"In spite of disappointing experiments there is a growing range of examples of systems which exploit educational technologies, including many in the developing world. Some may have been introduced for reasons of fashionable interest — some have certainly been introduced as acts of faith, as commun
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ication is a field which attracts very devoted adherents. But experience on the ground has revealed a large number of media possibilities, embracing a variety of educational needs and objectives.
Much of the text is devoted to four short case studies, covering the use of radio for extended learning in the Dominican Republic; qualitative improvement of mathematics teaching in Nicaragua; community action involving radio in Tanzania; and the experimental use of satellite broadcasting in India. Explicit in the booklet's title is the use of communication media for low-income countries, with a critical eye to cost considerations. But it is interesting, and not at all surprising, to see that the focus of the studies, in all cases but that of India, is upon radio rather than television, as a lower-cost broadcasting alternative. More than anything, this reflects a situation in which technological choice is made more directly than hitherto in relation to overall educational planning and financing, paying special attention to criteria of cost-effectiveness, even though these are more flexibly interpreted than in the past. The focus of the booklet is therefore upon the potential of educational technologies as correlated with specific educational policy objectives: in extending educational opportunity; improving the quality of teaching and learning; developing rural areas; and — still a fluid sphere — the increase of participation. What is emphasized, above all, is the need for careful planning and analysis in association with educational specialists from many fields, to envolve media systems and applications which are coherent and which do not exceed the financial possiblities of the country." (Preface, page 9)
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"Case studies and seminar reports are provided that "were presented at an international seminar to examine field experiences in using a culture-based approach to nonformal education. Part 1, containing an introductory paper and nine case studies, 'focuses on indigenous institutions and processes in
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health, family planning, agriculture, basic education, and conscientization. The introductory paper discusses indigenous sociocultural forms as a basis for nonformal education and development. Seven countries are represented in the case studies: Indonesia, Bolivia, Java' (Indonesia), Upper Volta, Botswana, India, and Bali (Indonesia). Section II focuses on the performing arts in both mass campaigns and community nonformal education programs. An introductory paper overviews folk media, popular theater, and conflitting strategies for social change in the Third World. The seven case studies consider the specific strategies used in Brazil, Sierra Leone, China, India, Mexico, Jamaica, arid Africa. Section III contains the seminar reports developed from discussions of the four regional working groups: Latin America, Africa and the Caribbean, South Asia, and Southeast Asia. A summary of plenary discussions is also provided." (ERIC document resumé)
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"A description of the book trade in the seven major English-speaking countries of the world, which, grouped by size of market, are the United States, the United Kingdom, Canada, Republic of South Africa, Australia, India, and New Zealand. A special section gives eleven minor markets in alphabetical
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order; they are Bangladesh, Ghana, Ireland, Jamaica, Kenya, Malaysia, Nigeria, Pakistan, Philippines, Singapore, and Sri Lanka. The aim is "to develop indicators of the strengths and weaknesses of the constituent markets, to analyze the general state and direction of growth of the book industry, and to interrelate these factors so as to provide a firm basis for decision-making in public." Information for each country is accompanied by numerous tables, and for the seven major countries, by profiles of a few representative publishing houses. An Executive Summary condenses the total findings, and a 13-page introduction summarizes the findings in terms of certain important trends. At the end of the second volume are conclusions. Index." (Eleanor Blum, Frances G. Wilhoit: Mass media bibliography. 3rd ed. Urbana: University of Illinois Press, 1990 Nr. 1069)
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"Third World Mass Media attempts "to examine historical, cultural, economic, and political aspects of all Commonwealth Caribbean mass media, from the time of the first newspaper in 1717 until 1976." Has a comprehensive bibliography." (Eleanor Blum, Frances G. Wilhoit: Mass media bibliography. 3rd ed
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. Urbana: University of Illinois Press, 1990 Nr. 249)
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"Two projects to produce learning aids are being implemented. The first is a textbook factory (a graphical industry) which at full capacity will have an annual output of some 30 millions books. The second project is also designed to produce learning aids, mainly plastic, metal and optical products.
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Both projects have received financial assistance from Sweden." (GIZ Library Bonn)
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"Una amplia vista panorámica de la situación actual de los medios de comunicación católicos en el momento de la publicación. También incluye biografías de periodistas y otras personas que trabajan en los medios de comunicación." (commbox)
"Gives information on the uses of radio and TV in connection with literacy work in 40 countries in various parts of the world." (Eleanor Blum, Frances G. Wilhoit: Mass media bibliography. 3rd ed. Urbana: University of Illinois Press, 1990 Nr. 706)