technical equipment of the "Regional Radio Station" (two kilowatts, range up to 100 kilometers with a favorable location and a high transmission tower), on the other hand, already costs US-$ 100,000." (commbox).
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"Traditional indigenous education and its structures should be respected and supported. Our knowledge has not been written down by us – on the contrary: we dance it, we draw it, we narrate it, we sing it, we practise it. There is a need for a deeper understanding of what knowledge and learning are
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and the many paths that lead to them. This is in line with what was observed by the Delors Commission: Western formal education systems tend to emphasize the acquisition of knowledge to the detriment of other types of learning (UNESCO, 1997). I believe that indigenous peoples can contribute significantly both to our own education systems and to the renewal of education systems of other peoples. We need to: establish effective arrangements for the participation of indigenous parents and community members in decisions regarding the planning, delivery and evaluation of education services for their children, young people and other community members; increase the number of indigenous people employed as education administrators, teachers, coaches, curriculum advisers, teachers assistants, home-school liaison officers and other education workers, including community people engaged in teaching indigenous culture, history and contemporary society, and indigenous languages; provide education and training services to develop the skills of indigenous people to participate in educational decision-making; develop arrangements for the provisions of independent advice from indigenous communities regarding educational decisions at all levels; and to achieve the participation of indigenous children, young people and adults in education for a period similar to that for other students." (Preface, page 7-8)
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"Minutes of a joint workshop of Sida (Sweden), Norad (Norway), Danida (Denmark), the Finnish Ministry of Foreign Affairs, SDC (Switzerland) and UNESCO Communication Sector. Planned activities include research "on the links between poverty reduction
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and support to the media sector in developing countries" and "the use of indicators in assessing media development." (commbox)
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"This literature review explores current thinking and analysis of the role of culture in development communications addressing HIV and AIDS prevention, treatment and care. It takes as its starting point the relationship between culture and the global strategic response to HIV/AIDS, tracing the impli
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cations of an absence in cultural thinking in global action strategies devised by lead bodies. It explores recent progress in developing a cultural approach to HIV/AIDS, including work by UNESCO, and the challenges faced by current dominant modes of development communications which draw on cultural approaches. The primary challenges, it argues, stem from an overt focus on behaviour change, coupled with the dominance of Western-derived IEC (Information, Education, Communication) methods which allow little space for community participation. A further challenge arises from current Monitoring and Evaluation methods. The ‘levels’ model of culture and development, which evolved from the Routemapping Culture and Development project by Creative Exchange, is seen as offering an opportunity for a more complex understanding of the relationship between culture, development and development communications. The review makes the point that adapting current modes of development communication to incorporate more culturally sensitive approaches will require greater commitment to community participation, and wider recognition of cultural issues among development actors." (Abstract)
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"From the establishment of the region's first journalism school at the University of Papua New Guinea (UPNG) in 1975 with New Zealand aid, Robie traces three decades of South Pacific media education history. He profiles journalism at UPNG, Divine World University and the University of the South Paci
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fic in Fiji with Australian, Commonwealth, French, New Zealand and UNESCO aid. He also examines the impact of the region's politics on the media in the two major economies, Fiji and Papua New Guinea - from the Bougainville conflict and Sandline mercenary crisis to Fiji's coups. The book draws on interviews, research, two news industry surveys, and the author's personal experience as a Pacific media educator." (Publisher description)
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"Small Islands Voice focuses on small island developing states and islands with other affiliations in the Caribbean, Indian Ocean and Pacific regions. This initiative, started in 2002, aims to combine new information and communication technologies with print, radio, television and other media, in or
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der to promote the effective participation of the general public in sustainable island development and in the 2004 review of the Small Island Developing States (SIDS) Programme of Action and its follow-up. Six islands played an active role in Small Islands Voice in 2002: St Kitts and Nevis, St Vincent and the Grenadines, San Andres Archipelago in the Caribbean; Seychelles in the Indian Ocean; Cook Islands and Palau in the Pacific. Activities in the islands include opinion surveys, meetings and workshops, debates, radio talk shows, interactive displays, and newsletters. Inter-regional activities include two internet-based discussion fora, one for the general public and one for youth, inter-regional conference calls, and an inter-regional workshop held in Palau in November 2002. The internet is being used to link the regions together. An internet-based forum was developed to connect the general public in the three regions in a discussion on key issues in the environment-development arena. This internet-based forum links up with local newspapers so the debate can reach a wider audience; and the potential exists to further extend the reach of this forum using community radio and television. A similar forum focusing on secondary school students is proving successful and has potential as a distance learning tool. Limited and costly internet access in small islands is a serious constraint to such initiatives; however, the islands involved are developing innovative ways of overcoming these constraints, such as negotiating special rates with internet service providers and at internet cafes." (Executive summary)
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"Le manuel que vous avez entre les mains fournit dans sa première partie des informations générales sur le VIH/SIDA. Il rend compte de l’ampleur de la pandémie du VIH/SIDA dans le monde et en Afrique subsaharienne, établit ses causes, inventorie les facteurs favorisant la transmission du VIH
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et les moyens de prévention. Il explore également certains aspects de l’impact socio-économique du VIH/SIDA. La seconde partie met l’accent sur le théâtre pour le développement qui est un outil de communication sociale efficace, accessible, économiquement et culturellement adapté au contexte africain. Pour aider les groupes de théâtre qui veulent utiliser cet outil de communication, des consignes sont données sur l’élaboration de messages sur le VIH/SIDA et des idées fournies pour la rédaction des textes dramatiques sur ce thème. Enfin, en ce qui concerne la mise en scène et le jeu d’acteur, le manuel fournit des orientations sur la construction d’une pièce de théâtre, le décor, la distribution des rôles, ainsi que sur la création ou la recherche du personnage. Enfin, la dernière partie du présent manuel, qui correspond aux annexes, contient les cours de théâtre forum dispensés par Prosper Kompaoré, directeur de l’Atelier Théâtre Burkinabé, durant “L’atelier de formation sur l’approche théâtre en matière de lutte contre le VIH/SIDA” qui a été organisé par l’UNESCO/BREDA du 10 au 20 décembre 2002 à la Maison de la Culture Douta Seck, ainsi que des scénarios sur le VIH/SIDA. Le premier scénario “Le Défi ” est l’oeuvre de la troupe de théâtre Kaadu Yaraax tandis que le deuxième est le fruit des travaux d’atelier. Ces sketchs sur le VIH/SIDA pourront être interprétés par des groupes de théâtre ou être utilisés comme source d’inspiration pour créer d’autres sketchs." (Conseils pour l'utilisation du manuel)
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"This qualitative study aims to show the need to encourage more Mozambican women to enter and to stay in journalism, and the need to mainstream gender in media coverage. The study, carried out by UNESCO, follows on the heals of a gender and media b
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aseline study conducted by Gender Links (GL), an NGO based in Johannesburg, and MISA. The GL/MISA study found that women in Mozambique constitute only 3 per cent of those working in the media, which is far below the regional average of 22 per cent. Women only constituted 15 per cent of the sources used in the media. This UNESCO qualitative study involved in-depth interviews with 34 media experts. It was carried out in Maputo, the capital, Beira, in the central province of Sofala, and Nampula, in the north, during the months of October, November and December 2003. In addition to the interviews, a two-hour workshop was held in December with senior women journalists and editors to discuss the study and their views on gender and the media. The UNESCO study showed that women journalists are especially under-represented in Mozambique’s print media with some newspapers, such as the Sunday newspaper, Domingo, and the Independent, Zambeze, having no women journalists. Others had only one or two women. Most, although not all, editors felt that it was a problem having so few women journalists, but there was no agreement as to how to change this situation." (Executive summary)
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