"The book brings together a range of community peacebuilding experiences that apply open and distance learning. The emphasis on community requires distance educators to change focus. The book addresses how to help a community articulate its own purposes for learning and then support it in achieving
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them. The role of radio, video and audio recordings to carry stories to larger audiences is explored. By raising expectations and challenging assumptions, use of these media can be catalysts that accelerate other processes of change." (Publisher description)
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"This article analyses the importance of participation in development discourse and examines the effectiveness of theatre as a participatory technique and communication channel. It considers how theatre forms and aesthetics have potential power to produce individual and collective knowledge and alte
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r perceptions. It examines community as a unit of analysis and the role it can play in selfdetermination, considering existing power structures. It is placed in the context of Jana Sanskriti, which aims to help communities learn how to use theatre as a language for reflection, exploration, and analysis in order to articulate new direction and bring about transformation." (Abstract)
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"This publication offers a comprehensive and multidimensional approach to media education, considering it from three inter-related dimensions: its national, regional and global contexts; its value to citizens and civic participation; and the crucial role of collaboration among governments, civil soc
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iety and the private sector in the process. There are chapters on media education within the framework of educational systems in India, Hong Kong, South Korea, Canada, Ghana and Egypt as well as on civil society media education actors in Spain or Finland. In a cross-cultural perspective, other contributions analyse issues like the curricular contribution to media education, the conceptual convergence between information and communication sciences." (CAMECO Update 3-2009)
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"Evaluation data gathered between 1975 and 2000 demonstrated that Interactive Radio Instruction (IRI) had improved learning outcomes in conventional classrooms by between 10% and 20% when compared with control classrooms not using IRI. These programs often had relatively well-funded evaluation compo
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nents, often taught a single subject, and focused almost entirely on improving quality. This study focuses on the use of IRI in more taxing circumstances and the outcomes it achieved as well as children learning in conventional school settings. It looks at the use of radio to teach children who are not in school, who are affected by conflict, who are orphans, who live in countries where most social systems have broken down or never existed – the poorest, least supported and most remote learners to whom access to education has traditionally been denied. It also looks at IRI operating in systems of huge scale, such as the 20+ million learners in India. The projects documented in this study were largely carried out since 2000 (although reference is made to earlier projects also) and addressed early childhood education, mathematics and language instruction and teacher training. They were not research projects, and their circumstances challenged data collection and student testing. Nevertheless, the data demonstrate that these IRI programs have had a positive impact on learning outcomes and on the behavior of teachers. Interactive Radio Instruction (IRI) delivers daily 30-minute radio broadcasts that promote active learning and are designed to improve educational quality and teaching practices in schools and to deliver a complete basic education to learners not in school. This paper uses student assessment data collected on recent EDC IRI projects to determine the impact of IRI on student achievement and to highlight general patterns that emerged from the review. In all, 15 projects provided 37 records (grade-year combinations e.g. grade 1 in 2007) containing student learning data which served as the basis of this report." (Executive summary)
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"This publication looks closely at cases where Germany has supported the production and broadcast of television soap operas as key components of Behavior Change Communication (BCC) in three very different countries with three very different HIV epidemics: In Kyrgyzstan, the epidemic is largely conce
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ntrated among injecting drug users (IDUs), mostly young males but some female sex workers. It is spreading rapidly and there is concern it could soon spread into the general population. Originally broadcast in 2006, "Love as a Test" aims to get across messages that HIV affects not only "them" but could easily affect you and your loved ones and there are things you can do to prevent its spread and reduce its harm. In Dominican Republic, there are extremely high rates of HIV prevalence among ethnic Haitians who live in bateyes (settlements on agricultural plantations), rural areas and urban barrios. Originally broadcast in 2007, "Amor de Batey" aims to promote the consistent and correct use of low-cost but reliable condoms and, also, to empower women, improve their health and reduce child mortality. In Côte d'Ivoire, there are high rates of HIV prevalence throughout the country but much higher rates among women than men. Contributing factors include the common practice of having multiple concurrent sexual relations and low levels of education and specific knowledge about sexual and reproductive health. Originally broadcast in 1994, "SIDA dans la Cité" has aims similar to those of "Amor de Batey." The first series proved so successful that it lead to a second series, originally broadcast in 1996-97, and then to a third, originally broadcast in 2003. All three series have proved popular throughout French-speaking West and Central Africa. This publication shows how each series was developed, provides brief synopses, summarizes the results of formal evaluations and provides informal assessments. It draws lessons and concludes that television soap operas can make significant contributions to national responses to HIV. The most successful series are based on sound research, reflect the realities of life as it is lived by their target audiences, and are developed in a professional manner that ensures they meet high standards both as entertainment and as educational tools." (Executive summary, page 5)
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"The Yearbook 2009 focuses on youth as a generation of actors and citizens who are increasingly exposed to and making use of media/ICT for entertainment and informational purposes, for social networking and mobilization, and for knowledge sharing. At the core of this creativity and these innovative
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practices is media and information literacy. Young people’s competence in using media, their ability to produce, understand and interact with the multiplicity of both new and old media formats and technologies have been instrumental in the manifestation of social processes of change. This book seeks to explore theoretical assumptions as well as empirical evidence of media and information literacy in action. But it also gathers examples of how youth in developing countries have used their skills to bring about change." (Publisher description)
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"Der vorliegende Aufsatz berichtet erste deskriptive Befunde aus einer multinationalen Studie zum Vergleich von Journalismuskulturen. Im Rahmen des Projekts wurden insgesamt 1700 Journalisten in 17 Ländern zu ihren professionellen Orientierungen befragt. Im Vordergrund standen Fragen nach dem Verst
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ändnis der eigenen gesellschaftlichen Rolle, den erkenntnistheoretischen Grundlagen und ethischen Imperativen im Journalismus. Im Ländervergleich zeigt sich dabei, dass jene Rollenmodelle, die durch Distanz und Nichtinvolviertheit gekennzeichnet sind, durchaus zu den weltweit akzeptierten journalistischen Standards zählen. Darüber hinaus ist den Journalisten global relativ übereinstimmend die Verlässlichkeit und Faktizität von Informationen sowie das strikte Einhalten von Unparteilichkeit bzw. Neutralität sehr wichtig. Umstritten sind hingegen interventionistische Aspekte der Berufsausübung, wobei sich die größten Differenzen zwischen den entwickelten Staaten des Westens und Transformationsgesellschaften zeigen. Große Länderunterschiede lassen sich auch bezüglich der Rolle von Subjektivität sowie der Vermischung von Fakten und Meinung feststellen." (Abstract)
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"1. Overall awareness of Afghan Woman’s Hour (AWH) in Afghanistan was found to be high; 50% of all those who had listened to the radio in the previous month were aware of AWH. Awareness was higher in the South Western region at 64% compared with the lowest level of awareness at 23% in the Hazarjat
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region. Awareness was higher among women (60%) as compared to men (40%) men indicating popularity of the programme among its primary target audience i.e. women.
2. The survey found that about 45% of active radio listeners had ever listened to AWH, indicating that the programme has been heard by approximately 11 million Afghans. Listenership was highest in the South Western province (61%) followed by Eastern (49%) and South Central (48%) provinces. Hazarjat province reported the lowest listenership at 22%.
3. More than half of all female active radio listeners had ever listened to AWH. Again, it is apparent that the programme is reaching its primary target audience with 55% of women having ever listened to the programme. Nearly all those who were aware of the programme had heard the programme at some point.
4. Of all those aware of AWH, 76% of men and 83% of women had listened to it in the last month or more recently. Nearly a fifth of all active radio listeners had listened to the programme in the last 7 days with more than a third having listened in the last month.
5. Just over a fifth of all active radio listeners listen to AWH once a week or more. Slightly less than a third of female all active radio listeners listen to the programme once a week or more. As expected this figure is lower for men." (Exectuvive summary)
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"GISWatch has three interrelated goals: surveying the state of the field of information and communications technology (ICT) policy at local and global levels; encouraging critical debate; strengthening networking and advocacy for a just, inclusive information society. Each year the report focuses on
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one particular theme. GISWatch 2009 focuses on access to online information and knowledge – advancing human rights and democracy. It includes several thematic reports dealing with key issues in the field, as well as an institutional overview and a reflection on indicators that track access to information and knowledge. There is also an innovative section on visual mapping of global rights and political crises. In addition, 48 country reports analyse the status of access to online information and knowledge in countries as diverse as the Democratic Republic of Congo, Mexico, Switzerland and Kazakhstan, while six regional overviews offer a bird’s eye perspective on regional trends." (Back cover)
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The USAID-funded Core Media Support Program for Armenia (CMSPA) began in September 2004 after a several year hiatus of intensive USAID support to the Armenian media sector; it concluded on September 27, 2009.
"This handbook on media regulation and self-regulation is based on the outcomes of the International Summer School organized in 2009 in Belarus with the support of UNESCO’s Moscow Office. The event targeted media law experts and media educators from Armenia, Azerbaijan, Belarus and the Russian Fed
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eration. The International Summer School brought together leading Russian and Belarusian experts in the field of media law. Its programme included the issues of international standards of freedom of expression, access to information, protection of honour and dignity, author rights in journalism and communication, self-regulation of the media as well as approaches and methods of teaching media law to journalists and media professionals. Based on the Summer School outcomes, this handbook on teaching the subject of media regulation and self-regulation was distributed among the stakeholders." (UNESCO website, 6 Jan. 2010)
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"India, unlike the USA, has multiple centers of production just as its languages and cultures still maintain their identities in India instead of being amalgamated into a singlular overarching popular culture as appears in the Los Angeles-dominated film industry of the United States. Even with produ
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ction taking place outside of Hollywood, the dominance of Hollywood still reamins a force throughout the U.S. film and television industry. The other surprise in the article is the author’s assertion that television is still subordinate to film in its popularity with audiences, despite the fact that the Tamil Nadu government gave a color television set to all poor people in the state. Film, he reminds us, has a solid place in the lives and hospitality of the people of south India. Jesudoss also points out that all of the major political parties (many more than the two the United States is used to) own their own TV stations and use them to great effect. Adding to the importance of film in everyday life, the author also states that all of last five governors of the state have emerged from the film industry." (Editor's introduction, page 3)
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"This article uses the example of a mobile mixed-media platform – a converted three-wheeled autorickshaw – in Sri Lanka in order to explore whether and how content-creation activities can enable marginalised communities to have a voice. It draws upon research into participatory content-creation
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activities conducted in 15 locations across India, Indonesia, Nepal, and Sri Lanka. The main findings are: the need to pay attention to context when thinking about what might be locally appropriate, relevant, and beneficial in terms of participatory content creation; the benefits that can be gained from creatively reaching out to and engaging marginalised groups and encouraging a diversity of voices; the usefulness of locally produced content for generating local debate around local issues; and the benefits of encouraging participation at all stages of content creation, so that content is locally meaningful and might lead to positive social change." (Abstract)
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