"This booklet sets out the issues involved in digital transformation in broadcast media from the viewpoint of African media stakeholders and, especially, community radio stations. It aims to correct widespread misconceptions that analogue radio will have to be switched off in the next five years as
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part of “digital migration”. At the same time, it warns that the digitisation of broadcast television signals has implications for radio stations around the continent. The same goes for digitisation more broadly, as internet growth also has implications for radio stations. The study has been commissioned by the Panos Institute West Africa, which has a particular interest in community radio. In the nature of the subject matter, the scope of this study has had to be wider than community radio – precisely because of the impact of the larger transitions on this sector [...] One key recommendation of this booklet is that there is no rush for African countries to undertake the very costly and highly complex move from analogue to digital TV. Another is that this particular transition is just one process (albeit a very important one) in the wider perspective of building the African Information Society by means of many digital-related changes to communications." (Summary, page 7)
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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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"This chapter explores the relationship between theatre and neoliberal policies in Tanzania. It analyses the consequences of neoliberalism for the Tanzanian theatre and exposes the challenges it faces as a simulacrum of people’s culture. I also present evidence on why it is important, when analyzi
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ng theatre in Tanzania just before and after independence in 1961, one should take into consideration the influence of internal and international political economies. Using the case of Theatre for Development (TfD), the chapter also deals with the assumption that neoliberal policies have pushed theatre to the periphery and created greater donor dependence." (Page 191)
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"The multipurpose Lesotho Highlands Water Project (LHWP) is designed to transfer water from the water-abundant highlands of Lesotho to the Gauteng region of South Africa (its industrial heartland) and provide hydropower to Lesotho through a series of dams, weirs, delivery tunnels, and associated inf
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rastructure (see Box 1). In addition, for Lesotho, one of the primary objectives of the LHWP is to utilize its export revenues toward poverty alleviation and economic stability [...] Being the largest binational water transfer scheme in the world and because of its phasing (Phase I was divided into two very large sub phases, Phase IA and Phase IB, which were followed by the feasibility studies for Phase II), the lessons learned in this case study are multifaceted. They are discussed under the headings of overall perspective; governance; sustainability (focusing on its physical, institutional, fi nancial, environmental, and social aspects as well as its impacts in poverty alleviation); and communication. This is followed by a summary of the lessons learned progressively in moving through the fi rst two phases of the project. The synopsis closes with a look at the lessons learned from the involvement of the World Bank in the project. Because of the complexity of this project, selectivity has been applied in the topics discussed, including focusing mostly on Lesotho." (Synopsis, page ix-x)
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"This paper discusses the effectiveness of farm radio as a tool for enhancing access to agricultural extension services by small scale farmers in Malawi. It outlines the current agricultural extension policies, methodologies and the role that radio can play in improving food security and communicati
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on for rural farmers. The study further explores the challenges faced by the Ministry of Agriculture and Food Security in utilizing radio, while also addressing opportunities for improvement and recommending strategies for enhancing farm radio initiatives." (www.academia.edu)
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"Leading researchers from different regions of Europe and the United States address five major interrelated themes: 1) how ideological and normative constructs gave way to empirical systematic comparative work in media research; 2) the role of foreign media groups in post-communist regions and the e
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ffects of ownership in terms of impacts on media freedom; 3) the various dimensions of the relationship between mass media and political systems in a comparative perspective; 4) professionalization of journalism in different political cultures—autonomy of journalists, professional norms and practices, political instrumentalization and the commercialization of the media; 5) the role of state intervention in media systems." (Publisher description)
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"This paper attempts to appraise African filmmaking and the content of African films from a Nigerian film audience perspective. The study specifically explores the disposition of the audience towards contemporary African filmmaking for home video and cinema entertainment as well as the content of Af
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rican films. The study used a qualitative questionnaire to determine the perspectives of residents in Lagos as members of the Nigerian film audience. The study found the perception of the content of contemporary African films, particularly home videos, to vary among the film audience. Opinion largely favoured a new orientation towards a de-emphasis on obscene scenes, rituals, fetish practices, violent crimes and display of partial or total nudity in the content of African films. The study, therefore, recommends that regulatory bodies set up in most African countries, such as the Nigerian Film and Video Censors Board, should own up to their responsibilities in terms of ensuring strict compliance of African film makers or producers with rules and regulations guiding film production, content of films and exposure guidelines." (Abstract)
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"Since the 1990s journalism education programs have expanded exponentially around the world, but media freedom has not. Globally comparative, this edited volume assesses journalism education and the challenging environment in which it is delivered in countries with a partly free or not free status a
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ccording to global press freedom. The countries covered include China, Singapore, Cambodia, Palestine, Oman, Egypt, Kenya, Tanzania, Brazil, Russia, Romania, and Croatia. Contributors demonstrate through careful analysis that wealthy nations are able to set the terms of their journalism education while less affluent countries are more open to the influence of foreign NGOs. Although this book evidences the disconnection between what is taught and what can be practiced, it also illustrates the degree to which journalism education can be an agent of change." (Publisher description)
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"In late 2009, three newspaper articles appeared in the Kenyan press, contributing to a newly emerging debate in the Kenyan media over government transparency and accountability. Media reporting in Kenya on governance issues, particularly in relation to corrupt practices in public spending, is not n
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ew. What was unusual about these articles was the attention they brought to the specific issue of taxation. Who is paying tax? Who is not paying tax? And what is happening to the revenue? Using evidence from a range of sources, these articles showed the potential for more in-depth questioning and scrutiny of tax issues by the Kenyan media, strengthening the role the media is playing in the development of Kenyan democracy. The three journalists who published the articles had all recently participated in a workshop for researchers, civil society organisations (CSOs) and Kenyan media representatives held in Kenya in November 2009. This workshop was part of a series of interventions delivered by Relay, a media and research communication programme. The Relay programme is managed by Panos London, which runs workshops and other activities with the other institutes within the Panos network, including Panos Eastern Africa. Relay provides training and facilitates relationship-building among key stakeholders to support more in-depth, research-informed media coverage of complex, under-reported or misreported development issues. The long-term goal is to generate public debate that can have an impact on policy and bring about much-needed change. This case study describes some of the methods and activities developed by Relay and how they were applied in Kenya to the issue of tax and governance. It offers a detailed and descriptive account of Relay’s series of workshop sessions, in particular." (Introduction)
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