"Les radios demeurent le médium de communication le plus approprié à la communication sociale et à la communication de développement en Afrique. Dans cette étude, il s’agissait de faire l’état des lieux de la connectivité des radios ouest-africaines aux TIC (internet, satellite, ordinate
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ur, outils de stockage numérique, etc.), d’analyser les usages mis en oeuvre, d’identifier les contraintes, opportunités, et de faire des recommandations aux différents acteurs. L’étude est principalement axée sur sept pays cibles (Ghana, Bénin, Sénégal, Mali, Sierra Leone, Burkina Faso, Niger) et concerne toutes les radios (communautaires, commerciales, confessionnelles et religieuses). Deux cent vingt (220) radios ont été enquêtées." (Résumé, page 8)
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"Struggles over the meaning of the past are common in postcolonial states. State cultural heritage programs build monuments to reinforce in nation building efforts—often supported by international organizations and tourist dollars. These efforts often ignore the other, often more troubling memorie
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s preserved by local communities—markers of colonial oppression, cultural genocide, and ethnic identity. Yet, as the contributors to this volume note, questions of memory, heritage, identity and conservation are interwoven at the local, ethnic, national and global level and cannot be easily disentangled. In a fascinating series of cases from West Africa, anthropologists, archaeologists and art historians show how memory and heritage play out in a variety of postcolonial contexts. Settings range from televised ritual performances in Mali to monument conservation in Djenne and slavery memorials in Ghana." (Publisher description)
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"This study aims at facilitating cost determination and levels of support for local content production in developing countries. It is based on the collection of detailed production costs for feature films for theatrical or television release, television fictions and works of animation, documentaries
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, television magazine programmes and entertainment shows. The data collected relate to the entire production chain, including pre-production, production, post-production, royalties, duplication, dubbing, subtitling, distribution and promotional costs. The 10 countries covered are: Mexico, Colombia, Senegal, Burkina Faso, Nigeria, Egypt, Jordan, India, Cambodia and Latvia. This is a useful tool to independent filmmakers, producers, commissioners, broadcasters, donors and development institutions involved in audiovisual work." (CAMECO Update 1-2008)
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"The changes are mostly of a quantitative nature: proliferation of newspaper publications, an increase in the number of frequencies attributed to radio stations (commercial and community stations). Greater superficiality in the editorial lines of most newspaper publications has also been noted. The
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key projects examined included those run by: Panos Institute West Africa ALTERCOM; the Media Centre of Dakar; Génération TV and SYNPICS. Funding is one of the main weaknesses of the media sector of Senegal. The press support fund is very low. Funding of media activities is handled mostly by a few foundations, such as the Konrad Adenauer Foundation, and a few NGOs, such as OSIWA. Evaluation of media activities is a real problem in Senegal. The culture of evaluation is obviously missing in the endeavours of most of the organisations approached in this research. Actors are conscious of the problem and are developing initiatives to solve it. There are few exceptions to this rule, especially for those who believe that there is no progress without evaluation. Beyond financing matters, the success or lack of success of media development activities can be explained by state obstacles to the development of the media, training, professionalism and self-regulation, decriminalising press offences, media evaluation, and the involvement local of groups in community radio." (Summary & conclusions, page 68)
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"This research initiative assessed the key media changes and developments in seventeen African countries over the past five years and aimed at recommending intervention strategies for strengthening an independent, professional media sector. The summary report presents the main findings regarding med
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ia landscapes, media legislation, media technology and equipment, journalism training and principles of media development. According to this publication "substantial evidence is provided that points to: non-sustainable and short-term approaches to projects; disconnected programmes; unneccesary competition amongst donors; and, consequently wasted investment of donor funds" (Page 15). In addition, individual country reports have been released, written by renowned African media specialists and researchers. They include: Angola, Botswana, Cameroon, Democratic Republic of Congo, Ethiopia, Ghana, Kenya, Mozambique, Nigeria, Senegal, Sierra Leone, Somalia, South Africa, Tanzania, Uganda, Zambia and Zimbabwe. Each country report consists of three sections: 1) Media sector developments, 2) Challenges for future media development activities, 3) Case study: illustrating good practice in media development." (commbox)
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"Instead of limiting ourselves to an enumeration of the obstacles to pluralism, we tried to push the analysis further, proposing draft solutions to problems raised, in a realistic way. The democratic debate today can not be limited to the political arena only, by turning up one’s nose at the debat
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e on the media, especially at television pluralism, as in a kind of conspiracy of silence by politicians in power or in the opposition. Our inner conviction is that there can be no democracy in this twenty-first century without audiovisual democracy. Unless Africa, persisting in its denial of development or having opted for backwardness, by afro-pessimism, is not yet mature for any kind of pluralism. Which is obviously not the case, because Africa is already embracing television pluralism, something which, to quote a famous retort, is too serious to be left solely in the hands of politicians. The real challenge is and remains that of professionalism and economic viability." (introduction, page 15)
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"Les médias sont certes une des vitrines d'accès à la formation citoyenne puisque l'information devrait fournir la matière première permettant aux citoyens d'exercer en démocratie leur rôle de manière éclairée. Il ne suffit pas seulement de pratiquer les médias mais il faut aussi, surtout
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, et d'abord les connaître. C'est à cette double exigence que tente de répondre le présent manuel. Pour ce faire, le manuel est subdivisé en trois sections dont les deux premières offrent suffisamment de matière permettant d'accéder à une large connaissance des médias et d'inciter à une réflexion critique quant à la portée des moyens d'information et de communication dans un processus de démocratisation. L'effort de théorisation et de conceptualisation que susciteront chez l'élève les deux premières sections de ce manuel précède une troisième section consacrée à l'acquisition de savoir-faire permettant une initiation à chacune des étapes de réalisation d'un journal. L'accent mis dans ce cas-ci sur la presse en général et le journal en particulier pourrait éventuellement servir de repère pour de futures expériences d'apprentissage dans d'autres domaines médiatiques, comme par exemple la radio, la télévision ou l'Internet. Le lien est ainsi trouvé entre la connaissance générale des médias et la pratique concrète d'appropriation du média qu'est le journal. Le souci de cette articulation logique entre ces connaissances théoriques et pratiques permet ainsi de faciliter la réalisation de l'objectif global du projet, étant entendu que la formation d'un esprit critique est un préalable à l'exercice rationnel et efficace de la citoyenneté et qui plus est d'une plus grande démocratisation de l'espace médiatique. Mais avant de revenir en détails sur les objectifs généraux et spécifiques de chacune des fiches contenues dans ce manuel, il nous paraît important de jeter un regard sur le contexte, mondial d'abord, et sénégalais ensuite, de l'évolution de l'espace médiatique, afin d'y trouver des éléments d'argumentation en faveur de l'idée du projet d'introduction de l'éducation des médias dans le cadre scolaire." (Introduction générale, page 13)
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