Radio for education and development.

Jamison DT; McAnany EG
Beverly Hills, California, Sage Publications, 1978. 224 p. (People and Communication Vol. 4)

This book explores the potential use of radio and evaluates case histories for formal education and development. It includes a complete annotated bibliography and appendices which list the case studies with authors' addresses and tabulates transmission and receiving resources from UN sources (1974). The advent of inexpensive radio receivers has opened up the use of radio for education and development by increasing quality, effectiveness and access, while reducing or containing costs of transmitting messages. Studies have disappointed those who hoped that educational radio would prove of substantially better quality than traditional classes. In rural areas of developing countries, however, notable exceptions have included secondary education in Mexico and Brazil, math elementary education in Nicaragua, a teacher upgrade program in Kenya and an adult equivalency education in the Dominican Republic. Development communication is a catchall category including motivating, informing, teaching skills, advertising commodities, changing attitudes or behavior of audiences. Planners should be aware that there are a variety of effective strategies: open broadcasting, focused short-term campaigns, organized listening groups and 2-way radio. Examples of successful programs include the Kenya health broadcasts, notable for their entertaining, humorous format and large listening audience; the nutrition radio campaigns, which used advertising techniques; the Guatemalan agricultural programs, relevant for their timely information; and the Tanzanian radio food growing and health campaigns, remarkable for mobilizing over 2 million people. In the absence of commonly encountered political, administrative and technological constraints, radio is effective, inexpensive, wide-reaching, readily available resource for communicating developmental messages, especially in rural areas.

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