REPORT NO (No English ISBN Available).; ISBN-0-89492-048-0 (Spanish); ISBN-0-89492-049-9 (French)

DOCUMENT RESUME

ED 22.5 542. IR 010 547

TITLE Project Profiles. A.I.D; St4pies in Educational' Technology and Development Communications: INSTITUTION Agency for-International Development (Dept. of State), Washington, p.c. Clearinghouse on Development

Communication. , SPONS AGENCY Agency for International Development (Dept. of State), Waqpington, D.C. REPORT NO (No English ISBN available).; ISBN-0-89492-048-0 (Spanish); ISBN-0-89492-049-9 (French)

'PUB DATE . Jul 82 NOTE 396p. , PUB,TYPE -Reports - Descriptive (141) Multilingual/Bilingual , Materials (171) LANGUAGE Eng1ishi French; Spanish'

EDRS PRICE MF01/PC16 Plus Postage. . DESCRIPTORS Agriculture; Audiotape Recorders; *Audiovisual Aids; Case.Studies;. CommunicationsSatellites; *Community Development; *Developing Nations; Family Planning; Health Programs; *Instructional IMprovement; Mass Media; *Radio; *Rural Developmentp Television; Videotape Recordings IDENTIFIERS Printed Materials

ABSTRACT -These profilei contain brief case studies showing how communication media are successfully.used to support-development projects in a variety of fields end international settings. Projects ,

. listed eMphasize agriculture, health, nutrition, population, education (primary and middle grades, adult, and distance), and, integrated development. Project descriptions are presented in a uniform, two-page format listing target audience, objectives, media, donori/sponsors, duration, -contacts, project descriptiOn, results, points of note, and references. The English version contains 72 profiles, while the French and:Spanish language versions,contain oily 45 project profi,les. The index in the English-langua,ge version i3 arranged in chart form, listing proiects by sector,-country, title, media use (audiovisual aids, audiocasSettes, correspondence, film, folk,media, interpersonal, ,print, radio,.two-way satellite, and television), and sponsor/financing (AID participation, international donors, national government, and self or local financing). Names and addresses have-been updated to show current'contact data. (LMM)

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-* ; Reproductions Supplfied-by EDRS are the best that can be made * from.the original document. ********************************************************************** .

Project rofilesUS. DEPARTMENT OF EDUCATION NATIONALANSTITUTE QF EDUCATION 'EDUCATIONAL RESOUPICE.S. INFORMATIOI4 :OENTER (ERIC) 11"This' document has been reproifucedas *AID. Studies in Educational received from the Pekson dr organizatipn originating CU Technology and Developthent . tvIMor changes have been made to improve reproduction quality.

"4- Communications PointS of view or opiriions stated in this docu In ment do not necessarily represent official ME. Lt position or policy. U. S. Agency for international Deve/opment ev Office ofEducation/ CZ Bureau for Science and Technology LW Washington, D.C. 20523, U.S.A.

Prepared by Clearinghouse on Development Communication . -1414 22rid Street, N.W Washington, D.C. 20037, U.S.A. .(202) 862-1900

'w1Vvrrer. 4,1zia ACADEMY FOR EDUCATIONAL DEVELOPMENT FOREWORD

, Project Profiles are written and published by the Clearinghouseon Development Communication. These brief case studies show how communication media are successfullyused to support development projects in 0 a varietY of flelds:--igriculture, hath:nutrition,- population, education, and integr'ated developMent.

For the reader's convenience,we have kept the project descriptions brief, in a uniform two-page format. Names and addresses appearing as "Contacts" have been updated,where possible, within thpast yearso that readers may otain current data from theeindividuals. .

, Prof& Profiles 'are indexed according to sector focus, use of media, and country. A translated series of Profiles is also available from the Clearinghouse in French, Spanish, and Arabic. We welcomeyour corn.- ments on the usefulness of theseProfileS, your suggestions for future improvements, and any information you may have on communication projects that could-be included in a future Collection of case studies.

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.% -LAmirmIir .1 AGRICULTURE

ASSISTANCE TO RURAL BROADCASTING - 0 k Afghanistan

TARGET AUDIENCE: Farmers in the Afghan provinces of Wardak,,Logar, Kunduz, and Herat (approx- imateli 17,500 people)

OBJ ECTIVES: To improve rural broadcasting as a means of supporting rural developrnent ac- t, tivities and to tesNhe feasibility of establishing in Afghanistan a communication syStem involving radid, cassetfes, and farmersfeedback OEDIA: Radio, tape recorders and cassettes,and interpersonalcomrbunication

DONORS/SPOI41SORS:Fdod and Agriculture Organization of the United Nations; Afghanistan's Minis- tries of Agriculture and Education; Australia's FFH/AD; and Radio Afghanistan

DURATIO Initiated-in-19734mpi.ernented_in-1976;_ftse I. terminated in977; Phase II pending

CONTACTS: Trevor L. Stockley, Rural Broadcasting_Specia6t, Ministry of Agriculture, Afghanistan; AbdUllah Naik, General President of theExtenskin Department,

S.Y. . Radio A MiniStry ofAgriculture,Kabul,Afghanistan; Wasiq; Director, Afghanistan, Kabul, Afghanistan; and Fazel Rahim, Deputy Minister for Agriculture; Kabul,- Afghanistan

I7ESCRIPTION: The Assistance to Rural Broadcastirig Project took shape in 1-973 following meetingsin Afghanistan of government officials with the Chief of FAO's Development SupportCommunications Branch. The project was designed to reflect the Afghan Government's desire to keep farniers apprised of improvements inagriculture and livestock-production techniques and to make them aware. of the existence and availability of credit, equitable means of dis-ir tributing irrigation' water, and the possibility of forming farmers' cooperatives. By thetime the polifical and logisti- ,_ cal-obstac-les-to implementation had dissolved, 1976, the prbject had acquired a seconddimension that of a communication support system for the national land reform_ then progress. Abandoning early plans to establish. and then to test the, feasi bil ity of a rural radio forum in Afghanistan, the project directors decided that a communication system involving radio, cassettes,and farmers' feedback would meet local needs better than the. conventional radio forum could.Accordingly, tape recorders and one hundred . , _ _ tapes were purchased, and a survei, aimed at determiningthe.ndski of information that farmercWabted arid could use (and that project employees could provide) wascarried out. In_December 1976, tapes produced on the basis of - the surveyfindings were circulated in two provinces. 3- _ The radio component of the communication system was already well-establishedin.the project area when the project began. Radio ownership in rural Afghanistan is high and the Ministryof Agriculture's Department of Exten- sion and Development has been contributing twenty minutes of programming tothe nightly broadcast of "Village, Home' and Agriculture. However, members of the production corps andlisteners alike were far from satisified, with the quality and content of tile broadcasts. To upgrade progrim effectiveness,then, a foreign consultant was of the Department of Exten- . brought-into-the-Radio_Unit ache General Directorate of Information and Publishing sion and Development to provide in-ser6ce training-for one year to_the_sevenfull-time staff members. At the swine time, additional recording equipment was bought and a staff vehicle wassecured for use irimaking field trips and col lecting farmers' feedback, Fifty-siX extension agents from eight eXtension Units were selected toparticipate in the project, After being briefed and receiving radios, these agents conducted the sixteen meetingsthat served as the pre-project survey and visited villages ob Wednesdays (when "Village, Home abd Agriculture" wasbroadcast) to drum up interest in the radio broadcasts, to distribute cassettes (in Wardak and Logaronly), and to solicit farmers' requests, criticisms, question, and comMents. /

te? Reflecting both the strengths and.difficulties encountered by staff memb'ers in this project, tentativeplans for extension of the project beyond the pilot phase specify that the combination of radio,cassette recorder, and extension agent be retained, that a fullLtime technician/maintenanceperson be hired, that Radio Unit personnel be well- versed in either agriculture or extension work, that a filmst.rip component be addedto the media mix, and that more study be devoted in the -futUre tb measuring the rate at which farmers adopt improved practices.

RESULTS:

. Records kept by the extension agents show that 3,883 of the roughly 17,500 farmersin the target area had heard at least one.tape a finding-Co-nfirmed-by-an-extrapolation_of the figure (22.5percent) reached in the evaluation survey. In COnfrast, two-Out oi.every three farmers in the area had heard progra-ms Olithe-trationarland-reform-rand_ four out of five of thoSe who heard the message felt that all their questions had .heenanswered satisfactorily. Inaddition to.exposurét6 the mediumand themessage, increases in knowledge, the correlation oTcontacts (with tapes and 'atension agents) with' radio-listening habits, the relationshipbetween the specificity of the message and the -likelihood- that theflearers.wilract upon- it, the rdationship betWeerf-the tendencyto provide feedback,and the tendency tdtake action based on newly acquired information, andthe relationship between the tim'eliness of the message and the adoption of °advicewere all studied.

Not surprisipgly, the spread of ideas prOVed easier to trace than the spread of improvedagricultural practices. Moreover, little effort was made to measure changes in farming techniques since theproject resources were liMited. Research did, however, establish that farmers inthe.experiment acquired information that they considered useful, tended to value cassette-carried (as opposed to that passed, from farmerto farmer) information'more as they grew-accustomed to the medium, and contended more or fess unanimously that "Village,Home & Agriculture" had improved markedly during the year.of the experiMent. The evaluationsurvey also Showed that half the farmers who had heard the tapes listened regularly to the radio broadcast, compared with three inten of those wh6 had not heard the tapes. As for the hypothesis that the more tailored a particular recommended technique is to local needs . the more likely it is to be tried, it held good for only three of the five, variables tested.

OF NOTE: -

The pre-broadcast survey revealed that farmers tended to be interested in topics thatare seasonal, local, and related to decisions they have to make. Specifically;the cassettes carried informationon the control of rye grass in wheat, of rust and smut in wheat, on the pruning of fruit trees, and on the 'control of field mice.

Field trips related to the -project were far more than whirlwind tours. Some lastedas long as 25 days. Post-project research indicated that receptivity to the broadcast and tapedmessages had nothing td do with a farmer's age and that level of education correlated with willingness totry a new practice with respect to only one of thefive variables measured.

The FAO-employed consultants who conducted the in:service training for members of theRadio Unit developed-a tr-ainingmanual, "Notes on Communicating Through Radio," anda glossary of tec,hnical terMs. _ Wardak and Logai were selected as sites for the cassette experiment because agricultureextension programs in both were already active, farmers and village leaders Were prepared to participate in the project, locarauthorities-promisecrtd-cooperateyother development prOjOcts were underway; control grdupS could be identified for experimental purposes, and roads were good enough to permit year-round acCess by a vehiclewith four-wheel drive,

REFERENCES: . . . "Assistance to Rural Broadcasting -..-. Afghanistan, TerminaLReport", TF,AF6.10(FITI), TrevorL. Stockley, Food and -Agriculture Organization of the United Nations, Rome, July 1977. , "Development ComMunication in the Provinces Of Wardak; Logar, Kunduz and Herat," Draft, F.A.0.;Rome,' October 1977.,.

Cleal'inghouse on Development Communication April 1978 _

(While it is standard procedure at.,the Clearinghouse to ask persons intimately involved with the Projects described in this series to revieW the draft Profiles, strenuous efforts tO obtain such comments before the publicatipn deadlinewere in this case unsuccessful.) LJ AGRICULTURE

LEiATSHE LA RONA OUR LANIE5 Botswana

TARGET AUDIENCE: The adult population of .Botswana To involVe the public (particularly its rural constituents) inlearning about and cominiiTting-on-land-use_poli_des a MEDIA: Radio, print, flipcharts, and interpersonal communication DONORS/SPONSORS:- Botswana's Ministry of LocalGovernr;ent and Lands and other national governmental agencies, with financial assistance from the 'BritishGovernment Begun in 1975; carried .out'primarily in 1976; follow-up stagecompleted in 1977 DURATION:. Bag 006, Gaborone, CONTACTS.., Ministry of Local Government and LandS, Private Botswana; Ross Kidd and Alan Etherington,International Council for Adult Education, 29 Prince Arthur Avenue, Toronto, M5R IB2,Canada; and David Crowley,Head, -InternationalDepartment, TheIndustrial : SoCiety,48 Bryanston Square, London Wi, U.K.

. DESCRIPtION: LEFATSHE LA ROl\IA Our Land, a project of Botswana'sMinistry o( Local Government and Lands, has been both an experiment in participatory decision-makingand an attempt to solve a land-use problem at the heart of a semi-arid country's economy. Botswana's traditionaltribal grazing system a series of White Papers issued by the ;government between 1971 and 1975revealed could not Fong withstand pressures exerted by increases inhuman and livestock populationS:Under excessive_strain, thecommunal grazing areas.adjacent to villages were plagued Py soi I erosion, and uncontrolled grazing near surface waterwaS-contributing to _the deterioration of the veld. At the same time, policies go'Verning well-drillingtended to work against smaller cattle owners(asOP-Posed to-wealthy dividuals). By 1975the national government had identified meansof reversing land degradation. It had developed a_land-management policy based on the practices of stock controls,fencing,, paddocking, early weaning, salt- and-bonemeal feeding supplementation, and rotational grazing. But it wasalso determined to preserve some-of the values and features of the traditiOnal land-tenure systemand to protect theinterests of those who own few.or no cattle. Accordingly, it launched an educational and consultativecampaign to explain and to get feedback on land- , ---ro-riing policies and_othet aspects of:the land-management program.

-The "Public Consultationstaged-by the national governmenttOOk place in (our phases, Thefirst _consisted_ of ministers attended more than 100 a two-monthnational. speaki ng tour in the autumn of 1975. The President and his Kgodas (community meetings) during this period,explaining public policy and fielding questions from villagers. The second phase, July of 1975 to February of 1976,comprised briefings and seminars for goVernment officersand others. The third phase, the Radio Learning Group Campaign, wastrialtrunin December of 1975 and conducted on a full scale in 1976. The final phase,the analysis and uSe of the public responses culledduring the Radio Learning Groups; took place in-1976 and J977. The Radio Learning Group Campaign involved apilot project, feadership:courses (held-in- Mayof_1976), materials preparation (from OCtober o( 19.75 to Marchof 1976), radio broadcasts (from June through Julyo( 1976), December of 1. and follow-up radio programs based on responses tothe earlier broadcasts and aired froM July to 1976. A limited amount of vital information onthe land-zoning proposals and their irhphcationsfor people in various parts of the country was broadcast during thiscampaign to roughly 3,2001istening groups averaging 1 6 agricUlture, members each. EVery group had a discussionlead& recruired and trained by extension workers (in week Tor fiye community development, and health) whofunctioned in extension teams. Each group met twice a version of weeks to disoiss the broadcasts and.the speciallyprepared materials (flipcharts, an illustrated popular )eaders mailed a re- the White Paper on zoning policy, pictures, andstudy guides). After each program, the group ,. work opt land-use plans and -port on the group discussion to thecampaign organizers, who used the information to prepare "answer'; programs forbroadcast. RESULTS:. Original plans called for the organization of between 4,0b0 and 5,600 group'S,.While 3,510,were actuailyestab- lished. The attendance record was comparably positive, with one participant in five attending all meetings and each listening-group member attending an average of six. According to one estimate, one adult-1 n six was reached directly by the campaign. . -- The desired outcome of LEFATSHE LA RONA, a national consensus on the need for new land-use policies and on the most effectiNie ways for implernenting such policies, appears to have been achieved. The Public Consulta- tion (defined in the campaign as "government and people discussing together") revealed that the people of Botswana recognize the Koblem of overgrazing and see the presence 'of too many cattle as a major cause, that a large majority favored (though hesitantly) the principle.of granting exclusive leasing rights to grazing land and also wanted such grazing landsituated in the sand-velds where population density is low. About the formation of ranching groups, the people of Botswana are uncertain, though they acknowledge that this is a major mechanism bV which a "small man" could benefit. Most RLG members opposed the setting of limits on the number of cattle that_an _individual farmer could bold. Most were also hesitant about adopting expenS'ive, -modern ranching rnethodS but were interested in learning more about them and liaving access to the financing for them. These and other findings are being used by the national government and the regional Land Allocation Boards on an ad hoc basis in decision-making. Theyhave not been used to form laws or nationwide policies, since conditions and listening-groups responses varied so much among Botswana's 11 districts.

OF NOTE: The main issues covered in the questibnnaires used to gather fe,pdback'were grazini rights, zbnin, the ern- portan-ee to present_and future_generations_of caring for_the land 'andrespecti ng its limits, water rights, fenc-_ ing, conservation in general, resettlement sthemes, and the possibility of establiThing farmer's grour8. Radio Was selected as.the primary medium because alMost four-fifths of the adult population of Botswana cannot read or write. Although the official national language, Setswana, was used for radio broadcasts, some very fewadults intended to benefit from the radio programs.don't, speak Setswana. Other problms related to the translation of English-language .ffiaterials. into' Setswana were also erlcountered.

One observerofthe interministerial media campaign has raised the possibility that the Campaign was too. intense, that "media overkill" came into play. 'Some members of the 7.-,dio Listening Groups were openly suspicious of the government's interest in their opinion's. "Why, they ask..s.1," hasn't the government consulted us about'other.matters44 public interest?" -The_catge industry is the mainstaV of Botswana's econorny. Report forms returned to project headquarters were tabulated and analyzed by computer.

REFERENCES: "Lefatshe La Rona Our Land: The Report on the BetswanaGovernment's Public Consultation on its Policy Proposals on Tribal 6razing Lands," Ministry of Local Government and Lands, Gabbrone, SepteMber1977: Lefat;he La Rona Our Land: An Explanatory Note," Ministry of Local Goyernment and Lands, Gabordne, March: 1978. "Technical Notes 1-5 on the TGLP Campaign,6' Alan Etherington, Botswana Extension College, 1977 and 1978.

"Botswana's Radio Learning Group Campaign,jr! David Crowley and Ross Kidd, International Extension Col-. lege, England, 1976.

;'Radio Learning Campaigns: The Botswana Experience", Ross Kidd and Alan Etherington, Convergence

1978-11(3-4): 83-92.- .

Radio Learning Group Manual, David CrOwle,/,Alan Etherington, Ross Kidd, Friedrick-Ebert Foundation, Bonn, 1978. 1 a

AGRICULTURE

BASIC VILLAGE EDUCATION -Guaten-Wa

tARGET AUDIENCE: Indian and Ladino farmersir Guatemala' 0 OBJEctIVE: To change farming'practicds and increase production through the effective usp of communication

MEDIA: Interpersonal communication, _radio forums, graphic materials

DONORS/SPONSORS: The Latin American Bureau of the U.S. AgericY for International Development, and the-GUatemalah.MinistrieS of Education and Agriculture

DURATION: Implemented in 1973; ongoing

'CONTACT; Prof. Mario R. DardOn, Project Director, Programa deEducaciOn Basica Rural, 2a. ANienida 8 -53,Zona1,, Guaiemala City, Guatemala; Richard Mar-. tin, Education Officer:U.S. A1D/LAC, Rrh. 2245 NewSta(te, Washington, D.C. 20523, U.S.A.

DESCRIPTIOt*

Basic Village Education (BVE) is a fiVe-year experiment aimed at usingcoMmunications media to'acqiiaint Guatemalan farMers with modern agricultural practices',. Its ahcillarytoal isto increasethe effectiveness ofexten- 0 'sion workers so they can help solve individual ahd regional farmingproblems. The pfah. to test the cost-effec: tiveness of 'varioUs mixes of communications media was implemented by .theAcademy for Educational Development under contract to the Agency_ for International DevelOpment (whose totalcontribution to the project will cumulatively totalat'least $1,650,006 by the time the project jscompleted).The plan originally called for three and, later, for four distinct coMmuni.cations mixes,repreSenting increasing degrees of cohtact With the rural families "in two vastly different cultural and geographical settings." ,

In 1973, the pro ject" waS ihitiated among the Spanish-speaking Ladi nos (Mestizos)in the southeastern Oart of Guatemala. Roughly 18 months later, the experiment was extended to includethe western highlands, where it was directed toward the Quich&Speaking Indianpopulation. In a survey conducted by.the BVE staff in 1974, the illiteracy rate was pegged at 64 percent in the Yupiltepeque Valley of southeasternGuatemala and at 66 percent In rural crrrtunities near Momostenangoin the highlands.

Radio was chosen as the main conduit for imparting hew agricultural-krioWledgeand change. TWO-radio stations broadcast eight hours a day, from 5 to 9 a.m. andfrom 4 to.8 p.m., Monday through Saturday, To attract and maintain a large listening--audi-ence, the- BVE-staff -programsabout 80 percent of the. broadcast time with music, entertainment, and other programs unrelated to agriculture. The remaining hours are devoted to the discussion Of farming. The core.agrictilturak Orogram includes a 30-minute "agricultural magazine," r'adio noVels, a question-and-swer interview with an agronomist, and 30 to 40 spots that carry agriCultural messages.

The first o1 the four,different communication treatments consists of messages delivered by radio alone:The - second adds a village "monitor" locally selected and trained for about a month who weekly visits four or five villages that together contain approximately 200 families and who holds late afternoon forums at which recorded radio messages are played on a cassette recorder. The monitor uses flipcharts and posters.to snarkdis- cussions, gives out take-home sheets, and in some cases, cultivates demonstration plots. A third treatment pro- kvides low-level technical assistance.from agronomists, each.of whom serves roughly 600 families. The BVE field agronomist Work5 with. Mpnitors in the villages, conducts plot demonstrations, helps identify local crop-pro- d9ction'probJems, and advises farmers. He also serves as the monitors' supervisor and trainer and is an important

. feedbicKchannel from the field. The fou'rth,added in 1975, employs monitors alone in areas not reached by the radio shows.

RESULTS:

.-OfitrarY_to expectation, and probably becaOse programrning is so carefully tailored to lotal needs, radio alone seems to bethaving a significant impact on farmers' behavior: This particulanexperimental design, some say, has created a'n extended,personal communications system rather than a traditiOnalimpersonal broadcasting sphere. -Also, the Monitors andagr homists_ appear to reinforce the radio messages effectively.

The radio forums tended to attct farmers already-disposed JO adopting more modern farming practices.

. But some farmers who did not attend the.forbms also changedihe:i-farming practices. Chief among...the changes were the selection of heartier corn'seed and the use of fertilizer at flowering-and seeding time..Fungicide use also , increased among many. area/f"armers; but this change was less marked.

OF NOTE:

' In 1976, the usual effect of low rainfall on crop yields was exacerbated by a drought that occurred in the critical months of July through SepteMber. ,

The experiment ks disrupted by the earthquake isn February of 1976. For a month proje'ct resources, were used almost exclusively in relief activities.

The introduction of silk-screening in 1976:produced superior graphics, eliminated tedious hand copy- ing, and allowed artists more time to integrate feedback concepts,into future illustrative matetials.

REFERENCES:

"The Basic Village Educadon Project: Third Interim Report, Field operationi, June 1975 1976," Academy for Educatid'nal Development, Washington, D.C, 1976.

"The Basic Village EducatiOn Project: Third Interim Report, Evaluation Component, University of Florida; July 1976," Academy for Edx/cational Development, Washington, D.C., 1976, .

7 Clearinghouse 'on Development Communication rune 1977 SCHOOL-ON:THE-AIR India

TARGET AUDIENCE: Indian farmers

via .013JECTIVE: To impart a systematic knowledge of agricultural science to farmer listeners . . . radio broadcasts-

MEDIA: Radio, supplemented by.written correspondence

DONOR/SPONSOR: Alldriclia Radio <,

DURATION: Initiated in August 1975; ong6illg

COt:iTACT: Dr. Pradip K. Dey. (ProjeCt birector), Farm Radio Officer,All India Radio,' Calcutta, India

DESCRIPTION:

In 1975 All India Radio developed a strategy to deal with thecomplex prbblem of delivering, in a'short period o tiNrne, modern farming informationsystemat(cally through channels acceptable to therur'al farming population of We'scBengal The radio station chose literate farmer listenerswith access to radios as the target au'dience for a broadcaSI\series on agricultural science information. Its staff assumed that if Systematicknowledge of agriculture were imparteckto the farmerlisteners, they would become "contact farmers" and disseminate modern agricultural innovorisjo villagers`hitherto incapable of interpreting, orwithout access to, comiilex information on mode?ri agriculture. N-;

The School-on-the-Air fo,farmers broadcast six courses betweenlate 1975 and early 1976. Each course consisted of five half-hour lessons. TheKcurriculiim was planned with thehelp of the Agricultural Department of the State Government o,f West Bengal, wIijch also selectedthe broadcast trainers or teachers,

Trainers prepared t'lessons and read thrrl over the radio every Sunday between. 7:00 and 7:30p.m.\-1-t/e delivery pace was slow so the farm& listeners Could writedown important points. Key points, as well as unit numbers and measures, were repeated several-tirrieshroughout the broadcast..At the end sif each program, re'spones to these questionS to the radio station, their re- . questions were broadcast. Before the listeners mailed quests for clarification on points broadcast during the proarn.wereanswered. Trainers marked each paper, and at the end orthe year the radio listenerreceived a certificatoppreciation along witIT his grades. . RESOLTS:

Although All india Radio feels that a large number Of farmers may have benefitted from the broadcast programs, only 114 actiVely participated in the correspondencecourse Cluring the first "school year." Theseqrainee listeners were surveyed at the end of the training session to ascertain their interests and expectations, and their potential for becoming contact farmers. Most particijAnts, the survey showed, were befween the ages of 2 0 and 29, educated at the high school level, and of middle income status. About 51percent were dosery as'soci- ated with cultivation,while 35 perc'ent were students or teachers.Wtost reported listening to the lessons on their own radios, and most were prOne to greater social participation after hearing, the'broadcdsts. ,

n l'4,6 . Overall, participants generally took a total of three out ofthe'siX courses offered d6ring.. the training session. Mo s t listeners were interested'primarily in courses on the cultivation' of wheat and summer paddy, two widely cultivated and remunerative winter crops in West Bengal. They reported that their strongest motive for participating in the course was to learn more about scientific farming, but that the desire for realizing increased profits came.second. ..,

After the first-season reSponses were analyzed by members of the Department of Agriculture of ,West Bengal, the1976-77 S,chool-on-the-Air was altered to stress thEmost popular subjects, and broadcast times Were changed. The 1976-77 courses.subsequenay' drew a higher number of active,partici pants (155-180,.depending - upon the coarse). According to the project director, the evaluation showed that the likeliest participants in fUture farmers' Schobl-of-the-Air courses will be prospective farm leaders potential contact farmers.

OF NOTE:

t. To measure listeners' potential for becoming contact farmers,. researchers compared the participants' socio-personal characteristics with those df potentidl farm leaders identified by past inves'tigators.

Studies do not confirm that feedback from listeners altered future broadcagts, nor that b.roadcast trainers directly asked radio listeners tc?, reach rput to disadvantaged:farmers with the innovative broadcast information.

While farmers OriginallY listed making monetary gains as the second most important 'reason for listening to the radio broadcasts, a follow-up study showed that eX-pectAtions for realizing such profits dropped during or after the course.

RE.FERENCES:

"Agricultural Broadcasting: A Noyel App*roach' in Calcutta," Pradip K. Dey, Combroad, No. 34,4anuary- March 1977.

"Identification of Participants of the School-on-the-Air for Farmers," Indian Agriculture, Vol. 20, No. 2, 1976,

Clearinghouse on Development Communication June 1977 AGRICULTURE

KIPSIGISH6MESTEADS CATTLE-DP MANAG.EMENT PROGRAM

. Keriya

0 -.TARGET AUDIENCE: Maneret dairy farmers near Sotik-andKTPsigiS (about 200 in all)

OBJECTIVES: To use small media to provide cattle-raisers with-educationaland motivatiOnal information related'to a tick-eradication program i MEDIA: Cassette tape recorders, posters, yhotoessays, Photographs, film, print, andinter- personal communjcation DONORS/SPONSORS:' 'U.S. Peke Corps; the Goyernment of ,Kenya DURATION: ." Begun in 1970; Ongoing

CONTACTS: Bruce E. and Alisa K.A. Lundeen, Arusha ApPropriateTechnology Project, P.O. Box 768, AruSha, -Tanzania; Joseph Kenyua,attle-Dip Supervisor, Sotik; Kenya

DESCRIPTION:

- The U.S. Peace Corps began the Kipsigis Homesteads ,Cattle.-Dip ManagementProgram in 1970 to make head- way against the fatal strains oftick-bane cattle diseases so widespread in Kenya. The adult-education component that the Projeet had pine awry. Additional , of the project was later, revised.and expandelyvhen it became apparent educational activities we're needed because many of the loCal'farmers cleariy did-not understand how dipping ca4 tle.controls ticks or why dipping cannot work unless it is done regularlyiIndeed, some farmers did not dipany of dipped only their, obgraded, animals, leaving the in- their cattle,swrie did so in a hit-and-miss, fashion, and some digenous Zebb stock open to tick attacks, At the same time,the dipping'facilities were not being maintained properly, and the Kipsigis Cooperative's management was-notobtaining enough chemical concentrate to keep the dipping solution at the necessary strength. . . DiscussiOns With farmers 'and local veterinarY.Workerkconfirmed the assumption that thefarmers_did not understand how dipping cattle controls ticks. They alsorevealed that farmers who did grasp the relationship. were reluctant to pay dipping fees when the Chemical solution was tooweak to be effective. While veterinary:extension workers had tried to ,remedy these problems. by consulting with groupsof farmers and with members of the Cooperative management, their lack of expbrience with nonformaladult-education approaches fitted them to do little more than chide uncooperative cattlefarmers'. To fill this information gap, two Peace, Corps volunteersworked with the veterinary extension agents to develop photobooklets (With Swahili captions and an accompanyingtaped narration in the local language), three- . dimensional demonstration models,:and other audio-visual aidsfor use at the dipping facilities and in. farmers'

.meetings and CooperatiVe Committee sessions, Care is exercised in all these learning activities toinvolve the Wazee (or ',Venerable eldersq. These older farmers are called upon to tell ofbygone:animal-husbandry practices, and their stories prompt the other farmers to reflect upon changes (sLich as the ,introduction of graded animals) andtheir implications. All the farmers in the groups are free to ask and answer quesOons to'shaye information. Outside resource people Participate in these discussions, too, but they take pains to refrain from introduting newinformation until the local people are ready and able to use it.- recorder. Use of the recorder enables pro- . Outside of the meetings, the primary medium is the audio cassette ject workers to obtain farmers' reactions to the-educationalactivities, to share the proceedings of-these meetings with farmers unable to attend, and to record oral history related toagriculture. R-ants.

,Through discussion/solutions that incorporatenowledge within the community and new information relevant to the farmers needs.and situations were develo*:-----4--;_L__

..' Management of the dips became more efficient; a greater emphasis was placeduponlmaintainingthe correct , chemical concentration in the dip.tanIss, an tinproved system Of record-keeping was devised and-put-to use, and much-needed repairs to the dipping facilities were made. Many farmers began dipping all their cattle regularly* well as adopting ot,her improved ani mar-husbandry practices. As a result of these changes, veterinary records show, cattle deaths due tb tick-borne diseases decreased substantially once the communicationcompOnent of the pro- . ject was functioning.

OF NOTE:., Educational Field Days were held in the Sotik area, starting in 1970: These Days offered farmers a chance to %learn more about animal diseases' and aniMal-husbakidry practices. To illustrate the idea,that understrength solution will not kill ticks, project workers conducted a simple demonstration using only a test tube, colored liquid,iand toy cows. ,The written records kept as part of this project show which farmers have dipped their cattle in a given week and- how many of his egile each dipped. Such records, along with calendars, have helped illiterate farmers Imparticular. They both show the importance of precise timing to effective planning. Language problems and production difficulties have limited the effectiveness of 16mm film in this project, The audio-visual aids developed in conjunction with the Kipsigis Cattle Dip Program reflect Andreas Fuglesang's finding that black and whitp photographs with insignificant details blocked out often convey information to illiterates better than do silhouettes, line drawings, or untouched-up photographs. 4 Slides are display0 outdoors in plastic folders in,the daylight, so projectors and darkened rpoms are not essential to the program. Secondary-school students in Kipsigis lAten to the tapes and look at the photoessays made for the Manaret farmers. This wa'y, the two age and' social groups keep in touch.

REFERENCES: "The Potential of Locally Produced Materials and Small Media in Community Development/' Bruce E. Lun-

deen and Alisa K.A. Lundeen, anpublished paper, December 1977. . "Kipsigis Homesteads," Bruce E. Lundeen and Alisa K.A. Lundeen, unpublished photoessay, undate'd. "Village-Made Educational Materials: Three Experiments That.Worked/' Bruce and AlisaLundeen', Develop- ment Communication Report, Issue 23, Clearinghouse on DevelopmentCommunicationNuly 1978. Clearinghouse on DevelopMent Communication July 1978

(While it is standard procedure at the Clearinghouse to ask persons intimately involvedwith the projects described in this series to review the draft Profiles, strenuous efforts to obtain such comments beforethe publication deadline were in this case unsuccessful.) o 23 AGRICULTURE

THE TRAININGCOMPORIENT OF THE THABA BOSIU RURAL DEVELOPMENJTPROJE.Ci Lesotbd,

TARGET, AUDIENCE: Agricultural agents who market improyed seedS,and fertilizers in the Thaba Bosiu area

OBJECTIVES: To proVide job-related training and information to Village Distribution Point Agents MEDIA:. Print, radio, demonstrations, role-playing, and interpersonal communication DONORS/SPONSORS:The Government of Lesotho, the World Bank, and U.S. AID, DURATION: Begun in 19216; ongoing.under Ministry of Agriculture auspices

CONTACTS: Paud Murp y, General Secretary, HEDCO, 11, Ely Place, Dublin 2 Ireland; Ken Tseka, Lesotho Distance Teaching Center, P.O. Box 781, Maseru 100: Lesotho; Lipholo Makhetha, LDTC, P.O.`Bqx 781, Maseru 100, LesothO .

.DESCRIPTIoN: The Thaba,Bosiu-Ruql Development Project (TBRDP) was,establishedby the Lesotho Government with assist-. ance from the World Bank and U,S. AID in 1973. It operatesin a 121;000-hectaresarea containing 17,000 farm households near Thaba Bosiu Mountain (the summit on which the firSt King,MoSTioeshoe; held out against the Boers and the Zulus). The objectives of the project are to control 'erosion and toincrease crop production, to encourage in-- 'tegrated farrning, and to proVide data fOr use in prepal'ing similar projects inother areas. Project activities have in- , cluded road-building, cOnducting"airicultural research, creatingcredit prograrns to help farmers buy seed and .fer-. tilfzer, establishing farm-supply stores and an asparagus-canningfactory, and cikulating timely agricultural information.to farmers. In late. 1975, TBRDP asked the Lesotho Distanceteachihg Center (an organization founded in..1974 to make ridSo-rriediated and correspondence courses and Arious self-instruction materialsavailable to 6ut-of-school learners and to offer technical services and expertise toother educational organiations in 'Lesotho) to collaborate in the design and production of materials for training VillageDistribdtion Point Agents (VDPAs), the villagers who sell the project's supplies for a 3 percent commission. LDTC subSequentlyconducted a preliminary survey ofithe agents' work and proposed a training package to IBRDP. Aftersoine discussion, the two bogles dedded to produce illustrated .handbooks in English and Sesotho, posters, newsletters,and radio spots for use in training three types of clientS: agents whose present.skills areinadequate and who are thus not meeting performanCe srandards, competent agents who would perform better if given the chance to master newskills arid knowledge, and new recruits. Duging a fiv,e-day training course in, M,aseru, these groupsreceived illustrated handbooks (for at-home reading) that contain descriptions of the agents' duties and fine points onrecord-keeping. The second class of trainees also received over a half-year post-training period six issues of a newsletter fortheir own use and multiple copies of a single poster to distribute. At khe same time, they wereexposed toeight 60-second radio spots that were 'broadcast regularly over Radio Lesotho. An.evaluation in 1976 of the work of the Village Distribution Point Agents revealed that the traininghad not shad the desired.impact, ostensibly because the original training proposal had not beencarried out fully. Accord.: ingly, eval uators recommended that training materials be further integrated, that the training coursemake extensive use of role-playing activities designed-to duplicateon-the-job problems and encounters, and thai the handbodk play a greater part in training sessions. An additional change proposed for later courses wasthe ihvolvernent, of LDTC staff in planning, setting objectives, and working with the courseorganizers from TBRDP. The main objective of this collaboration would have been to prepare for the eventual withdrawalof LDTC expertise when TBRDP staff felt satisfied 'with both the training package and their own ability to ,uselt. Asit.happened, LDTC assdrned the role of materials producer and TBRDP of materials distributor: the goal ofintegrating these two functions was never realized. By 1978, the training courses had been phased out, although many TBRDPstaff members have been recruited by the Ministry of Agriculture to continue some of TBRDP's program's. RESULTS:. An 'Informal eyjaLiQfconducted by staff from the Lesotho Distance Teaching,Center n197 6 revealed that abbut half the age its had read the entire handbook and half had rehd parts of it. Yet, only 6 of the 15 quizzed were capable of locating, specific sections in the handbook and thus of using it effectively as a reference work. The newsletter had a warmer reception, with three-fifths of the respondents reading it word-for-word and-keeping it for future reference. The poster, it seems, had not been put up in mostoffices, in some cases because it had not been received. Of the nine agents asked if they had tuned into the previous week's program-related radio broadcast, six k answered yes but were hard-pressed to recall much information from the show: Over all, responses to questions on particular agricultural practices 'and information were divided, and performance on a test designed to gauge the VDPA's knowledge of standard forms was pO8r, Mest but not all agents appeared to understand the procedures for extending credit and for receiving consigned goods. A comparable test was given by LDTC staff to the agents who completed the TBRDP't raining course in January 1977. While only three out of the 16,agents whOh4dtaken the test a year before had performed at high levels, '13 of tte 16 taking the test in 1977, scored Over 80 percent, The difference between these twosets of results is attributed by the curriculum designers to the effecr of using mixed media, especially the combination of demonstrations and exercise's, Commonly made errors, at the same time, appeared to reftect a lacWof arithmetical skills or capabilities that may indicate improper employment-screening practices and not necessarily training failures,

OF Nott: Part of LDTC's role has,been to force the various divisiOns of TBRDP to clarify their procedures. Another is to act as a liaison between project administrators and the Village Distribution Point Agents, spelling out the 0 VDPA's duties and problems as part of an attempt to .keep paperwork at a minimum. LDTC accepted these responsibilitiesleluctantly, questioning whether sach matters should be left to an outside agency. A continuing prpblern besetting those in charge of the training course is materials distribution, Other than training needs, which in fact are accoerded relatiyely low priority within the TBRDP, the Village Point bistribution Agents have other baSic needs: They need ways, for example, to deal with the problems associated with taking responsibility for largesums of money, with overseeing rat-contrOl measures, with minimizing thefts from the project' stores, and with accounting for equipment and work clothes. Shifting responsibility for, materials design from the TBRDP staff had advantages and disadvantages. The main disadvantageja lack 'Of commitment by TBRDP field staff; can probably best be combatted by k6eping 'the staff thoroughly briefed, According to one evalbator, poor coordination among the divisions of TBRDP that were responsible for training VDPAs reduced the effectiveness of the course and the support scheme.

REFERENCES: "Evaluation of a Training Course for VD0As of the Thaba Bosiu Rural Development Project," Lesotho distance Teaching Center, January 1978. "Training Village Distribution Point Agents," Lesotho Distance Teaching Center, undated, "Evaluation of the TBRDP/LDTC Training and SuPpOrt Program for VDPAs," Les9tho Distance Teathing s5P Center, December 1976,

Clearinghouse on 'Development Communication January 1979

12 AGRICULTURE

4, MALI LIVESTOCK II PROJECT Mali

'TARGET AUDIENCE: Malian farmers and herders

OBJECTIVES: To introduce conservation techniques and range-management practices and to improve breeding and production techniques in order to raise the nutritional and economic status, of Malians and generate foreign exchange e, MEDIA: °Radio, cassette tapes, audio-visual materials, and interpersonal communication DONORS/SPONSORS: Agency for International Developmencand the Government of the Republic of

Mali a - . DURATION: Preliminary phase begun in April 1977; ongoing through June 1979; 2nd phase planned for 1979-1981. CONTACTS: Dr. Allasane Toure, Project Director, Mali Livestock II, Office Malien du Betail et du Viande (OMBEVI), &P. 534; Bamako, Mali; Benedict Tisa, Box 205,yColl- ingswood, New Jersey 08108, USA; ThurstonF. Teele, c/o Chemonics, Interna- tional Consulting Division, 1120 19thSt,N.W., Washington, D.C. 20036

40 c D6CRIPTION:

Negotiations between the U.S. Agency for International Development and the Malian Government on the - Livestock II Projea got under way in drought-ridden Mali in early 1977. Miire than a relief effort,.the project they designed was to provide a basis for self-sustaining agricultUral development and to reduce the suffering associated , with resettlement schemes. Its specific-objettives are to promote the adoption of range-management, livestock- ... . , production, and agricultural practices that will increase productivity on existing croplands and enable Malians to farm land that is presently uncultivated. Its three fronts reflect three different but mutually'reinforcing approaches . ... to problems that the project designers feel are economic, social, and technological: it has (1) a program in the Dilly 'region thatis concerned with developing, testing, and applying' new techniques.for dealing with dry landsiand livestock prDblems; (2) a program and facilities in Bamako for training extension workers; and (3,) in the south-

,.. ernmost region, a "new lands" Oogram focused on the development of ,underutilized lands (a chief feature of . r.thich is tset-se fly control). At the moment, the project staff includes twelve long-term specialists and a variety of shOrt-term Eonsultants. . . , t , . ;,. The training component of the Livestock Il Project may eventually encompass prOgrams for five different kinds of audiences: existing,adres of livestock extension (workers, recent college-level graduates of the Institut ,, Polytechnique Rural (IPR) in katibougou, graduates of IPR's' middle-level program in Bamako, graduates of the Ecole des Infirmiers" Veterinaires; and eighth or ninth-graders from non-technical schools. The. courses for these ., groups are designecrto prepare enrollees to assume greater responsibihties the graduates of the Ecole des Infir- miers Veterinaires, for example, will become more well-rounded livestock and range-management advisors, and 'the youngest trainees will become village-level change agents: Some trainers and administrators are to receive ini- , .tial training inlhe United States, and refresher courses arelo be conducted periodically at the Sortuba project

. center for others. . . . ., The project's .comMunication specialist, whose full-time services will,'be required for at least tWo years, assumes a battery of responsibilities. Some of these:tasks are ongoing, while others relate to specific stages of the . project's development. Open-ended activities includeynaterials production,.facility and equipi4ient maintenance,

and eoordi nation of the center's business with-that undertaken in the field in Dilly. Sequential activities comprise .

. .reviewing available production. resources, procuring eauipment, field-testing materials (charts, tapes, slides, etc.), stockpding iudio-visual aids, and conducting a thorough .evaluation of the communication component at the close of the project's second year in 1979. Perhaps most important, the coMmunjcation specialist will train change

, agents in COmmunicalion methods and in the use of A-V-materials ,in extenSion work. t, . , . 7 13 - 9 9 RESULTS: Still in its preliminary phase, the-project has not been evaluated. The results of pre-project research,tioW-&er,,, have reVealed many social and econoniic factors that are sure to determine the eventual success or failure and the duration of the project. The pre-project analysis of socio-cultural factors (part of which consisted of personal interviews conducted in six villages with different ethnic identities) indicated that the habits and tfle needs of the villagers range widely. Some villagers are.migratory, some are not. Some are dependent solely upon livestock or agriculture for a living, while somelive in mixed economies. At the same time, interaction and cooperation amons themanygethnic groups appears, to be extensive. Investigations of' sociq-cultural factors (including humanangdlninnal disease patterns; nutritional status, range-nrianagement techniques, and knowledge of such subjects), though fairly thotough, weie impeded by language differences and by researchers' use of some terms Unfamiliar to rural MalianS. The chief findings of the consultant who examined the cbmmunication component of the project that new visual media will have to be introduced slowly and via the agricultural extension agents, that project workers can take very little for granted with respeCt to the vitl agers' exposure to modern media, that indigenous media and traditional performers should be used, that the'literacy rate is loW among the target population) and that the credibility of the staff promises to be a woblem and a challenge show that Mali's needs andproblems are typical of those of many developing countries.

OE NOTE Most of the people trained as change agents are recruited from the areas in which they will later work, and many are already in government employ in agencies other than' OMBEVI. Visual aids are not used solely as teaching devices. They are instrumental in data-gathering7eliciting feedback, and Ninning local support for project activities. OMBEVI, FAO, Radio Mali; and Alphabetization Funclional collaborate in the operation of the Mali Livestock Project. With tape-recorders, one cOnsultant suggested in a first-term report, change agents coUld help establish an oral library, contribute more significantly to evaluation and monitoring activities, and learn at home at sel f- sel ected paces. A pre-project survey on women,'s contribution and role:in agriCulture was conducted to help projectplanners focus on the needs of rural Malian women. Many Malian staff-members have received overseas training in such countries as Cuba; the UnitedStates, and Germany. According to one consultant, these Malians have a keener understanding of the "expatriot mentality" than most expatriot staff-members have of local culture.,

, Even before the visual aids used in this project were pre-tested, the targetaUdience was surveyed to determine how familiar and receptive, it. was to photographs and drawings as media. In general, people responded most positively and actively to realistic pictures oflamiliar activities, objects, and settings.

, Each technical-assistance specialist has a Malian counterpart who will eventually take over hisbr herjob21

REFERENCES: "Final Report: Livestock and Ranch, Development in the Dilly Area Media and Communications Aspects," Benedict Tisa, Chemonics,danuary 1978. "Final Report: LivestOck and Ranch Development in the Dilly Area Sociological and Communications Aspects," Walton Johnson, Chemonics, August 1977. 0 Assorted unpublished project dOcuments, unsigned and undated. - Clearinghouse on Development COmmunication April 1978 . AGRICULTURE

'pLAN PUEBLA- Mexico

Orginally, campesihos in Mexico's Puebla Valley (approximately 100 participants 4 TARGET AUDIENCE: in1968 and over 8,000 out of a total population of '50,600-in 1976); now, cam.- pesinos in 11 Mexican micro-regions

OBJECTIVES: To bstabliSn an eight-component agricultural provam for stepping up corn PrO- duCtion and io support that program with an agricultural information system MEDIA: Pririi, film, audio-visual aids, demonstrations, and interpersonal communication DONORS/SPONSORS:The Rockefeller Foundation working through the International Maize and Wheat Improvement Center (1967-73); Graduate College of Agriculture at Chapingo; the state government of Puebla; and Mexico's MiniStry of Agriculture (sole supporter since 1973) DURATION: Begun in 1967; expanded in 1978; ongoing CONTACTS: Heliodoro Diaz Cisneros, General Secretary, Colegio de Postgraduados, Chap: ingo, Mexico

DESCRIPTION: Plan Puebla was started in Mexico in 1967 with funds channeled through the International Maize andWheat . - 'Improvement Center (CIMMYT) by the Rockefeller Foundation. A comprehensive, attempt to help campesinos with tiny landholdings td,increase their productivity, the program was designed to spread word of improved - agricultural practices, chermicals, seeds, and tethnologies and tp make sufe that these ingredients could be obtained and 'used. More specifically, the research, informational, evaluative, and administrative components of the project together serve eight practical goals: (1) to introduce higher-yielding varieties of corn, (2) to develop and disseminate information on improved agricultural, practices; (3) to open and maintain communication channels between campesinos and change agents; (4) to get adequate and timely supplies of agricultural inpUts to easily accessible distribution points; (5) to make crop insurance available to campes. inos; (6)-to help bring the costs of agricultural inputs intoline with the prices fetched by crops in local markets; (7) to stabiliie fhe market price of corn; and (8) to insure campesinps access to low-interestcredit. Natural lyan all-fronts program of this magnitude requirestheclose, cooperation a researchscientists,agronomists,educators,mass mediaspecialists, anthropologists, adm,inistrators, government officials, and bankers all of whom have been involved in both project planning and implementation. ; The cdmmunication and evaluation components overlap in Plan Puebla. The same channels through which practical informatiOn draWn froM agronomic research is coursed to farmers are also used to send feedback on project development, and innovations-adoption back to researchers and administrators:. The resulting proCess, more circular'than tWo-way, is nonstop and participatory. Its manifold objectives are to increase farmers' awareness.of their agricultural options, to enable.campesinosto adjust their economic expectations upward; and to encourage the adoption of tools, Seeds, and techniques needed to realize those expectations. A further critical communication objective is to supply agricultural researchers with psycho-social data (thus enabling them to tailor, their recommendations to the prevailing culture, as well as to soil conditions and climate) and with access to the accumulated wisdom acquired by the eamriesinos through trial and error. The mass media used in Plan Puebla include posters, handbills, other audio-visual Aids, recordings broadcast in the villages from a sound truck, drama, and radio. During the project's third year, three films "Dd You Want to Increase YoUr Corn Crop?" and '''Agricultural Credit" and "The Savings Accoubt" were'also produced. The actors ln all the films are campesinos, as are manY of the SPeakers in the radio programs broadcastweekly during the

groWing season. . . *, Two recent developments in the Plan,' Puebla i, nclude the completion of a training center for field-m orkers in 1976, and the expansion of, the program to 11 micro-regions.of Mexicoin 1975: In addltion, projects modeled upon Plan Puebla haVe been initiated,in Peru (1971), Colombia (1971), and Honduras (1972).

15 2 id ":

RESULTS: While the effectiveness of the communication component of Plan Puebla could be measured in terms of farmers' increases in awareness of new agricultural -tethniques and technologies, the best indicators .of the project's success are corn yields, income gains, and improved living conditions. To wit, corn yields Per hectare increaged 33 percent during the first five years of the project, gross family income increased significantly (from U.S. $666 411%7 to U.S. $825 in 1970, adjusted forinflation), the "Percentage of families who supplemented the local diet' by, eating -fish once or twice a week tripled between -1967 and 1971, and nearly a third of the campesinos in the project area upgraded their homes during the first four years of the projeCt. In addition, thelproject appears to have dealt the regional unemployment and underemployment problem a sound blow: by recomthending labor-intensive instead of capital-intensive practices, Plan Puebla's technical-assistance workers helped increase the.number of days of labor required per hectare in the area from 40.6 in 1968 to 52.7 in 1973. Non-eceinomic indicators of the project's imPact include positive changes attitude among farmers who have traditionally been fatalistic and suspicious, support a.rnong,farmers for group activities (including risk-sharing and long-range planning), a dramatic reduction in the number Of campesinos who default on farm loans, and a steady increase in the rate of participation in:project activities:

, OF NOTE.----- . ------Without exception, campesinos who have themselves adopted the practices being recommended:in-Plan:

Puebla become the central actors in the demonstrations. + The benchmark study conducted in 1968 revealed that the inhabitants of the proposed project site were extremely.distrustful of outsiders, ostensibly because part of the lingering legacy of Spanish colonization is a feeling of racial .inferiority on the part'of the Indians.

'13 Dependence on formal leaders (elected officials.and'other prominent citizens).gradually dwindled in this project as informal leaders (people whose interest in the project itself set them apart from others) emerged. C Technicians who perform their work well for two or three years are,offered university fellowships in Master's Degree programs in Chapingo. The research branch of Plan puebla has made-methodological advanCes that are proving useful to scientists at work at the National Institute of Agronomic Research in Niexico City.

A Farmers often spontaneously demonstrate pig-castrating, tree-pruning, and other uSeful skills in the course of a planned demonstration on another topic. A campesino dram-a troupe has developed a skit depicting the plight of the campesino at the merc); of the bloodsucking middleman. Although its impact has not been evaluated, the play has enjoyed a long run. Institutional problems have kept the majority of the campesinos in Puebla from participating in the credit scheme developed as part of the project.

(27

REFERENCES: "Plan Puebla: Ten Years of Expenence in Promoting Agricultural Development Among Subsistence Farmers of Mexico," Heliodoro Diaz Cisneros, Non-Formal Education and the Rural Poor, Michigan State University, 1976. '` An Institutional Analysis,of a Ru,ral Development Project: The Case of the Puebla Project in Mexico, Ph0D. thesis, University of Wisconsin;1974. "The..Puebla Project in Mexico," Heliodoro Diaf Cisneros, Leobardo Jimenez Sanchez, and Reggie J. Laird, paper presented at ,the Integrated Communication Conference, Cali, Colombia, 1974: "Analysis of Communication in the Puebla Project," Delbert T. lylyrenrpaper presented at the Integrated Cm- munication Conference, Cali, Colombia, 1974. ^ -

Clearinghouse on Development Communication October 1978

. 0

I 6 (11 AGRICULTURE

-RADIO HUAYACACOTLA Mexico

a TARGET AUDIENCE: Campesinos and other inhabitants of a 177,000-square-kilometer region in eastern Mexico (roughly 11 million peoOle)

OBJECTIVES: To -stimulate self-reliance, self-expression, cultural integration, and agricultural productivity MEDIA: Radio, print, tape recorders, audib-visualOnd interpersonal communication , DONORS/SPONSORS: 'Sisterna ,Educativo Radiofónieo (through 1973); Fomento Cultural yEducativo

, (since 1975); U.N. Food and Agriculture Organization; Ashraf rahlaviFoundatiori International (Paris)

. DURATION: .flegiin in .1965; ongoing CONTACTS: Information Officer, FFHC/AD, U.N. Food and Agriculture Orianization, 00100 Rome, Italy;R.Etemad, Ashraf PahlaviFoundationInternational, 41, rue Dauphine, 73006,Paris, France

DESCRIPTION: Radio Huayacacotla, in operation since 1965, represents an attempt to use,."two-way" radio as a stimulus to self-development. Unlike standard listening forums; theprojecCenlists the active participation and cultivates the . continuous feedback, of the audienee, most of which isengaged in agriculture and nearly a third of which is corn- posed of illiterates. Long-term project goals are both practicaland idealistic: encouraging self,reliance and self-expression; fosteringthe social integration'of the disenfranchised bymaking them aware of the economic and social barriers they must work against providing practical informationrelated to social problems and income-generating activities; promoting activities aimed at raising living standards;and providing recreational oppoftunities and entertainment. Begun under the auspices of Sisiema Educativo Radiofonico,the project was taken over in 1975 by Fo- mento Cultural y Educativo,arforganization dedicated to imprdving the lot of marginal socioeconomic groups. The three components pf the Radio Huayacacotla project arethe radid station itself, the work team (a coordinator, an agriculturist, a communications officer, three fieldworkers, and two radio operators), and an advisor -affiliated with the Education Research Center in Mexico. The pfbject's radio programs,broadcast from 4 p,M. to 8 p,m: daily, include news, agricultural education segments,entertainment, and useful information on a variety of subjects. The Social problems addressed in programs are selected anddeveloped with the audience's help: listeners write to express needs, complaints, or curiosity:Tapics exploredin such problem-oriented broadeasts,AnclUde .men's respect for -women, the SOcial implications of illiteracy,and the roots of alcoholism, The agriculturalprO: grams are keyed to local conditions no easy task'since the. broadeast sphere encompasses avariety'of climatic and soil conditions. They are also lihked to timely demonstrationsperformed by agronomists on small experimental plots located in Huayacacotla. Three pilot schemes related to the agricultural broadcasts were recentlyestablished in a preliminary attempt to increase the project area and the effectiveness of agricultural education.Primarily information campaigns, the pilot projects are aimed at helping campesinos boost crop yieldsby adopting new techniques. The schemes are designed to promote fruit and vegetable production in particular andentail efforts to form farmers' cooperatives to expedite dried-fruit production and marketing.

RESULTS: Available informatiOn makes no mention of either baseline surveys orformative evaluation conducted in conjunction with Radio Huayacacotla. Project documents, however, doconta(n testimonies to voluminous mail received from listeners, to an extraordinary vitality and politicalconsciousness among project participants, and to the jeplicability of the project elseWhere in Mexico. In addition,the project program was broadened in 1975 primarily because the positive impact of the first decade ofoperation. was deeMed significant. . . Broadcasters and otherworkers associated with Radio Huayacacotla conduct their own informal studies of local social arid economic problems to make sure that they do not lose sight of the plight and perspectives of the listening audience. They also live in the area they serve. All members' of the work team are Mexitan nationals. The geography of the broadcast zone includes highlands, forests, plateaus, mountains,and coastal regions. Each of the three pilot agricultural projects is situated in a cliffei-ent climate and at a different altitude. The zone covered by the Project includes 25 percent of Mexico's towns. AbOut oneeighth of the zohe's population is made, up of indigenous peoplel, nearly an of which speak Spanish as well as their own Indian language. Crops grown in,the project area-include maize, beans, chili, barley, wheat, alfalfa, lettuce, carrots, potatoes, timber, coffee, tobacco, sugar cane, and fruit. Agricultural development in the area has been haMpered by chronic shortages of insecticide and fertilizer. Agricultural inputs donated by aid agencies and foundations include a fruit dehydrator, seeds, fertilizers, pumps, and insecticides.

REFERENCES: Unpublished project document, Ashraf Pahlavi Foundation International, Paris, cover letter dated January . . . 1979.,. "A Rural Radio Programme for Mexico," Beatriz Bracco, Ideas and Action, FAO, .1\lo. 199, 1977. Clearinghouse on Development Communication April 1979 ft-

(While it is standard procedure at the Clearinghouse to ask persons intimately-involved with the projects described in this series to review the draft Profiles, strenuous efforts to obtain such comments before the publication deadline were in this case unsuccessful.) AGRICULTURE

MASAGANA..99 Philippines

- Rice producers in 59,Fil i pi no provin'ces (approximately 900,0)0 farmers, accord- TARGET AUDIENCE: ., ing to official estimateSr `- . , . . , OBJECTIVES: To increage rice yields by supplying farmers with credit, loans,agricultural inputs, and timely information on agriCultural concepts and practices Radio; comiCs, booklets, flyers, bulletins vernacUlar magazines, newspapers, ,MEDIA: 4 .

posters, TV, and interpersonal communication , : , . , DONORS/SPONSORS:Ministry of Agriculture; The National Food andAg'uiclture Council of tile Philippines (an organization composed of 21Filipino go vernment agenciesand banks) AssoCiation of Philippine.Broadcasters, the U.S. Agencyfor Interna- tional Development; and the International Rice Research Institute

,Pilot prOjeCt and research .conducted from 1971 to 1973;implementation phase DURATION: - -. begun in 1973; ongoing , . ... . : CONTACTS: Dr: Arturo Tanco, Secretary of Agriculture, Quezon City,Philippines; Domingo F. Panganiban; Director, National Food and AgricultureCouncil,Quezon.City, Philippines; Dr. Emil Q. Javier, Chancellor, University of thePhilippines, U.P. at Los Barios,.College, Laguna, Philippines;Kenneth F. Smith, OHP USAID Korea, c/o U.S. Embassy, Seoul, APO S,-F., CA 96301, USA

_DESCRIPTION: President Ferdinand Marcos launched-Masagana 99 in May of 1973 in a nationallytelevised ceremon-y. Calling the project "a program of survival" in the wake of regional.flooding in 1972and ofa national drought in 197213, Mar cos rallied the nation toe.cooperate .in. a rice-growingscheme billed as a remedy to a production Slump that threatened to deplete the Rhilippines' foreign exchange andworktther economic injuries.. The note of urgency % 700,000 tons. In terms of the nOmber of far- #)- reflected the fact that the rice shortage that year had been estimated at sweep, the use of the mass mers involved, the degree of goyernment andprivate-sector collaboration, geographic. mfdia, reliance upon trained extension agents, the spread of new rice-farmingtechnologies, and gains .in rice- comPrehensive in the nation's history. , yields, the projeet Marcos announced was the largest and most Masagana 99 has 11 dements. They inddele (1) a research-based technologypackage, (2) a scheme for the production and distribution of seeds, (3) a fertiliZer.allocation and distribution system, (4) atamPaignaimed at con- trolling pests and plant diseases, (5) a credi(scheme, (6) a program fordistributing irrigation pumps and otherwise improving irrigation systems, (7) a program for increasing the numberand reach of mobile agricultural eXtension agents, (8) a mass media campaign created to spreadinformation -and to educate the .public on agricultural Con- 3 ceiots and practices, and (9) a system of price supportscoupled with procurement and grain-storage prOgrariis. The remaining two elements, administrative and cross-sectoral, Are a focus oncarefully defined target areas-and a management unit charged with planning, implementing, andmonitoring the overall program. Radio functions as the mainstay of the mass media componentof Masagana §§. Its heavy use reflects research findings that radio reaches up to 85 percent of the population and thatthree out.of every four Filipino farmers own .. atransistorradio. Over 224 radio stations broadcast advice, jingles,and skits on agriculture ten times per broadcast day, while 125 radio stations carry over 50' local agricultural programs.Principal back-up media include instructional cornics', booklets and bulletins in the eight majordialects of the country, newspaPers (which voluntarily limited, con- devote ample news space to the project), andinstructional promotional posters. Ty's role has been ' sisting primarily 'of coverage of the project'sopening ceremony and of occasional fieldactivities. The agricultural broadcasters invblved in this project serve as morethan disc jockeys. They act as information officers in the Provincial Action Committees (the..pr,ojeCt's basic administrative units), answer queries, from listeners, tape interviews with both information suppliers andinformation users, conduct research.related to the broadcasts, and attend community activities related to food production.In addition, they keep daily broadCasting logs, meet weekly with the provincial broadcastin,.4 authorities toplan and review programming, and stay abreast of, the informational and educational activities of all agriculturaland rural development agencies. In 1977, Mas6gana 99's emphases on realizing higheryields and including increasing numbers of farm.families were intensified. Since then, the projecthas been known as Masagana 99 + 10.. 19 ^ 32 Des bite transpOrtation problems, inclement weather, distribution tie-ups, and pest infeStations, rice yields in the Masagana 99 area increased dramatically 28 percent from 1973 to 1974, an additional 1 percent in 1975, and, another 10 percenein 1976. In 1974/5, for example, yields averaged. 3.3 tons per hectare in the projectarea and .77 tons in the areas not covered by the project. Predictably, initial production leaps of the magnitude realized in th6 project area boosted farmers' gross incomes radically. For example, at the end of the program's first year,one study' shows, farmers in three'participating provinces (in which individuaHandholdings. averaged slightly overtwo hectares) enjoyed income gains of 118 percenC Since 1976; the total harvested crop has steadily gone up, and in late 197.7 the Philippines exported 25,000 Metric tons to Malaysia and Vietnam2Total rice exports, including 1977's and 1978's, are expected to-total '149,000 metric tons. The repayment problem, which has plagued the program, has grown less severe, but the number of farmers participating has dropped to 249,000, and inflation and cost increases of agricultural inputs have wipectout some of the gains made by the majority of participants. The impact of the media and Mess.ages-used-in Masagana 99 has not been evaluated apart from overall impact of the project on production totals and income gains.

OF NOTE: The word rnasagana means bountiful harvest and the 99 of the project title refers to the tarset yield of 99 cavans (1 cavan equalled !Pt kilos at the outset-of the Program but has since been adjusted to equal 50 kilos). The basic research related to this project.was conducted by the International Rice Research lnsthute, the 'University of the Philippines at Los Bakis, and the Philippines Bureau'of Plant Industry. The pilot phase was implemented by the National Food and Agriculture Council of the Department of Agriulture and Natural Resources, whose efforts were supported by the Bureau of Agricultural Extension, IRRI, BPI, and the U.S. Agency for International Development. The. Management Information System developed in conjunction with Masagana 99 was designed to help project managers overcome nuinerous administrative problems that typically beset agricultural .projects: weaknesses in links between information sources and decision-makers, difficulties askiciated with distin- guishing causal factors of production from incidental factors, and problems bearing on the coherence and reljability of information culled from, many sources. The MIS adopted includes baseline data, standard indicators on data, 'on line" data from the field, regular sample surveys, set procedures for analyzing data, feedback and evaluation, carefully spelled out operating assumptions, and other analytical took for deci-,, si on -maki ng: The fieldstaff reports to a Provincial Program Officer, who summarizes its commentcand relays them first

,by radio and then by.maiho the Managernent Committee Staff.. Purchases of consumer goods such as cook stoves, refrigerators,and motorcycles by farm families involved . . Masagana 99 have increased so dramatically in some areas that the new variety of rice is sometimes called Honda Rice.

REFERENCES: "Masagana 99: An Integrated Production Drive in the Philippines," J. p. Drilon, Jr., paper presented at the Sem- inar on AcCelerating Agricultural Development and RUral Prosperity, University of Reading, September 1976. 1 "An Agricultural Management Information System: Lessons from Masagana 99," Kenneth F. Smith, PASITAM Design Notes, No. 7, May 1976. , "A Communication Behavior Study' of Small Rice Farmers: Diffusion and Feedback in the Masagna 99 Rice production P.rogram in ,the Philippines," Hernando V. Gonzalez II, unpublished M.A. thesis, University of Hawaii, December 1977. "Masagana 99: A Renaissance in, Agricultural Communication," ViCente C. de Jesus, paper presented to the 3rd Research-Media Workshop of the Philippine Council for Agricultural Research, Davao City, August.1975. "Masagana 99 Program: Farmers', Technicians', and Credit Agencies' Viewpoints," Eusebio P. Mariaho, paper presented to the First Agricultural Policy Conference for Policy and Development Studies, U.P. at Los Bakis, April 1975.

Clearinghouse on Development Communication p October 1978 AGRICULTURE \

RADIOEDUCATIVE/PILOT-PROJECT IN COMMUNICATION MEDIA IN ADULT EDUCATION Senegal

O. TAR"GET AUDIENCE: Senegalese farmers, livestock producers, fishermen, and others (roughly two million peOple) 6WECTIVE: ,To provide food producers with practical information and with the opportunity to express their opinions' systematically and effectively; to provide technical training

MEDIA:* Radio, correspondence, interpersonal, communication, audiovisual, and T.V. . , broadcast. DONORS/SPONSORS:The Senegalese Government (sole supporter since 1973) and UNESCO (until 1973), with technical assistance in the preliminary stages from the governmentsof 6 Canada and rrance, \

DURATION: Initiated in 1968; ongoing CONTACTS: Boubacar Sock, EARO UNICEF, P.O. Box 44, 114 Nairobi, Kenya; Henry R. Cassirer, Les Moulins, 74290 Menthon-St. Bernard, France; and RadioEducative,'' Offite de Radio/Televisidn du Senegal (ORTS), B.P. 1765, Dakar, Senegal

DE'SCRIPTION: Senegal Was the only African nation to take,UNESCO up on the offer.made in the early 1960s to establish 'fa pilot center for the production and testing of audio-visual materials and equipment for adulteducation" in Africa. The project that subsequently emerged had twO dimensions: Radio EduCative Rurale (now calledsimply Radio Educative) and a five-year television component (which ended in 1969). The.TVbroadcasts, 121 programs in all, _were directed to 250 women in ,Dakar and remained strictlyexperimental. The radio broadcast5, in' contrast, were . originally-intended-for a ptnential audience of 800,000 (the farm population in the three Wolof-speaking adminis-. trative regions reached by the,pilot broadcgtS) and laterbecamastationwide. The primary aims ofthe project were: to test_the u'se of modern media in the contexf of adulteducation in AfriCaTtocreate a demonstration ceRter of possible use to other developing countries, to train locepeople to become technicians andproducers, and to help ' restore to ordinary people the sense of personal power eroded during decadesof colonial rule. The complexity of its mandate and numerous administrative bottlenecks within the Senegalesebureaucracy together kept the radio coMponent from getting into full swing until 1968, when PresidentSenghor himself inter- vened. Calling for government reorganization and coOperation, Senghor provided the missingingredient:,commit- tedleadership, Under his guidance, Radii) Educative became an informatiOn duct, achange`agent, and a govern-- ment watchdog. Under the project design finally implemented, 57 radio listening groups were established in thepilot pro- vincess of Thies and Diourbel in. the,Sine Saloum. Programming was to fodus on topics of local.andpressing concern namely, the produc,tion and,marketing of groundnuts, the responsiveness of government 'agencies tothe,° peasant fume's' needs, the ways inWhich debts are incurred and rePaid in the villages, and other critical social and "Animation Rurale" (which . 'health problems. Thegroups were led by regional staff Members of thedepartment.of has since merged With other government departments) or by animators recruited asvolunteers insthe village, each of whom took a three-day training course in group dynamics. The third element ofthis communication system, farmer feedback,-took the forms of recordings made in the field and letters: Members oflistening groups:dictated letters, with the handful of literate meMbers doing double duty as scribes, WI thehigher-ups in, government and to the President himself. In these letters:the peasants aired their complaints,exposed what they believed to be cases of government ineptitude, and took the government to task for standing behind unfair orshort-sighted policies all of this they did without fear of censure and with the intention of makingthemselves heard.

21 34 Reso L-rr rh ---..Tbnost meaningful indicator of Radio Educative's initial im'Oact is probably its effect on national policy. As a direct outcome of the "radio dialogue" begun in 1968, a flood of letters poured into government offices, a flood that eventually moved President Senghor to Standardize the price given to groutidnut producers (to the great advantage of the prOduCers in remote areas, who were Once discriminated againSt in the marketplace) and to annul in 1970 peasant debts contracted in the purchase of seeds, agricultural equipMent, and supplies. A second indicator of Radio Educative's worth is its expansion and its continuation. Radio Educative tiaSoper- ated without any foreign assistance since 1973. While some observers feel that the growth in the number of people participating in listening groups has not kept pace With the'growth in, the number:of individual listeners and that the potential of the broadcasts to promote community participation is thus not being realized, overall response has all estimates reinained excellent..More than 500 villages have sent in thoCisands of letters, and the "malaise paysan" is showing some signs of crumbling in the face of incentives for action and participation., Ovei tirne the listening audience has dispersed, with group listening giving way to individual listening. Reasons for this shift include the disappearance of Animation Rurale activity, Radio Educative's lack of personnel and transport, and the boom in cheap transistor radios. This tendency has not reduced the project's impact or emphasis O'n feedback, however. ;

OF NOTE:

. Since anyone who understands WOlof can profitably listen to Radio Educative's broadcasts, the actual audience has always, 'exceeded the target audience. In addition, programs in Peul, Malinke, and other languages are now being prepared. About 70 perCent of Radio Educative's programs are recorded outside the studio. , Broadcasting in Wolof, which many Senegalese peasants speak, presented.special problems to the less than astute moderator of a listening group since Wolof.has a special feature a code f9r transmitting messages in- taided only for the ears of thelnifiated. Three Wolof concepts usedto interpret the peasants' statements are "TAWAT" (complaining), "DltUAT" (disputing), and 'THIOW" (Making a fusi about a problem).

0. 'Some governmentemployees have complained "about Radio Educative, claimihg that peasants have no need to write the authorities when the authorities' representatives are on hand to hear them out or that it is disrespectful and counterproductive to challenge the existing administrative hierarchy. .At a pan-African comMunication conference in`Dakar in 1977, Senegar,s President Senghor said that "educational radio should above all help peasants to cultivate the most authentic African values cour- ' tesy, a liking for work, and a sense of solidarity at the same time that it instills in them the Sense of thrift, organization and method, qualities more properly European." In the early years of the-project, some Senegalese viewed it as a UNESCO communication laboratOry, while UNESCO employees tended to view the project as a venture of mutual benefit to both UNESCO. researchers and the Senegalese people.

REFERENCES: "Radio in an African Country: ,A Description of Senegal's Pilot Project\Hehry R. Cassirer, in Radio for Educa- tion & Development: Case Studies, Vol. ll,:World Bank Staff Working Paper No. 266, May 1977. Communication & Rural Develdpment, Juan E. Diaz Bordenave, UNESCO, Paris, 1977. "'Senegalese Experience i6Using4Radio Broadcasting:for Animating and Educating Basic Communities with a View to Development;" Boubacar Sock, -alpresentation at IEC'sConferenCe\ Distance Learning, Dar- tington, England, September 1977.

Clearinghouse on Development Communication April 1978 \

22 AGRICULTURE

TFIE RADIO F.ARM FORUM. PILOT PROJECT Thailand

TARGET AUDIENCE: Thai farmersand the agricultural extension service

'OBJECTIVE: To test the effect4veness of.the radio forum concept in increasing two-way communicatibn between farmers and Thai agricultural extension agents r MEDIA: Radio and publications, reinforced, by interpersonal communications

DONORS/SPONS-ORS:The Department of Agricultural Extensi.on (DOAE) of the Ministry of , Agriculture and Cooperatives of the Royal Thai Government, and the UNDP/Development Support CommunicatiOn Service .4,

DURATION: Conceived in 1968;-first executed in '1975; currently beihg expanded to cover five provinces in 1977 and 15 provinces11 1978

CONTACT: .. Mr. Udom Chusuvan, Chief of,Agrictiltural Radio Broadcasting Subdivi- sion, Department of Agricultural Extension, 2143/1, Phaholyothin Road, Khet Bangkhen, Bangkok 9, Thailand

DESCRIPTION:

Although the Radio -Farm Forum Project was conceived in 1968, implementation of the project Wasdelayed several years while the DOAE was reorganized. In 1975, a pilot project w'as conducted to test theapplicability of the radio forum concept to Thailand's farming region, Aft& the study area.was systematically selected,listening groups were forMed with the cooperation of the village headmen.This was followed by peer-selection of four Radio Farm Forum -leaders in'each of the eight village groups in the project. Finally, training programs for the local forum leaders were activated.

c. When the parts of the project,were in' place, weekly radio programs were broadcast: After each half-hour program, village listening groups discussed the content of the program and ofsupplementary printe'd materials , prepared. by DOAE. They were encouraged to comment cin both the programs and theliterature,and to find lo9cal practical applications for the ideas and practices both mentioned. Problems that could not beV,orked out among the village listening groups were referred via the weekly reports prepared by the RFFleaders to the extension officer of the DC:ME and to other peopte or organizations able.to offer assistance.

Responses to the listening.groups took three basic forms. Radio broadcasts and publicalions were used to answer some questionsswhile DOAE field staff and other specialists visited thevillages-to solv other problems. A third type of contact involved 'whole groups in trips to seed stores, to university research statiOns or to demonstration plots, and in both short seminars and film-showing sessions.

23 RESOLTS:'

The Radio Farm Forum Pioject increased t ite flow of information between farmers and extension agents in both directionS The extensiOn agents saw the value of making regular and frequent contacts with farmers and enjoyed the Sense of continuity the program gaYe them. For their ptt, farmers tended to relyincreasingly upon the agents once they came to feel that the agents were dealing with their problems and needs on a timely basis. Moreover, because the messages dealt with specific problems, the farmers tendedto remember them. Accord- ingly, the agents came to take more and More satisfaclion in their work. In short, a felicitous self-reinforcing dynamic evolved.

More generally, the projeCt succeeded in organizing interest groups, to solve shared problems and in dem, onstrating the effectiVeness-of reinforcing consistent messages through various communication channels, It showed the agents that the program wa-S" feasible and the farmers that it was desirable. Indeed, farmers from areas adjacent to the adio Project inquired about and_reqUested -similar programs.

OF NOTE:

The Radio Farm Forum Project successfully combined with an FAO-sponsored project to/improve irri- gated agriculture in northeastern Thailand. In seeking the joint cooperation of various government departments (the Ministry of Commerce, the Rice Bureau, etc.) and of various international agencies,

. the project may also have Opened up or strengthened intra-govern'Mental an&inter-governmental communications lines.

Farm forumS in many caes became forums for other local problems.

Village headmen, were enlisted to help lend 'legitimacy to the project, and students from'the local university and agricultural college helped conduct the field surveys.

the success of the Radio Farm Forum Project prompted the,Thai Government to consider integrating the radio forum appThach'into other activities, The project itself also led tdthe government's self-appraisal of its capadty to evaluate such efforts.

. 'REFERENCES:

"Summary Report on the Radio Fiarm Forum Pilot Project," (RB #336), Supalak Purnasiri and Robert S. UNDP/DSCS, Bangkok, Thailand, November 1976.

Clearinghouse on Development'Communication June 1977 EDUCATION & .HUMAN RESOURCES

ETV SAMOA AmeriCan Samba'

TARGET AUDIENCE: Samoan children of school age a

OBJECTIVES: To upgrade teaching, tO make the curriculum used'in Samoan schools more relevant and useful, and to foster the use of English to promote bilingualism

MEDIA: Television an, d print, reinforced by interpersonal communication DONORS/SPONSORS:The Americah Samoan Department of Education with funds appropriated by the U.S. Congress DURATION Proposed in 1961; in operation as of 1964; Ongoi ng

. CONTACT: Mrs, Mere Betharn, Director, pepartment of Education, Government of American Samoa, Pago Pago, Amerian Samoa 96799; James Fellows, Presi-. dent, National Association 'of Educational Broadcasters, 1346 Conne.cticut Ave., N.W., Washington, D.C. 20036, U.S.A.

DESCRIPTIN: H. Rex L e, gOvernor of American Samoa from 1961 tkrough 1967,..co.mmissioned the National Association of Educational Iroadcasters (NAEB) to prepare a plan for a new Samoan school system in 1961. ThebluepriniffOr that system calleq for the construttion of 24 neNk campuSes, theeonSo4dat'ipn of the island's one-room village schoOls, and the ere tion,, and operation of a VHF television studio and Peoduction :center. Lee acceptrd the plan enthusiastic Ily because its. impact would be immediate, it did 'not call :for the displacement of the classroom teacher, it w.as cheaper to implement than plans calling for rnaMtaining foreign faculties, and it remained true to Sa- cg moan egalitarian ideals. English languageinstruction formed the core of the Samoan project at its inception. Curricula were developed, by livorking committees who reported to a council compoSed of the director ofeducation and his staff, the principals and vice-principals of the local schools, and the supervisors. Lessons were prepared in the production center by Americans assisted by Samoans,-in-training. These lessonstwere distributed weeklyand were keyed to daily televised Presentations (lectures, demonstrations, and film clipsdesigned to produce active student participa- tior-i) delivered by "core.teachprs." Follow,up activities were then conducted by classroom teachers using instruc- tiondistributed with the lessons. Four kinds of feedback mechanisms were employed: classroom teachers periodically 'forwarded student papers to the TV teacherg the TV teachers visited the classrooms from time to time; both classroom teachers and school principals submitted regular feedback forms to the central office; and princi- Pals also communicated immediate problems via two-way radio. By 1965' an average of 170 school telecasts representing 53.5 hours of air time and an estimated 180 hours of studio time were being produced each week, At the same time, more than. 60 hours of pre-recorded lessons, primarily language drills, were re-broadcast weekly, By 19'66 an eValuation had become part of thenew`program and both the curriculum and classes had been reorganized into four levels that corresponded roughly to grades one and two, three and four, fiye and six, and seven and eight. By 1970 about 10,000 Students in grades '1-'12 were attending .g publie sctiools in American Samoa. Elementary ,school students were receiving televised lessons in science, art, .4e physical education, mathematics, and la'nguage skills. Imaddition, student% in grades-9-12 used.ETV in conjunction with classes in hotne economics, shop, and business.

25 L.

RESULTS: While no baseline,: data wgre gathered, achievement tests devised on the mainland and administered

periodicatly show that the ETV system has met some of the goals it was designed to further. Students who gradoated. in '1976 scOred on average at the mid-ninth ,grade level in English icomprehension, while 1975-graduates of the system tested at" the mid-eighth _grade level. (In 1961, Samoan graduates scored at fifth-grade levels on comparable American-Made tests.) However,,those in the ninth-grade in 1976 scored lower ('a difference of a year in terms of grade levels)than ninth graders ha'd in 1975. in recent years, the use ufttv in the classjoom has been optional, and many teachers use it only sparingli,. Sa- moan has become the language of instruction and the ideal of bilingual education has given waY to the reality that English will probably remain 'a wIdely used second language. While the ETV station, is still supported by the Depart- ment of Edycation, its production-staff (which once consisted of 30 members) now numbers four, the number Of broadGast channels,has been iedUced Worn six to three, and little new material is being produced. The.station's first-rate equipment is still in' excellent,ccindition, but it is not utilized at full capacity. While nq hard data exist on the cut,ISack in services and emphasis, observers cite political factors'(chiefly the priorities and lengths of stay of the.goyernors), budgetNry,constraint,s, climatic,and logistical 'problems, and the passive resistance of Samoans to "gmericanization" as major determinants of ETV's past and future. impact in S,arrioa.,

°OF NOTE: P&L The first high school students to participate in the ETV classes had been led by U.S. teachers wh3 were los-

ing their'Samoanlobss to think ill of the use of television in the classroom, , o The ETV channels were aiso used to broadcast agricultural information in conjunctionwith Samoa's extension service. The use of the terms "reteiving teacher:1 and "folloW-on teacher" in ETV's first years alienated some classroom teachers, who felt that the labels conferred second-class status upon them.. The Vational Association of Educational Broadcaster§ declined to renew its management contract with the Government of American Samcii in mid-1969 after a series of.appropriation abuses involving Department of Educati,on funds crushed the ETV staff's morale. Although "Dick and lane" texts were scrapped in favor of those whose stars,were Sta and Tuna, critics claim that dassfoom material's still retain an American flavor of dubious worth,

REFERENCES: "Educatioh in American Samoa The Way It Was; The Way It .1s,",Dai:/id Gillmore, Public Telecommbnica-

tions Review, Vol. 5, No. 2, March/April, 1977. , "The Samoan ETV Project: Some Cross-cultural Implications of Educational Television," Part I, Lynne and Grant Masland, Educatignal Broadcasting, March/April, 1975 (reprinted in Educational Television: A Policy Critique and Guide for Developing Countries, Praeger, New York;1976). "Educational Television in Ameryan Sarnoa,". Wilpur Schramm et al., New Educational Media in Action: Case'Studies for Planners, Vol. 1, UNESCO International Institute for Educational Planning, 1967, Clearinghouse on Development Communication October 1977 EDUCATION &*HUMAN RESOURCES

BRAC'SSUlii\ FUNCTIONAL EDUCATION PROJECT Bangladesh

TAR.GET AUDIENCE: Nonliterate adult villagers in Bangladesh's Sulla dislrict 1. OBJECTIVE: To combine literacy training with education in practical work-relared subjects and with social consciousness-raising

' . MEDIA: Print,. posters, charts, dramatization, and interpersonal communication .i- bONORS/SIIONS,ORS:' Bangladesh Rural Advancem'ent Committee (BRAC), with support from OXFAM (Canada), OXFAM (America) andlechnical aSsktance from World Education DURATION: Imp4emented in May 1974; restructured in January 1976; ongoing CONTACTS: Md. Shahid Hossain Takikder, Chief Tr.ainer, Bangladesh Rural Advancement Comt:nittee, 66, Mohakhali C.A. Dacca 12; Bangladesh; World Education, 251 Park Av,enue South, New York, New York 10010, U.S.A.; Ledn Clark, Population Reference Bureau, 1337 Connecticut Ave., N.W., Washington, D.C. 20036, U.S.A.

DESCRIPTION: BRAC's Sulla Project, a pilot project in functional education,was designed to engage students andteachers as equals in an effort to examine their values and their environment as a first step toward construclive action.Based upon Paulo Freire's assumption that traditional education tends tocripple learners by making them ,dependent .. upon experts for answers (and launched after a.moreconventionaradult education program in BRACs project area had failed)this exPeriMent combines literacy training with-both practical education and consciOusness-raising, The cdurses represent its develdpersf collective experience as part of the communityand eMbrace literacy, numeracy, "agriculture, animal' husbandrY, family planning, nutrition, health and hygiene,pisciculture, the dynamics of exploitation, and the 'origins of soCial prej.udices. BRAC organized a Materials Development Unit (consisting of an education and traini'ng adviser, an illustrator:, three writers, and a typist), in Dacca in May of 19747At the same time, it enlisteda functional education coordinator and a field statislician to evaluate the project's field actiVities. A month later a U.S. consultant ;cpnducted a19- yillage.survey di identify the CirOblems, needs, and interestsbI the target,audience. Then two other preparatory actiyities. took place: the training adviser and the functional education coordinator visitedfunCtional-education , classes in Thailand and India while an education,,specialist designed courses and teaching methodologies for,the project. Classes began in November of 1974 after selected teachers had been trained in'brief, intensive sessiorp: all, aboUt.60 training centers have now been established in Sulla.) '

4 Posters depicting everyday problems formed the,,basis of the discussions that in turn formed the basisof the courses: Each group of 20 to 25`stUdenfs who met in village community centers (Gonokendra) or homes ; broke into smaller groups to discuss the issues depicted oh the posters: The smallgroups then reported their main ideas to the whole bodypwhich continued talking until tentative conclusions were reached or aplan of action Was developed. After these 30-to-45 minute discussipps/the facilitator introduced the literacy segmentof the session, first by pointing to the key wOrd under the poster illustration, then by asking the participants toread aloud a series' 45,C15honemes (sounds) derivedirom the key Word. The participants then made their oWnwords by combilling , nous'sounds. Worksheets and garnes were used in folloW-up activities.

'27 40 RESULTS: The drop-out rate Of the first Cycle of the Su Ila Project was 59 percent, while that of the adult education program that preceded it was 95 percent. Moreover, many of the drop-outs completed more than half the course arid thus ostensibly acquired some reading and computational skills. Fifty-four percent (591 learners) of all participants in the Second Cycle (June1975 to January 1976) completed the course; and, again, a high.percentage of those who did not finish managed to do more than half the coursework-While the difference between theparticipation rates of the First Cycle and that of the p,re-project effort reflect flOod-related problémS as well as pedagogitalones, the difference between the drop-adt rates of the,First and Second.Cycles is yrobably a reflection of the extensiVe sion of the curriaila and teaching methodologies that-took plaCe between the tWo cycles. Migrationrain, and the seasonakdemands of agriculture also influenced participation rates, particularly in the First Cycle when the boro crOp had to be planted. While BRAC made feedbaCk reports part of the Sulla Project from the beginning and later invOlved the field staff in systematic observation of the classrooms, irrecognizes that drop-out -rates and classroom evaluation cannot adequately measure the project's success. Accordingly, it conducted a one-year anthrOpological follow-up study., the results of which have not yet been published.

OF NOTE: In the belief that recrulting local personnel was more important than recruiting highly trained-people, BRAC relaxed the educational requirements for some teachers. Twenty-four of the first 80Jessons developed were tailored to the separate needs and interests of men and worrien. In the Second Cycle fewer lessons Were addressed exclusively to one sex. Drawing on its experienCe with the Sulla ProjeCt, BRAC has trained representatives from more than a hundred .voluntary.and government .agencies engaged 11-1 development'work. Some of the materials developed for use in -Sulla missed the mark when used in 'other parts of Bangladesh. For example, flooding' a fact of life in Saila worked as a discussion topic there but not in Rajshahi, where floods are not a problem. Other topographical, cliniatic, social, and oCcupational differences made

revisi ng the curricula necessary. . . py January of 1977; BR`AC 'was_ prodaing its self-developed 'maTerials charts, lessons, exercise sheets, ,games, and teachers'. manuals son a large scale and marketing them to other voluntary and gOvernmenet agencies involyed in functional education.

REFERENCES:" "Report on 'Development of Innovative, Methodologies inFunctional EducationforBangladesh,' " Bangladesh Rural Advancement Comthittee, January 1976. "Sulla Project: Report on Phase II, November 1, 1972December 31, 1975," Bangladesh Rural Advancement ' Committee, (undated). "BRAC Newsletter," Vol. II, Number I; January - February 1977. 't "World Education Reports," Number 13, November 1976. Clearinghouse on Deveropment CoMmunication October 1977 EDUCATION & HUMAN RESOURCES

:ETV .MARANHAO Brazil

TARdELAUDIENC: Disadvantaged .students in .rades 5 through 8 (appeoximatery 9,4,000 students in - it,s(first nine years of Operation)

OB)ECTIVE.S:' TO use television classes to provide public-terminal education where itAd not previOuslY existed

MEDIA: . TV, print, and interpersonal communication DONORS/SPONSORS: Fundacào Maranhese de Televiski Educativa, with funds from stateand federar educatkon departments' DURATION: Begun in- 1969; ongoing

CONTACTS:. Professor 'Joao Vincente de Abreu Neto, Director, Fundacao Maranhese de , Televisao Educativa, San Luis, MaranhaO, Brazil

DESCRIOTIQN: The severe lack of public schoohfacilities for students beyond the 4th grade in one ofBrazil's poorest states provided ,the background and impetus in-1969 for a dramatic experiment: television was to presentsecondary learning materials, trained monitors were to provide the psychological and instructional support forlearning, and students Were to be grouped into study teams for peer teaching. Educational needs were dire atall levels, but students in grades five through eight were to be given special attention ,on the_ assumptionthat adolescents stand in g.reatest need of the expanded 'social arid job oppbttunities extra schooling can provide.Since the aim of this experiment was to gi'Ve students'the practiCal skills necessary to be useful to thecommunity, science and mathematics were to dominate the curriculum. The ETV Maranhao program emphasi2es active Over Passive learning, peerlearning instead of traelitional teaching. The students divide themselves into 6 or 7 study groups per class tolisten to the four programs (each of which followed.Oy 30-to-40 minute classroom sessions) broadcast each day, Peer supportand tutoring give a strong .motivative dynamic to the learning-process. Students who need specialhelp are identified by the class monitor, who giveslhe necessary support. Monitors meet regularly with supervisors to Upgrade teaching techniques, todevelop their skills in group dynamicspand to receive help with specific problems, ETV Maranhao uses its own facilities to produce and transmit programs.Tapes are made daily in the studio. In Short sOpply, these tapes are re-used, whfch necessitates re-taping classeseach year. Conitant evaluation and feedback prOvide input for changes in the TV material. En% Maranhào gradually has expanded ifs activities. It now includes a secondary:school coursefor out-of- school adults,.a literacy program in collaboration with MOBRAL, and cultural programming for moreadvanced students. - Quality of TV reception1 both of image and sound, has been, aproblem, and the failure to exploit fully the visual potential of TV is a drawback. A predictable decline of interestand creativity after the project's first years has also militatedNainst unqualified success,as'have.the administrative problems associated with latel-al expansion of the project. e RES.ULTS: ETV Maranhao's aims of providing increased schooling for grades 5 to 8, redressing the lack ofteachers fOr these grades, and providing trained labor for the.community have all been realized. The drop-outrate is low (below 10 percent), the year-end exam results are exceptional (over 90 percent passing), and 60percent of a)I ETV Maranhaó students who take the upper-secondaryentrance exam pass it. The costs-of ETV Maranhao were initially high, primarily because eqUipment purchAes haveto be figured in start-up costs and because prototypical projects entail higher than average development costs. Utilizationcosts, as opposed to fixed costs, however, have been extremely low and the economic viability of thesystem will increase with its increased utilization. Costs per student have averaged slightly less than tl-ose associatedwith available educational alteenatives, though none of the alternativesis strictly comparable..

Of NOTE:

Before 1969, three-fOurths of all secondary educationwas private in Mararhao; only two schools were public.

The students, st,udy groups evolved into after-schoolclubs artistic, scientific, religious, social, and political. Students of the scientific club puton a yearly science fair for, the communit. Students of the scientific club put on a yearly science fairfor the Community. While educators and TV producers prepare theprograms jointly, the educators usually have final say. One. of the friost urgent problems facing ETV Maranhao'sadministrators is a high level of absenteeism among teachers; ostensibly because their salaries (whichare set by state authorities and not by,the project administrators) are b low.

Some analysts claim that the project's'current expansionwill test,ETV,Maranhäo's flexibility. in question , since the experiment has so far conformed closelyto the model established at the outset. . ETV Maranhao's two studios a.re ccinsidered under-equipped.

ETV Maranhao was expressly designed to meet the needs ofchildren who live in slums. Classes are free of charge and located within walking.distance of the students'homes so the beneficiaries need notpay transportation costs.

REFERENCES:

"ETV Maranhao: An Effective Case of Endogenous Growth,"Joao Batista A. e Oliveira, Federal University, Rib de .faneirO, unpublished and, undatedpaper.

"Informativo Sobrëa Fundacao Maranhense de TelevisaoEducativa,"government document,-Sao Luis, 1977. "Un 'geant' de la television educatiye," Direct, No. 1, 1976.

"Economic Analysis of Educational Television inMaranriao, Brazil," E. Arena, D. Jamison, ). Oliveira, and F. Orivel, Paris: UNESCO, ED-77/WS/8, 1977. (Also inRevista del Centro de Estudios Educativos, VIII, 1978, in Spanish.) .

Clearinghouseon Development CoMMunication January 1979

30 EDUCATION & HUMAN RESOURCES

THE MOBRAL ADULT LITERACYEXPERIMENT ,Brazil

TARGET,AUDIENCE: All illiterate Brazilian adults(roUghly 18 million people in 1970) literacy training and post- OBJECTIVES: To provide Brazil's adolescent and adult illiterates with literacj, programs designed to help studenti increase theirincomes:participate more fully in coMmunity development,and. find Or 'forge the means to improve their living conditions - recorders, television, and MEDIA: Radio, print, posters, mobile A-V units, videotape, jape interpersonal communication

DONORS/SPONSORS:Brazil's Ministry of Education and Culture with'support from other governmental and private organizations Literacy and Continuing DURATION: Created in 1967 to implement Brazil's National Plan of Education of Adolescents and Adults; reorganized in 1970;ongoing Caixa Postal CONTACTS; Marina Santos da FrancaVellozo, Executive Secretary, MOBRAL, .56,036, Rio de Janeiro, RJ, Brazil

DESCRIPTION: The reorganization of- Brazil's adult literacy programinto the massive MOBRAL program Was triggered by a statistic that emeird during the 1970 national census some 18.million Brazilians over the ageof 15,;,one-th ird of adminis: the total adult poPulation, could notread or write. Established by the government as a financially and tratively independent organization in September of 1970,MOBRAL represents a comprehensive attempt at promoting the practical literacy skills needed to increasethe student's income, self-respect, and community involvement. Specifically, it is aimed at reducing the illiteracy rate fromthe 1970 level of 33 percent to 10 percent by 1980 (the nationwide program rate in 1977 was 14.2 percent). Themanifestation, Of a strategy rather than of a doctrine, the takes many forms and varies from 'municipality to

, To gaugethe program's success MOBRAL's staff has deviseda formula for measuring productivity in light of everyday circumstandv. To put into perspecdve the drop-out pkoblem associated-with virtually all adult literacy .programs, MOBRAL evaluators express total prodUctivityas the ratio between the number of studentspassed:at the end of the five-morith program cycle and the total number of "pupils underagreement" (potential partrcipants). MOBRAL's.short-term drop-out rate has not ekCeeded 15 percent since the firstyear of the program. The ultimate drop-out rate decreased remarkably between 1971 and 1976 (22percent to 2 percent). In 1977,the ultimate drop- out rate rose to 24 percent becaUse some administrative difficulties left municipal bases withoutsupport for the development of their actiVities. From 1971 to 1977, the completionrate oscillated between 63 percent and 40 per cent (average:. 49 percent). In terms of sheer numbers; 507,567 people participatedin MOBRAL's Functional Literacy Program in 1970, and 3,893,338 took part in 1977. Frorii. 1970to 1977, almost 30 million people participated in MOBRAL's Functional Literacy Program andover 11 million became literate (average productivity: 38 percent). Among the qualitative effects of the program have been (1) the design and implementationof new programs, (cultural activities,professional training, self-teaching, health education).aimedat responding to the 'participants' needs and aspirations expressed during and after the completion of the Functional..LiteracyCourse; (2) the creation, testing, and implementation of new forms of human regources training, in the field of AdultEducation, (for supervisors, monitors, teachers, etc.); (3) the implementation ofa series of Programs and projects using new educa- -,-tional technologies, mostly for' training and teaching'purposes; (4) the reinforcement of local and traditional Brazilian culture; (5) the promotion of practical techniques for enhancing daily life and work;(6) the awakenThg of interest among the Brazilian "intelligentsia" in 'Brazilian Portuguese and inmass literacy; (7) the' motivation of adults to educate their children in recognition of the importarke of education in the development'andintegration ,of the natiohal society; an`d (8) the adoption of MOBRAL's organizafionalstructure by other Ministries and national, regional, and local organizations.

OF NOTE:

The keystones\ of MOBRAL's administration are decentralization, the, delegation of authority, self-evakia- lion, and am emphasis on staff training%

The integrated cooperation of national and regional agencies and Of localinstitutions and people is hear- teningly complete. A handful of examples amongscores include the Armed Edrces (which' have provided storage space for teaching materials), industries that -have Oven their employees,paid leaNie to take MOBRAL courses, and a coalition (consisting of the AmazOnas Commercial and IndustrialAssociation, the Technological University for Labor, and the Intensive Program for ManpowerTraining) that built nine boats for MOBRAL's use in the Amazcin, region.

By 1977, one of every six Brazilians over 15 had particiPated in the MOBRALProgram. To encourage people to retain their literacy skills, MOBRAL publishesa newsletter and other easy-to-read 0 materials, operates mobile libraries, and organizes libraries and readingrooms. Incentives for participation and performance include prizes for teachers whoseclasses have low drop-out rates, awards for excellent newspaper coverage of MOBRAL activities, and small cashpayments for individuals who get an illiterate person to enroll in theprogram. Clas size is flexible, but commonly MOBRAL studygroups consist of from 25 to 30 students each,

REFERENCES:

"MOBRAL The Brazilian AdUlt Literacy Experiment," the UNESCO Regional Office for Educationin Latin America and the Caribbean, 1975. "MOBRAL Analysis and Documentary information," Vol, 3, No. 2, MOBRAL, 1977. MOBRAL: Report, 1977, MinisW of Education and Culture, January 1978.

Cle\ arTghouseon Development CommuniCation Octobe.- 1978 .4 3 2 \\ EDUCAt ION & HUMAN RESOURCES

MOVIMENTO DE EDUCACAO DE BASE Brazil

- TARGET AUDIENCE: Originally, illiterate peasarits in Northeastern Brazil (potentially, abOut 24 million adults), later exPanded to include peasants in other regions

OBJECTIVES: .To -help educate, politicize, and motivate adults without access to schoOls and health facilities (particularly by means of providing literacy and numeracy training) and to,encourage the formation of base ,communities

MEDIA: Radio, print, and interpersonal communication DONORS/SPONSORS:National Bishops Conference of Brazil,Brazil's Ministry of Education and Culture, CatholiC, and other aid-giving organizations in Europe and North America, and Brazil's tylinistry of Health (1962-64) DURATION: Begun in 1961 as a literacy program; re-oriented in 1965 and again in 1971; ongoi ng

CONTACTS: Sr. Anne Marie Speyer, Movimento de Educa0o de Base, SCS, Q.3, Bloco A, No. 79, Ed. Jo5o Paulo II, Brasilia, Brazil, 70 300

DESCRIPTION: From its inception in 1961, Movimento de Educacio de Base has been a sectarian effort to fulfill thebasic rights of thedisen franchised by offering practical training in problem-solving. But little besides the project's reason for, being has remained unchanged. The original focus on literacy training gradually shifted to an emphasis on demystifying underdevelopment, ,albeit through literacy programs. Originally modelled after ACPO's Radio Sutatenza in Colombia, MEB no longer depends heavily upon the use of radio. Then too, the size of the project, the MEB, curriculum, and MEB's relationship with the national government have all changed-with the political weather, with the military coup of 1964 in particular. , MEB's aPproach and its problems differ from those of M'any attempts within Latin America to mobilize the mass media for deyelopment. Instead of simply promoting progressive practiCes in the name ofdevelopment, the project wor'kers devote themselves to helping peasants perceive the roots and the dimensions of underdevelopment. Only then, the Freirean logic goes, can people work out and adopt solutions they can live with Anotherdis: tingushing feature of this project is its use of the mass media. In MEB, books and radio broadcasts are used tosup.- port, not to replace, personal 'interaction., The backbone of the program is the campone's''(peasant farmers')study group. At weekly meetings, radio broadcasts on agriculture,nutrition, labor practices, and other practical topics are discussed with the help of group animatcirs who use role-playing and other action-oriented techniques to draw group. members into discuSsions of painful real-life problems.

----A-decentralized organization, MEB operates at four levels. The highest is the national team in Rio; whose mem- - bers report to the six bishops appointed tb the national Directive Council by theCathOlic Bishops Conference.and to tlie representatives from the Ministry of Education who sit on the Council.Divided into an administrative sector and a technical-pedagogical sector, the national team organizes new sistemas in response to local initiatives, sets policy, selects and trains personnel for the local teams, and handles other administrative procedures.It leaves all program development, however, to the Ion! teams. The basicregional administrative unit, the Sistema Educativo, usually covers a single Catholic diocese and contains many.radio schools. The third level isthe local team, which- plans and carries out the area's basic education program. Typically, this trained team ofteachers, social workers, and others calls the region's most developed center its homebase and travels from there intothe outlands. Anima- tors make up the fourth level of theeducational system. They arenominated by members of their community, trained lOcally, and given the responsibility of sparking dialogue and activitieS in theircommunities.' RESULTS:,. MEB,, has suffered grave setbacks, but the project has nevertheless affected the lives of hundreds of thousands of Brazilians, An evaluator charged with'assessing the efficiency of the project's first decade of operations found that the more than 5,000 radio schools in the MEknetwork as of 1964 had helped some 400,000 peasants to learn to read. Yet, the same researcher estimated, no more than 100,000 campones acquired literacy skills through MEB be- rween 1964 and 1970, most likely becaLiSe the government that *came, to power in 1964 placed little premium on grassrOots participation in social change. Since 1970, MEB's attempts at self-evaluation have consisted primarily of measuring the demand for courses, not assessing behavior change's brought about by MEB courses and activities. As of 1976, plans for conducting evaluations before, during, and'after courses had been made; but so far post-course evaluation, has not been on a. par with needs assessment and enrollment analysis. Only a crude picture of the project's impact can be pieced together,from registration statistics (which show, for example, that the programs.called "community activities with a religious orientation" enjoy far greater Popularity than MEB's agricultural or health programs). The total number of patici pants in MEB is difficult to gauge since some listeners fall into more'than one category of student. In 1977, about 15,000 people registered for the regular academic courses, while special programS involved just under. 162,000 radio-listeners.and non-school educational programs had over 171,000 registrants.

OF NOTE: , MEB''s "animation" activities have included organizing sciccer clubs, agricultural work, and rural syndi: cates. Potential local animators were observed by MEB staff members in their hometowns. Only candidates Who did not condescend to nor patronize their fellow toWnspeople were selected for training. In 1968, MEB received IJNESCUs Reva Pahlavi Prize for its high-caliber work in behalf of and with campone.s. Radio's use in this project has taken a back seat to that of print and discussion. Unlike the animators, the Medium is not regarded or used as a primary agent of social change. Northeastern Brazil was selected as the original project site and remains the focus of project activitieS .because it is Brazil's poorest region and because, according to a 1975 estimate, over half the people in the region cannot read or. write. The Amazon region is also the scene of intensive MEB activity.

REFERENCES: "A Systems Approach Applied to Non-Formal Education: Planning, Prog.ramming, Budgeting and the 'Non- Formal' Process," unpublished paper, Sr. Anne Marie Speyer, MEB, August 1977. "Movimento de Eclucacao de Base (MEB): Communication for Animation and Social Change," Communica- tion and Rural Development, Juan E. Bordenave, UNESCO, 1977, MEB Annual Reports, 1974, 1975,.1976,and 1977, MEB, Brazil. Movimento de Educacäo de Base: An Experience in Education fOr the Rural Poor, University of Michigan, 1976.

Clearinghouse on Development Communication October 1978

34 EDUCATION & HUMAN RESOURCES

RADIO ECCA Canary Islands

students in its first ten TARGET. AUDIENCE: . Spanish and Latin American adults (more than 100,000 years of operation) adults as a means of promot- OBJECTIVES: To provide inexpensive and practical education to ing personal and community development

! MEDIA: Radio, print, interpersonal communication DONOR$ISPONSORS: Cadena de Ondas Populares (COPE) underthe...Diocese of the Catholic Church of Spain

DURATION: Begun in 1965; ongoing Apjartado 994, Las CONTACT: Luis Espina Cepeda, Radio ECCA', Avda.,Mesa y Lopez, 38, Palmas de Gran Canaria, Esp-ana,

DESCRIPTION: - Radio Emisora Cultural de Canarias (ECCA) was founded byJesuits to meet the'educational needs of the adult who has never had the opportunity or time to attendschool-or whose educationpas been cut short. One of 45 stations under the juriScliction pf the Catholic Chureh in Spain,Radio ECCA began broadcasting in 1965.rrom the beginning, its directors and staff have been dedicated to"tri-dimensional edUication" combalation of radio broadcasts, printed materials, and activities conductedby specially triained"orienters", that appeals simultaneously to the mind, the emotions, and the spirit and thathelps the stüdent draw upon and legitimate experience acquired outside the learning environment. Thisextremely idealistIc goal is paralleled, however, by the more practical objective of giving,the majority inexpenSive access to ECCA courses.Consequently, ECCA's self acknowledged challenge is to keep quality and quantitybalanced. The educational radio broadcasts (which total 117hours. of FM and /AM programming each each and which are aired on weekdays only) and ,the printed Jessons (which areprinted ir Radio ECCA's own production facilities) reinforce and enhance each other. All printed matter isdesigned to proceed systematically from the easy to the Aifficult/the known to the unknown, the particular to theuniversal (dr vice yersa), and concept to explanation (or vice versa). Texts and workbooks have tear-out' pages that thestudent completes and turns in as homework, and students are encouraged to annotate and underscorepertinent points in the course materials. The tasks of preparing and taping lessons, taking administrativeresponsibility for 733 learning centers, and both culling and interpreting feedback from poSt-coursequestionnaires falls te the program's 50 "studio".teachers, These mostpf whom 'are former public-school teachersselected by ECCA for their professional excellence. specialists also supervise more than 508 extension teacherswh9 ate charged with reviewing the materialcovered during the broadcasts, passing out and collectinghomework, 'cOrrecting students' papers, helping thestudents re- ate the course material to their daily lives,and collecting weekly fees from participants, While students are treated with the respect that the Radio ECCAstaff believes that adult learners deserve, the learning pace is slow since most students cannot.afford todei:/ote more than a small fraction of their time to study. During the first primary:level, literacy classes, forexample, the students learn how to use a pencil and how to execute the simple lines that form the letters of thealphabet. gradually, they learn to make the letters and tocombine consonants and vowels to create words. By theend of the fir)st course, most students can decipher andwrite simple sentences. In all, Radio ECCA offers courses inbusines4jvd other work-related subjects such ,as agriculture, religious and secular culture, literacy, and English. Each courselasts from one to three years, and students may earn certificates'at two levels: primary studies and graduate studies.

35 RESULTS:

Radio ECCA uses attendance records to measure its impact.lrom the time of the first broadcast, ithas kept tabs on the number of students it serves and made estirnates of its unenrolled listening audience. It ha also periodically refined its methods of record:keeping. Evaluation of student achievement and lollow.up studies of the radio ,courses impact on students'. lives have; however, been_mgre haphazard and impressionistic. In the first year of broadcasting, Radio_ ECCA had 1,401 active'participants. By the end of its tenth,year, the cumujative total had reached 107,599 (excluding the unenrolled audience). During its, 11thyear, the station enrolled student number 118,117. In Gran Canaria and OR Fuerteventura, the percentages of the totalpopulations

that listened to Radio ECCA reached 20.35 and 21.34, respectively, probably because the station staff devotedmore , 4work to these areas. The nuimber of students active at any one time peaked in 1970 at 23,507. The slow decline since then to 20,263 student's in 1975 (excluding 8,493 students from die Iberian peninsula)may be a statistical quirk, that reflects changes in record-keeping. (At any rate, only those students who attend i-egularly and whopay the weekly fee are counted present, so the attendance figures are no doubt conservative.) Since students under 14years of age were categorically dropped from the program in 1976 on the assumption that children ought to be attending eXist- ing traditional schools, a further reduction in 6ourse participapts can be expected. A secondary indicator of Radio ECCA's success iS its financial status. Whileno student is charged more than 100 pesetas (.U.S.$1.25) and the average charge is less than 50 pesetas each week, tuition fees met 64.4 percent of the station's total expenses in 1975. At the same time, costs per student have remained far below those typicalof other types of schooling, and the quality of education has not been sacrificedto keep costs down.

OF NOTE: The word "analfabeto" ("illiterate") is never used in Radio ECCA broadcasts.

One ECCA student compared a person who. cannot read or write to a sack of potatoes easy to manipu- late and ignorant of his or her rights. The majority of the students in ECCA's first-level courses are of at least midcife age. Curricula developers try to infuse the. lessons with suspense; their aim is to get students to feel that they 'know more than they realized but "less than they will tomorrow." A study conducted in 1973 of Spanish radio audiences showed that Radio ECCA is the most popular station in Las Palmas (where it captures 38 percent of the listening audience on weekdays and 61 percent on Sun- days) and the third most popular in Santa Cruz de Tenerife (16 and 22 percent, respectively). , Radio ECCA has won almost every award for excellence in broadcasting thiat Spain offerS: Premio Nacional de Radio (1967), Antena de Oro (1968), Premio Ondas (1971), Bravo Nacional a los Hombres que Unen (1971), and the Meda//a de P/ata de los.Cincuenta Aiios de la Radio Española (1974). Radio ECCA airs neither news nor commercials. The 108 hours of weekly broadcast time that is not devoted to classes is alloted to music and public service programming. . Radio stations'in five Latin American countries Santo Domingo, Ecuador, Bolivia, Venezuela, and Costa Rica have been modeled after Radio ECCA.

REFERENCES: "Classe y Esquema ECCA: 1) Funcion y Caracteristicas 2) Escala de Valoracion," Second Edition, Las Palmas, 1977, "The ECCA System of Radio Teaching," Domingo J. Gallego, Multimedia International, Rome, 1974. "Radio ECCA, Centro Docente," Santa Cruz de Tenerife, 1976. "Que Pretende Radio ECCA?" Eccalumnos, No. 7, November-December 1976,

Clearinghouse on Development Communication January 1978 EDUCATION & HUMAN RESOURCES

RADIO SANTA MARIA Dominican Republic

TARGET AUDIENCE: Rural and urban lower-status adults in the Dominican. Republic better and cheaper' OBJECTIVE: To deliver primary and intermediate education that is both ththi that provided by the traditional school' system'

MEDIA: Radio, print, and interpersonal communication DONOR/SPONSOR: Largely self-sufficient with some support from the Governmentof the Dominitan Republic and private contributions , D RATION: Begun in 1970; continuing. P.O. Box 55, La Vega, CON ACT: ReV. CarlOs Rodriguez, Director, Radio Santa Maria, Dominican Republic;.Dr. Robert A, White, Centre for theStudy of Communica- tion 'and Culture, 221 Goldhurst Terrace,London NW 63 EP, England

'DESCRIPTION: Begun in 1964 u der the auspices of the,,CatholicChurch in the Dominican Republic, Radio Santa Maria (RSM) centered its initi t educational efforts on aliteracyprograni that helped to certify more than 25,000 adults leading to cer- over a period of sixyears.`4 needs assessment defined the focus it has taken since 1970 programs tificates at the primary and\iptermediate levels. Modeled after ECCA(Errii\sora Cultural de Canarias), the radiophonic school started in Spain in.1965, Radio also Santa Maria depends on three'educational aids: workbooklet texts, radio broadcasts, and field teachers. RSM attempts k) integrate the principl s ofIffelong education relating school learning to real-life needs into the traditional school curricula. Thus, classes in mathematics,Spanish, and social studies are illustrated by weekly "central themes" that represent peants life situations; themes used in the pastinclude human exploitation and dependence. While daytime and evening progranringinclude music and nonformal education programs on agriculture, health, and family planning, the hours from, 7:00 to 9:00 p.m.from Monday through Friday are reserved forgr.A'cled sphere, lessons. Puring these hours, when fiveother\commercial and, religious radio stations extend the broadcast half an hour allotted to each grade. RSM's reach is nationwide. Four grade levelsre broadcast each evening, with Four seven-min uteJessons are spread over an hur'S broadcast. The remaining interludesprovide for active student involVement in study and the completion of wor sheets.Most of the teaching is done by a male-female team;the radio audience teammates assume teacher-student roles,asking qstions and pausing before answering so that the has time to come up with answers at home. On Saturdays students throughout the country c ngregate,usually in groups of 20, in loCal centers for two- the hour sessions with a field teacher. Here, completedworlheets are collected (to be corrected and handed back following week), students' questions are handled, and thkecentral theme is discussed. In addition, each student buys the next week's packet of six to eight worksheets at ahost of U.S. 25 cents (of which the field teacher receives 15 cents). According to a 1975 survey, most of the 20,000 studentsei71311ed in Radio Santa Maria's courses each year are otherwise constrained by their rural set: yOung .unmarried adults 18 year-olds whose educational pot\ential is of tings, The field teachers, like their srudents, are young;but they\e required to have completed several years sch.rioling in advance of the level they teach. The methodology evolved by Radio Santa Maria onthe principles of Ilfelong education breaks with,that de; tool that helps pendingion the conventional remote-memory oflearning. The RSM curricula stress education as a the individuals meet and cope with theirenvironment. This approach,ecnphasizing the social situation of the stu- 'and dent, requires the teaching staffto assume. theunconventional posture of euls to their students, investigating discovering'with them rather than imparting knowledge tothem. The hope\is that-the.student's self-imageand ad- jUstment to his or her world will be enhanced by such aschool experience. 37 . RESULTS: A 1975 study of proportiOnally stratified samplds of adult students compared the standard-test scOres of Radio Santa Maria students with those of adult students taught by conventional methods. Generally, the radiophonic students (who study curricula adapted to reflect rural life) score as Well or better thamtheir conventionally educated' counterparts on standardized tests. The innovative curricula seem to have stimulated RSM'students to greater degrees of community participation. Student test results correlated witk the competdncy of field teachers,uggest- ing that RSM field teachers are necessary reinforcers of radid and print material. RSM students, adults able to learn at a more rapid rate, l'equire less class time. Thusi, a.student may finish eight grades in four' years. Seemingly efficient central administration one director and six curricUlurn developers organize 520 'field teachers and ;12,000 'students per seme-Ster and special 'arrangements .for buildings,"broadcasting, and the purchase of paper, have helped keep operating costs down. The gSM out-a-school system costs $25 per student per calendar year, in contrast to $39 per student in the conventional adult educaticin system. While unit costs increase with student enrollment in traditional schools, the reverse is true for the radiophonic apprdach. If 40,000 students erupt led in RSM per year, the Cost per student, some estimate, would drop belOw $20. Student.contributions approximately $7 per course covers .60 percent of the yearly RSM budget. Government subsidies and personal donations meet nearly all the remaining exPenses.

OF NOTE:.

Sincelthe investment in each course is worth roughly four days'pay at the minimum wage rate, students who understand the scope of their field teachers' duties are quick to notify the central administration when field teacher's fail either to correct worksheets or to send in weekly fees. To keep policys decisions in the hands of the acfual coordinators of the program, financial dependence on international institutions was limited to the setting up of the physical structure. The ongoing software component is largely self-supPorting.

Weekly enrollment records determine the printing quotas for the next week, so printing overrunsare avoided and costs are kept down. Once concentrated in the north-central dbao region of the Dominican' Republic, Radio Santa Maria is now accessible to all but a small southwestern corner of tlie country.

REFERENCES: "An Alternative Pattern of Basic Education: Radio Santa Maria," Robert A. White, Experiments and Innova= tions in Education, No. 30, UNESCO Paris, 1976. Clearinghouse on Development Communication

October 1977 k,

38 EDUCATION '8( HUMAN RESOURCES

THE SHUAR RAbIO SCHOOLS . Ecuador

TARGETAUDIENCE: School-aged children of the .Shuar Indians of eastern Ecuador(Pproximately 3,100 in 1978)

OBJECTIVE: To proc/ide elementary education where conventional methods have failed .MEDIA: Radib, print, and interpersonal communication DONORSISPONSORS: The 5huar Indian Federation and international donors'e a DURATION: Begun in 1972; ongoing CONTACTS: Rafael Mashinkiash, Education Director, Shuar Federation, Domingo Comin 17-38, Sucua, Ecuador; Ampam Karakras, Shuar Federation, Apartado 4122,5ucua", Ehiador

DESCRIPTION: served Ecuador's 26,000 Shuar Indians/who live in a jungle area now, . Since 1972, the Shuar Radio Schools have being coldnized by settlers from theSpanish-speaking majority culture, Like most other indigenous groups in the . Americas, the Shuar are having problems adapting to theonslaught of Western civiliiation.,Shuar Federation documents speak of the t6umatic impact ofmissionaries and colonists. They refer to the degenerationof moral standards, to the disintegration of the family, al-4,d to anorriie.Also mentioned is the trend toward thedevelopment of an in peripheral belts' around colonized centers. anonymous Shuar sub-proletariat 0 The approaches of the national formal education systemhave had to be modified to meet the educational needs of the Shudr youth. Because populations tend tobe-sparsely settled (the average Shuar Federation Center having only 15 to 25 families.in its vicinity), the costs ofproviding certified.teachers for all the centers seemed,un- justifiable. Indeed, in 1971, before the advent of the radiosChools, only 36 of the 103 Shuar Federation Centers had.., Schobls, Even in areas served by formal schools, drop-out rates have beenhigh: teichers who did' not know the Shgar language or culture could not meet the Shuir's educationalneeds,' For example, of 30 certified teachers who were not ethnic Shuar, only two declared an interestin continuing to work with the Shuar.. Among teachers in the 28 schools where the teachers had been working for at least two yeats,the same attitude prevailed. Of 30 recent gradu- Shuar region), none felt that learning the Shuar language is neces- ates from Macas T,eacher TrainingCollege, (in the ., sary to work effectively among the, Shuar. Shud Federation documehts alsO,report that traditional schooling materialsand methods have failed to provide learning opportunities relevant to the Shuars' needs.The national textbooks"do not use the Shuarlanguage. According to the Federation, the figures and examples cited in the textsused in Ecuador are completely foreign to the rrientality and experience of the young Shuar.Scheduling in the schools is not even attunecho the customary meal times of the Shuar. , To build a system based upon the fewcertified ethnic Shuar teachers, the Federation decided tO use radio. With these teachers (called tele-teachers) occupying keypositions, other less highly trained Shuars (called tele, auxiliaries) could run individual radio schools, The criteriafor creation of a radio school have been theexistence of (a) suitable facilities, (b) at least 15 potential participants,(c) active dei/elopment project; in the community, and (d) community interest. a In 1973, the first year of operation, 503 students wereenrolled in 304adio schools. By 1978, the number of students enrolled had, reached 3,086 and thenur;ther of radio schools had reached 120. The Federation reports that the.number of centers still not convinced of the importanceof the radio schools has fallen to three or four at most.' (The few centers that resist 'still suspect a religious orpolitical motivation behind the educational effort.) The XI General Assembly of the Shuar Federationunanimously approved extension of the curriculum through the second cycle. Most of thebi-lingual textbooks needed to' teach reading and math, in the firstthrough fourth grades' have been developed, and he XXII GeneralAssemt'ily ratified expansion to cover the entire primary curriculum. As of May of 1978, texts were beingdeveloped for 4th-grade math and 5th-grade reading. 39 f,

t4 Each tele-lesson begins.with a 25-minute s6gment led.by the,tele.teacherin .the radio stUdio. After a brief introduction, the material froM the preyioUs lesson is revietved. The new,materiaLis then piesented in a series of steps including those aimed at motivating the stUdents and evaluating theirprogress, Next,, the tele-auxiliary in the classroom Ieads'.exercises in which the new knowledge is repeated .andreviewed. The method's employed'include directed group listening,use of pYinted materials, and continuous supervision from the central staff:Six Orofessionals, who are also responsible for upgradingthe effectiveness of the tele-auxiliaries, for motivating coMmunity action, and for asststing in. formal'evL!uationof the instruction, make up the supervisory staff.

By stressing the Shuar language and culture; the classroom methodsencourage the liberation of the positive energies of the students. Commitmehts to rnaintainrng and develoPi,ngthe cultural identity of the Shuar and to overcoming complexes that result from being colonizedare,strong. Besides covering the bffieial curriculum, the aim is to integrate-7 not to. assimilate the Shuar into ttie mainstream.

RESULTS:

, . . . For the first time education offered to Shuar youth has been systematizedconsciouslyrelated to Shuar culture, and made the responsibility of Shuar teachers. TheJederationestimates that the drop-out rate is now mini'mal, compared with a rate of 130 percent in the conventional schools that the radioschools replaced. ° The Ambers of students enrolled have grown, steadilyover the years that th,e radio schools have operated. The pass rates have been high, although they have declined somewhat with the expansion of thesystem:

r Year., Students completing Students Pass rate the academic year promoted o .. $ 1972-73 486 97.4% 13 1973-74 .1,278 . 1/2 1 96.4% 1974-75 1,955 . /1,732 89.0% 1975-76 2,654 / 2,34 88.0% 1976-77 2,704 / 2,28 134.5% it . 1 OF NOTE: I. / Annual course4 for the tele-auxiliaries are planned ity/ order to ugrade their effectiveness'as teachers. The bi-lingual education law of neighboring Perufaces Quechua on an equal footing with Spanishas,a national 'language, a fact 'the Shuar Federation iseighing, . I One of the ShUar publiCations contains exCerpt from Bury My He rt At Wounded Knee andcomparisons orthe Shuar's!'current situation with the histo ical predicamento the,North American Indians. In 1978-79, a small number of centers will uhdertake an experimen al program, entrance to which will.not, r'equire a priMary certificate. The focus wil/be on practical learnin on upgrading and marketing local crafts, for instance.

The methods employed in the radiosspools promote spoken and written fluency in both theShuar's mother language and in Spanish: The S ivar language is not usedas la mere bridge toward expression in the national language., 0 While the administeators of The Sh ar Radio Schools recognize te importance of teaching Shuar youth about the outside world, a lack of appropriate teaching materials nhibits effortsto do so. The protect's supervisory and evI uaiion stafrnoW consists of one chief administrator and eight auxiliary supervisors,

REFERENCES: "Sistema de Educacibn Radiof. ilea Bicultural=Shuar," Shuar Federation,' Sucua, 1978., "ConSideraciones a Partir.del agnóstico," a paper presented at the Inter-American Seminaron Technology Transfer in Education, Or anization of American States, Washington, D.C., 1978. "A PropOsito de la Ley deolonizaci6n," Chicam, No. 19, Shuar.tederation, Sticua, 1978.

Private conversation with I.Didier de Failly, qEPAS, Zaire, May 1978.

, 1 Clearin0ouse on Development Communication January 1979 .,. . a , 40 1 3r J EDUCATION AND HUMAN RESOURCES

INSTRUCTI6NAL TV AND EDUCATIONALRE-FORM El Salvador

TARGET AUDIENCE: 7th, 8th, arid 981graders in El Salvador

OBJECTIVE: To extend public education tri all 13- to 15-year-olds so as to increase El Salvador's middle-level labor force

MEDIA: Television and printed supplementary materials

DONOR/SPONSOR; The Government cif El Salvador (assisted by the U.S. Agency for International Development, UNESCO, other international, aid agencies, and the Govern- ments of Mexico and Japan)

DURATIO Implemented over several years in the late 19605; currently expanding into lower primary grades; `expected to 'cover grades one through nine by 1980

CONTACT: \ ETV-El Salvador, Ministry of Edutation, San Salvador,. El Salvador; Dr. RobertC. Hornik,AssociateProfessor, 'UniversityofPennsylvania,' Annenberg School of CornmiinicatiOn, 3620 Walnut Street, Philadelphia, Pennsylvania 19104; Dr. Henry T. Ingle, 7938 Bayberry Drive, Alexandria, VA 22306, U.S.A.

DESCRIPTION:,.

El Salvador's Instructipnl TV project began in the late 1960s as one partOf a pervasive education reform. In- . itiated by President Fidel 5anchez Hernandez, the overall reform has as its goals the fulfillmentof the right of all Salvadorans to nine years of free schooling and the expansion of the nation's middle-level laborpOol, as well as the general improvement Of the school system.

When instructional television was introduced, several other changes that influenced -TV'sImpact were made. The Ministry of, Education was reorpnized under stronger central authority and was expanded toinclude a planning o(fice. At the same time, the school-supervision systemand the curricula were revised, Third Cycle (7th, 8th, and 9th grade) teachers received a year's paid leave in which to participate in intensiveretraining activities, tuition for grades seven through nine was eliminated, double seSsions were established, ,and amuch

. more liberal promotion; grading, and student-evaluation _system wasinstituted. All these changes either encouraged or accommodated a sizable growth in class enrollment.

Television carried the core of the revked curriCula and thus ostensibly shouldered, part of the increased teaching burden from February of 1969, when it was first used in32apilot 7th-grade classrooms. From then on, two to four 20-minute programs were broadcast weekly in each of five Subject Areas:Spanish,social science, natural science, math, and English. Each TV lesson was precOed by a ten:minute motivating session conducted by the classroom teacher and followed by a teacher-led reinforcement session tnat lasted about 20 minutes. Teacher guides and-student workbooks were used to supplement the televised lessons. RESULTS:

Reports of the success of El Salvador's use of instructional television,vary, though the project is still going stroqg. Quan*.itative analysis shows that students in ITV-classrooms realized overall gains inbasic_skills of from 15 to 25 percent above those of peers who studied in traditional classrooms or iri reformed classrooms without ITV. Qualitative indicators are also positiYe: both students (especially disadvantaged and slow-learning children) and teachers voiced approval and enthusiasm for television classrooms. While excitement didwane somewhat after the novelty of TV had worn off (roughly four years after its introduction), the liveliest produc- tions have remained popular.

Some teachers and project evaluatOrs involved withiTV in El Salvador believe that the program's.full poten- ,tial has not been realized. The most commonly voiced complaint of teachers who took part in ITV has been that the quality of the television lessons is uneven. One evaluator claimed that the El Salvador project verified the' notion that television is best used to present material that the teacher cannot present as well (in competition., with television, some teachers treat it`as a "babysitter," while others choose not td use it at all). Finally, some evaluators contend that this educational reform is not adequately integrated into El Salvador's general develop-- ment plan, that students involved in the program cannot find jobs or cannot find slots in the next I' vel of educa- (ion the "Bachi I lerato Diversificado."

OF NOTE:

Student's receptivity to inosq-uctional television was greater with respect to English and social sciences than to-math and natufal science. Yet, math achievement was boosted more than achievement in the Datural and social sciences.

Opposed to the idea of depending upon foreign advisers to run their new ITV program, El Salvador's leaders insistedthat local people bear major responsibility for ITV from the start.

In July of 1971, Salvadoran teachers struck. While the increase in workloads precipitated in part by the use of television in The classroom was not a major point of contention, the issue was raised by some of the striking teachers.

REFERENCES:

"ITV, Reform and Investment Priorities for Formal Education in El Salvador," Arthur K. Burditt III, Princeton University, Princeton, New Jersey, 1976 (unpublished).

"Recohsideting the Use of Television 'for'Edu'cational Reform: The Case of El Salvador," Henry T. lhgle, in Educational Television: A Po/icy Critique and Guide for DeVeloping Countries, Robert Arnove,editor, Praeger Publishers, New Ydrk, New York1976.

Educational Reform with Televi.qon: The El Salvador Experience, John K. Mayo, Robert C. Hornik, and Emile G. McAnany, Stanford University Press, Stanford, California, 1976. \ '. Clearinghouse on Development Communication June. 1977 EDUCATION & HUMAN RESOURCES

ACCION CULTURAL POPULAR HONDURENA Honduras ,

TARGET AUDIENCE: Illiterate and semi-literate campesinos throughout Honduras

OBJECTIVES: Initially, to help campesinos acquire literacy skills and information related to health and community development; later, to set up an agricultural education program and to help campesinos organize politically and socially

MEDIA: Radio and print DONORS/SPONSORS:Social Christian Movement DURATION: Begun in 1960; ongoing

CONTACTS:`, Pedro Pablo Ramirez, Director, AcciOn Cultural Popular Hondureria,ApartadO C-24, Tegucigalpa, D.C., Honduras, C.A.

, , DESekIPTION: AcciOn Cultural Popular HondureFia (ACPH) is both the education arm ofthe Honduran campesino-based self-development movement called.the Popular Promotion Movement (PPM) and a young relative ofColombia's ACPO radio schools. ACPH got its start in 1960 when a Honduran priest, P. Jose Molina,returned from a brief in- ternship at ACPO and helped set up an experimental radio school in the environs ofTegucigalpa. Although now sppeMsed by a lay board of directors, the school has relied heavily upon the grassroot parish networksand upon the motiVating power of the pulpit in its efforts to spi'ead literacy and information. ACPH was essentially an ACPO transplant in its early years, and ACPH's system and textbooks wereadapted from Colombian models. Like its prototype, ACPH called moon rural pastors to work up support foradult; literacy classes. These local clefts seletted one volunteer auxiliary teacher (or "monitor") from a campesino familyin each community. In turn, these monitors were trained to recruit students, organize classes, help the regularclassroom teachers,supervise student work, and file monthly reports on the attendance and progress of.theclasses. Monitors also took charge' of the texts, radios, and Other classroom materials. By 1%4, when student enrollment had reached almost 15,000 and the sChools had been operatinglong enough to make reflective evaluation of their success meaningful, the emphasis of ACPH programs wasswitched from promoting literaCy and short-term community-development campaigns to forming local organizations.of the poorest carnpesinos in order to, help the "disinherited!' to createpolitical and economic leverage. Reading and writing remained part of the curricula, but to these academic courses were added programs aimed at developing attitudes and skills'that would enable the campesinos to organize themselves and.to act responsibly tofurther their own social and economic welfare. The watchwords of theconsciousness-raising activities became 'participation' and 'democratic leadership.' In the late 1960s and early 1970s, ACPH took another step in the direction of equating adulteducation with politicization. The radio schools adopted Paulo Freire's psychosocial approach to personal, andcomplunity self- realization. To consciousness-raising, the communication of fundamental skills, and theidentification of indigenous leaders was added a fourth mand,ate the formation of regional and national campesino organizations able to deal with government agencies. Part of the impetus for the organizing activities has comefrom members of the Christian Social Movement university students and young professionals with training in agronomy, education, or economics who aligned themselves with the PPM by 1970. A recent change in ACPH's focus of operations, the addition of a fotir-year primary-school programleading to a diploma recognized by the Honduran Ministry ofEducation, took place in 1972. In 1977, ACPH introduced an agricultural education program using paraprofessional agronomists and mass communicationmethods to make agricultural.technology available to small highland farmers in remote communities.

. 43 RESULTS: ACPH has been evaluated by both its own staff and by professional evaluators called in from outside. The finding ()Ea study conducted in the mid-1960s by outside observers was that enrollment was encouragingly high but 'that several factors (among them the facts that nothing prevents literate students from taking the coarses and exams, that no reliable tabs are kept on the number of students who repeat each year, and that "cooperation" between the test-takers and test-givers was rumored to have taken place) made the qualitative aspects of the literacy and numeracy segments hard to assess. Sparse population distribution, lack of leisure time in which to study, administrative pitfalls, and adverse weather conditions were also identified in that study,as unquantifiable determinants of the program's impact. A more rigorous evaluation, conducted in 1971 by an American and based upon an analysis of a stratified sample of 794 radio-school students; confirmed the continued existence of the socioeConomic impediments identified in the earlier study and raised the question of the value of literacy to campesinos with little to read and little time in which to read it. This study found that roughly 108,000 students enrolled in ACF'H between-1961 and 1970, that about 18,000 of that number were examined and passed at least once, and that only two-thirds of those who took an exam actually achieved minimum functional literacy (defined as theability torecognize a-series of words, match words to pictures, write on'e's name, and to answer inwriting one or two questions about a passage).' The picture of the.consciousness-raising and organizing activities of ACPH and PPM that emerges from the second study is brighter tha6 that of the literacy program. ACPH has established a development communication system that has made possible the construction orhundreds of rural schools and many neighborhood water systems. It has served as the basis for the organization of campesino women's_groups, consumercooperatives, 300 agricul.tural 'PrOduction groups, and many local campesino pressure groups involved in land recuperation.

OF NOTE: The literacy programs are broadcw t six days a week for a single seven- or eight-month term each year. The advanced classes are broadcast in mid-afternoon and the beginners' lessons in late.afternoon. Groups meet in homes, schoolrooms, or parish halls, In 1970, an estimated' 30 percent of those campesinos taking the literacy courses had nothing in their. homes to read. Unlike ACPQ, ACPH has not published inexpensive booklets and newspapers for the campesinos to enjoy at home. ACPH is one of the few radiO school systems in Latin 'America that has adapted the psychosocial method (Originally designed for direct-teaching) to radio teaching. ACPH uses a combination of campesino paraprofessionals, the radio, volunteer agricultural promoters, and a system of neighborhood dergoastration plots to ,communicate agricultural technology at low cost to

small farmers' in remote mountain communities. < .

4 .0 -The basic education and agricultural education.programsiof ACPH are part of an integrated rural develop: ment system Of private agencies that includes consumer ahd marketing cooperatives, a national federation Of campesino women, an agricultural lending institution, and campesino pressure-groups. ACPH is developing a radio-mediated program of primary school education that is closely integrated with agricultural education and organized in terms of flexible, brief unitsof one month to six_weeks each.

REFERENCES:, "Mass Communication and the Popular Promotion Strategy of Rural Development in Honduras," Robert A. White, Radio for Education and Development: Case Studies, Vol. II, May 1977. '!An Evaluation of the Rural Development Potential of the Radio School Mo\ ement in Honduras, Robert A. White, Centro Loyola and Department of AL.thropology and Sociology, St. LoUis Univeisity, October 1972. "The Radio Schools of Honduras," Jack Lyle-with Joel Marfins and Jacques Torfs, New Educational Media in _Action: Case Studies for Planners, UNESCO, 1967.

Clearinghouse on DeveloPment Communication April 1978

44 EDUCATION & HUMAN RESOURCES

SITE TEACHER TRAINING India

TARGET AUDIENCE:. 48,000 primary-school science teachers in the six states covered by the ATS-6 ,satellite

OBJECTIVE: To improve the effectiveness of science-teachers' skills by introdudng the scientific method, upgrading the content of science programs, and encouraging classroom experimentation MEDIA: Satellite, television, print materials, radio, interpersonal communication DONORS1SPONSORS: The Centre for EduCational Technology within India's National Council of Educational Research and Training DURATION: With satellite, during the experimental year 1975-1976; ongoing (relying on Other technologies) Prof. R..C. DaS, Principal, Indian Centre for Educational Technology,.Sri Auro- . CONTAC TS: bindo Marg, New Delhi 110016, -India; Prof. Snehlata Shukla, Assistant Prin- cipal, CET

DESCRIPTION: In August of 1975, India began a one-year experinient in mass education using a satellite to:broadcast television in a variety of development programs. ATS-6 was lent to India by NASA, which positioned the satellite over the Indian Ocean, where its."footprint" covered six of India's 22 states. 2,400 .hard-tp-reach rural villages participated in the Satellite Instructional Television Experiment (SITE). The objectivesof the program were to test the country's ability to produce and utilize instructional television designed to cover agriculture, health, family planning, primary education, teacher tr,aining, and community development. The Centre for Educational Technology (CET) prepared the materials Id?. the SITE project: 13 films (each 22.5 minutes long),12 radio programs (each. 20 minutes long), instructions for teachers on how to perform 24 hours of experimental work in class, and printed materials for self study. CET also conducted training sessions for 3,000 tutors selected from among science graduates teaching in high schools or enrolled' in teacher-training institutions. CET organized the practical work so that formal laboratories and expensive materials would not be needed to carry out the experimentatio.n. It also devised a system to train roughly 24,000 teachers simultaneously. To this end, CET used 60 resource. persons familiar with the philosophy and materials of the program to train the 3,000 tutors (to make sure that at least 2,400 wOuld be available) who were, in turn, charged with training the teachers. The TV Programs, produced in four languages and broadcast via satellites to village sets with enlarged antennas and the radio broadcasts, formed the base of the training day. Accompanying print materials were produced, but their dissemination was sometimes made difficult by rain and poor roads. To reinforce cOntent and methodology, teadier-monitors led discussions following the broadcasts. Subsequently, two and a half hours in each session .w6re given over to experimentation eMphasized because,rural teachers, unfamiliar with experimentation, are reluctant to risk losing.face by publicly carrying out experiments that could fail. Those who conducted the program made a concerted effortto show that the scientific method described by the program's director as observing the facts, framing a problem, systematizing knowledge, finding the possible causes and solutions to the problems, testing the possibilities, and coming to a solution applieSlo a variety of settings. A host of messages was stressed in the training program. Chief among them were the irnportance of experiments in science education and in imbibing students with the spfrit of scientific inqUiry, the fact thar experiments 'can he performed without a labOratory, the appropriateness of the scientific method as a means of helping young children solve. problems, the need to make ulse of the child's environment in scientific prohlem-solving, and the Nalue of seeingdhe child's Vvhole environthent as a laboratory of sorts. Also emphasized were the importance of learning by doing;class participation, group work, and field trips. All these messages were carried by various media, ,rt . according to which did the job best. RESULTS: CET conducted three studies of its teacher-training project. Two were associated With the two training programs offered in October 1975 and July 1976; one was made in a controlled `situation. Each of the three studies pointed to positive gains in knowledge pf content -and pedagogy, These gains varied from 10 percent in the first attempt to 40 percent in the controlled experiment. Overall, the evaluations revealed that primary-school teachers received the training program positively. Apart from gains in knowledge and understanding of methods, changes in classroom behavior were alsO observed..Apparently, teachers trained in this project were trying to conduct more experiments in their classes and were making an effort to involve students in the classroom. However, the'students' initiative in asking,questions has remained low. Once knowledge of this project's success spread, educators in many areas where this training could not tially be offered began asking for materials and for other kinds of help in organizing similar programs in other states.

OF NOTE: A feedback component has been implemented to use teachers' observations made during the training sessions carried on throughout the year. This feedback takes the form of an active correspondence between graduates of the program and CET: Many rural teachers send descriptions of their problems to CET, asking its counsel. The Centre builds on this feedback to construct future program approaches. All of the electronic hardware used in the project, except the satellite itself, was produced in India, as was

all of the broadcast programming. . Although the ATS-6 moved away from 'India in July 1976, the teacher-training package is still being used. TV has been replaced by film, and most radio broadcasts by audio tapes. Official reports1 on the findings of the various components ofSIfEare now being released by the Indian agencies that participated. Evaluative papers on the teacher-training program are available through CET.

to. The ATS-6, lent to India by NASA for the SITE experiment, generates higher powered signals than did earlier satellites. It thus requires relatively inexpensive earth stations equipped with easy-to-construct 10-fobt wire Mesh ant6nnas. Consequently, the cost of earth stations to the. Indian government was relatively low. The ATS-6 is the sixth and last in a series of American satellites designed to test, among other things, educational broadcasting to dispersed rural populations. In 1974, this satellite was used in a one-year experiment to provide health care in Alaska. It provided television communication between two remote clinics, a field hospital, and the referral hospital.

REFERENCES: "SITE in India: High Learning Gains, Low Overhead," Development Communication Report, No. 19, July 1977. Clearinghouse interview with Professors Vijaya Mulay and Snehlata Shukla, May 7, 1977.

ClearinghOuse on Development Communication January 1978 EDUCATION & HUMAN RESOURCES

CORRESPONDENCE COURSE UNIT Kenya

TARGET AUDIENCE: Kenyan primary-school teachers, government employees, staff members of private organizations, ar other adurts

OBJECTIVES: -To provide in-service c Urses to underqualified and unqualified primary-school teachers and to other adults in need of further 'training

MEDIA: Print, radio, interpersonal communication

DONORS/SPONSORS:Government of Kenya, University of Nairobi, and U.S. Agency for International Development (through April 1971) DLtRATION: Begun in 1967; ongoing CON fACTS: Ben K. Gitau, Correspondence Course Unit,Institute of Adult Studies, Univer- sity of Nairobi, P.O. Box 30688, Nairobi, Kenya

DESCRIPTION: The Correspondence CoursQUnit was proposed in 1964 and set up in 1967, by which time it was obvious that kenya's post-independence teacher-education program could not meet the nation's rising demand for qualified teachers. After, dneeds assessmentwas carried out by the Kenya Education Commission, highest priority in the CCU Was accOrded to courses designed to upgrade the skills of primary-school tekhers, more than one-fourth ofwhom (10,500 of 38,000) lacked at least some necessary professional skills and credentials, and to qualify them for promotion. To theSe courses, called Kenya Junior Secondary Examination Preparatory Courses, wasaddedA 1969.another series for teachers with no previous training whatsoever: the Unqualified Teachers (UQT)cotAe comprises a preliminary phase of training in pedagogical methods and a seCondary phase devoted to enhancing the teacher's knowledge of English, mathematics, and either history or geography. Those in the K/SE sections study privately on a part-time basis until they pass exams in five subjects. Those in the UQT courses attend three short liVe-in sessions during school holidays &Wing the first year and study part-time on their own during the second; the.untrained teachers need paSs exams in only three subjects. - Each CCU course has four components. One consists avarious printed materials study guides, texts, maps, etc.supplemented by simple instrurnents and science-experiment kits. Radio, which reiterates and supplements the content of the graphics, is the sed'ond part, while correspondence with high school and university instructbrs' who grade the written work is the third; The last component is face-toface teaching, most of which occurs at the residential sessions held during school breaks at the University of Nairobi's Institute of Adult Studies. - The relationship between th-6 use of radio and that of print'is determined by the CCU student. in general, the five hours of educational radio programs broadcast Weekly are aimed at the slower students; who need a second chance to grasp the materials. The radio teacher obliges the slower learners by summarizing and highlighting the Material, Occasionally anticipating the students' questions and offering additional examples and explanations. Stu- dents satisfied with their command of the material (as measured by self-testing exercises included in the study guides) are.free to skip theradio broadcasts. Nevertheless, radio does offer indispensable services to slbw and quick learners alike: it provides correct models of pronunciation for language students, fosters rapport between teachers and students in d learning set-up that is otherwise relatively devoid of the human element, and provides entertainment in the form of music. The Voice-of Kenya's CCU broadcasts have; in fact, attracted a substantialacCi, dental (unenroiled) listening audience (estimated at between 300,000 and 800,000 adults) whose size ha'ts prompted the CCU programmers to address its needs. In-service training programs for priMary-school teachers'will continue to grow, since as Of 1974, -primary education k free for all-Kenyans. While the nwmber of unqualified primary-school teachershad been reduced to 12,000 by late 1973, an estimated 25,000 such teachers had to be employed (along with all available.qualified

4 .7- teachers) by 1976. Although Kenya's 1974-78 Development Plan recommends adoption ofcrash cc;urse (known as the "12 teacher-training program") to meet these new-needs, it also spedfies that "c rrespondence courses and radio programs mUst remain the main vehicles of out-of-school education."

RESULTS:. A fifth-year evaluation of the CCU project, carried out by a foreigner and based on the data gleaned from questionnaire, showed that approximately 60 percent of the students' study-related problemsere environmental. These obstacles to learning included lack of time or of a decent place in which to study, per onal troublesand family problems. In contrast, ten percent wereconstrained by pedagogic difficulties. The sam evaluator pegged the drop-out rate at between 15 and 25 percent, as compared with 70 percent for students of for ign-based correspondence schools operating in Kenya. Since 1968, the performances of all students sitting for the KJSE examinations have been copared. The comparison has shown that CCU participants consistently perform better, than other ex-am-takers. In 1 70, for example, when the average pass rate was 15 percent, 51 percent of the CCU students Who took the xam passed it. 'An evaluatiLin of the UQT program Was conducted in the early.1970s to find out if te pro ram's graduates competed academically and professionally with graduates of teachers' colleges. Bpolling 1QT gradUates, researchers found that 99 percent felt that their performance in the classroom had improved as a re ult of the CCU training. This finding was corroborated by a poll of the UQT graduates' teaching supervisors, who r ported that 95 percent of the teachers had made significant professional gains. In turn, the students of the newly tr 'Med Leachers performed better than thdr peers on national exams. Despite these positive findings, however, the program cannot be deemed an unqualified success until more thorough study is made of the teaching abilities of its graduates as measured in the-classroom. MoreoVer, whether correspondence courses provide the best means of teaching teachers reMains open to question. OF NOTE: The CCU has its own facilities for printing, duplicating, binding, and mailing its course materials. Its production facilities include a .recording studio and a .sMall science laboratory. 1 A survey conducted in 1468 showed that 90 percent of all CCU enrollees were teachers. The6maining tenth was made Lip of clerks, housewives, farmers, members of the police and the arMed forces, 'and-other workers. 1, CCU's enrollment is open year-found, and students are pet:mined to work more or less at their own paces. The typical CCU student is between 21 and 40 years old; is married, is responsible for more than four, children or other dependents, and is not likely to own a radio or many books, buy a newspaper regularly, or have electricity in the home. ' In direct response to the success of CCU, several Kenyan organizations have decided to sponsor jointly a multi-media experiment using radio, film, and newspapers in conjunction with organized discUssion groups-in rural areas. If successful, the pirot project will become a long-term nationwide prograrn CCU offers some courses to blind students. These students can receive the broadcasts on cassettes an,d the printed materials in braille. None of the CCU graduates ,is known to have sWitched careers after finishing the course. The use of radio in this project represents, on the one hand, the continuation ofthe oral.tradition in A rica and, on the other, ari improvement over the often stale ancl alien fare offered by American and BritishOr- respondence schools in East Africa.

REFERENCES: "In-Service Training of Teachers Through Radio and Correspondence in Kerala," Peter E. Kinyanjui, Radio-f Education and Development, Volume I, World Bank Staff Working Paper No. 266, Spain, Jamison an McAnany, eds., May 1977. "Correspondence Education in Africa," Kabuasa and Kaunda, eds., Routledge Kegan Paul, Ltd., 1973. ,- Clearinghouse on Development Communication January 1978 (While it is standard procedure at the Clearinghouse to ask persons intimately involved with the projects described in this series to review the draft Profiles,"strenuous efforts to obtain such comment's before the publication deadline were in this 6se unsuccessful.)

4 8 6 EDUCATION & HUMAN RESOURCES

KED-I. EDUCATIONAL 'RADIO AND TELEVISION BROADCASTING Korea

TARGET AUDIENCE: Korean schoolchildren; youths. and adults seeking post-middle-school education; teachers; and a general aduLt audience

'OBJECTIVES: To create a system of instructional design, using broadcasting media to enhance the effectiveness of classroom instruction and jo increase educational access

%MEDIA: Print, television (closed-circuit), radio, and rnterpersonal communication bONORS/SPONSORS: The Government of Korea; Korean Educational Development Institute (KEDI); Korean Broadcasting Service (KBS); U.S. Agency for International Development; Export-Import Bank of U.S. Credits DURATION: Established in 1972; ongoing CONTACTS: Dr. Yung Dug Lee, President, KEDI, 20-1 Umyeon-Dong, Kangnam-Ku, Korea (Seoul C.P:O. Box 7019); Dr. Robert Morgan, Learning Systems Institute, Florida State University, Tallahassee, FL. 32306, U.S.A.

DESRIPTION: The Korean Educational, Development Institute (KEN) was established in 1972 amid growing concern over the need for comprehensive reform of an educational system that had been characterized by 1 critical regional im- balance of access to.education, inadequate teacher training, and low student achievement levels. KEDI was created as an independent, government-funded educational research anddevelopment institute to serve the Ministry of Education in.analyzing educational needs and designing and testing new teaching and learning materials and programs. KEDI's core assignment was the Elementary and Middle-SchoolDevelopment Project (E-M Project). The E.% M Project plan included development of a curriculurn that emphasized educati,onal goals more relevant to national and individual needs, a different method of grouping students and administradVely organizing schools, a different range and mix4of instructional resources and delivery methods,and different patterns of instructional staffing. A major component of the five-year E-M Project (1972-77) was the deVelopment of a radiognd television broadcasting system exclusively for,educational purposes under the Ministry of Education. Materials developed by KEDI for the E-M Project included instrUctional paterials (student workbooks, teachers guides, radio and televi-sion programs), evaluation instruments, teacher training materials, and implementation manuals. In addition to.the E-M.PrOject, KE DI launched the Korean Air and Correspondence High School (ACHS) program in 1974 to provide secondary education via mass media toyouths and adults at home. and in ACHS classrooms. (See Korean ACHS Project Profile, April 1979.) Another special KEDI program was set up in 1973 to bring educational access to the residents oIthe 700 islands of the Sinahn District, a region withsevere transportation and communication problems, limited social and cultural contacts, and poor educational opportunities. Daily FM radio broadcasts to 62 primary Schools, 60 branch schools, and 13 middle schools consist ofadministrative, supervisory/training, instructional classroom, and nonformal community development educational programs,

KEDI's In-Service Teacher Education. Project was established to provide a variety ofeducadonal programs to upgrade teachers' skills and competencies, utilizing instructional radio for 15'2minutes each day for 22weeks on such topics as current Korean educational problems, new educational systems and models,instructional objectives and procedures to develop materials, and the future of the country. KEDI's broadcast system comprises a transmission site, completed in 1976, and a production andbroadcast studio near Seoul, completed in 1975. KEDI's broadcast studio includes two large, highly developed,three-camera color television studios and twowell-developed radio studios, one for voice recordings and one for dramatic production. A bloadcast council was established to review and evalUate instructional television and radio (ITV and IR)

49 prior to airing, determine criteria for production and program quality, conduct research on ITV and IR effects on learning, and solicit feedback from users in the field.

. During the period of construction of the transmission system, serious and unexpected technical problems arose that made television broadcasting impOSsible. KEDI's television transmission system was finally declared un- workable and was dismantled, and broadcasting to date has been limited to radio.-This critical delay forced KEDI to rely upon a small, portable closed-circuit,TV set-up for its ITV lesSons; diverted manpower and time from other activities; and necessitated a major modifiCation in the original testing, research, and implementation plan for the E- M Project. KEDI's reliance on radio and television for classroom instruction haS' been reduCed significantly.

RESULTS: Due to the...delay caused by the failure of the transmission system, KEDI's staff and broadcast council have lost more than three years of broadcast experience as well as significant public credibility due to expectations for color television broadcasting. Despite this, KEDI has continued to collect and analyze 'data, on the role of radio arid: television and has produced some 1,591 television programs in anticipation of the time when a transmission facility will be available.

Fotir "small-scale tryoutswere conduCtedas part of the E-M Project-from May 1973 through July 1976, involving pupils from the second, third, 'and fifth grades in elementary schools receiving ITV and IR lessons ina variety of subjects. Although there afe,some problems with definitive interpretations of the results of these tryouts, they do show generally higher student achievement levels where KEDI instructional materials were used. From September 1975 through June 1978, four larger "comprehensive demonstrations" were conducted in grades three through six using ITV lessons via a closed-circuit TV system in two of the demonstrations and IR in threeof them, Due to design methodology and lack of current information on results, the- effects of ITV and IR alone are not known; however, available results On all of the major variables show significantly higher achievement levels for demonstration students. The effectiveness of KEDI print and non-print instructional materials was later tested in a "small-scale tryout" in a middle-school. Higher achievement scores were obtained by students in KEDI schools thanin schocils without ,KEDI materialS, and, within the KEDI schools, higher achievement scores were obtained by students taught by ITV end IR. Whije academic achievements of ACHS students generally fall below those of regular high school students, this has been attributed to differences in students' academic preparation. Problems in the project include program- '. ming that does not adequately hold students' attention and inability 6f students to keep the attendance schedule.

OF NOfE: Of total costs related to ,the E-M Project, 82.2 percent have resulted from efforts to create, program, and transmit radio and television for instructional purposes. Plans are now underway to construct a grounckbased TV transmission system and FM radio networks that will reach.into every major city in Rorea, covering 80 percent of the total population. Construction Of the new FM network, of 43 stations is estimated to cost approximately $5.3 million, and the cost of the planned two new radio studios is set at approximately $0.5 million.

; REFERENCES: "Annual Report 1976-77," Korean Educational Developfnent Institute. '"Analytical Case Study,of Korean Educational Development ,Institute," American Association of Colleges for Teacher Education, Draft Final Report, 1979. "The Korean Educational DeveloPmeri Institut eIts Organization and Function," Robert M. Morgan. A paper developed for EDUTEL Communications and bevelopment, Inc., Palo Alto, California, as one of a group of case studie's prepared for UNESCO, Paris, January 1979. "Educational Development: The Republic of Korea, 1970-79," Robert M. Morgan. A paper presented to the As-

sociation for Educational Communications and Technology, New Orleans, March 6, 1979.. - Clearinghouse on Development Communication September 1 979 6,, 50 EDUCATION & HuMAN RESOURCES

KOREAN AIR AND CORRESPONDENCE HIGH SCHOOL', Korea

TARGET AUDIENCE: Youths and adults seeking post-middle-school education

OBJECTIVES:. To provide secondary education via the mass media to those unable to attend high school after finishing middle school MEDIA: Radioprint, and interpersonal communiLation DONORS/SPONSORS: ,The Government of Korea, Korean Education Development Institute (KEDI); Korean Broadcasting Service (KBS) DURATION: Begun in 197.4; ongoing CONTACTS: .Shigenari Futagami, Media Specialist, Education Division, International Bank for Reconstruction and Development, 1818 H Street, N.W., Washington; D.C. 20433, U.S.A.; Dr. Hyung Rip Kim, Director, Educational Broadcasting DePartment, Korean Educational Development Institute (KEDI), 20-1 Umyeon-DongSan Gangnam-Gu, Korea C.P.O. Box 7019, Seoul, 134-03, Korea

DESCRIPTION: The Korean Air and Correspondence HighSchool (ACHS) program was launched to provide high school education for youths and adults unable to. continue their education because of economic and other reasons after finishing middle school. An offshoot of a sirnifar Program that operated at the junior college level, the,ACHS. program came into existence in March of 1974. The ACHS program, sponsored by the Korean government and the Korean Education Institute (KED!), uSed the same principles and the same media as the junior college program. 'The Ministry of Education takes responsibility for making policy, designing the curriculum, approving the establishment of panicipating schools, approving textbooks, and providing general supervision. The regional boards of education select the participating local schools:assign students to these. schbols, and offer.local supervision. KEDI develops the textbooks used, produces and broadcasts the radio programs, selects course developers, designis books and evaluation materials, and compiles relevant statistics. The administrative functions of the Air and Corres- pondence High. Schools include classroom teaching, student counselling and guidance, maintenance of student records, correction and evaluation, and management, ACHS's curriculum and philosophy are basically the same aS those of a 'regular high school (RHS), though some adjustments have beenmaaejo obtain the ACHS Diploma, the student must complete 204 units of siudy in the three grades of the course. Eack)unit represents 50 minutes of instruction each week per semester. The units cover 14 subjects, including Korean, social science, mathematics, natural science, physical education, military training, English, German, Enusic, and a vocational;option. In addition to completing 204 units of study, the student is expected to put in some-1,224 hours of study a year, divided between seif-study (862), instruction at a center (182), and instruction by radio (180). The mode of instruction in the ACHS is basically self-study, but considerable supplementary support is offered to the student. Total instruction consists of.self-study, supplementary textbooks, programmed assignments, radio broadcasts tailored to the course, attendance at educational centers every other Sunday, 'correspondence by mail, and monitoring and testing. The students receive radio lessons of 30,minutes (two 15-minute programs) a day and classroom lessons every other Sunday at the respective schools. Teachers and faculties of regular high schOols are recruited and utilized for this prdgram, Annually, 625 radio programs for each of the' three grades of the ACHS are produced by the KEDI Broadcasting Department and delivered through K BS and other commercial broadcasting networks, RESULTS: x Although much of the success of the ACHS project reflects the high motivation of the student body ands the cooperation ot government officials and the KEDI, it,should be noted that a set of inherent comparative advantages facilitated ,project implementation and,progress. Firsr,Thg-o-als and objectiyes of such a 'project can be clearly defined with respect to target groups. Second, since theproject depends helYily on the fntensive use of eXisting human and physical resources, its.costs can be kept manageable. Heavy investments in physical facilities or a great number of new teachers are not required, Existing classes of any school can be used, existing radio or television facilitiecan be rented, and trained high school teachers can be contracted. Third, the project's-mode of financing is ideal: tO a large extent, the project can be finanvd by user fees. In addition; other advantages derive from the flexible multi-media methods of instruction, Each edkthional medium has its strength and weakness. Different media can.be combined in such a way that one can complement the other, thus making instruction more effective. A study of the work of KEDI (conducted by a research team of air and corre-spondence education in 1974) indicated that of the correspondence course students, 60 percent seldom study, 28 percent study a little, 9 percent occasionally, and only02 percent. regularly. To date, these statistics have not changed significantly,

OF NOTE; A major problem in educational broadcasting is the difficulty of adjusting broadcasting time to provide convenient access to students. The commercial networks usually allocate educational programs timeots that are inconvenient for student addiences, The schOols at which St u de n t s are required to take classes every other Sunday are often situated far from the students' homes. This results in a low attendance rate,It may thus be necessary to e'stablish more high schools in small,Cities in the future. , Basically, the only standard qualification required for admittance into the air and.correspondence schools is that middle sch6ol be completed. As a result, academic achievements of the airD and correspondence. high schOol students generally fall below those of regular high school students. 'A majority of the students have finished middle sChool several years before they come to correspondence school and, therefore, their academic preparation is often inadequate. Thus, supplementary instruction is necessary for these students to ensure effective learning.

REFERENCES: "ArT;4praisal of Development of Educational Broadcasting System in Korea," Kuk ISom Shin, Professo7, Han Yang University, Korean Educational Development, KEPI, .Yol. 1, No. 2, July, 1976. "The Korean Air and Correspondence High School," Kye Woo Lee, Shigenari Futagami, and Bernard Braith- waite. A paper from The Cost-effectiveness of Distance Teaching, edited by Hilary Perraton' (International Extension College) for the Education Department of the World Bank and prepared for the UNESCO coll6- quium on "Economic Analysis for Educational Technology DecisionL" University of Dijon, June1978. "Development of the Air and Correspondence High School in Korea," 1976, "The Korean Educational Reform," Yung Dug Lee, unpublished paper, June 1976. Clearinghouse on Deyelopment ComMunication April 1979

52 EDUCATION & HUMAN RESOURCES

LESOTHO DISTANCETEACHING CENTRE Les 'who

living in the countryside TARGET AUDIENCE:oThe Basotho (people of Lesotho), especially those people of Lesotho with practi- OBJECTIVES: To us'e distance-teaching methods,to provide the Gal education, and to assist otherOrganizations engaged in education or training 0 MEDJ Print and radio, reinforced by interpersonalcommunication (World Bank); the Interna- DONORS/SPONSORS:Government of Lesotho; Training for Self Reliance tional Extension College; World University Service;World Education; Christian Aid; fheIrish Government; the Danish Government;UNICEF; Netherland Organization for International Cooperation; InternationalUniver%ity Exchange Fund;,Agency for Personal Service Overseas; and others ,

DU.RATION: Established in 1974; ongoing Dublin 2; Ireland; Sister CONTACTS: Paud Murphy, General Secretary, HE DCO, 11 Ely Place, Mary Molelle,DeputyDirector,LDTC; James Hoxeng, T/ED AID, Washington, D.C. 20523, U.S.A.

DESCRIPTION: The Lesotho Distance Teaching Centre (LDTC) wasdesigned and set up by the International&tension College at the request of Lesotho's Ministry ofEducation in 1974. LDTC functions chiefly as a correspondenceschool, producing radio 'and print courses for students unable orunwilling to attend conventional classes, but it is a service mai ntai ni ng i nstitu- agency too. The Centre's primarycommitments are to using indigenous talent and resources, tional flexibility, tackling local problems, andintegratidg itself into as many aspects of Community life as possible. The Centre comprises several departments:Administration and Finance, Research/Writing/Editing, Layout, E'roduction, and Radio. Typically, all the departments playa part in everyproject, so almost all staff members are ac- quaintei with the full range of the Centre's activities.These activities are of four basic but related types.,Thefirst iS of developing and producing instructional materials forvarious public and private organizations (e.g., the Bureau client Statistics, Lesotho Family Planning Association,Catholic_Relief Services). This function usually involves the organization in ne'eds assessment while the Centre(acting in.a supervisory capacity) gives'advice and estimates costs before it gets involved in training people ordeveloping and testing materials. The second is helpingstudents study privately for certificates at the junior (afterthree years of secondary education) and "0" (after 5 years'of secondary. education) levels. The Centre offers courses inmodern mathematics, bookkeeping and commerce, English, and agriculture. These courses entail the use ofprinted materials, radio broadcasts,intensi./e weekend-instruction needs of sessions, or all three. The third activity, still initureliminary stages, is addressing the basic educational im- young drop-outs (particularly boys).Early effortS thiS direction include the development.of games aimed at completion of surveys and basit' research aimed atdefining, proving the players' Iftracy and numeracy skills, the h. the needs and problems of this group, and drawing up aproposal (that UNICEF agreed to support in part) for developing learning materials with appeal to this and otherdisaffected groups. The fourth activity is producing booklets on practical subjects, suCh as cooking-andfirst'aid, for di5tribution to rural adults. A charge, often nominal is the justifica- (U.S. 50 in case of the cookbook), is made forall Centre services; but self-reliance, and not profit, tion. LDTC makes special efforts to help publicschools make use of its materials. It enCouragesunqualified primary, sch-ool teachers to enroll in its Junior Certificate coursesby offering them fee reductions. It hasaiso distributed Frrimary-school teachers on an experimentanasis, Atthe second- three of its newly developed learning games to ' ary-school level, teachers who double as LDTC tutorsunanimously 'claim that the training and course materials schools carry they' receive at the Centre help them teach betterin the classroom. In addition, some secondary regularly LDTC's. Juni& Certificate materials in their libraries,and others have incorporated LDTC's broadcasts into scheduled courses. . Since 1976, LD C has gradually been moving under governfrientauspices, Now officially a project of the Min- istry of EduCation, DTC is taking.onan ever increasing percentage of Basotho staff at thee top administrative levels and has acquired tew headquarterson the Lerotlioli Polytechnic campus.

.'RESULTS:

LDTC spen s more time and other resources asgessing the needSof its target audience than evaluating the final results of its prr ducts. -The evaluation that does take/placetends to be concluded 9n a project bY project basis, and highly readabland carefu4 wrought replorts (whIch .are availableto the public for the costof postage) serve a's guideS to oth r education and development planners.A4arripling of these reportstihrtarts a feeling for the Centre's methods of r search, prldrities, and range of interests; butdoes not provide a Reg.Ose'rneasiire of LDTC's impact. A few ITCprojects have been as/essed in quantitative terrns. For examPle,.a questionnairefilled in. by the nurses at thCatholic Relief Seryicia-sponsored clinics revealed that20,000copies of the coOkbook produced by the Centre for CRShad been sold as oflApril 1976, that nurses believed that the books should.be distributed to all. women (n t juSt clinic patients), that the number of recipes should be increased,that more recipes should call for bnly horn -grown ingredients, andthatmore should be simple. (A parallel poll of the cookbook buyers confirmed these fin lings, which were made the basis of the revisions on the second run of 10,000 booklets.) . / . Lb C's sfaff, Which numberedsi X in 1974, had grown to forty by 1977. In those same three years, the number of project. irwas,inv.olved in during a Singleyear grew from one in 1974 to four in 1977. In like manner, its economiC.. base h s grown more solid: in its first year of operationsits creditsand debts balanced at atound $30,000; atthe end of its tird, its operating budget had increased bya factor of five and it had a sMall Surplus with which to begin the nr w year. Student enrollMents in courses of all types increaSed from 50 in 1974 to 840 in 1977, while thenum- ber agencies' to which the Centre 'contracted itscServicesincreased from two tb ten. During 1977, about 20,000' boo lets were distributed to individuals and groups. , .

0 NOTE: REKA ("Shopping," which is based on the University of Mdssachusetts' "Mercado" game), one of the . games developed by LDTC to promote numeracy, uses two packs of cards orie represents rntmey and .onerepresents familiar goods. The gamecan be played at two levels of difficulty; one form usually entaik good-natured shouting matches betWeen the player ctesignatedas (the hopkeePer and the "consumers." LOTC carries out reSearch related to it's activities. Typical publicationsinclude't="A Test of the Best Way to Present a Correspondence Lesson," "Literacy. in Lesotho," and"An Experiment with Educational ,Radio Spots." A major LDTC publicationis Understanding Print, a .cOntinuation Of the work ofHolmes,: Fuglesang, and others on the ways in which rural peopleunderstand illöstrations and printed texts. A persistent problem LDTC encounters asa service agencY is getting by financially during the time` it takes for approved projects tO Teceive funds. ' LDTC de.sisned and produced handbooks,a newsletter, and 'a poster for the Thaba BosiU Rural Develop- ment Project agents in, charge of marketing improved seeds and fertilizersin rurtal Lesotho. It also worked- uoeight one-minute radio spots for the' projectAnd issueda. short evaluative-report on the overall effOik,

70.

REFERENCES:

Untitled reports, Lesotho Distance Teaching Centre, 1976 and1977. Understanding Print, Lesotho bistance Teaching Centre, July 1976,

Growth Centres in Lesothoc-Eliip MOody, Communication of the AfriCaInstitute, No. 29, Pretoria, 1975, "Catholic Relief Services 'BOoklet Evaluation," Lesotho Distance Teaching Centre:January1977, "Games to Learn by," tesotho Distante Teaching Centre, undated. f

'Clearinghouse on Development CommUnicaticin January, 1978

;

54 EDUCATION & HUMAN RESOURCES

MAURITIUS.COLLEcE OF THE AIR Mauritius

TARGET AUDIENCE: 'Mauritian adults and children, especially those in unsubsidized secondary schools

OBJECTIVES: To provide educational opportunities to learners outside the school system and to enhancein-scheiol programs MEDIA: Radio, television, printed matter, interpersonal communicatioh DONORS/SPONSORS:' The Mauritius Ministry of.Education, the Voluntary Committee on Overseas Aid and Development; Technical Assi4ance: The International -Extension College (Cambridge, U.K.) DURATION: Established in 1972; ongoing CONTACT: ,Mrs. M. Seetulsingh, Head, Production and Administration DepattMent, District Courthouse, Moka, MauritiUs

DESRIPTION: Chartered in 1971 and organized in -1972, the Mauritius College of the Air (MCA) is an education center staffed by fewer than 20 peopleand committed to the use of radio, television, coirespondence, and face-to-face contact to reach Mauritians both`within, and outside.the traditional school system. MCA's pri'mary in-school audience has been the .roughly 80 percent of all secondary school students enrolled in private schools (which receive little goyernment aid). Its other constituents include teachers, students of vocational technology,business students, government employees, and other groups bound by special interests or needs. MCA's orientatiog is practical in two ways: the college-o was designed to enhance rather than to replace the existing school systeen, and its courses cover what it considers most vital to the country's future well-being.The college's attempt to upgrade instruction: at private sthools amounts to the attempt to equalize educational opportunity since such schools typically have lessqualftied teachers and both poorerand fewer teaching materials than their government counterparts do: The colleges claim to serve national goals has led toinvolvement in corn- munity-developrnent campaigns, in career counselling, in vocational education, and in teacher training.

In conjUnction with in-school programs, the MCA provides.bach participating cliss with a television set and a , radio,.and each student with several 30-40-page instructionalbooklets. It also, conducts seminars for classroom teachers (at which.the coursework is preyiewed and evaluated, and related classprojects are planned). Since 1973, programs conducted in secondary schools also feature a.liaison service: liaison officers report on teachers' interest ;in and response to seminars and classes while keeping the teachers'informed about theMCA's activities, gonformal eduCation projects have characteristically involved radiobroadcasts backed .up by regularly scheduled tutorials or seminars and by printed self-study aids. Some such projeCts have allowed-individuallearners to,progress at their own pace, while others havebeen geared towar:., group learning, RESULT: Tne n um ber of student/subjects enrolled in MCA's secondary school courses increased from 3,432 in 1970 to 12,120 in 1974. The number of schools that volunteered to cooperate during that same period increased from 84 to 61. By 1976, howevPr, the participation had declined to about 7,500 student/subjects in 44 schools a ,direct reflection of MCA's commitment to the program vis-a-vis its other coMmitments. , Self-evaluation has been a chief determinant of MCA'S evolution. The college has dropped Creole-I nguage broadcasts in conjunction with on-the-job education programs because the courses seemed too demai ding for the audience. It has dropped some of its industrial arts courses for want of trained instructors 'and/curricula specialists. It has also de-emphasized its independent study courses in the belief that the college's resou'rOs should be marshaHed to serve the many rather than the few. On the other Hand, its successful involvement in Ma Vie De- main (a family planning campaign sponsored by the government) and in multi-media corresponde /ce courses (such as "The Language of Business" for professionals) will influence its future direction. The Mauritius College of the Air will in the future develop a public awareness program on thi trade union movement, set up study centers and tutorial services for cHildren and adults without access to traditional schools, strengthen its self=evaluation capabilities, and develop basic communication and numeracy cour. es for primary school drop-outs.

OF NOTE: Participants in the teacher-training courses were given the option of taking acourse/inone year, 18 months, Or two years, and were not forced to decide until after they had worked the f rst lesson of the series. In 1973, the Minttry of Education offered to increase its financial and technical assistance to MCA if the college would intensify its involvement in secondary sthools and scale down its expenents in nonformal education. The fivefold increase in student enrollment that followed led to the first dire t government sub- sidy in 1974. The MCA maintains close ties to the colleges set up in Botswana and Lesotho by the International Eyten- sion College. The practical courses selected to replace subjects like Bible knowledge, British Cons itutional History, and Latin in the secondary schools were introduced at the Foi'm I level since examination pressures are weakest there. Efforts once channelled into now defunct agricultutal education programs will soor be redirected into the government's natiOnal "crow Your Own Food" campaign. When an increase in the cost of textbooks coincided witha book shortage in Jan u ry 1977; the demand for MCA courses increased. ,

REFERENCES: "The Mattritius College of the Air (1972;1975): Three Year's Work," MCA, April 1, 1977. "Annual Report of the Mauritius College of the Air 1976-1977,:`.1\itCA, (undated). Clearinghouse on Dev lopment CommunicatiOn October 1977 EDUCATION & HUMAN RESOURCES

RADIOPRIMARIA Mexito

TARGET AUDIENCE: Primary-school children (especially fourth-, fifth-, and sNth-graders) in the environs'of ,the city pf San Luis Potosi (approximately 2,075 childrenin 1975)

OBJECTIVES: To increase the number' of primary-school children served by six-grade primary schools without, increasing the cost of the public educational system

MEDIA: Radio, print, some visual aids, and interpersonal communication DONORS/SPONSORS:Mexico's Secretariat for Public Education DURATION: Begun. in 1970 after a one-year pilot; ongoing as Audioprimaiia CONTACTS: Concepción Rivera Guzrn6n, Directora, Radioprimaria, Mexico's Secetariat for Public Education, Dirección General de Materiales Dicricticos y Culturales, Mexico; PeterL. Spain, University of New 'Hampshire, 53 Frost Dr., Durham, NH 03824, U.S.A.

DESCRIPTION:- Radioprimaria is a response to a shortage of teachers that ,is itself a reflection of a shortage of education funds. It was designed by Mexico's Secretariat for Public Education (SEP) to increase the number of Mexican primary schools at which instruction at all sixgrade-levels is offered. In practical terms, it enables one teacher to handlohe three higher grades by shifting part of the teaching burden to the radio. The govering idea is that four teachers plus , educationalradio broadcasts can do. the work of six teachers and do it at a relatively low total cost. The radio is not s'upposed to replace* or displace classroom teachers but to buttress and to extend their efforts. It was originally intended to permit four- and five-grade schools to offer the complete primary curriculum and primary certificates. The instructional radio lessons are prepared by eight radio teachers in DGEAD's(DirecciOn General de Educa- cicin Audiovisual y DivulgaciOn) broadcast studios in Mexico City; They are then bussed 260 miles northwest to Station XEXQ at the University of San Luis Potos, which broadcasts them without charge from 9:00 a.m. to 1:45 p.m. on Monday through Friday. These lessons typically occupy 90 minutes of eachfive-hour school day. Eighty percent of them are directed toward ail three upper grades, While the remaining 20 percent are geared toward specific grades. All make repealed reference p3 the textbooks distributed free by SEP to all Mexican primary schools, all are discussed in a fortnightly mimeographed teacher'quide and program schedule ("Correo de Radioprimaria"),and a few are accompanied by visual aids. The 563 prqgramsneeded for a.school year are broadcast at the rate of four per day and focus on Spanish, arithmetic, science, and social studies. -

Radio-classroom teachers, most of whom coMmute either daily or weekly between their homes in the city and the rural communities they,serve, are given an .introduction to the.Radioprimaria system; but teacher turnover is so great that some confusion and misunderstanding on their part is inevitable. Similarly, they aresupposed to be subject to supervision and periodic on-the-job inspections, but controls have been exerdsed in a hit-and-miss fashion. On the other hand, much is required of both file inspectors and the teachers. Inspectors, for example, are expected to furnish theeown, transportation for use'on the job, while many teachers personally supply the classroom radio. Neither transportation nOr radio maintenance is provided system'aticallY by SEP. Enrollment in Radioprimaria haS fluctuated. Originally, 49 schools (and some 2,809 children) representative of those eventually to be served by a nationwide Radioprimiria system were involved in, the program. The number of involved schools dropped for several consecutive years before climbing to 65 in 1975. However, the Radiopriniaria lessons are now directed only at fifth-graders, so the total rfumber of children reached by Radioprimaria is smaller (2,075). Other changes of Importance are the switch to alarger radio transmitter in 1973, which expanded Radioprimaria's reach by 20 to 40 kilometecs in-all di rectiOns, and the introduction oVa new lesson format in1974 that features dramatized interchanges between teachersand students instead of lectures.

57 RESULTS: The lack of strictly comparable control groups, reliable enrollment statistics, and other evaluative tools clouds the meaning of data on Radioprirnaria's impact. HoweVer, investigations of the project's effectiveness have been quite far-reaching, taking into account community attitudes toward education in general, employment patterns and prospects,,and both technical and administrative pitfalls, as well as test scores and other.conventional indicators of educational success. Children in the radio classrooms perform at least as well as their counterparts in regular classrooms do on standardized achievement tests. But this finding must be viewed in light of thefact that the great majority of radio classes (an estimated 80 percent) are in schools that had six grades before the project began (and are thus not the intended beneficiaries). Moreover, power failures,qther technical problems, a lack of administrative guidance, shortages ot resources, and teachers' reluctance to use the system have all militated against Radioprirnaria's success. When 44 radio schools were visited by evaluators in 1972, for example, one was inexplicably'closed while 18 others were not making use of the radio lessons. Surveys conducted in 1972 of teachers' pedagogical beliefs, the activities of primary-school graduates in the San Luis Potosiarea, attitudes of rural people in the area toward rural education, and the local.job market revealed that studeRts, their families, their teachers and their prospective employers regard a primary certificate as an employment credential that is necessary but not sufficient. These studies showed that few primary-school graduates make practical use of their educations and that while most do not leave their hometowns, the few whO do move to the city cannot expect their schooling to win them jobs in an employment market flooded ,with secondary-school graduates.

OF NOTE: Most lessons are used year after year, so a child who has spent three years in a radio classroom has heard 5ome of the taped broadcasts three times. Before 1975 (the last year the project covered students other than fifth-graders), students in radio, classrooms were expected to engage in 'private study while lessons not intended for their grade were broadcast. Well over one hundred schools request.theCorreo, even though only- 65 of them make use of the radio, broadcast. ApParently, the Correo helps teachers in ordinary'classrooms prepare their courses. An objective of Radiopritnaria at the project's outset was to extend educational opportunities via radio to people over 15 who had not finished primary school. Nothing has been done to realize this objective, however, Although public education commands the largest single share ot Mexico's national budget, only about a fifth of Mexico's primary schools have the full six grades. Radioprimaria is thought to have a large incidental audience composed of adult listeners in Mexico City and San Luis Potosi. Some broadcasts are also picked up by classrooms not involved in the program, though the 'number is not known. 1 7,- --

REFERENCES:' "The Mexican Radioprimaria Project," Peter L. Spain, Radio for Education and Development: Case Studies, 0 Vol. I, World Batik Staff Working.Paper No. 266, May 1977. Radio for Education.and Development, Dean T. Jamison and Emile G. McAnany, Sage Publications, 1978,

Clearinghouse on Development Communication .July 1978

58 EDUCATION & HUMAN RESOURCES

TARAHUMARA RADIO SCHOOLS Mexico

TARGET-AUDIENCE: Children and other residents of th'e TarahuMara Sierra (especially its 50,000 In- dians)

OBJECTIVES: To meet the practical and academic needs of Tarahumaran Indian children and adults by increasing their social andemployment opportunities while reinforcing

their cultural identity , MEDIA: Radio (until 1974), printed materials, and interpersonal communication DONORS/SPOSORS: The Catholic Church as 'represented by the Vicar Apostolic of the Tarahumara region; limited support from agencies of the Mexican Government

DURATION: Begun in 1955 as extensions of the 50-year-old Jesuit-run educational programs; granted legal status as a parrof Mexico City's lberoamerican University. in 1957; ongoing in modified form (without radio)

CONTACTS: Director, Jesuit Mission Headquarters, Sisoguichi, Mexic0; Sylvia Schmelkes de Sotelo, Centro de Estudios Educativos, Avenida Revolucidn 1291,Mexico 20, D.F. Mexico

DESCRIPTION: The Tarahurhara Radio SchoOls (TRSs) have roots in the Jesuit missions thathave operated in the Sierra Tarahtimara.5ince 1900. But while the charter of the children's boardingschool that oPened in 1900 called for the 'eradicatiOn. of "barbarism, pagan atmosphere, ,and ignorance,"the schools have not Weathered pedagogical revolutions unfazed. Emphasis now faRs'upon pr'actical education informedby Freirean preCepts thou0 the sobering difference between goals and achievements, particularly with respect toreaching the target audience, cannot be,denied. The 1970s have been uneasy times for the TRS.s. Alarmed by high dropout andabgentee rates and aware that the schools were benefitting primarily the Spanish-speaking populationrather than the Indians for whom they were principally intended, TRS projectauthorities asked the Centro de Estudios Educativos to assess the schools' impact. In 1971, members of thisVexico City-based.researchorganization visited the Sierra Tarahumara to*collect information on TRS teachers, Students, graduates, and the families of students. Toredefine the objectives-and functions of the' schools, they had first to calculate the true impact.of existing objectives,and functions, \ At the time of the study, 46 schools thaf together served 1,081student's dotted the ten Sierran municipalities. Each school hadone or two auxiliary teachers, These auxiliaries, themselves educated onlythrough primary school, organized the classes around radio broadcasts (of government-selectedcurricula) transmitted centrally from mission headquarters in Sisoguichi, counselled students and checkedtheir work, and attended summer training .courses in teachi*ng methods and the subjects theytaught. The classrooms they supervised typicallytontained students of aH four primary grad& To accommodate the mixed needs of allstudents, the radio programming cOvered a different subjeci each hour, devoting_15 minbtes to each grade level. Studentstuned in' for one quarter-hour segment each Fiour, cornpleting'written exercisesfOr the reMaining 45 minutes until.a néN'N',.subject was taken up. Five of the 46 schools open in 1971 were boarding schools whosestudents ret.urned home on the weekends, Several sweeping changes had taken place by 1975, the mostimportant of which was that radio use was- dropped entirely. In addition, summer courses for auxiliary teachershad replaced the goal of profidency in subject matter arid methodology with that of mastery of localcustOms and language, New bilingual teaching methods had been put into use, the.unintegrated schools had been shuf down, andboth school supervision and materials had been upgraded.

.5 9 4 RESULTS: While the lengthy statistical and analytical evaluation conducted in 1971 showed that the TRSs prepare fourth- grade students about as well as do schools in the capital, §uch a tiny proportion of TRS students finish the fourth giade that the more important questions relate to the determinants of enrollment in and completion of the courses. To answer such questions, the research team identified many, predictors of success inthe children's socioeconomic environment. Tarahumara Indians, few of whom speak Spanish and thuS comprehend the Spanish broadcasts, fared less well than their non-Indian peers in overall mean achievement (in language but not arithmetic skills) and were much more likely than their counterparts to fall farther behind as they advanced through the grades. These results, researchers contend, together suggest that cultural and linguistic factors militated against Indian children in the program. Varia6les that correlatedwith interYear dropout rates included opportunity costs (what it costs to replace or do withouia child's help at home or work), the level of the child's father's education, and the child's ethnic background. TO the population sample, education appeared to have more to do with prestige or with some notion of sChool as an innate good than with the expansion of employment opportunities a finding confirmed by employMent data as well as by interviews with.students, graduates, and their families. The evaluation, which was used as a basis for some of the changes made in the program in the early 1970s, also covered teachers' qualifications and duties, school policies, and the curriculum.

OP NOTE: Since 1971 the Tarahumara Sierra has been the site of Presidential visits and of development activities sponsored by the 'National Indian Institute, the Adminrstrative Committee for the Federal Program of School - Construction (which, has built boarding schoOls to prepare, Tarahumaran community-development workers), the Ministry of. Public Works, and the National Institute of Rural Community Development. The thrust of the projects initiated by these agencies is toward the'integration of the Tarahumara,into Mexico's national life. Radio use was discontinued partly because delays caused by equipment failures interrupted the flow of in7 struction. One reason the reforrps proposed after the 1971 study failed is that missionaries with 15 years of experience, in the radio schools were understandably leery of adopting sweeping changes suggested by outsiders. They 'also resisted the idea of shifting the program's emphasis aWay from reaching young children. Although designe4frorn the beginning to serve young children in a formal school setting, the TRSs were influenced by Colombia's Radio Sutaienza a nonformal education program primarily for adult campesinos. Some of the factors that haVe governed the evolution and reform of this project are those that impede "education for development" in many Third World countries. The Slerra Tarahumarais an agricultural region, one of Mexico% remotest and most mountainous areas. Its dispersed population consists of Indian' and non-Indian (mainly mestizo) groups that 'have not mixed except in commerce, and its resources have been exploited primarily by non-Indians and outside companies.

REFERENCES: - "The Radio Schools of theYarahumara, Mexico: An Evaluation,'I Sylvia Schmelkes de Sotelo, Radio for Educa- tion and Development: Case Studies, Volume I, World Ban k*Staff Working Paper No. 266, May 1977. Radio For Education and Development, Dean T. Jamison and Emile G. McAnany, Sage Publications, 1978.

Clearinghouse on Dev.elopment Communication July 1978 EDUCATION AND HUMANRESOURCES

RADIO MATHEMATICS Nicar4gua

TARGET AUDIENCE: Primary-school children in Nicaragua

OBJECTIVE; To develop a prototypical system for teaching elementarymathernatics

MEDIA: Radio, reinforced by classroom instruction and printed materials

DONORS/SPONSORS: The Technical Assistance Bureau of the O.S. Agency for International Develop- ment; the Gocernment of Nicaragua

.DURATION: Initiated in July of 197,3; ongoing through June of 1979

CONTACTS: Dr. Klaus Gaida, Institute for Mathematical Studies in the Social Sciences, Ventura Hall, Stanford University, Stanford, CA 94505, U.S.A.

DESCRIPTION:

.- ., . The Radio Mathematics Project is an attempt to design and broadcast elementarymath.lessons that hOld children's interest. One part of the project is curriculum development. Another is thecreation of a way to use performance data to revise and improve the lessons. A third is the analysis of themathematical skills and concepts taught in the lessons..Underlying all three activities is thedevelopment of radio as an instructional medium.

*"1, The project began in July of 1973. Once the staff had selected the site, itprepai:ed a detailed research plan and tested sample lessons ;in California schools: By mid-1974, the Nicaragua office was,organized and was developing both achievement tests and procedures for the program. By 1975, 150 lessonswere being used in 16 experimental classrooms. More than 85 first and second-grade classes were using the radio math lessons asof the summer of 1976.

;Each radio math lesson consists of a 30-minute recorded portion and a post-broadcastportion conducted by the 'classroom teacher with the help of a two-to,three-page guide. A typical lessoncon-sist5 of many disCrete instrUctional and entertainment segments; all but a few of which Tequire an average'of fouractive responses (writing answers, responding aloud, singing) per minute froM the student. The lessonsrely on little ,direct ex: planation, cbver many topics, and elicit several kinds of responses from the children.Post-broadcast activities take up at least 30 minutes and involve use of the blackboard, Until 1975, worksheets were also part 'ofalmost every,.lesson. 0 RESULTS:

-A year-end achievement test given in 1975 showed that children in classes that used the radio math series scored 21 percent higher than their peers who studied math in a traditional learning environmentjhe second- year evaluation revealed an even greater clisParity. First-graders performed 60 percent better than their coLinter- parts in the control group, While second-graders had a 29 percent edge over their counterparts.

At the close of the 1975 schodl year, 73 percent of the participating teachers said that the children in the radio math program learned mOre than they would have in the conventional classroom. Ninety-two percent voiced the hope that the radio instruction program would continue.

With AID support, the Radio Mathematics Projeet has been extended through June 1979. Current efforts revolve around revising the curriculum, experimenting in the use of radio instruction without the worksheet component in order to cut costs, and extending the radio project to include students, in higher grades.

OF NOTE:

One lesson in the Radio Mathematics series was awarded the Japan Prize in the 11th bi-yearly Interna- tional Educational Prograrnme,Contest, to which 92 organizations from around the world submitted en- tries.

The Radio Mathematics Project was expanded at the behest of the Nicaraguan Ministr.y of Education to bring radio lessons to three different departments of the country.

At least once a minute in ever'y radio program, students are invited to respond actively to what they hear. .

'Bottle caps and other locally.available cost-free items are used in the classroom as counting aids.

REGERENCES:

"The Radio Mathematics Project: Nicaragua 1974-1975,' Barbara Searle, jamesihe Friend, and Patrick Suppes, Institute for Mathematical Studies in the Social Sciences, Stanford University,,,Stanford, Califor- nia, 1976.

"EValuation of The Radio Mathematics Project," Barbara Searle, Paul Matthews, jarnesine Friend, and

. Patrick Suppes, unpublished, October-1976, - . °

Clearinghouse on Development Communication

. June 1977

fr):

62 f EDUCATION & HUMAN RESOURCES

C TU-NIGER Niger.

TARGET AUDIENCE: Nigerien children between the ages of about seven and twelve (approximately 700 children in the pilot phase.and 9,000 children in 1975) a OBJECTIVE: To provide rural children with an education that will equip them for rural life and that will in general foster rural development and not urban migration MEDlA Television, printed materials, and interpersonal communication DONORS/SPONSORS:The French Government (through 1971) and the Nigerien Government bURATION: Coneived in 1963; implemented in 1964; ongoing vCONTACTS: L. Theresa Silverman, Assistant Professor, Department of Journalism &Mass Corn- munication, New York University, 1021 Main Bldg., New York, NewYork 10003, U.S.A.; Max Egly, L'Agence de_Cooperation Culturelle et Technique, 13 Quai Andre Citroen, 75015 Paris, France

DESCRIPTION: With the education mandate of the 1961 UNESCO meeting of African ministers still freshin ifs policy-makers' minds and with only 5 percent of its school-aged children enrolled in classes in that year, Nigerbegan an assess: ment of its educational sector that prompted it to ask France for help inreforming and expanding existing educational services, Talks between representatives of the two nations got underway in 1963,and by 1966 Tele-Niger was.- a reality to the 22 monitors and the roughly sevenhundred children involved in the 1.5i,lot phase. Designed to test the effectiveness of "active education" in a setting typified by shortages Of money,technical skills, hardware, an'd trained teachers, the project reflects Niger's commitment to meeting theeducational needs of rural folk without turning schooling into either a passport to overcrowded cities or into a mold for anagricultUral stereotype. In the shorthand of pedagogues, the project's goals are ruralization, integration., ariddynamisrn.- TeleVision Was selected as the primary educational medium for several reasons. Itobviates the*need for highly skilled teachers. It is capable of reaching remote areas on a regular basis. It isdemOcratic, insofar asall the children in the original classrooms receive teaching of the same quality and insofar.as "television teachers" cannot very well play favorites. Moreover, the, French were willing and able to provide thetechnical assistance that a television operation would require. Another factor related to the use of television,the utter novelty of TV in Niger, was ex-. ploited creatively and to advantage but was apparently not decisive at the planning stagesof the project. A key feature of Tele-Niger is the presence in every classroom of amonitor. Subjected to ten weeks of in-service training, semi-annuarrefresher courses of from seven tolen'days each, regular meetings with counselors, and 6;rief tV broadcasts designed to clarify lessons and duties, the 'monitor is'equipped tO handle the children's ques- tiOns and typical classroom crises. Yet, it is axiomatic that the monitor not be a highly educatedprofessional: using skilled labor where semi-skilled labor is more than adequate would defeat part of the purposeof the prOjett, More important, the monitors as a group have greatly surpassed the expectations ofthose who designed the firoject and hired`them, perhaps because the monitors' lack of preconceptions allowed them tobe quite operi-minded and empirical in their supporting roles in the classroom. The production of the television programs, originally but no longer in the hands'of french experts, takes place at studios in Niamey. Production equipment is fairly simple video taperecordersi.cameras, work rodms, store- rooms/transmitters and a few other pieces of hardware but production values havekept curriculum specialists and technicians from falling into ruts. The ingredients of each program (manualactivities, games, skits, written exercises, etc.) vary from day to day, and the, effort required to keep the mathteacher apprised of what die French teach& or geography teacher is up to can be exhausting. This effort bears fruit,however, and some production features have surviVed evolution and perpetual experimentation: the"pedagogical variety show," "diversified repetition," review via concise"commercials;' for previdusly studied concepts, and the treattrient'of.each lesson as, both a self;-explanatory component and,a part of a broader package ofProgrammed instruction have proved their w-prth and weathered well, RESULTS: No rigorous evaluation of all aspects of Tele-Niger hasever been conducted, partly because' research was from the beginning accorded less priority than production and partly because no control group was.isolated in. the early days of the project to use as a basis of comparison. Outside observers have, however, conducted several small- scale studios, and in-house formative research haS been conducted routinely since the inception of the project. The key components of this internal research have been anthropological descriptions of local culture by the foreign staff, studies of how Nigerien children relate to the pictoral image, interviews with village children, recorded observations of the dynamics of the classroom, and feedback culled from the written work of the Tele- Niger participants.

. What has been established to the satisfaction of the Tele-Niger staff is that the TV classrooms are not besieged by the Problems that stkrounded the traditional Nigerien classroom: poor attendance, high dropout rates, and a high incidence of grade repetition. Thedropout rate among regular primary schools students in the 1960s, for example, approached 40 percent while 674 of the original 716 students enrolled in Tele-Niger classes in 1966 finished the four-year cycle in .1970, (a dropout rate of less than 6 percent). Similarly, the children were loathe to skip school: a one-week experiment in which the classes were unmonitored revealed that attendance and attention in .the unsupervised classrooms- remained high. A later UNESCO study corroborated these findings: its executors fOund that the content, if not the language, of the broadcasts was truly. local, that the programming encouraged openne-ss to experience as well as knowledge acquisition, that the medium of television' was exploited positively and creatively, and that the project made good use of semi-skilled people in the classroom. Finally, the project has exPanded to include some 9,000 students (sOme of them urban) and has been taken over Completely by Nigeriens. The problems identified in various studies relate to the use of French in the broadcasts and to the quality of education received by students in the television classroom: In particular, TV students performed less well than,students in the traditional classroom in standardized math and grammar tests. To help assuage this problem, a fifth year" was added to the televised curriculum in 1970. ,

OF NOTE: c, All but the simplest camera shot were avoided until the children became accustomed to the medium of television. Close-ups, angle shots, cutaways, and other sophisticated techniques were introduced only gradually, so that the students were not forced to come to grips all at once with an alien visual language. The appeal of television's "concrete" message has proved strong in Niger, where "truth" is defined as knowledge based upon what can be seen and where the. language of instruction (French) is not the language spoken in the students' immediate environment, The commitment of thetelevision teachers to the new methods was shaky in the,early years of Tele-Niger both because they were ill-served by their-training in established teaching techniques and becauFe they tended to feel that they would eventually return to the conventional classroom. The minimum age of admission to the Tele-Niger program was established on the basis of a traditional Nigerien concept of maturation, Lakkal a combination of intelligence, savoir-faire, acceptable social behavior, power .of Memory, and the ability to adapt. The chiel difference between the Tele-Niger approach to education and the conventional Nigerien approach relates to,the child's verbal expressiveness. Traditionally, a Nigerien child is expected to be silent in the presence of adults, whereas the Tele-Niger approach emphasizes a child's right to question and respond vOcally to his environment and to aduR company. 0 The Tele-Niger approach has been schematized as a "double funnel": children are encouraged to gather raw materials and data from re& life, to analyze and order that knowledge and those materials in the classroom, and to reintegrate what has been learned into quotidian life.

REFERENCES: "Tele-Niger: Adapting an Electronic Medium to a Rural African Context," Theresa Silverman, Information Bulletin Number 8, Clearinghouse on Development Communication, October 1976. "La Television 5colaire du Niger: 1964-1971" (11 vOlumes including Rapport General), Association Univer- sitaire pour le Developpement de l'Enseignement et du Culture en Afrique et a Madagascar, France, December 1974.

"Tele-Niger: des Dimensions Modestes. . ." and "Tele-Niger Douze Ans Apres," Direct, 1975,

Clearinghouse on Development Communication April 1978 64 EDUCATION & HUMAN RESOURCES

RURAL RADIO EDUCATION PROJECT Paraguay

TARG.ET AUDIENCE': Rural out-df-school children and adults (approximately 700 students in 1978) OBJ CTIVES: To proNiide primary level instruction to rural people Niia radio;, to experiment with different methodologies and techniques for providing rural radio education; to help.the Ministry of Education and Worship in Paraguay institutionalize mechanisms for making rural radio programs feasible and effective

MEDIA: Radio, print, and interpersonal communication DONORS/SPONSORS: The Center of Tele-Education of theMinistry of Education and Worship, Asun-

, cidn, Paraguay,and the U.S. Agency for International Development DURATION: Begun in. 1976; ongoing CONTACTS: Lic. Mabel Palacids Moringo, Directora, Centro de Tele-Educacidn, Ministerio de Educacidn y Culto, Asuncidn, Paraguay; Donald Swanson,,Academy for Eduoa- tionat.Development, 1414 22nd St., NI. W., Washington, D. C. 20037, U.S.A.

DESCRIPTION: Paraguay's Ministry of Education and Worship became involved in the production ofeducational radio broadcasts four years before the Rural Radio Education project (RREP)took shape. Since 1972, it had.supported the annual production of between 50 and 60 hours of radio programmingfor use in_ primary and secondary schools, Sponsoring RREP thus entailed the expansion, rather than the creation, of administrativeand technical capabilities in order to produce roughly 300 hours of programming per school year. With a five- tosixfold increase in prodbc- tion, the Ministry hopes to offer rural Paraguayans, many of whom have no access toschools with full,six-grade curricula, the chance to complete primary school. Accordingly, the Department ofCaaguazd was selected as the project site because its educational needs and handicaps are typical of rural Paraguay'sand program emphasis was placed on courses at the upper primary grade levels. The Department bf Tele-Education spent 1977 designing theradio curriculum and.the instructional materials, preparin&and pre-testing radio lessons, and conducting on-site researchactivities. Uuring this period, department members developed 540 instructional program-S at the third- andfourth-grade levels, along with companion materials in print, and made plans for producing these radio programs. Theirresearch efforts consisted primarilybf studying the student-dge population of Caaguazd and itsradio-listening habits, and of selecting four towns in Caaguazd as test sites and organizing project centers in them. Tiie second year of the project, 1978, was dedicated to improving and building upon the foundationslaid dur- -ing the first. The first 540 programs went into production while outlines for thesecond 540 (the fifth- and sixth- grade lessons) were drawn up. Broadcasting via a commercial radio station began, andresearch activities and field-- testing continued. On the brink of full-scale implementation, the project as df mid-1978 serves over 700students and includes 45. learning centers (at which anyone with two years of formal schooling can take RREP's entrance examsand students in the program meet in groups and receive the help of volunteer monitors). Thecompleted lessons cover language (inclUding Spanish as a second language), mathematics, social studies, science, health and nutrition, and communication. These lessons are broadcast in 15- to 20-minute programs on weekdays.

65 RESULTS:.

.The Rural Radio Education Project's-evaluatigh component bas not benrnning long enough to permit an eval uatioif tearning.gains. However, evaluative activities have been condgctein conjunction with this project since its inC\eption,cand prehminary findings haye influenced the project's OCifi.iion. High interest among members of the cammunity (particularly with respect toenrollment and attendar0)anamong radio-station owners (who have Voluntered to rebroadcast programs and to dedicate p'rime tir?e to s-ne RREP b(oadcasts) are especially positive inckators of the project's impact. These indicators °make SOme of tle potential handicaps uncovered in baseline and iirst-year research the, prevalance among the listendrs of serius social problems such as alcohol= ism, for- examp'te, and the difficultieS posed to soMe RREP studeny by Spanh-language broadcasts easier both to cope with rd to put into perspective. Formative evaluation efforts haveIso showed that the listening audience has a'strong inteest in niusic and sports, one of many findinethat poseso problems but gives the prOgraminers some guidance:V

: The firstco4rehensiveevaluation of student gains vWII get underay in March of 1979 at the end of the first full cycle of classes, Eventually, cost-benefit analysis wi/be concludethe effectiveness of the various program components (radiO\ monitor/aid, etc.) will be assessed,,and the relativeains made in all the lsommunities involved in the project will Also come under scrutiny.

OF NOTE:. The use of frecommercial radio is Vndamentalto the c nception and tlie success of the Rural Radio EducatioRProjct. To meet,the rniXeci demands of theAearners, the educatioal broadcasts are in Guarani and Spanish while all the printed supplementary materials are in Spanish. Broadcasting began under eXtrernely adverse conditionsProduction took place.in a borrowed studio, and power failures inoth the styi ons and the listeners'omes were frequent. Before curriculum \design proceed apace, the inistry of Education had .to agree Upon a preciSe definition of "prirrry inst uction." Only then coulthe Ministry successfully undertakethe formidable task that took Up die firsi' year of the project cr(ating from scratch a rural radio primary-school curriculurn. ' : , A special serieg of Saturday-morning broadcaSts a med -at familiarizing the population of Caaguazu. with radio-education techivques was conducted thro ghout the first year of the project. The broadcasts'were also used to win ov/Ar regular schoolteachers, many of whom felt threatened by the necv system, A sehes of pre-pr ject'interviews.%vealed that 70 percent of the population regarded agriculture as the most important t ,sson theme. Hence, agricultural information and advice are woven into the coursework, particularly into the litacy and language courses. 'Test sites also/Serve as administrative centers. -., ., While RREPplorkbookshave been received enthusiastically, kess expensive alternatiires to them may have

. l ., to be devel6ped. . / ,

REFERENCES: 'Annitol.Aeport:Rural Radio Education/Paraguay:' Academy for Oucational Devdopment, January 1978:

Unpubished project documents, Academy for Educational Development, 1976, 1977, and 1978.,

Cfearinghouse on DevelopMent Communidtion July 1978

66 HEALTH

THE CANDEbARIAPROJECT Colombia

7,000 people in the pilot TARGET AUDIENCE: Colombian farnilies in the state of Valle (approximately phase) special emphasis on nutritibn OBJECTIVES: To provide comprehensive health services (with and farn4 planning) to the rural poor

MEDIA: . Print, calendars, and:interpersonal communication DONORS/SPONSORS: The Colombian Ministry of Health,the Oniversity Of Valle Medical School, and the Rockefeller Foundation .\ EXperimental Phase, 1968qo DURATION; Universityzdirected preliminary activities, 1958-1967; 1974; project expanded to include other sites,1974-present Papers, FundaciOn.para la CONTACTS: Alberto Pradilla,-Coordinator, Editorof the'Candelaria EducaciOn, Apartado Aereo 2805,Cali, Colombia; Dr. AlfredoAguirre,-Dept. of Social Medicine, Medical Faculty, UniversidaddelValle, Apartado Aereo 20353-2188, Cali, Colombia; Jaime Rodriguez,Director, PRIMOPS, Cali, Colom- bia

DESCRIPTION: The Candelaria-Project was born ot informationand insigts' gleaned from several studies and short-term' Caridelaria Counfy medical interventions conducted between 1958and 1968. Ten years of research and practice in revealed, among other things, that almost halfthe area's pre-sc I-bol children suffered from malnutrition, that the distases, that fewer principal causes of childhood illness anddeath were gastro-int stinal and other preventable the homes in the than 15 percent of the houses in the area werefit for human habitation, and that 84 P-ecent of chief deter; project area had no sewage connections. In short,medical Jesearchers came to the conclusion that the minants of health indeed, of survival itself were socioeconomicfactors such as income levels, employment and expensive, too rates, and land-tenure practices. Atthe same time, they found, health resources were scarce educa- much emphasis was being placed upon curative measuresand too little on preventive medicine, and bdth tion and the coordination of health serVices werebeing neglected. With these findings uppermost in mind, projectplanners from the existing Candelaria Health Center developed a program aimed at eliminating malnutrition.Because they were convinced thatfeW medical problems "p*romolers," require the attention of highly trained physicians,they designed the project to make maximum use of from-the locales in young' female paramedics who doubled ashealth educators. These promoter were recruited which they were tp serve and received six weeks oftraining. They were compensated withcertificates, Christmas of paying.visits to eyecy presents, and the opportunity to furthertheir training as nurses' aides. Their work consisted family in their community at least once every eightweeks. During these visits, the promoters lookedfor signs of dispensed malnutrition and for causes of death and disease,gathered data on the health of each family's children, information on health and nutrition, and identified casesrequirirlgo doctor's care, card Health cards and Mother's Almanacs were distributedroutinely by the promoters in this project. A.health wasIcept for each child under five years of age by the child's mother.The."Almanac"actually a wali calen.dar im- health-related sub- printed with visual messages on family planning,infant feeding, sanitation, hygiene; and other jects featured different reminders each month. with those of a Ser.. The promoters formed the backboneunitof the project, but their efforts'Were integrated third unit (con- 'vice unit (staffed by nurses,.nurses' aides, andmidwives) that handled medium risk cases and by a sisting of a mecijcal student and aregistered nurse) that handled the most serious cases.

UJ 67 RESULTS: . ' . . . , . . The site of various uniVersity-supervised medical interventions during the deode precedingthe beginning of . the combrehensive health project, the County of Candelaria 1was.not a typi'cal comindnity in 1%8. Nevertheless, . significant positive changes in.healtftstatus have been registered slime the.begiriningof the family-care program in spite of a 25-'percent deerease in purchasingpower and a subitantial decreaSe in nutrient consumption ,during thelime undersonsideration. The overall,birthrate felt from between 50,to 60per 1,000during 1910_1968 tot43per 1,000 during the following four years. At the same time, natahty . , rates decreased frorn between 5.0ancr°60 per 1,000 ,. during thelirst period to 41 per 1,000 in the seCond.. $ . ') General health and nutritional gains Fave'been astonishing in HO of reducedeconomiCcirciimstances.*As a . result'of prOgrams to.irnmunize Mothers arid supervise midwives7ne6nataltetanps has disappeared from the area. The incidence of diarrheal disease has decreased frOm 16percent to 5 petcent as a.direct consequen.cebf the Can- delaria Proiect, and the prevalence of malnutritionamong pre-school,children has decreased by 2. percent(by30 to.40 percent for children who entered..the'prOgramas infants). , . ..< . Once'the experimental phase closed; the project was expanded and itnow covers the whole, State of -.Valle. Like the pilot, the expanded projeCt is aimecfatturningevery mother into a health "promoter within her family, . . . .

OF NOTE: ,) Promoters received continuous in-:service training aimedat improving their performance and addressing problems encbuQtered on the job:

.Besides motivating the proMoters, and providing,medicalcare, members Of the service unit analyzed the que..stionnah'es arid other mateiials.and information collected bythe:promoters.' The Colombign Ministrji of Health .reOires all medical graduates' of the socialmedicine'program of the University of Valle to serve in a rural area for oneyear after graduation..- < During the time the project was .being designed, adaw that would haveObliged18- to 20-yea1 old women to render one year of compulsdry social service was under revieW. The' lawnever passed, but.some of the women in qUeMion became-interested and involved in the project nevertheless:

In 1966, the Candelaria Project area was identified as one in which "masked infanticide"occurred. In other words, some desperately poor and harried parents with'ioomany children did not seek medical help when one of their chHdren was stricken by an easily curable disease such as diarrhea and allowed their childto

Some evidence shoWS that the same socioeconOmic faCtors thal determine thehealth of the rural poorin the project area'are radically transforming the structure of families inways that demand. intreasingly large Social and political saCrifices of mothers.

The "Candelaria Papers" are now being edited for publication bymembers of the rcaidaciOn para la Educa- don Superior.

REFERENCES: 7 "The Candelaria Project,l', Alberto Pradilla, Reporton Conference and Workshdp on Non-formal Education and the Rural Poor, edited by Richard 0. Niehoff, Michipn State University,1977.- Colompia: The tam4 in Candelaria," Dr. Alaecio Aguirre, Studies in Family Planning,No, 11, April .196. "Newer Community ApProaches" in Nutrition Programs for Preschbol Children, editedby Derrick p.,jelfiffe

. and E. F. P. Jelliffe, Zagreb Minktry of Health,.1975. .

Clearinghouse on Development CommUnicakion July 1978 HEALTH

THE,DANFA COMPREHENSIVE RURAL HEALTH AND FAMILY PLANNING PROJECT Ghana

TARGET AUDIENCE:'Between 50,000 and 60,000 residents of 200 villages north of Accra 'OBJECTIVE .To make integrated health services a key part of rural development

MEDIA; - Film/ flipcharts, interpersonal contact DONORSISPONSORS:University of Ghana Medical School, with assistance from the School of Public Health of the University of California at Los Angeles, Ghana's Ministry of Health, Ghana's Department of Social Welfare and Community Development, the Planned Parenthood Association of Ghana, the Greater Accra Regional Adminis- tration, and the U.S. Agency for International Development -- Conceived in 1967; in operation by January 1970; ongoing Dr. S. Ofosu-Amaah, Department of Community Health, University of Ghana Medical School, Accra, Ghana; Dr. Alfred Neumannj School of PublicHealth, University of California, Los Angeles, California 90024, U.S.A.

DE.STCRIPTION: The Donfa Comprehensive Rural Health and Family Planning Projectreflects the goals and priorities bf the University of Ghana's Department of Community Health, itsparenrorganization. The Danfa clinic serves rural graduates will by integrat- . :Villagers in much the' same way that Ghana.Universitys faculty of medicine hopes its ing medical and social services to promote comMunitydevelopment. The emphases of the project fall on preventive medicine, the health of the family as a unit, and the involvement ofvillagers in actions and decisions that affect their Well:being. All project actiyities are in some senseeducational: the targeraudience receives new information with Wnich to form i'broadUhderstanding of the relation of habit and environment to health,and the medical students who serve.on the ,staff of the'clinics gain. a realistic perspectiveon the challengeposed by the village to the uniyersity-trained doctor. The Panto Project has an exPerimental dimension too, so carefulrecord-keeping and cast analysis'haVe been included in every 'stage of the project. Seven villages (including Danfa, the project's headquarters) locatednorth of Accra were selected in 1967 as the first project sites. In 'informal discussions,the chiefs, other community leaders, and representatives from the then Department of Social' and Preventive Medicine (now the Departmentof CoMmunity Health) identified the various communities' felt needs (which varied from village to village), agreed uponthe need for a clinic; and made arrangements for the village's to supply skilled- and unskilled labor for the project on a'regular basis. Though progress was tiampergt:1 by inhospitable weather(which precipitated employment-related and other economic -probleMs) arid by Ovalry among the village elders, the clinic opened officially in Januaryof 19-70. Since then, three other Satellite clinics"have been added 'io the. project. The Project relies heavily upon community health educators who live inthe villages. These aides refer patients to the clinid, recruit "the support of indigenousmidwives (and invite them to receive training in modern deliVery tnethods), oversee health-related projects in the village, and conducteducational activities. To increase general" awareness ah6ilt family planning, nutrition,sanitation,.and disease prevention; thesea`uxiliary health workers use flipchartS in the conteXt of group discussions (held both within and outsidethe clinics). Their efforts are comple- mented byTtiose of a team that operates a mobile cinema-van thatshowS a Meal-language film on family planning.

Q L., 69 RESULTS:

All phases of the Danfa ProjeCt have been exceptionally well researchedan I well documented, primahly_

be'cause the project's expansion was from the start made contingentupon its proven economic and.social viability. , Among other things, the use olthe Media, the family planning component, and the costs-Pef-patient of providing various levels of health care have been assessed. In a dition-,-extetiSiVe research in d mography and epidemiology was tarried out in the project_area-priortbt e project's inception. ---- reiTacilitate research and evaluation related to the family planning services, the projectstaff divided the project area into four sections. In one, the,clinicand its satellites were established. In tw( others; single clinicswere at, tached to the government's health posts. The fourth district, which received none facilities or services, served as

a control, Extensive study over five years has revealed that the mean acceptance rate if family planning services has, , been highest where services are most comprehensive, that clinics offering the wide t variety of servicesattract the . most participants into the family planning programs, that after the extension of th -program in May of 1973 the , geographic distribution of acceptors closely paralleled that of the_population inach area, and that some 5,000. Niisits made to the clinics during the first 30 months of operation led to roughly 2,000acceptances of family planning devices and methods. -. ,

._ An evaluation of the film was based upon reports made by the health assistans and questionnaires filled out by interviewers. This study showed that the film brought abouta positive change (10 percent) in attitude among its viewers and that the film's emphasis upon spacing rather than limiting birthsvas correctly placed. I

OF NOTE: Before the Danfa Project began, five of the first seven villages involved had petitioned the government to close clOwn a police post in the vicinity and to turn it into a hospital. T ley were; they said, "peace-loNiing people'r without need Of such an outpost. I , Preliminary meetings with responsible individuals from the first villages involved in the project revealed that thel villagers ranked their must pressing needs as those for a hospit 1, a safe water supply,tietter roads, . more Itrines, improved farming.practices, more schools, and better t ansport. Project officials made no effort t, distinguish between health problems and other development problems, taking the view that "everythingi is related. Integra, ing the modern with the traditional, medical school officials agr ed at the insistence'of the villagers to slaughter a ram at the sire of the first clinic to sanctify the ground anc appease the gods. They also spon- 'sored iii traditional celebratory feast. Since 1968, medical students from the University of Ghana have spnt part of their community health clerksihips in the Danfa Project area. i

..., Nutrition field workers, family-planning field workers, Red Cross employees, midwives from various Africain countries, and other community health workershave allattelndedshort training seminars held at the libanfa clinic. I . , / The/chiefconcerns of the trained medical personnel at the clinics arematernaland child health, the con- - trol of communicable disease, immunization, the curative treatmentof patients, nutrition, and family planning. )

R-EFERENICES: ./ -"The Danfa Family Planning,Program in Rural Ghana1" Daniel A. Artipofo and others, Studies in Family.Plan- ning; Vol. 7, NO.10, October 1976. :41The Danfa/Ghana Corriprehensive Rural Health and Family Planning Project -L A .Community Approach," Sai and others, GhanaMedical Journal, Vol. 11, NO. 1, March 1972. Planning Education in Action: Some Community-Centered,Approaches;" Judy El-Bushra and Susan lEarriily Perl, l'nt. Extension College and IPPF, 1976.

Clearinghouse on Developrnent Corhrnunitation January 1978

70 83 HEALTH

THE PILA PROJECT Guatemata,

TARGET AUDIENCE: Working women on a Guatemalan plantation nutritiOn and health at home OBJECrIVE: To teach women basic ways of imOroving

MEDIA: Audio-cassettes

DONOR/SPONSOR: Pan American Health Organization

DU,RATION: Completed (operational phasecarri'ed out in three weeks of 1975), of Communication Arts,- CONTACTS: Royal D. and Susana Fernandez de Colle, Department Cornell University, Ithaca, NeW York 14950, U.S.A.

DESCRIPTION:

conducted in The Pan American Health Organization underwrotethe Pila Proje'ca three-week experiment planta- 1975 to examine ways of getting basic information onhealth and, nutrition to laborers on Guatemalan tions. The project's directors, Royal D. and,SusanaFernandez de Colle, selected Finca Maria de Lourdes, a coffee plantatiOn on ihe Pacific Coast,,as the site for theirstudy. '

It was decided to direct the 'campaign at Womenbecause they generally make the basic decisions on food and hygienic practices in the Guatemalanhousehold. Preliminary study showed that-the plantation's women worked almost continuously during their wakinghours. The project therefore focused on the pilas(cOmmunify laundry centers) as places where women could_ learninforrhally without disrupting their work.

Audip-cassettes were chosen as the medium becausethey cost little, are simple to operate, and can be corhbining health in- pl-ayed at any time. Nonprofessional actors wereengaged to produce 30-minute programs formatiOn, mvsic, radio novellas, and miscellaneous spotannouncements. Programming was deliberately repetitious, so that worrien passing in and out of the pilaswould be likely to hear and retain specific messages. promised Successive days' programs often expanded on themesof preceding days. In addition, some programs material rewards (such as baby chicks) to womenwho memorized certain lessons.

She ad- A local teenager handled distributiRn, taking cassettesto the pilas daily, and supervising their use. for at- justed the playing schedule according to when women werepresent. Other cassettes were distributed home listening using a tape player borrowedfrom the plantation office. RESULTS:

According to a follow-up survey, the plantation women enjoyed the tapes, found specificinformation useful, and were disappointed when the project ended. When asked. which part of thetapes they liked best, women mentioned "adyice" on health and nutritional matters far more often than the musicor novellas.

The survey detected behavioral changes too$Fifty-eight.percent of thewomen interviewed had tried. a special recipe that.the tapes had described. Maria Cie Lourdes plantation hada 92 percent rate for second vaccinations against polio and dipiheria. Only 60 percent of the children ata control plantation received their booster shots..

. . The program also demonstrated that the audid-cassette mediumwas flexible enough to reach large numbers of women. When the women's Nivotking hours changed, the tapeswere simply,played at different times. The equipment proved appropriate to the task and no breakdowns occurred. Nonprofessionalactors and technicians were able to produce quality programi-ning using only inexpensive equipment: 0.

Royal and Susana Colle drew three general conclusions from their experiment. First,communications technology need not be sophisticated to be effective. Second, projects of thissort must be tailored-to-the individual characteristics of the target group's social environ'ment, Finily, !'poverty of information"often prevents rural people from substantially improving their lives.

OF NOTE:

Each 30-minute radio Program combined music, announcements, short talks, stories, andan episode from a novella.

A more detailed analysis of the project's impact was cancelled due. to the 1976.earthquake in Guatemala.

A tape.promised a baby chick for anyone who memorized the procedure for preventing Newcastle disease in chicks. Over 100 persons learned the phrase and collected chicks the. first day the incentivewas offered.

REFERENCES:

"The Communication Factor in Health and Nutrition Programs: A Case.Study'from Guatemala,"by Royal D, Colle and Susana Fernandez de Colle, paper for the World Health Organization, January 1977:

"The Pila Project: Cassettes Reach Rural Wornen" Development CommunicationReport, April 1977.

Clearinghouse on Development Communication June 1977

72 cr. 1.-JEALTH. PROMOTORES DE SALUD Guateniala

TARGET AUDIENCE: Residents of the state of Huehuetenango (population: 380,000) E OBJECTIVES: To empower and use indigenous paramediCs to combat infectious- disease and malnutrition through both curative and preventive medicine

MEDIA: Posters, filmstrips, slides, booklets, demonstrations, dramatizations, and interpersonal communication 0 DONORS/SPONSORS:The Roman Catholic diocese of Hueheutenango; users of the services (the program is largely self-financed) DURATION: tiegun in '1963; ongoing CONTACTS: Dr. Mary V. Annel, Directors Health Promoters' Program, Jacaltenango, Huehuetenango, Guatemala; Nancy Jean Higgins, 1851 West 244th Street, Lomita, California 90717 U.S.A.; Sr. Ezequiel Gômez, Co-direttor, Clinica Parroquial, La Libertad, Huehuetenango, Guatemala

DESCRIPTION: The Maryknoll Sisters in Huehuetenango created the Rural Health ProMoters' Program (Promotores de Salud) in 1963 in response to the demands of the local Indian people. They intended to coordinatethe program as long as their presence was desired and needed, but from the start they planned to turn Ihe project over toindigenous supervisors when the local people had accumulated the required skills and. experience,Gradually, that transfer of responsibflity is taking place. At the same time, the efforts and impact of integrating the formalmedical establishment and a network of local. promoters (some 375 in 1978) havemultiplied. In 1967, the Guatemalan Ministry of pealth formally sanctioned the program and began licensing itsgraduating participants. Its imprimatur, along with medicine and education to the continued-support Of isolated Indian villagers, has helped the project workers use - combat disease, undernourishment, and ignorance of the causes of illness. Most of the hegth promoters recruited andtrained in this program are Indian farmers with an average of a sec- ' ond-grade education. Most of the promoters are men because thetraining program requires a speaking knowledge of Spanish as wel I,as an Indian dialect and few.village women speak Spanish, Promoters areelected by their communities, which agree,to finance the transportation and material costs associated with theearly stages of training and to respect both the need for change and the role of the peer-turned-promoter as a change agent. Six courses make up the core curriculum. Given in week-long units the courses cover(1) motivation, orientation, simple microbiology, common respiratory and gastroenteric illnesses, and firstaid; (2) nutrition, hygiene, well-babY c)inics, immunizatiOns, and simpleagriculti.ad and- cooking techniques(3) anatomy, medical ter- minology, common diseases, and vital signs; (4) the reproductive system, the menstwaol cycle,fertility, family planning, p'regnancy, development of the fetus, parturition, and diseases of pregnant womenand.the newborn; (5) the promoter change agent, anthropology and cultUre, traditional and westernmeditine, mental health, public h.ealth, and biostatistics; (6) teaching methods, childhood diseases, group dynamics,and work planning. The courses are conducted in the chief towns of eachdistrict by a m'obile educational team, repeated at intervals of four to -six months; and supplemented,t;y local monthly meetings and annualrefresher cour'ses. Village promoters work as volunteers, perforniing six major services. They take a pre-programcenSus in their villages, conduct monthly well-baby clinics, provide curative medical attention and,preventivecounselling one to

two hours a day, hold meetings at leasr monthly with adUlt villagers todiscuss basic health concepts, help identify 0 and treat cases of tuberculosis, and participate in the annual vaccination program forchildren:paining related to these activities is conducted by 18:local supeniisors assisted by 18sUpervisor5-in-training. Each of these full:time workers takes respOnsibility for from five to thirty village promoters; overseeing theirapprenticeship and meeting monthly to further their education, to collate health.statistics, and to provide quality controls ofthe promoters' patient records. Supervisors also convene twice a ,,,ear in planning spssions and periodicallycheck on promoters in outlying villages. The skits, books (including Donde No Hay Doctor), filmstrips, and other media used inPromotores de Salud are developed and revised by the central teaching team,whose.members try them out on each other and on groups of trainees. Dramatic pres-ntatiOns of health concepts seem to be particularlyeffeCtive teaching tools. All of the teaching techniques lised are designed for e.asy transferral by the promoterstdvillage teaching situations.

73 , RESULTS: Since the health-promoter program Was designed tofillin gaps in existing medical services, which in Guatemala are comprehensive only in cities, one way to gauge the-success of the program is in terms of the amount of work done. According to program records, the average healdi promoter in Huehuetenango sees roughly 60.patients each month and gives about 50 oral treatments and from 20 to 25 injections. The promoter al:so instructs each of these patients in preventive medicine related to his disease. In addition, the individual promoter teaches ari averageof three health classes to groups eaCh month and examines approximately 30 children in a well-baby clinic.. , The regional impact of these services is impressive. In 1973, the health profile of Jacaltenango (the program's center) was notably better than that of Guatemala on the. whole. For example, the mortality rate for newborns throughout Guatemala was 35.9per 1,000 births, while the rate iri Jacaltenango Was 15.5 per 1,000. For babies one to twelve month§ old, [he rates were 55.9 and 16.9 per 1,000 births, respect,ively. For children one to four years Old, the national rate was 32.1 and, the rate in Jacaltenanga was 19.1 Other evidence strongly suggests that where the health-promotion scheme is well established, consultations with visiting MDs conskt largely of cases referred by the promoters. For treatment fcn diarrhea and other common complaints, the villagers now seem content to rely upon paraprofessionals.

OF NOTC- Huehuetenangois a founding member of the Community Health Association, an organization of private Guatemalan health programs designed to improve health.care, teaching, and communication among its members. someanatomy lessons, the bocilfes of thelristructor and the promoters-in-training serve as "charts." Such .fra-nkness is thought to help promoters overcome anY shynesS and to help them feel comfortable and corn- 1..)eterit treating patients: The promoters will do their part for, the "Year of the Child" (1979) by giving simple courses for school-age children, who in rural Guatemala often care for their younger brothers and sisters. Eventually, the' supervisors will -completely direct the health-promoter program. The present directive board includes a Maryknoll Sister-doctor and nurse, a local co-director, and a four-member commission elected by the supervisors. Other programs Tonsored.hrthe R6man Catholic diocese of Huehuetenango include training programs in agric.ultural technielues, communication skills, home arts, nutrition, midwifery, religion, literacy, and civics. 1, Effort-is made to upgrade the literacy level of the health promoters, but at the same time the training and -reference materials are kept.simple (on the 2nd-grade level) and highly pictoral, Course expenses and salaries for local supervisors are generated by the sale of medicines at a fixed price. No charge is made for the promoter's consultation.

REFERENCES:' "Rural Health Promoters' Program: Fifteen Years' Experience in CoMmunity Health in Huehuetenango, Guatemala," Dr. Mary V. Annel, paper presented at the 2nd annual Conference of the International Federa tion of Public Health Associations, Halifax, Nova Scotia, May 1978. 0 "Promotores de Salud in Guatemala: The Maryknol ISelf-Help Project for Rural Health," Nancy Jean Higgins, Latin American Center, UCLA, May 1977.

Clearinghouse on -Development Communication January 1979 HEALTH

RADIO DOCTEUR Haiti

TARGET AUDIENCE: Haitian adults of reproductive age (roughly 2,500,000 men and women)

OBJECTIVES: To provide information and advice on family planning, nutrition, common ill- . nesses, maternal and child health, and related topics MEDIA: Radio, cassettes, print, and visual aids DONORSISPONSORS:Haiti's Ministry of Health, the Ministry of Education, Radio Nationale, and Radio Lumiere DURATION: Begun in 1967; ongoing CONTACTS: Edith Hollant, Centre d'Hygiêne Familia le10, Premiere Impasse Lavaude,13,P. 430, Port-au-Prince, Haiti; Dr. Ary Bordes, Centre.cMygieneTarniliale, 10, Pre- miere Impasse Lavaud, B.P. Haiti

DESCRIPTION: a c The Radio Docteur program was .conceived by Dr. Ary Bordes (the present director of the Centr d'Hygiene Familia le and Chief of' the Division of Family Hygiene of the Ministry of Health) in -1967 when Hurricane Flora spelled a temporary end to all broadcasting in Haiti; save that of a singe tation, Radio Lumiêre. The disaster bred a new appreciation- of the nationwide reach of the sole functional station, and Bordes vowed to make the most of that cap'acity after the deluge. Within a few months of the storm,. Radio Docteur broadcasts commenced, For pretesting, ten-minute monolpgues-- some 20 in all were developed on four tOpics: prenatal care, the new mother, infant health, and family planning. All messages were broadcast uninterrupted in the Waiting rooms of cliniCs. Gradually, feedback from the audience promoted the message designers at the Centre d'Hygiene Familiale . tochange their tack, Taking into account the potential of radio and the lackluster nature of the monologue format, they broke the messages up.into one-minute segments, sWitched over to ihe dialogue format, and:expanded the range of topics addressed. In keeping with public sentiment, they also revamped family-planning messages sO that the stress now falls on the health benefits of spacing births rather than on the more negative notion of cooling population pressures. Twice a day, six days a week, Haitians can now tune in Radio Docteur on either Radio Ltimiere or Radio Na- tionale in Creole, ffie local language. They have made houshold familiars of Fanny and Ti Jo, the two characters who keep the dialogue'on health going by assuming a var,iety of paired roles: husband and wife, patient and doctor, or patient and nurse, A catchy theme song draws thelistening audience in, and the listening fare changes according to the day ofthe week. Family-planning messages are featured on Mondays and WednesdayS, advice on maternal arid child health is broadcastson Tuesday's, and national and international health news can' be expected on Thurs- days. Fridays are given over to discussion of the-symptoms of common ailments, and Saturdays to the prevention -and treatment of these same ills. Radio seemed a natural choice for getting out healffi infbrmation and doctors' recommendations in Haiti. Whil nrecise statisks on radio ownership are not to be had (estimates on the number of transistors in the country vary-from 85,000 to 300,000), 900 of the 'nation's 1;500 rural schools haVe access to radies, and the sight of allaitian With. a transistor in hand is a commonplace. `

75 RESULTS: The national impact of Radio Docteur has never been evaluated. A survey of a village of 4,000 that had heard the broadcasts (Or eight years indicated that knowledge of the subjects covered in the programs had risen dramatically. However, no attempt' was made in the conduct of this study to isolate the effectS of health-education efforts other than Radio Docteur on this population. Spot checks and Other impressionistic evidence suggests that people have committed the messages to memory, but the relationship of health knowledge to health practices awaits study. . . Another kind of measure of Radio Docteur's impact is the suctess of its in-school spinoff, Classe d'Hygiêne, Aimed at 30,000.fifth- and sixth-graders (most of them between the ages of ten and fifteen), Classe d'Hygiêne is an educational contesL The program isrun from. November to March of each year, and is now in its ninth year. Partici- pants listen to twelve lesSons on health, each of which is broadcast thrice weekly in French (the language of classroom instruction in Haiti). Immediately after each broadcast, the students answer five questionsIff writing, receiving two points per correct anSwer. Prizes and certificates are awarded both us outstanding participants an'd to their schools on the basis of end-of-term scores. Participation trf {his program has grown every year since its inception, with the number of written responses from fifth and sixth graders rising from 444 in 1970 to 20,064 in 1975. --After -1975, the Radio Docteur program was institutionalized through the Education Department in order to reach both the teachers and the pupils of all Haiti's elementary. schools. -0

OF NOrE: In conjunction with other educational activities, the Centre d'Hygiene produces print materials, films, slide-tape shows, and folk media performances. It alSo runs seminar's and training courses for health workers. The sponsoring government agencies and the Centre d'Hygiene Familiale (a private organization) enjoy excellent relations. Tile Center develops, pretests, and finds effective ways to present the messages, which the

government incorporates into its programs. 0 Both Radio Lumière and Radio Nationale are non-profit operations, and the Ministry of Health does not have to pay for broadcast time. . Another project of Radio Lumière, still in the pilot stage, involves the attempt to use two-way radib to promote integrated rural development. The object is to encourage farmers, housewives, and youth te) voice their complaints and opinions and to record their words on 'cassette tapes for *replay. The present network of stations includes 16 affiliates, enough to insure nationwide coverage.

REFERENCE-' "On the Aif..;." Edith Hollant, Salub,ritas, vol. 2, number 2, 1978. "Two-way Radio for Haiti," ACTION: World Association for Christian Communication Newslette'r, Number 28, March 1978. 0 Information, EducatiOn and Communication (Manuel d'Introduction en Education Sanitaire), Edith Latai I lade Hollant and burent Eustache Centre d'Hygiène Familiale 1978 '"Radio Docteur': Health Education Radio Program of the Centre d'Hygiene Familiale," Edith Hollant unpublished paper, February 1977.

Clearinghouse on DeVelopment Communication January 1979

76 HEALTH

THE KAVAR VILLAGE PROJECT Iran

..TARGET AUDIENCE. 16 rural villages in the. area of Kavar OBJECTIVES: To provide adequate health services to the rural villages by training VHWs' (village health workers) - . . MEDIA: Print and interpersonal coMmunication DONORS/SPONSO,RS:' `PahlaviUniversity;InternationalDevelopment Research Cenire of Canada (IDRC) .DURATION: February 1973 to January 1976 CONTACTS: Dr. Hossain A. Ronaghy, Chairman, Department of Commulthy Medicine, Pahlavi University School of Medicine, Saadi Hospital, Shiraz, Iran; Dr. Steven Solter, Department of Community Medicine, pahlavi University School of Medicine, Shiraz, Iran

'.DESCRIPTION: The;Kavar Village Project was one of two pilot projects launched in response to an increasing shortage of trained health' personnel arid the problem of limited access to modern health services in Iran's reMote rural areas. The initjal aim was to improve rural health in Iran by expanding the Health,Corps system which, in 1973, provided health stations and mobile teams that covered 6,000 (roughly 12 percent)of Iran's 55,000 villages. The Health Corps system was expanded by training indigenous v-illage health worker§ (VHW,$).

,- The. stud,y began in January 1973 under the direction of the Department of Community Medicine (Pahlavi University School of Medicine) and-with financial support from the International Development Research Centre of Canada (IDRC): A VHW-training site was chosen at Kavar,.a small town about 35 miles southeast of Shiraz. Located in Kavar wasTh Health Corps station, one of about 400 similar health centers found throughout rural Iran. Near Kavar, ijsolated villages were selected; from each one a literate villager was chosen from a group.of volunteers. The 1 lAale and 5 female VHWs represented a wide range of ages (11) to 45), personalities, and socioeconornic backgfounds. Their training consisted of classrooM 'sessions, demonstrations, and clinical training. After Complet- ing the course, they returned to their villages as paid health auxiliaries and took "refresher" courses from time to time. Before the VHWs were selected arid trained, baseline surveys were conducted t'o determine disease prevalence and the avail-ability of literate villagers and medical care. The sUrveys showed that most of the complaints voiced at the village mobile clinic were fairly simple and that an auxiliary health worker waS capable of adequately treating most of the cases and referring the remaining 10 Percent tb tne medical center. In addition, a random-sample knowledge, attitudes, and practices (KAP) study of individual and publk village health was conducted in 200 households. Census data on births, deaths, marriages, divorces, immigrants, and total population were also. gathered to use as a basis for developing the behavioral objectives to be met by the VHWs: communicable diseaSe control; environmental health; nutrition; community. education; maternal and child health and family planning; andtreatment. These-behavioral objectives then provided the basis for curritulum.planning and for the content of the 'Persian learning material to be prepared for the course. The subjects covered included growth and development, anatomy andophysiology, nutrition, communicable dirases, VHW-patient' relationships, maternal and child health and family planning, and rural public health. An intensive"six-month training course began in August 1973 after the VHWs had assembled in Kavar. The major objective of the course was to prepare the VHWs for preventive medical and educational. work in their.respective villages. Staff members from the Department of Community Medicine, medical personnel from the Health Corps, and the project training director taught the courses, integrating theory and practice by giving the_students the daily opportunity to-apply-in the field or in the cliniC what they had learned in the Classroorn. Classes were taught in the rented house.that also served as living quarters for the VHWs, while practical and clinical Work was done at the nearby Health Corps station. VHW trainees were divided intO four groups .headed by a midwife attached to the Health Corps clinic, a Health Corps aide in the treatMent I:66m; a Health CorPs station assistant trained in pharmacOlogy, ancia Health

, 77 Corps -physitian. Each.grOup dealt With one of the major areas: maternal and child health and familyplanning; treatment, including sterilization technique, methods of giving injections, wounddressing and other first aid Skills; indications, contraindications, dosage anCrside effects of drugs; and history-taking, physical examinatiOn, and pa- .tient evaluatiOn. Rotating on a weekly basis, all students acquired experience in all four areas.They devoted the final three months of training to clinical skills. The VHWs were taught ways to assess the rriain ruralclinical problems and to establish whether a patient Should be treated in the village or referred to a,physician in Kavar orShiraz. In addition to seeing and treating patients at the Health Corps station, the VHWs made numerousfield visits to nearby villages.

RESULTS: Trainees' skills and knowledge were evaluated periodically throughout their six monthsthrough. written ex: arnination's and observation. A committee of physicians obs'erved VHW trainees in clinicaland field settings and evaluated their competence in each area of work. Evaluation studies.indicate that the VHWs are well accepted fay.the people and thatthey are influencing the health practices of the villagers. During the VHWs first six months in the field, patient visits tothe Clinic facilities numbered 4,05 out of 9,152, and the percentage of females between the ages of 15 arid 44 who were usingfamily- planning methods increased from 8.8 to 21.4. in addition, the V1-,Ws have been able to motivate the villagers to make muchneeded sanitation improvements, including conStruction of sanitary toilets arid improvementof existing ones, Separation of animal quarters from human livrng quarters, development of clean water sources (pumps and wells), andimprovement of existing bathhouses or Construction of new ones where. needed.

OF NOTE: A large part of Iran's medical establishmentwas powerfully opposed to, or at least critical of,the scheme. It in the hands of "half- argued that the lives and health of people would be jeopardized by putting them , doctors" and semi-skilled health workers, The village social structure caused some problems. For eXample, the VHWs whohad the greatest difficulty finding acceptance were those who were well known to the village and knOwn tobelong to factions or, families identified with, certain values. Social custoM and pressurealsd inhibited the recruitment of Women. Apparently, tke experience of serving in villages and Small tow`ns afforded by organizationssuch as the Health Corps is not inducing doctors to remain in outlying areas.Health Corps doctors tend, rather, to return to large urban centers as soon as their term of service is over. Another pilot program launched at'the same tit'rias-the Kavar Village Project was the Middle Level Health Worker Project in Marvdasht. The middle level health worker (behdar) has frOm 9 to 11 yearsof education serving as the link and is trained for four years. A three-tiered system is therefore envisaged, with the behdar . between the VHW and the physician or hospital'.

REFERENCES: "Medical Problems of Developing,Nations: An.Attempl to Bring Medical ,Care toRural Communities in Iran," HA. Ronaghy, British Medical journal, January31', 1970. ."Village Health Workers," 1-1:A, Ronaghy, Y: Mousseau-Gershman, and A. Dorozynski,International Research Development Centre; publication No, IDRC - 074e 1976. "The Auxiliary 'Worker in tran," 14,A. Ronaghy and S.L; Solter, The' Lancet, August 25,1973. "Problem of Rural Health Care Delivery in Iran: Is the Chinese BarefootDoctor Exportable?" H.A. Ronaghy and S.L. Salter, April 1974. "Protect Summary and Description," IDRC.File No. 3-72-113. "Success Story FrOm Iran," Future, Vol. 4, No. 1,977 (cOndensed from A. Doroznyski's "Health Care for the Most People" - IDRC Reports, Vol, 5, No.3). Clearinghouse on DeVelopment Communication April 1979

(While it is standard procedure at, the Clearinghouse to ask persons intimatelyinVolved with the projects describedin 'this .serieS to review thedraft erofileg, strenuous efforts to obtain seich commentsbe-fore the publication deadhne were in this case Unsuccessful.)

78 . 0 - HEALTH

ZAA NA UWATUNZE Kenya

TARGET AUDIENCE: Kenyans within the national radio-broadcast sphere

OBJECTIVES: To mix entertainment and education in an effort to spread vital messages on health, particularly on that of mbthers and infants MEDIA: Radio DONORSISPON.SORS:UNICEF, the .United Nations Fund for Population Actiyities, the Voice of Kenya, and the Kenyan Ministry of Health. 0 DU RA HON: Begun in Februarrof 1975; pilot phase concluded in mid-1976; ongoing under the auspices of the Government of Kenya since '19,76 CON rAcis. frofessor G. S. Eshiwani, Director, Bureau of Educational Research, Kenyatta University College, Box 43844, Nairobi, Kenya; Mark Harris, UNICEF, Com- munications and Information Office for Eastern i;frica,P.O. Box 44145, Nairobi, Kenya

DESCRIPTION: '51f1 1975 UNICEF, the United Nations Fund for Population Activities, and the Voice or Kenya agreed to.co-pro-_, duce entertaining health-education programs for open broadcast. The series that grew out of the collaboration, Zaa Na UMitunze (Giving Birth and Carifig for Your Children), features nationally-known entertainers in an episodic sitUation comedy. The upbeat presentations cover down-tb-earth subjects. the nutritional value of eggs, the. dangers of entrUsting infants to the card of young .sibl ings, and the need for inoculation, etc.= and give listeners a chance to identify with both the Situations and- the.characters. Like all "soap opera" regulacs; the CharaCters in Zaa °Na Uwatunze are stereotypes, and their predictability is redeemed by their exaggerated flair. The role of Miee Pembe is t4at orsop: He is hidebound, given to tirink, and

`blisSfully.ignorant of many of the needs and problems of his.16 children..Mama Njori, the protagonist, is Mzeo Pembe's opposite and his mate.-Her children's welfare claims her nearly complete attention, and she.must "educate" her stubbornly conservative husband besides. Her dramatic task isto convince him episode-by-episode and change-by-change that it is in the family's interest to embrice som.e new,ways and to let some traditions lapse. She is aided in this domestic struggle by a seriesf third parties, all of them played by a single versatile actor. Zaa Na Uwatunze (popularly knoWn as the Kiroboto show) is broadcast in Swahili, Kenya's official language, once,a, week.' Broadcasts last only 15 mihutes each, but they command prime-time prcigramming slots.( on Sunday afternoon, and occasionally on .Saturday nights). No scripts .are used to produce the programs, although health educatorsand a U.N. consoltant Work closely with the actors, and the budget is shoestring by almost any standard. An ingredient that compensates for this lack of high-priced production techniques.is spOntaneity. Theradio. shows are recordedin studios oacke&with fanS, sO the actors play to the dudienceand use instant feedback to strengthen their performances. , .An experiment in openbroadcasting (which, bydefini.ticin, aims to hold a mass audience that has no particular commitment-to the Subject matter Or to self-education), Zaa Na Uwatunie has been linked to nonformal and for, mal educational actlYities for adults. Its episodic structure, characters, and allusions to themes treated in previous broadcasts seem.to provide listeners with somesense of continuity and progress. Moreover, theprograms eeiterate the themes being taken upby health educators and Reld:workers, some of whom act as consultants to theroduc: 0 tlorl std RESULTS: The impact of the Zaa Na Uwatunze broadcasts has been calculated.primarily in terms of the size of the listening audience, listeners recall of health information, and their familiarityWith the characters. No attempt ,has been . made to study the effects on health practices of the knowledge gains and attitude dianges brought about by the program. Evaluaiive information has been garnered from.four sources: the studio audience, fan mail, a questionnaire administered at the end of Zaa Na Uwatunze's first broadcast-year, and two panels of government officials involved in rural education and rural development. -Interestingly, the judgments of.the panels of experts clashed with the evidence culled from the other sources, some experts insisting that the programs take on a more serious tone and the audience claiming to like the blend of message and madness. One finding of the 510-Person survey conductedin December of 1975 may explain thls'difference of opinion: highly educated Kenyans appeared least resbonsive to the programs, ostensibly because the inforrnationernrbed- ded in the cornedy is ndt "news" to them. Other findings of the survey include the fact that 92 percent of those responding tO the questionnaire knew of the program, the discovery that listening time was as great among those for , whom Swahili k a second language as for those for whom it is the native tongue, the fact that'radio ownership cor- relates directly with listenership, and the revelation that the programs seem to hold roughly equal appeal to all age groups (25 years of age and under, 26 to 50 years,:and over 50 years). Given the ratureof this broadcast 6periment, the single most important conclusion drawn from early eyaluations may bethat somewhat over a third of the listening audience claimed to listen to the program primarily becatAe it is funny, while over half said they tuned in because they felt that they learned something from the humorous .shows.

OF NOTE: The characters in Zaw Na .Uwatunze don't stand on ceremony. In one episode, the beleagured wife threatens to sell herself if her husband continues to sell the family's much-needed eggs to buy beer. r Fan mail for Mzee, Mama, and the stock characters has been, received from listeners in several East African countries, besides Kenya. The radio scripts are based on a standby formula from advertising.,The object is to contrive a situation in which the' a'udience identifies with the "straight man;', who espouses sound'ideas'and laughs at the fool, who upholds convention for its own sake. , . The Zaa Na Uwaturize series'has been replicated in both Tanzania and Zambia, apparently Vvith succeSs.. Some Zaa Na Uwatbrize broadcasts were taped for use in cassetVistening forutw:srionsored by the U.N. Food and Agriculture Organization in cOnjunction with the Programs for BetterFamilY Living under way in kenya. Cassette recordings of the series are.also being used in in-school home.eccinomics classes and in training programs for field-workers. A short film on Zaa Na Uwatunze's production techniques may be made by UNICEF for promotingthe use of entertaining radio broadcasts in support of dev.elopment projects.

REFERENCES: a "Health Messages Through,Humor," Susan Hostetler, ICIT Report, No. 15, Clearinghouse on Development Communication, July 1976. "2opular UN ItErRadio Shc,w-irg._Kenya Gives Health Tips in Situation Corriedy, Michael T. Kaufman, New 'York Times, November 16, 1975. "The Kenya Radio Series which Teaches as it'Entertains, and How You Can Do It," Mark Harris, United Nations Children's Fund, Nairobi, April 1976. Miscellaneous translations of Zaa Na Uwatunze radio scripts, unpublished and undated.

e'lartngh-ouse-orr-Develop rnienmunication October 1978

Q,)'

.80 HEALTH

HEALTH 'EDUCATION RADIO DRAMAS Sri Lanka "

'FARGO, AUDIENCE: Sinhala- and 'Tamil-speaking adult population of Sri Lanka

OBJECTIVE. To use a mass media entertainment format to convey health and family-planning in-

formation . MEDIA: Radio and postcards boNOR.'SPONSORS: Ministry of Health, Ministry of Information and Broadcasting, Government of Sri .Lanka; United Nations Fund for ,Population Activities; United Nations Children's Fund

DURA I ION: Begun 1973, ('nded 1977

CON I ACI S. Piyasoma MediS, ,Sri* Lanka Foundation Institute, 100 Independence Square, Co- . lombo 7, Sri Lanka; Program Officer, UNICEF, P.O. Box 143, Colombo, Sri Lanka

DESCRIP HON: The Government-of Sri Lanka and,UNFPA developed andimplemented a $6 million multifaceted family-plannmg project in1973. Eleven interrqated programs,'Mcluding secondary School education, medical education, health delivery, health education, worker education, and mass communication were funded to encourage family planning. Under the mass communication component, two radio drama series were developed. Radio waS selected as the medi urn because 72 percent of the total population had access to radio, Drama Was chosen as the Method because it was second only to. MUSIC in listening popularity. -- In late 1973, UNICErand the Sri Lanka Broadcasting Corporation (SLBC) negotiated, an agreement whereby SLBC would'produce and -broadcast the two radio dramas, one in the offiCial'Sinh'ala language, spoken by 72 per- cenmt the population, theother in Tamil, spoken by 20.5 percentof fhe population. In reCurn, 'UNICEF would pm- vide SLBC With $13,(XX) worth of production ekjuipmentp UNICEF and the Ministrj, of Health would be responsible for the lamily-planning information that would be woven into;he 'series' story lines, TheSinhala storY focased on a family with 14 children. The f'aroblems associated with a large familY were corn- .1 pared to those of a neighboring family vith only four°chilaren,mith the story fine FnphAzing the benefits to the -1 children in he srnall lamily. The Tamil story dealt with a family with four children and an unemployed father. After encounteringseries of.problems aSsociated With the burden of supporting the household, the father becomes aware of the impOrtance of family planning. Programs in both sehes were broadcast once a week from July 1974 to July (975, the official project period. -A committee of representatives of.the Ministry of Health, the Ministry'of Informationand/Broadcasting, and UNICEF was then formed to develop a format fi'rprbgrarnëxp,ansion. The committee consideredfamilyplanning an asPect of family health and threrefore felt that the scriptstshould be-L.Iroadened tb include ,Other health messages, Health questions would be asked at the end of each ,program to solicit postcard replies; a technique that wasfeasible because Of Sn Lanka's high literacy rate of 78 Prcent. With this feedback, reactior to program messages could be evaluated. The two new series began in March.1 976 and were broadcast once a week through December1976. The new Sinhala drama series;Pahan Siluwa, retained the original storyline. The.educational confent was ex- parded to include child health, hygiene, and nutrition. Kan Kanda Theivam,. the Tamil series, adopted a new story line-because the original had reached a logical Conclusibii. The 'Tamil story centered on a doctor .4nd his family living in a rural village near a tea estate. In this setting, health questions pectaining to poor estate families, who are primarily Tarnil speaking, could be addressed. The -story charaficters presented health information in cleverand humorous scripts, Religious themes and lively' music'were intbegral parts,of both series,

81: RESULTS: To evaluate the eltectIveness ond appropriateness orthe series, random samples were taken "from. those Who- had sent ..(n postcard replies. This s'ample population was sent a questionnaire and a's4lf-addresSeci.stamped'retUrn-, envelope. Again, the self-admihtered questionnai,re could be used because-of Sri Lanka's high literacy rate. There were 30 multiple-choice questions, Which examined the sample's demographics, 'media u.sage, and Specific knowledge of health information. The queStionnaire did not try to find out ifcfhe health informatiorp was being used. That is, the questionnaire was to find out if the reSpondents understood and could recall heajth naessages,'. but not if they had adopted good healtl;practices: The assumption (viable or not)*was that the recall of 9Oecific healtlifnessages indicated strong adoption': , Although the questionnaires Were sent to.a large sample (1,100 Sinhala and 300 Tamil), the'sarnple was biased in that it was drawn from listeners who had previously sent in postcards.-This rneantitfrat_only the positively pie-1 disposed and hterate listeners would participate in the evaluation. However, with limited time and Mop,ey, the evaluators elected to concentrate their analysis on theseknown listeners. The rae of responSetto the quegtiOnnaires was excellent for both series, Eight hundred Sinhala questionnaires (73 percent).and 180 Tamil.questiOnnajres (60 2 percentywere'returned. The following is a summar-yWthe findings: 1) the respondents wereqprimarily'female, ' married,unemployed, and belov( 30 years of age, With some secondary educationi 2y 88 percent listened-to the radio between 5 p,m. and 11 p.m.; 3) the majority preferred entertainment programs, but a substantial%inoritt/ (.19 percent) indicated a preference foredUcational programs; 4) identification of air ,time and iain charactersderriOn- strated a slrong allegiance to the series, but feW respondents r.lad heard all of the programs.in the series; 5).the re-- spondents saiI' the health information.was nesW and valuable' to them;end 59 percent.of the Sinhala'Serielisteners, 'could recall s ,rpehealth messages, while 100percent of the Tamil series listeners could reCall health messages..

OF NOTE: . .. From 33`to 50 percent of mcithers attending health clinics in randomly selected areas!listened to the program and could mention some health meSsages conveyed. c a ,, . ,, i , Ninety-five percent of the postcaids'sent in response to the health question at the end of each pi:0 a

t, 0 were correct.answers. i" , .,.. . 1 Pahan Siluwa, thea Sinhala series, cOntinu6d broadcasting under private sponsorship excluding the health messages from the scripts.. . . I Approximately 26,000 postcards were received during the series' broadcast. As many as1,000 were'receiiied , in one day,

REFERENCES:

I Health Messages Through Raclio Drama, A Sri Lanka Experience, Piyasorna Medis and Marty Rajahdran, . UNICEF; Colombo; Sri Lanka, 1'977. ' Q Profect Support Communications Newslettel' (PSC), Vol, 1, No. 3, "Sri Lanka SoapOperas," Information'Divi-

I sion, UNICEF, New York, New York. ' 'Clearinghouse on Development Commun4tion April 1980, HEALTH

MAN IS HEALTH (MTU NI AFYA) Tanzania

TARGET AUDIENCE: Approximately one million adult villagers

OBJECTIVE: To provide villagers with basic information on disease, disease control and the relationship between environment and health

MEDIA: Radio, cassette recorders, printed materials, interpersonal communication, flipcharts, and posters

DONOR/SPONSOR: The Government of Tanzania with support from the Swedish International Development Authority

DURATION: Conceived in 1971; developed in 1972; carried out in 1973

CONTACTS: Director, Institute of Adult Education, P.O. Box 20679, Dar es Salaam, Tan- zania; Budd L. Hall, International Council for Adult Education, 29 Prince Arthur, Toronto, Canada M5R 1B2

DESCRIPTION:

The Man is Health prOject took root in late 1971 as a large-sCale campaign aimed primarily at educating villagers on the ,wmptoms, prevalence, and origins of five pcitentially controllable widespread c':seases. The seC- ondary objective of the project's'designers was to provide the newly literate with an opportunity to practice Their language skills. Under the combined auspices of the Tanzanian Ministries of Health, Education, and Rural Development, the campaign repreSented an attempt at integrated devel'Opment:

The project was backed and set in motion by Tanzania's sole political party (The Tanzanian African Na- tional' Union (TANU), The InstituteQf Adult Education, a 1-ralf dozen government agencies, and Radio Tanzania. Officials 4t all levels were versed inthe project's importance and facets; industry was called upon to Manufac- ture clothing stamped with the project's logo; and broadcasters and journalists were charged with keeping the public infOrmed of all campaign-related activities and ideas.

Some 18 months of planning, organizing, and training culminated in May of 1973 with a surge of educational and community=development activities. Each week for 12 weeks each study group of from 15 to 60 met informally with a trained discussion-leader to hear radio broadcasts and to discuss simple supplementary texts provided by the government. From these discussions of health and sanitation sprang community work projects conceived and carried out by the study groups in their own villages. RESULTS:

An estimated two million Tanzanian adults, twice'the'number officials had hoped to reach, participated in the Man is Health project. Moreover, the overall attendance rate of those who attended from the beginningWas 63 percent, an unparalleled achievement for a campaign of such breadth. A third indicator of success is also tangentially statistical: so pervasive was the health campaign's impact that project evaluators had to reclassify some of their control groups as experimental groups.

The campaign had its critics. Some telt that itfailed to integrate existing health services into its "curriculum." Some complained of tie-ups in the distribution of the texts and materials. Others felt that the training activities were too sketchy. Nevertheless, concrete evidence of the campaign's effects on the quality of village life is everywhere. ln particular, hundreds of thousands of latrines were built by those who heard the radio programs, sales of mosquito netting jumped sharply in some areas, and coastal townspeople filled many of the swamp holes in which disease-carrying insects breed after heavy rains.

OF NOTE:

Each study group left at least one "monument" to the Man is Health campaign. Typical 'projects involved digging wells or clearing living areas of insect-infested vegetation.

Some study groups continued to meet months after the health campaign ended.

; Reliance upon cell leaders in several districts reinforced the ten-house cell system as a means of stimulating parnopanon 'in-development.

The texts and the study guides were printed on newspaper presses. A million copies were distributed, many of which were shared.

Some study groups reportedly diagnosed diseases that afflicted group members and sent the victims to nearby hospitals, where the diagnoses were confirmed and the patients treated.

The network of study group leaders established in the health campaign was reactivated tor the national nutrition campaign, Food Is Life,,that began in June of 1975.,

REFERENCES:

"Mtu Ni Afya: An Evaluation," Budd L. Hall and C. Zikambona, Institute of AdUlt Education Studies, No. 12, Dar es Salaam, 1974.

"Radio for Education and Development: Case Studies,' Vol. Two, Peter L. Spain, Dean T. Jamison, and Emile G. McAnany, eds., The Dept. of Education, The World Bank, Washington, D.C., May 1977.

Clearinghouse on Development Communication June 1977 HEALTH

-jELEMEDICINE IN ALASKA U.S.A.

OBJECTIVES: To improve access to and the quality of health care in rural'Alaska TARGET AUD1ENCE: :Eskimo; Indian arid Aleut villagers, MEDIA: ATS-1 ' two-way satellite radio; ATS-6 satellite-TV, videotape, computerized health records

, DONORS/SPONSORS:U.S. Department of Health, Education, and Welfare (the Indian Health Service, j the Lister Hill National Center for Biomedical Communication); U.S. National ,Aeronautics and Space Administration DURATION: ATS-1 began in 1971 and will continue until replaced by another system (ten- tatively, in late 1977); ATS-6 began in 1974 and ended one year later CON TACTS: Dr. Dennis Foote,'Assistant Professor, Institute for Communication Research, Stanford 'University, Stanford, CA 94305, USA

DEKRIPTION: Experiments in the use of telemedicine in Alaska began under the auspices of the Indian Health Service (the arrh of the U.S. Public Health Service responsible for providing health care to native Alaskans). Faced with the problem of servicing scattered small villages in remote regions and thwarted by the lack of reliable communication channels in the bush, the agency turned to telemedicine in the hope that consultation on a regular basis would improve village health services. Telemedicine became a part of daily life for 17 villages in tlie Tanana region when the National Aeronautics and Space Administration, IHS's partner in fhe telemedicine experiments, made the Applications Technology Satellite-1 (ATS-1) available in 1971. The ATS-1, still operating as of 1977, is a voice-only communication medium supported by simple and inexpensive ground equipment: modified taxicab radios and ten-foot diameter antennas of metal mesh. By providing reliable communication channels between villages and the district hospital, the ATS-1 functions as a medical support system; it enables village health' aides to provide health-care services under a doctor's supervision and helps evacuation planes to reach patients in critical condition swiftly. The village health aides trained °as part of the telemedicine experiments are nominated by their communities and receive upto 16 weeks.of.training conducted by the Public Heah Service both in the field hospital and on the job. Each aide leaves the intensive course equipped with a drug kit, a diagnostic reference manual, instruments, and new knowledge. In the village, the aide turns on the radio at a scheduled time each day to receive a -doctor call" from the regional hospital.. During the radio consultation, the aide reports symptoms, answers the doctor's request for more information, receives professiona1.advice, and helps the consul tierig doctor determine whether the patients in question need to be evacuated, While the health aides remain the mainstay of telemedicine in Alaska, they playod only a minOr part in a one- year experiment carried out in 1974-75. The ATS-6 experiment, which relied upon the use ot a much more sophisticated and powerful satellite than the .ATS-1, added a video component to telernedicine that enabled doctors to diagnose difficult cases by using TV. The experiment, in Which two well-equipped clinics in fairly large villages were linked to a field hospital and a referral hospital was run while a problem-oriented computerized medical record system (Health Information System) was being established in Alaska. Op-to-date records of patients were collected at a centrai point, put intO the computer, and made available at all sites; the computer also enabled itinerant nurses to identify villagers who needed PAP smears; inoculations,.eye and ear examinations, etc.

85 90 RESULTS: Since the introduetion of the ATS-1, the capacity of existing health facilities to handle emergency cases, solve administrative problenr, and answer requests has increased, and service has improved. In addition,.Villagers demonstrate an increased willingness both to seek medical advice and to follow prescribed.treatments. More patients now receive the ,benefit of a doctOr's advice and more are treated tordiagnosed ailments than ever before. Moreover, the number ot contacts beikween doctors and health aides increased by 400 percent during the first year ot the experiment In general, it has been difficult to show a connection between changes in aggregate morbidik., mortality, and hospitalization statistics on the one hand and the improvements in communication on the other. However, most evaluation s. of the ATS-1 experiments haye been positive; and partly as a result ot these evaluations, the State of Alaska and the Public Health Service are ow implementing a satellite system throughcommercial long distance telephone carrier. The ATS-6 experiment was also deeme4worthwhile by the health-care providers who took part in it. But while participants claim that the video componen't ot telemedicine enabled them to expand and improve health service somewhat, many doubted that the improvements made possible by the video link were worth-the expense and the inconvenience. In contrast, these same peopte, approved unanimously of theproblem-onented computerized sv stem of record:keeping that was developed 19 conjunction with the experiment,and the 1HS plans to introduce the system statewide.

OF NOTE: ki \ Some aides invite their patients to listen CO the long-distance consultations. Doctors in remote locations were offered the chance to participate in a series .0 round-table discussions via satellite, but the program fizzledbecaLAe 1HS doctors in Alaska havp such demanding caseloads that they' couldn't follow a rigid time schedule. tlowever,, a course on cardiac care was uttered to nurses at regional hospitals via the satellite and was Well:received, Most health aides are village women with ativast a fair command oPEnglish Since the community recruits its own health airle, acceptance of the program tends fci be high, and staff turnover is kept at a minimum, Besides appreciating its- medicai function, villagers value the radio system as a means of keeping in touch with other villages, particularly with friends and `relatives who are hospitalized., When asked it they had learned anything in parti4,Iar from lkstening in on consultations, six 01 the nine health aides in villages with satellite link-ups mentiOned specific health lads. None ot their counterparts in the control villages could recall specific informatidn related to cases,

C , REFERENCES: An Evaluation of the Use of ATS-1 for Biomedical Commdpication in Alaska,lby Oswaldo kreimerand others, lrrstitute tor Communication Research, Stanford University, 1974. 'Telernedicine Health Care for'Isolated Areas,- by Dennis Foote, Development Communication Report, No. 17, January 1977. Telemedicine in Alaska: The ATS-6 Satellite Biomedical DeMonstration, by Dennis Foote, EdwinParker, and Heather Hudson', Institute for Communication Research, Stanford University, 1976. , ,-Medical Communication in Alaska by Satellite,- by Heather Hudson and Edwin Parker, New England Jour- nal of Medicine, December 1973.

f,, Cleahinghouse on Development Communication October 1977 -, , INTEGRATED DEVELOPMENT

THE COMILLA PROJECT ---Bangladesh

TARGET AUDIENCE Rural people in the administrative unit of Curnil la (approximately 200,000 people) OBJECTIVES To use nonformal educatibn, surplus labor, and technical innovations to raise agricultural productivity and to promote voluntary community development at- , tivities MEDIA- Audio-visual aids, demonstrations, print, slide and audio tapes, folk media, and interpersonal communication DONORS/SPONSORS: Academy for Rural Development (Bangladesh), the Ford Foundation, and the In- ternational Cooperation Administration (now the U.S. Agency for Iriternational Development)" DURATION: Started in 1959; ongoing CONTACTS: Khandaker Asaduzzaman, Director, AcadeMy for Rural Development, Kotbari, Comilla, Bangladesh

DESCRIPTION:

A prototypical development effort, the Comilla Project has weathered a civil war, bureaucratic upheavals, and the better part of two decades. It was designed by the national government's Academy for Rural Development as a development laboratory in the most adverse of socioeconomic conditions. In the roughly 100 squire miles of the Comlla Thana (jurisdiction), average farm size, annual income, literacy rates, and life expectancy rates were among the world's lowest when the project began. Infant mortality rates-and population density, on the other hand, were spectacularly high. No master plan guided the Comilla Project's planners. The Academy staff members, assisted by advisory teams from Michigan State University and the Ford Foundation instead began with the theories and research findings of social scientkts and an intirnate knowledge of the customs, business methods, and agricultural practices prevailing in the Comilla Thana, Thusequipped, they tried to find practical wais of meeting five carefully chosen objectives: (1) to base the project on sOund economic princlples likely to promote increased production and family income; (2) to develop a new instadvtional framework. WhOse keystone is two-way flow of ideas and information between the village' and the project Offices; (3) to focus project activities on immediate problems'without losing sight of long-term concerns; (4) to entourage the fortnation of disciplined groups of citizeris who band together,voluntarily in order to pool their resources, make decisions affecting group Welfare, and discover new ideas and practices; and (5) to involve all project offidals is teachers and guides rather than as supervisors. A four-part project was developed to serve the five key objectives. The first component is a federation of agricultural cooperatives eath of which consists of 30 to 60 members and includes' a chairperson, a manager, and a model farmer. Parallel tO thk federation iS one composed of co-ops of artisans and laborers. Both the agntultdral co-ops and the SpeCial Cooperative Societies fall under the purview of the Thana Central Cooperative Association, whose members are representatives of the constituent organizations. The second component is the Thana Training and Development center, a sort of campus at which project activities are coordinated and integrated, information,, is distributed, and classes and demonstratigns are held. The third 'component comprises the wo e'n 's program and other special activities aimed at helping passed-over, groups increase theft earning power and bter their health. The fourth Component, rural works, entails irrigation, electrification, and building projects. The emphasis in the nonforrrial education activities is on solving basic problems related to agriculture, employment, health, nutrition, and family planning. Little distinction is made between educational and business activities, weekly meetings serve in lieu of formal dasses, and the use of the mass media is foregone in favor of more intimate training,devices. 87 11.1-J RESULTS:

By 1978, the Comilla Project had 15,000 members in 420 agricultural cooperatives. The agricultural cooperatives had brought roughly 16,000 acres of land under plow-by installing 286 irrigation pumps and- tube wells and had adopted higher yielding varieties of crops. One report shows that about 95 percent of the land in the Comilla Thana was being cultivated by farmers who had embraced at least one of the practices being endorsed to increase production. Somewhat contradictorily, a survey conducted in the early 1970s by the Academy showed that nonformal educkon activities, while perhaps cost-effective, had not deeply affected more than 10 percent of the area's rice cultivators. The impact ot such educational activities on other target groups was not systematically evaluated. Bureaucratic infighting in the aftermath of Bangladesh's war of independence in 1971 impeded project expansion, but probably the most significant result of the Comilla Project isits widespread replication under the Integrated 'Rural Development Program. A nationwide program modeled after the Comilla Project was adopted in 1972 as part of Bangladesh's first five-year plan. The expanded program, however, reportedly suffers from tke neglect of education activities, poor management, and a lad( of both funds and rtidterials. Current emphases in the program fall upon local institution-building and the improvement of the physical infrastructure, dual priorities that Bangladesh planners associate with China's successful rural development program. According to one development analyst, the most serious handicaps to realizing the goals embodied in these priorities are (1) a lack of integration of efforts to build roads, irrigation systems, councils, ana cooperatives and (2) the counterproductive rivalry of proponents of various development approaches.

OF NOTE: Nonformal education activities within the Comilla Project have accounted for only a small portion (estimated at 15 percent) of th-e project's total coSts. /mams (Moslem prayer leaders) were given teaching roles in this project, an assignment that both made use of lqcal talent and disarmed potential resistance from the conservative imams themselves. The Ministry of Education, however, disapproved of this move. Some of the rural elite have taken charge of local nonformal education groups only to use classes as a cover for exploitive business dealings. U.S. grants under PL480 were used to erect some of the buildings and other facilities used by the Thana Training and Development Center in the 1960s. But since then, the Government of Bangladesh tias-been providing the facilities. Academy-level personnel (U.S.-trained professionals) at first resisted taking on grassroots responsibilities and-duties not usually shouldered by the professional class in Bangladesh. But most now admit that field- work and frequent contact with the villagers help keep progfan-Tdbjectiyes and activities realistic? The Academy's faculty is now intimately involved with project development and nonformal education. Village singing groups in.fuse performances of traditional songs in local markets and villages with Messages on agricukure, family planning and Academy projects. One analysis of mhy the success of the Comilla Project has been difficult to duplicate focuses on four essential but scarce ingredients: charismatic leadership, virtual bureaucratic autonomy, the (albeit guarded) willingness of academics to maintain direct contact with the project's beneficiaries, and openness to various development models.

REFERENCES; "Comilla Revisited (May-June 1977)," Akhter Hameed Khan, Department of Agricultural Economics, Michigan State University, undated and unpublished paper. 'Nonformal Aspects of the Comilla (Bangladesh) Project," Syed A. Rahim in Report on Conference and Workshop on Non-Formal Education and the Rural Poor, Richard 0. Niehoff, editor, 1977. -The Comilla E'xperience in Bangladesh My Lessons in Communic. anon," Akhter Hameed Khan in Com- munication and Change: The Last Ten Years And the Next, Schramm and Lerner, editors,. 1976. Clearinghouse on Development Communication July 1978 INTEGRATED DEVELOPMENT

0 LAEDZA BATANANI Botswana

. TARGET AUDIENCE: Villagers in the northeastern section of Botswana's Central_District

OBJECTIVE'S: To encourage community participation in development efforts, to identify villagers' perceptions of their own problems, and to generate support for agovernment-sponsored projects

Popular theater: drama, puppetry, dancing, singing, drum-beat poetry

DONORS/SPONSORS: Tutume Community College, Division of Extra-Mural Services; Tutume Sub- District Extension Team; Botswana Extension College

_DTb.JRATION: Initiated in 1974; ongoing

CONTACTS: Ross Kidd, International, Council for Adult Education, 29 Prince Arthur Avenue, Toronto, Canada, M5R 1B2; Martin Byram, -NFE Materials Development Specialist, University College of Swaziland, Private Bag, Kwaluseni, Swaziland; Frank Youngman, IAE/UCB, Private Bag 0022, Gaborone, Botswana; J6ppe Kelepile, Coordinator, Cultural Development Project, Institute of Adult Education, P.O. Box 226, Francistown, Botswana

DESCRIPTION:

0 Laedza Batanani (which means "the Sun is already up, so come and work together") is an awareness-raising project begun in 1974 to motivate people to help themselves and to take full advantage of government-sponsored developmen.. opportunities. Put together by local leaders and government extension workers, the -community awakening" campaigh takes the form of an annual series of village festivals.

The project began g an experiment in the use of popular theater by government extension workers and still retains an empirical flavor. At the time of its inception, the community involved was plagued by apathy a direct product of its scattered settlement pattern, its neglect by men employed outside the area, and weak leadership from traditidnal authorities. Thus, when leaders at a village develOpment conference responded in a lively way to dramatized case studies and recommended a follow-up program in the villages, the organiiers decided to respond with a mobile campaign using drama and other media. The first festival was highly successful, and participants demanded that it become an annual event.

Each festival is run as an integrated nonformal education project involving every extension w rker in the' area either as a local organizer or as a member of the mobile team of actor-animateurs. Each campaign also con- stitutes a community-organized effort: community representatives attend a pre-canipaign planning wor shop (in which priority issues are identified), provide back-up support for the festival, and participate in festival performances. Each year the campaign team tours the area's five major villages and puts on a 90-minute performance ot drama, puppetry, dancing, singing, and drum-beat poetry in each. Atter every performance, the actors and local extension workers divide the audience into groups to discuss the problems presented. A recent innovation is a post-campaign program of practical demonstrations and other activities (e.g , seed distribution) to help people move from discussion to action.

The major medium used in each festival is -rough" or -popular" drama, Which relies on improvisation rather than on a fixed script arid depends upon the actors' close familiarity with the issues rather than upon rehearsals. Words are kept to a miniinum and the narrative is repeated conti nuarly for the benefit of latecomers. Knock-about action is used to hold people's interest and audience participation is emphasized. other media (puppetry, singing, dancing, poetry) are used to reinforce the messages communicated through the drama.

RESULTS:

Laedza Batanani attracts large numbers of people, many of whom have never before taken- part in development programs. The feshvals present local issues in a compelling fashion and give villagers the chance to vent their complaints in an informal but personal context. The performances-also provide excellent entertainment and stimulate local. cultural activity.

'Many .positive changes have issued directly from Laedza B,ganani.. in particular, attendance at village devdopment meetings has increased, the number of people infected with venereal disease who report thir cases and show up for their injections has risen, and more home gardens have been established_ In addition, the success of the project has prompt.ed three other districts in Botswana to take the same approach to running in- ,. tegrated rural education campaigns. .

OF NOTE:

The characters inthe "problem playsare named for their vices and have alreach become-part of village lore.

The use of traditional dancing add of drum-beat poetry as testival media has proven extremely popular and has demonstrated the potential of folk media and folk artists for communicating modern development messages.

Using the popular theater as a "mir.ror" projecting everyday concerns through theatrical media so that community members can look at and discuss then) collectively has. proven effective in Laedza Batanani.

REFERENCES:

"Popular Theatre for Development," Ross Kidd and Martin Byram, Convergence, (1977), 10(2):20-31

"Organizing Popular Theatre: The Laedza Batanani Experience," Illustrated Handbook. R ,Kidd, M. Byram, P. Rohr-Rouendaal, Popular Theatre Committee, Institute of Adult Education, Gaborone, Botswana.

"Popular Theatre as a Tool for Community Education in Botswana," R. Kidd and M. Byram, Assign- ment Children, 44:35-66, UNICEF, 1978. Clearinghouse on Development Communication June 1977 L90 10,) INTEGRATED DEVELOPMENT

ACCION CULTURAL POPULAR (ACPO) Colombia

TARGET AUDIENCE: Colombian campesinos (small farmers)

OBJECTIVE: To provide sdbsistence farmers with basic education

MEDIA: Radio, printed materials, interpersonal comrndnication (supported by slides and films)

DONOR/SPONSOR: ACPO is virtually self-supporting; 7 percent of its incomecomes from government sources, other grants of money or technical assistance have been made by In- teramerican Development Bank and AID

DURATION: 'Founded in 1947; ongoing

CONTACT: Bernal A. Hernando, Acc On Cultural Popular, Apdo Aereo 7170 K39 A, No. 15-81, BogotS, Colombia

;DESCRIPTION:

Accidn Cultural Popular began in 1947 as the handiwork of a' 25-year-old Catholic cleric, Ios6loaquin Sal4do, An attempt tOdse radio to proVide subsistence farmers with the knowledge criticalto both personal and community developMent, ACPO first broadcast from a single radio station in Sutatenza.

What was once an experiment has become an institution. Acci6n Cultural Popular now airs basic education courses in literacy, numeracy,.health, building, hygiene, economics, and personal development. Itruns a training program to prepare its own staff of 900 for communications and development work; it spohsorsa correspondence service; it publishes a- weekly newspaper and operates a printing press; it offers short extension courses Of immediate or local interest; it sells,hundreds of thousands o(books each year at cost to campesinos; it sends eclOcation andentertainment vans into the countryside to show films and pass out printed materiak; and it develops new audiovisual aids and new curricula on an ongoing basis. At the moment, ACPais ako engaged in self-evaluation and .a family-planning campaign it has dubbed "responsible parenthood."

The heart "of ACPO, the radio school,-.embraces 22,000 study groups. The Radio SUtatenzagroups are organized by local campesinos who'schedule- meetings, keep records, direct discussions, and counseLother group members. Learning cells rely on six cost-free textbooks that stand as a permanent record of the broadcast' Messages. These simple texts help the, students acquire basiClanguage and computational skills and present practical development-related information, RESULTS:

An in-house evak.u0on of ACPO conducted in 1976 showed that 23 percent of the campOinos interviewed in five representative communities participated in the radio school, that those reached by Radio Sutatenza prefer it to any other station and that the number of community improvements in many areas correlated to the number than receive certificates for doing so. A more comprehensive evaluation has been made by the Learning' Systems Institute of Florida University.

The Most telhngindicatlsof ACPO's success are, however, its 30-year survival, its financial independence, and its growth. Radio Sutateiliza now reaches 17,000 campesinos whcraddress between 75,000 and 80,000 letters and requests to the station each year. More than 11,000 Community organizers have passed through the in- stitutes and returned to therr homes to combat poverty, disease, erosiOna runaway population growth, poor sanitation, and illiteracy. Moreover, at least 15 other Spanish-speaking countries have modeled educational radio programs after the Col'ombian prototype;

OF, NOTE:'

In rural Colombia, El CampesinO's circulation (approximately 70,000) is greater than that of any other newspaper.

El Campesmo regularly features special pull-out supplements on family planning and education. These pull-outs can be hung as posters or folded up into boOklets.

Simple Campesin6 Library books for the newly literate cost the farmers about 13 U.S. cents each. Since 1%3, well over a million titles the most popular of which is called Mother and Child have found their way into rural homes:

The 20-member staff of ACPO's correspondence service answers roughly 200 letters a day. This service provides radio listeners with opportunitieslo ask questions about the broadcasts and to practice their literacy skills. It also supplies those who run ACPO with invaluable feedback..

ACPO supports itself by sharing its radio station, recording studio, and printing plant with commercial interests.

REFERENCES:

-Family Planning Education in Action: Some Community-Centered Approaches," Judy El-Bushra and, Susan fed, International Extension College and International Planned Parenthood Federation, London, England, March 1976.

. 4

. -Comunicacicin, EducaciOn No Formal y Desarrollo Nacional: Las Radio Escuelas Colombianas," Juan Braun, Educacidn Fundamental Integral, No. 1, BogotS, Colombia, August 1976. 0

"A Field Evaluation of a National NonformalEducation System: ACPO," Robert M. Morgan, Liliana Muhlman and Paul Masoner, LSI, Florida State University,Tallahassee, Fla., 1979 Clearinghouse on Development Communication June 1977..

*J. 92 INTEGRATED DEVELOPMENT

RADIO MENSAJE Ecuador'

TARGET AUDIENCE: Rural Ecuadorian adults

OBJECTIVE: To teach illiterate rural adults with educational radio programming devised by and for their peers

MEDIA: Radio and cassette recorders

DONOR/SPONSOR: University of Massachusetts Nonformai Education Project with funds from the United States Agency for International Development

DURATION: Ongoing (initiated in August of 1972)

CONTACT: Padre Isaias Barriga Naranjo, Director, Radio Mensaje, TabaCundo, Tabacundo- Pichincha, Ecuador, S.A.

DESCRIPTION:

Canpesino-produced cassette programs were introduced into the broadcasts of a small regional station, Radio Mensale, in late 1972 as an attempt to reach a higft proportion of the estimated 44,000 illiterate adults in the vicinity of Tabacundo, Ecuador. The project wa designed to win over a mass audiencethrough open broadcasting and to make the listeners themselves the programmers and the broadcasters. Its immediate objectives were to see whether radio programming without sophisticated, formats, educated accents, etc., would still interest audiences, and at the same time to broadcast community-generated content in the vernacular. Its long- range goals were (I) to heighten the listeners' feelings of self-worth, (2) to further community development, and (3) to upgrade the listeners' literacy and numeracy skills.

With a modest equipment grant from the University of Massachusetts, the project secured 40 audio cassette recorders and many tapes.,This equipment was`then parcelled out and made familiar to the unpaid teaching assistants in the area's 40 radio school centers. Eacliauxiliar now uses,this equipment to record tapes that are aired on two haR-hour progranis each week.

The Mensaje Campesino (The Farmer's Message) broadcasts reflect the idea that farmers are so interested in hearing themselves on the tadio that home-made programming can atiract a wide audience, While the auxiliares take charge o(''recording the tapes and of delivering them to the stations, the broadcasts are no 'longer eVen edited, much less put in a set format+ The programs contain advice, poems:Songs; scripture readings, dramatizations of comMunity-, problems, testimonials, reading and math lessons (broadcast in conjunction with a Ore-existing radio-eduCation program), and exhortation's.

93 RESULTS

A questionnaire administered in 1971, 1972 and again in 1973 showed that the number of campesinos content to'rely solely on "the help of God" in community-development matters shrank from 80 to 50 percent in one year in the TabacundO area. During the same tiMe, the number interested in working for those willing to experi- Ment with production practiceS rose from 56 to 84 percent. Stili, he questionnaire did not reveal any significant increase in self-esteem among the farmers. Observers, hoWever, contend that important attitude changes have indeed taken" place. Padre Isaias Barriga, the station director, believes that using the recorders haS shoWn the caMpesmos that the "power of the word" is at their disposal and that both the goals and lhe satisfactions of :country life are Unique and worthwhile.

Progress toward meeting the project's other two goals is relatively easy to measure and has been quite marked. Correct reSponses on a community development questibnnaire increased from 50 to 61.5 percerit from 1972 to 1973 In partftular, the number who thought that erocion was a "bad thing" jumped from 26 to 58 per rent otthose questioned. Similarly,the number who scored "high" (about 55) on a language and math test given yearly between 1971 anll 1973- increaSed dramatically. Overall drop-out rates Rise from 26 percent during the 1971;3972 school yearmb' 45 percent during the next, but this problem probably reflects external factors (crop failures and subsequent migration in search of work the latter facilitated by a new highway that cut -commut- ' ing time" to Quito in halt).

OF NOTE:

Lefion their own after receiving half-hour briefings on how to operate the tape-recorders, the auxiliares quickly came to terms with the equipment and used it 'carefully and creatively.

One participating rural group without its own tape recorder rented a car to take it to the radio station's studio so its members could give a "live performance."

The highly technical remarks of one well-intending but out-of-touch agronomist were "translated" by-a- campesino into an easily comprehed style.

One community taped the speech of a development-program 6fficial and kept the tape as a lasting record of his promises to the people.

REFERENCES:

"Programming by the People: An Ecuadorian Radio Experiment," James Hoxeng, Educational Broadcasting International, Vol. 10, No, 1, March 1977.

"Tabacundo: Battery-Powered Dialog," JaMes Hoxeng, Valerie Ickisi and Alberto Ochoa, Technical Notes on Nonformar Education, Center for International Education, University of Massachusetts, Amherst, Massachusetts, 1976. '

Clearinghouse on Development communication June 1977 INTEGRATED DEVELOPMENT

AGRI-SERVICE ETHIOPIA Ethiopia

TARGET AUDIENCE: Rural' Ethiopian families

OBJECTIVE: To furnish farm families with useful information and new perspectives on home sciences, economics, and village technology MEDIA: Print, demonstrations, and interpersonal communication DONORS/SPONSORS:The MISEREOR Foundation (Germany); CIDA (Canada); Entraide et fraternite (Belgium);INADES; NOVIB (theNetherlands); Development andPeace (Canada); and various private donors DURATION: Established in 1969; ongoing CONTACT: Telahoun Haile, Director, AO-Service Ethiopia, P.O. Box 2460,- Addis Ababa, Ethiopia

DESCRIPTION: The Agri-Service Ethiopia (ASE) correspondence course program was designed in 1969. Private, nonsectarian, and nonprofit-making, ASE bases its philosophy and teaching methods on those developed at1NADES. It exists primarily to serve the informationcneeds of rural pepple and to further the development goals that traditional Ethio- pian mutual-help organizations work to realize: Its main goals are to conduct research and educational experi- -ments, to disseminate its course materials throtighout Ethiopia, to make the most of its own managerial and other resdurces, and to integrate_its work with that being done by other education and development agencies. ASE's courses cover most aspects of personal an&community deyelopment: homiences, agrkulture, gardening, hygiene, socioeconomics, an'd topics of strictly local interest. The first year of the project was devoted primarily to the preparation of courses on agriculture and hygiene. Be- tween 1970 and 1972, classes got underway,the first and second year agriculture curricula were revised, and the in- troductory economics courses were develop'ed. In practice, preliminary activities included translating and adapting materials shared by INADES, talking with farmers and incorporating their ideas and vocabulary into the texts being developed, correcting the texts, and making contact with farmers interested in participating in pilot or firstyear,programs. The production of serialized booklets and the gazettas (supplementary materials in newspaper format) used as companion to the booklets required most of the staff's resources. In 1973, ASE began to expand the scope of its activities to embrace development activities other than education. Its first efforts included working with the Ministry of Community Development on a water-supply project fi- nancd by MISEREOR in the Bombe district, contributing services to an agricultural and training center in Wadja (that has since, dosed down), and cooperating with a textbook-production project sponsored by the Ministry of 'Education. In 1974, ASE organized its first seminar for group leaders, having sent 11 ASE leaders to a WADU (Wolayta Agricultural Development Unit) development seminar the previous year. eASE underwent major changes in 1976. It moNied its headquarters from Wolayta Soddo to Addis Ababa in order to cooperate more effectively with other agencies with similar interests. It al sb completed an extensive self-evaluation and decided to fortifj, its ties with farmer and peasant organizations. As of 1977, ASE has plans to construct a new office building in Addis Ababa, set up an offset printing press with French aid, assess the education needs of the farmers in peasant organizations, establish formal links to the Ministry of Agriculture, and study the-feasibility of translating its "Introduction to Development" course into English for use in anglophone East African countries. RESULTS: ASE's initial self-assessment, carried out after one year of operating, revealed thatin the area reached by ASE programs, more home gardens were being cultivated.In addition, more questions were being asked about long- honored traditions,, interest in using scientific methods to solve social and economic problemshad grown, more farm work tended to be done on schedule, and family cooperation appeared strongerthan usual. At the same time,-, the staff identified its worst problems as a high drop-out rate amongsubscribers, a lack of funds, and a lack of transportation. More quantitative evaluations conducted after the preliminary stock-taking showedthat registrations increased from 213 in 1970 to 2,392 in 1976, (ASE estimates that nonliterate farmers who attend the study groups out- number registrants by three to one.) One survey of 151 farmers fouhd that 100 percent of the subscribers tothe agriculture course hoped to pursue their studies, that 87 percent of all participants felt that the study groups were 11?neficial, and that 76 percent of the subscribers had tried out the methods they had studied. Another survey found, however, that the hygiene course had not significantly influenced the housekeeping of theparticipants. Records for 1976 are more detailed than those for preceding years. Statistics show that 6,000workSheetS' were received and answered by the ASE center, that five-sixths of allsubscribers enrolled in the agriculture courses, and that ASE is at least temporarily solvent.

OF NOTE: By trial and error, ASE has found that its subscribers prefer illustrations to photographs and that the students responded more favorably than had been expected to the use of diagrams in the booklets. ASE has published two research papers one on its own study of socioeconomic factors in southwestern Ethiopia and another on rural markets and prices in the Wolayta district and will soon put out a bibliography of recent socioeconomic publications on rural Ethiopia. In conjunction with its home sciences and women's education courses, ASE develops materialsfor use by nonliterates. In particular, a picture album on the education of children is being devised, and "circularlet- ters" written and read aloud to groups by ASE home agents have been widely and successfullyused. The agricultural section's new series on village technology will include booklets on tanning, animal slaughter, bee-keeping, forest conservation,, fibrous plants, tobacco growing, compost-making and soil biology. ASE hopes to receive aid from the Ethiopian Government in 1978, though no promises or agreements have been made.

REFERENCES: "Evaluation-of the_Agri-Service-Ethiopia Program in Wolayta (Sidamo Region), #M76-1166, United Natioris Economic Commission for Africa, 'Addis Ababa, (undated). "Annual Report 1976: Agri-Service-Ethiopia," Report No. 8, Agri-Service Ethiopia, Addis Ababa, January 1977. Clearinghouse on Development Communication October 1977 INTEGRATED DEVELOPMENT

INTEGRATED FAMILY LIFE EDUCATION PROJECT Ethiopia

TARGET AUDIENCE: Ethiopian adults in four areas,(approximately 360 people in the pilot project and 500 in the second cycle)

OBJ ECTIVES: To identify the educational and development needs of rural Ethiopians and to create cooperative, replicable, and self-sustaining programs to meet those- needs

MEDIA: Print, film, posters and charts bearing enlarged photographs, interpersonal cornmunication

DONORS/SPONSORS:EthioPian Women's Association and various Ethiopian government ministries, with financial support from the Africa Bureau of the U.S. Agency for International Development and technical assistance from World Education DURATION: Pilot project begun in 1973; second two-year cycle ongoimg through December 1977

CONTACTS: Zwedie Abegaz, Director, Integrated Family Life/UNIICEF, P.O. Box 30104, Addis Ababa, Ethiopia; Noreen Clark, Columbia University School of Public Health, New York, New York 10027, U.S.A.; John Pettit, World Education, 251 Park Avenue South, New York, New York 10010, U.S.A.

DESCRIPTION: The Integrated Family Life Education (IFLE) Project was designed to show that combining literacy and numeracy classes with practical education in health, agricultuie, civics, and family planning is peerless as a means of fostering self-reliance among rural adults with little or no formal schooling. An outgrowth of the activities of the Ethiopian Women's Welfare Association, the IFLE Project receives support from the Ethiopian Ministries of Health, Education and Agriculture, and from such organizations as. Family Guidance and the Nutrition Institute. The project began on an experimental basis at six centers in late 1973 and has incorporated the findings of a preliminary evaluation done in 1974 into its second cycle. The backbone of the IFLE Project is the group leader, a responsible educated adult (Usually a primary-school teacher) selected by the community. The duties of the group leader, who receives two weeks of training in techniques of leadership and who guides groups of from 25 to 35 participants, include teaching classes, making home visits, interviewing participants, filling out forms that are reviewed weekly by the leader's supervisor in Addis Ababa, and initiating self-help projects. In short, the responsibilities of the group leader mirror precisely the goals of the profect. The leader receives help from extension agents, the project's administrators, community leaders, and guest-lecturers who relieve part of the burden of keeping the classroom lively, but the leader's involvement and commitment are together probably the chief determinant of the project's success orfailure. _ The approach and subject matter stressed by group leaders vary slightly from site to site. In general, though, variations of the methods,-developed by IFLE's educational consultants are employed. Each lesson focuses on a concept or problem, which is represented on a lesson card bearing pictures and key words or phrases. The cards (which the participants collect in handsome binders that some refer to as "their growing books") spark discussion and form the basis of literacy and numeracy studies. The media used in the IFLE Project are visual. The cards feature pictures that are blown up and used as charts in discussion. In addition, from one to three films (on agriculture, family planning, and nutrition, etc.) have been shown at each of the six project sites. Great care is exercised to keep the graphic materials easy to grasp and to make sure that they depict community life accurately.

97- RESULTS: By companng extensive benchmark data gathered by researchers at the National University-of Ethiopia with the intormation gleaned from post-program interviews, evaluators were able to measure gains in literacy and numeracy skills, assess changes in attitudes about development and adult education, and identity improvements in agricultural, family planning, and health practices. Attendance records, "Community Profiles," questionnaires, ob- servable changes in the community, and the testimony of both group leaders and participants were used as bases, tor evaluating the project. At the three centers in Entoto, the literacy-numeracy level increased to an average of 89 percent tor all participants. In addition, th-e use of pit toilets, the number of adults and children receiving vaccMattons, and the level Tit participation in selt-hel p programs other than 1FLE increased dramatically during the project's experimental phase. In Addis Alem, 80:percent of the partidpants could write more than a sentence and 77 percent could solve simple math problems at the end of the course (only 12 percent could do either at the onset). The use of covered pit toilets and 61 garbage,.pits increased only slightly among this group, but knowledge ot family planning techniques increased from 2 to 77 percent, and the number who tended gardens rose from 22 to 45 percent, In Kurittu, where 62 percent of the participants were illiterate at the start ot the project, everyone had acquired some literacy skills and most (89 percent) some competence in mathematical computation by the end of the project. Use ot covered pit toilets was already high in this area and changed little. Those with knowledge of specific tamily planning techniques increased irom 40 to 95 percent, and the number of peopte tending home gardens in-

. creased trom 11 to 68 percent, The 1FLE center at Lumamie,also wrought considerable changes. Literacy and numeracy rates were initially quite high in Lurnamie, a road:side rural center; they rose from about 82 to about 90 percent (combined literacy- numeracy average). The use ot covered pit toilets tended to remain low (increasing from 3 to 9 percent), but acceptance ot the idea (not necessarily the practice) of family-planning increased from 22 to 70 percent. The number ot people with home gardens increased from 6 to 26 percent in Lumamie.

-OF NOTE: Deeply committed to 1FLE's success, the elders in one village paid the stipends for the group leaders out of pocket when funds trom-Addis Ababa failed to arrive on schedule. According-to one group leader, "in the beginning participants would saythey were too old to understand and (that) 'the eyes can't work anymore and the mind is But after classes had been in session tor a tel,v weeks, the leader said, "they told me that they were improving and that they were happy and that the mind isn't tired anyMore." At the request of participants, group leaders, and board members, 30 01 the first set ot 80 cards were changed. Most changes were made to claritY confusing or ambiguous images, or to simplify the presentation of mathematical concepts, Community leaders in most ot the project sites passed the responsibility of selecting group leaders on to the staff or principal ot the local school. TypicallyTgroup leaders consider their involvement in the community the most rewarding aspect of their jobs, and both completing detailed forms each week and putting up with irregular attendance the least.

REFERENCES: "Family Life Education in Ethiopia," Gus Hedberg and others, World Education Reports, No. 12, lune-1976. -Integrated Family Life Education Pro-iect,"-16hn J. Pefht, Wcirld Education; tan uary 1-977.

Clearinghouse on Developmerrt Communication January 1978

11,

98 INTEGRATED DEVELOPMENT

SATELLITE INSTRUCTIONAL TELEVISION EXPERIMENT (SITE) India

TARGET AUDIENCE: Inhabitants of 2,400 remote villages in less developed districts of six Indian states, and -urban anersemi-urban viewers in and around Delhi and Amritsar and in Kheda district of Gujarat

OBJECTIVES To develop and assess the potential of a satellite-based instructional television system for national development through tormal and nontormal education

MEDIA: Direct broadcasf television via satellite to villages, and rediffusion via urban terrestrial transmitters

DONORS/SPONSORS:The Indian Space R-cseatch Organization (ISR0); the Ministry of Intormation and Broadcasting; the Ministry of Education; the U.S. NationarAeronautics and SP-Re Administration (NASA) DURATION: With satellite, one year (August 1975-July 1976); ongoing, relying on terrestrial television transmitters until India's own satellite is ready in 1981

CONTACTS Professor E. F. Chitnis, Space Applications Center, ISRO, P.O. Bag 11, Jodphur Tekra, Ahmedabad 380053 India

DESCRIPTION: In August 1975, after six years of planning, India began a unique and massive experiment to support national development through .instructional television broadcast via satellite. The primary goal, of the Satellite Instructional Television Experiment (SITE) was to provide formal and nonformal educational and cultural programming to villagers tn remote rural areas. The U.S. National Aeronautics and Space Administration lent India theATS-6 satellite fr one year, positioning it over the Indian Ocean. The satellite wasused to beam programs-to community televisioreceivers in 2,400 villages chosen for the experiment (a potential daily audience of 2.8 million). The In- dian Space Research Organization (ISRO) was responsible for the hardware ground segment of the experiment; Doordarshan (the Indian national television service) for producing the majority of the programs; and the Space Ap- plications Centre of ISRO for program evaluation. Programs were broadcast for four hours each day in four of India's 14 major languages, either with separate programs for each language or with a dubbed second sound track. A variety of programformats was used, including lecture-demonstrations, interviews, drama, panel discussions, song and dance, puppets,-and response to:viewer mail. The largest amount of programming-time was directed toward nonformal education in agriculture, health,and family planning, aimed at a general adult audience. These programs, broadcast for 2 1/2 hours each evening, included a one-half hour national news program in Hindi and 40 minutes to an hour of regional development- oriented programming in Hindi, Telegu, Kannada, and Oriya. The second largest amount of programming time was directed at an in-school audience of children aged 5-12; the broadcasts provided educational enrichment rather than basic curriculum, with a heavy emphasis on science education. School programs were broadcast for 1 1/2 hours each day (22 1/2.minutes in each of the four1anguages). Teachers were given some training in how to use the television lessons and how to relate them to the child's environment. They were also provided with printed program synopses prior-to each broadcast,-and with activity suggestions andwall posters. The third major program, teacher training, was conducted during school vacation periods and was part of a largermultimedia-course that used other instructional communication methods as well. Additional ancillary activities and "experiments-within-the-experiment" included a training program for agricultural extension agents and the establishment of an experimental field laboratory for testing grassroots programming approaches. The laboratory broadcast experimental programs to a 40-kilometer radius inKheda district using a conventional lkw terrestrial transmitter. India's major goal was to gain comprehensive experience in developing, testing, and managing a satellite- based instructional television system, in anticipation of its own domestic satellite system. To-thisend, all of the ground-based material, from electronic hardware to program software_was developed and produced in India. Because the ATS-6 generated higher-powered signals than did earlier satellites, it required a less powerful and less expensive earth station to transmit the signal, which the Indians were able to bUild with a minimum of imported parts. Similarly, the 2,400 direct reception systems, which consisted of a ten-foot wire-mesh antenna, a front-end converter, and a television monitor, were all manufactured in India, at a cost of about $1,100 each. Special base production centers were established in attack, Hydqabad, and Delhi to produce language-And area-specific programming using one-inch videotape. Four maintenance centers were established in each of the six states, each responsible for keeping 100 *Community receivers in working order. SITE was also characterized by a strong research and evaluation component, 'Audience profiles and needs assessment studies were conducted. A few pilot programs were designed and pretested in villages. During broadcast transmission, there was regular feedback from the audience on message impact and viewing conditions. Anthropologists who went to live in selected villages from six months before SITE,until three months after its conclusion performed holistic studies on cultural and communication patterns and how they, were influenced by the project. Sociologists conducted surveys on the impact of one year of television on adult villagers. Psychologists studied the impact of television on primary school children. 6

RESULTS: Perhaps the most significant outcomes of the SITE project were the successful coordination between the two najor government agencies involved, and the successful demonstration of technical and operational expertise on a large scale, using complicated technology in a third World. country The project gave a geographically and socioeconomically diverse population access to kwide range of information. There were statistically significant .:-gains in knowledge of preventive health measures, family planning, animal breeding, political information, and overall modernity. While television viewing did not displace or increase use of other media, it did increase the villagers' contact with the vdlage-level extension agents. In general, the overall magnitude Of knowledge gain was greater for lower castes, illiterates, females, low-income groups, and those who reported regular televkion viewing, that is, for groups that had less exposure to other information sources. The first month's high average evening audience size of 300 leveled off to about 50-80 per village after-the initial novelty wore off. Daily audience size depended on the agricultural activitylevels and the programming expected that evening. The evening audience composition was approximately 50 percent adult males, 20 percent adult females, and 30 percent children. Small farmers and landless laborers formed the majority audience. The feedback study indicated that instructional programs and those with a message were preferred over purely entertainment programs. In the in-school program, children in television classrooms showed significant increases in language development. Television did not, however, have any impacton school enrollment or absenteeism figures. On the technological side, the reliability of village receivers was a little over 90 percent, once initial problems were resolved. Reliability of the main earth stations was about 99 percent.

OF NOTE: Thirty-four days before SITE broadcasts were scheduled to start, Indira Gandhi declared an Internal Emergency that involved the full Censorship of all media. Many of the news segments were used to transmit information on the Emergency. One hundred and fifty battery-operated television sets were installed in one state in an experiment with a different reception possibility. These sets had fewer breakdowns than did those-dependept on electricity. . The SITE research and evaluation plan was conceived as a multidisciplinary exercise, involving over one hundred Indian social -scientists and media researchers. Eighty-two percent of total SITE costs, roughly $15-$20 million, were incurred on hardware, 9 percent on software, 6 percept on management and coordination, and 3 percent on social research and evaluation,

REFERENCES: 5' "Planning for Satellite Broadcasting: The Indian Instructional Television Experiment," by Romesh Chander and Kiran Karnik, UNESCO, 1976. "The Indian Satellite Instructional TV Experiment: Its Origins, Organization, Messages, and Effects," by Bella Mody. Paper presented at the International Communication Association's Annual Convention, '1978, "SITE Teacher Training," a Project Profile, Clearinghouse on Development Communication, January 1978. "SITE in India: High Learning Gains, Low Overhead," Development Communication Report,.No. 19, July 1977. 'Planning Development-Communication Software: Lessons from SITE," by Bella Mody, Development Com- munication Report, No. 23, July 1978. Clearinghouse on Development Communication September 1979

1 LI 100 INTEGRATED DEVELOPMENT

1NADES Ivory Coast (Headquarters)

TARGET AUDIENCE: Rural Africans (especially subsistence farmers, village women, and development workers)

OBJECTIVE: To provide practical basic education to -rural Africans as a means of supporting indigenous development efforts MEDIA: Print reinforced by interpersonal communication DONORS/SPONSOR&Established by Catholic bishops; now supported by subscribers' fees and donations of services and funds by governments and voluntary agencies

DU RATION: Founded in 1962; .ongoing CONTACTS: Samuel Agumado, Officer, Anglophone Countries, INADES-Formation, B.P. 8008, Abidjan, Ivory Coast; Tony Dodds, International Extension College;- 42 Store Street, London, WCIE 7DB, U.K.

DESCRIPTION: Catholic bishops founded the Institut Africain pour /e Deve/oppement Economique et Social(INADES) in 1%2 to address the education needs of African villagers. The first section established was the Cadre-Service-Africa, which sponsors courses in agriculture, industry, commerce, teaching, administration, and other fieldsfor middle- level workers who have completed at least four years of post:primary schooling. In 1965, 1NADES beganoffering correspondence courses to subsistence farmers Linder the auspices of its secondsection, Agri-Service-Afrique. Two years later Cadre-Service-Africa and Agri-Service-Afrique were combinedinto the African Training Centre; at the same time, a Department of Women's Training (Service Feminin) wascreated in response to the demands of farmers who had taken the agricultural courses given byAgri-Service-Afrique. The Women's Department produces teaching materials and provides guidance for village women and female development workers. In 1972,the two sections of INADES were reorganized under a department called INADES-Formation. IN ADES courses are designed to take about one year each to cornplete and to be taken in succession(easiest firist) for four years. Each course, however, is self-sufficient, and some upper division courses are takenalmost exclusively by officials and extenSion agents. Courses are organized around the use of serialized booklets inlocal study groups organized by extension agents. These bOoklets, 9.to 15 of which are used ineach course, were origi- adapted_from French material but have been completely reworked to reflect local customs and concerns. Because a high percentage of INADES subscribers are not literate, booklets used in beginning courses arewritten in the simplest language (a basic 600-word vocabulary) and incorporate drawings and other visual aids;thus, readers can help those who cannot read to understand the material. The correspondence component of 1NADES courses is based upon pull-out questionnaires includedin each study booklet. Students are asked, some control questions (to help curriculum specialistS' determine if the courses are understood), some questions that require subjective answersbased on reflection, and some questions designed to force the student to make connections between the course contentand personal eVerience. In addition, sUbscribers are invited to write letters-to the questionnaire-readers on any _topic they choose. Two other components of -INADES are a program of three types of seminars those for farmers not yet involved in INADES activities, those for participants in the agriculture courses, and those fordevelopment workers and a research unit, which includes a documentation center. The seminars provide publicity,motivation, and a means of following up the correspondence courses. The researchunit engages in planningcurriculum development, and outreach activities. RESULTS: All INADES training systems include evaluati ,n components (mail-in feedback questionnaires, discussion, or observation), and courses and materials are perp" tually updated in response to such evaluation. In addition, a detailed evaluation of the overall operation carrieout in 1971 showed that at that time 2,625 people 4c1 completed the first two agricultural courses, 159 cadres had been trained, 370 subscribers had finisheckhe advanced agriculture course, and 1,079 women social workers iad taken "feminine train'ing" courses. (An estimated 6,000 additional students tollowed the- courses without regktering tor them.) The best indicator of INADES' impact in recent years is its growth. With regional offices in Togo, Upper Volta, 'Zaire, Rwanda, Burundi, and Ethiopia (as well as in the Ivory Coast), INADES now works in 20 African countries, Brazil, and Indonesia. INADES materials are now available in Arabic, Spanish, Portuguese, English, and various local languages_ In the midst of this prodigious expansion, INADES has kept its staff small, its per student costs low, and its emphasis sharply focused on problem-solving.

OF NOTE: \,

. ,- \, INADES' trimestrial bulletin for extension agents,r Agripromo," gives, development workers news of what their fellow workers are doing. \ Part of INADES stated philosophy is thatextensiUn workersmust allow themselves to be influenced by Those theN try to influence, and .that all participants1 must pay something, how4ver sniall, as tuition.

. .1., t Typical examples of INADES-Formation's involvement in the training of extension workers are a contract with a textile company and another with a stateency thatmonitors and regulates rice cultivation. Both , ag, projects are lvorian, -ancreach calk for the training Ot 200 people.1.1 t ., Most study groups are based on exkting social units,(villages families, or age groups). Most groups meet , t , once a ,veek or twice a month and adjourn tdr-themy_la season..., t ._ 1

t $-.. 1 REFERENCES: "INADES A Case Study, Chapter II, Correspdodence Ethication invAfrica, Antoine kabwasa and Mart in

kaunda, eds., Routledge and Kegan Paul, Ltd London, Itt)73. ' "Rural Nonformal Education," by Jim Herm, unpublished paper, December 1976. 'The Experience ot the Institut Atricain pour le Developpent Economique et Social,'" record of a speech given by Samuel Agumadu in 1976. Cledtinghouse on Development Comm,unication OctOber 1977 INTEGRATED DEVELOPMENT

ASSOCIATION OF,RAD10CLUBS OF NIGER .Niger

TARGETAUDIENCE Adult Nigeriens, especially those living outside the city

OBJECTIVES: First, to provide information and advice in local languages to rural Nigenens on mattersselated to their daily needs and to the improvementof their living conditions; second, to publicly broadcast farmers' opinions and statements on discussion topics MEDIA: Radio, tape recorders, print, and interpersonal communication DONORS/SPONSORS:Radio Broadcasting Service of Niger, the Nigerien Planning Ministry, Radio Niger, Nigerien Commission for Youth Activities, Nigerien Commission for Mass Infor- mation, and the French Government DURATION: Founded in June 1962; ongoing CONTACTS: Boubacar Danrani, Responsable de l'ARCN, B.P. 605 Niamey, Niger; Stephen Grant, SeSvice d'EvaLuation, B.P. 4717, Abidjan, Ivory Coast; Robert Lefranc, Director, Centre audio-visuel, Ecole Normale Superieure, Saint-Cloud, France

DESCRIPTION: The Association of Radio Clubs of Niger (ARCM was established in June 19&2 under the auspices of theRadio 8roadcasting Service, Radio Niger, and government officials. Its foundersgoals were to Promotedemocratic practices in Nigerien villages, to identify and train village leaders, and to set up reception centers.Underlying these ob- ridding it of its alien ur- jectives was the desire to provide villagers with the means to customize local programming, . ban stamp, and to make heavy use of village feedback in centrally produced programming. Radio was a natural choice as the medium to mine public opinion and to broadcast educationaland Civic programs because the oral tradition has long prevailed in Niger. The poweraccorded the spoken word has also forced the ARCN project staff members to devote scrupulous care to, the formation and translation of messagesand programs. The producers in Niamey prepare radio-programs in threelanguages: Haoussa, Djerma, and Tamachec. The programs can be classified according to three types: lectures on topics ofgeneral interest to all Nigeriens, talks on subjects of regional interest, and taped free-form discussions by participants of issues covered in either ofthefirst two categcries of programs. Topics of general interest range from agricultural creditand environmental protection to the function of Orent-teacher associations. Regionally broadcast programsinclude discussions of various Nigerien cities and their problems. Listening cliths were originally formed by village volunteers supervised by the central office staff(composed at present of a coordinator, one producer and two assistant producers, one writer, amaintenance technician, two secretaries;and-a chauffeur-y-Gradually,the neecIto_pay_these organizers became clear, and now animators most of whom are civil servants, teachers, male nurses, and agriculfinlVisers-onder 35 years--of age--are recruited selectively and given a three-week training course on national development goals, media equipment use, datacol- lecting, and group dynamics. Animators, who are paid both a flat fee and an increment based onproductivity, are responsible tor taping interviews with both the participants and resource persons, leading the weeklypost-broadcast discussions, and collecting feedback from the participants. They receive supportfrom Niamey in the form of mimeographed discussions of the upcoming program topics, instructions for handling discussion,lists ofsample discussion questions, and standard forms for use in prosram evalution. The number of listening clubs formed to consider and create programs has fluctuated,averaging more than forty in the project's first years, peaking at seventy, and holding steady at about thirty-in 1978. ARCNofficials are apparently unconcerned about the decline, however, preferring quality to quantity in a programintended to remain experimental. kESULTS: No evaluation of the Association of Radio Clubs of Nigel-has been conducted for More than a decade, and no quantitative evalbation of learning gains or awareness revels has ever been attempted. A report published in the t early years,of the program's operation contained claims that the listening clubs and the broadcasts had had far- reaching effects in terms of identifying local leaders, creating a psychological climate favorable to national development efforts, and stimulating community works projects and other social advances. Little concrete evidence supports such claims, however, so the project's success can only be measured in terms of ARCW's longevity (at 15 years, something of a record among development-communication projects) and its enrollment (estimates of which vary).

OF NOTE: The rate of return of feedback forms'by the animators is reportedly 100 percent. Programs in TamacheC, the language of many Nigerien nomads; are broadcast only in the summer months, when the desert dwellers drive their livestock to the salt licks. Transistor radios, as well as salt blocks, are part of the camel-carried baggage of the migratory tribes. -Start from the standpoint of life as it now is, explain it and transform it," is the stated philosophy of ARCN's promoters and programmers. Surveys, radio transMissions, and discussions cover only simple and concrete subject's, Nominal fees are collected from the ARCN club members, but most participants do not officially register, -and revenues from participants amount to only a fraction of tbe sum provided annually in government ap- propriations and subsidies. Among measures taken to keep newly trained instructors from becoming intellectually i,solated are systematically reviewing their work, circulating a journal containing relevant pedagogical texts, and conducting written exams to identify and reward high achievers. Care has been exercised to make sure that government officials, some of whom objected to ARCN at its outset on grounds that it was unnecessary or counterproductive, see ARCN as complementing and supple- menting their work. Radio Programs, which are broadcast first oft Monday night and repeated on Thursday at the same'time, are always revised before they are re-broadcast. Manylare run during one week only.

REFERENCES: "A Recent Look at Niger's Radio Clubs," Stephen Grant, Abidjan, Ivory Coast, unpublished paper, 1978. "Radio Clubs in Niger," Robert Lefranc, in New Educational Media in Action: Case Studies For Planners, Vol. III, UNESCO, 1967, "Radio-Clubs du Niger: Twenty QuestiOns, Twenty Answers," Mimeograph, ARCN, undated.

Clearinghouse on Development Communication October 1978 INTEGRATED DEVELOPMENT

THE SHADAB INTEGRATED RURAL DEVELOPMENT PROJECT Pakistan

TARGET AUDIENCE: People living in 60 villages in the v,icinity of Lahore (approximately 184,000 people)

OBJECTIVES: To stimulate increases in agriculturalProduction and marketing opportunities, to encourage the development of rural industries,and housing projects, to set up cooperatives and credit schemes, to create opportunities for self-help and community involvement, and to conduct educational activities MEDIA: Print and interpersonal communication DONORS/SPONSORS:Pakistan's Integrated Rural Development Program, The Family Planning Associa- tion of Pakistan, and Pakistan's Ministry of Agriculture DURATION: Established in 1971; ongoing CONTACTS: Begum Surayya Jabeen, CPPG1, FPAP, 3-A, Temple Rd., Lahore, Pakistan; Direc- torGeneral;RuralDevelopment,LocalGovernment Department of Punjab,Civil Secretariat, Lahore, Pakistan; John Rowley, International Planned Parenthood Federation, 18-Lower Regent Street, London SW1Y 4PW, England

DESCRIPTION: The Integrated Rural Development Project at Shadab followed a string of integrateddevelopment projects that were at best half-successful. Like its failed predecessors,the project was designed to increase agricultural production. But it embraces virtually every aspect of rural life something most of its forerunners did not. The components of the Shadab Project include community development, agriculturaleducation and assistance, banking and credit schemes, elementary education for both adults and children, and a multi-dimensionalfamily-planning element that includes vocational training, youth work, and literacy courses. The linchpin of the Shadab Project, which serves as a pilot and a model for the IRDP in Pakistan,is organization. Coordinated under an umbrella whose spines are most flexible at the greatest distance from the center areall government agencies involved in rural development, as well as all semi-official, private,and commercial concerns with the same interests. The 60 villages in the project area are divided into ten union councils, andtechnical, material, and educational services are provided at the level of the administrative center, the markaz. This systemis supervised by a project manager assisted by two helpers (one who manages technical affairs, another whowatches over the cooperatives) and ten lower-level assistants (graduatesof agricultural colleges who offer farmers advice and organize activities at the union-council level). The approach to rural development taken by the Shadab Project's directors is to givethe villagers the wherewithal they need to order their development priorities for themselves. Often, information isenough. But when it isn't, the project's beneficiaries, use the same channel through which information flows to getother kinds of help: they go to the markaz, where most government and other agencies have representatives.These same administrative centers serve as the headquarters for the federated farmers' cooperatives. At the village level, the project manager's ten assistants dispense information, and supplies,help farmers ar- range forthe sale and shipment of produce, negotiateloans and credit for farmers, tend demonstration plots, help farmers put on agriculture fairs and exhibitions, and conduct meetings. Time permitting, they alsoorganize youth clubs, oversee the provision of rudimentary health services, and form adult-educationclasses. Adult-education classei are also conducted by the Family Planning Association of Pakistan inconjunction with this project. Utilizing trained teachers and print materials, these classes focusheavily on family-planning messages. Family-planning workers encourage local adults to attendthe classes, and volunteers from the literacy classes also serve as agents to motivate people to try family-planningdevices. The long-range goal of the Shadab Project's director is to get government funds decentralizedand dispersed through the rnark 4z. Meantime, near-term plans inClude conducting training seminars for heldstay and rallyirig more local leaders to the cause.

RESULTS:

Apparently, the Shadab Prpject has not been evaluated systematically.Signs of, its successes and weaknesses ohave, however, caught many observers' eyes, and the family-planninvomponenthas been assessed quantitatively. -Indicators of success include a fourfold increase in agricultural productionin one high-rainfall area included in the project, the fourfold-increase in. the number of family-planningacceptors in one year (frbm 779 in 1973 to 3,322 1n 1974), and the construction of an all-weather road that facilitated trade andthat brought government staff to some isolated_ villages tor the first time. In addition, some farmersreport getting two crops per year out of land that used to, support only one and making'other breakthroughs incrop yields. On a more negative note, the speed with which project workers hopedlocal "successes would be Multiplied Was, it is now thought, highly unrealistic given the limited availability ofresources and trained personnel, and given the bureaucracy's predictable resistance to total integration, Nevertheless,as of early 1978, SQme 635 projects modeled atter the Shadab Project had been started in rural-Pakistan.

OF NOTE:

Nine primary schools and 35 adult-education centers established in the Shadah areald'oubleas fadlities`for the People's Open University. which caters to rural people interestedin pursuing vOcational and technical training or taking university-level courses.

Leaders and other key villagers were organized at the project's inception intoa "model committee" whose guidance has proved critical to the Shadab Project's success. An estimated 95 percent of the farmeN in the Shadab Project area were illiterate when fhe project began. Originally, theproject manager was supposed to enlist the support of voluntaryagencies, but most such agencies in the area turned out to be defunct, short of resources, or too poorly organized to be etiective. According to the first project director, an impediment to achieving "horizontal coordination!' in rural development is the feeling among those in various government departments that IRD isa superior department and a potential threat to the sovereignty of other agencies. "We are trying to convince. them- thatwe are not a department, but a program," he said' while in charge.

REFERENCES:

"Family Planning Education in Action: Some Community-Centered Approaches," Judy el-BUshraand Susan Perl, IEC Broadsheet #8, International Extension College and IPPF, London,1976.

"Punjab's Push, for Prosperity," John Rowley, People, Vol. 2, No. 3, International PlannedParenthood Federa- tion, London, 1975.

-Description of Shadab Pilot Project Chung," document printed by theGovernment of Pakistan, undated.

Clearinghouse on Development Communication April 1978

106 INTEGRATED DEVELOPMENT

AUDIO CASSETTE LISTENING FORUMS Tanzarlia

TARGET AUDIENCE: Tanzanian women of Majengo and Kimundo (approximately 120 people) OBJECTIVE: To enable women to participate in the planning, implementation, and evaluation of a development program, thus increasing their confidence' and ability to improve the.conditions of.their own and their families lives MEDIA: Audio cassettes, print, and interpersonal communication DONORS/SPONSORS: The Women inDevelopment Office of the U.S. Agency forInternational Develoent, Roorrt3243, Washington, D.C. 20523 DURATION: One year (1978); project renewal pending CONTACTS: Alisa Lundeen, Project Offiter, Arusha Women's Participation in Develop- ment, USAID, P.O. Box 9130, Da, es Salaam, Tanzania; Women in Develop- mentoOffice, USA ID, Department of State, Washington, D.C. 20523, U.S A_

DESCRIPTION: The Audio Cassette Listening Forums were conceived and carried out as a one-year pilot project aimed at making wOmen more aware of their potential to be actors in the development prOcess. The primary objective of the ACLF project was to involve the project participants in planning, implementation, and evaluation of a development project that centered on needs chosen by the participants. A secondary objective was to use audio Cassettes and other relatively inexpensive and uncomplicated media in a development-education program and to test their effectiveness. Project componentS included a needs-resource survey conducted by the women participants, the local production of both problem-posing and informative tapes, disCussions and planning by the women participants, and the implementation of sorrie of the plans developed by the women. .Using three criteria accessibility to the4A-oject center in Arusha, the presence-of potential control groups within the iMmediate vicinity, and familiarity with the ACLF staff the project planners selected Kimundo and Majengo as the proiect sites and Poli and Patanumbe as the control villages. The project sites selected represent radically different environments, the differerke serving to put the validity of the project's goals and philosophical underpirmings into perspective. Majengo, established in 1975, is arid and subject to drought, Its constituents come from many tribes, make only a subsistence living off the land, and do without such basic services as medical care, Before the project4wgan, Majengo's wornoWs group met sporadically and failed to draw a large membership, In contrast, Kimundo is a relatively affluent village whose land isfertile and whose climate is hospitable. It enjoys ea'sy access to schools and hospitals, and its women's organization (in operation since 1962) has long been actively in-, volved in road-building; church-improvement schemes, village gardening cooperatives, and other lotal development ptojects. Five group leaders from eaCh village were selected at a general U.W.T. (Umoja wa Wanawake 'Tanzanian Women United) meeting at which the project WAs described in detail. The five women selected attended a five-day training seminar in Freirean group dynamics and leadership techniques, cOnducted a pre-project needs survey, met weekly as a group to discuss project Priorities and activities, taught project participants how to us,e the tape recorders, organized discussion groups and subgroups, and helped partidpants execute the plans, forMulated in- these groups Questionnaires passed out by the group leaders to participants were intended to identify the participants' needs but instead provided sketchy and self:contradictory information. Interviews conducted by the group leaders, on the other hand, both provided,the essential information and served to involve the potential participants emotionally in the project. TyPical of the problems that surfaced in the interviews and that received attention later in the discussion groups were lack of water, inadequate sanitation, chronic drunkenness on. the part' of villagers, improper nutrition, And lack of clothing for children.

tJ 107 The communication strategy used in both the seminars and the discussion groups involved the integrated use of audio-cassette taperecorders and group discussion. The audio-cassette tape recorders were chosen because the cassettes are reusable, the technology enables the target audience to control the communication process and to offer ori-the-spot feedback, users of the technology need not be literate, audio cassettes can be produced easily in the local dialect, and tapes extend the reach of project personnel. Problem-posing tapes were develOped locally and provided a focus for discussion. Some of the information tapes, which covered such subjects as cholera symptoms and the principles of sanitation; were also developed on site, though many were produced by roc* health educators in response to requests made by discussion-group leaders.

RESULTS: In post-project interviews, 73 percent of the responding participants in Kimundo reported -having taken health-related actions related to the project, as did 63 percent of the Majengo respondents. AS measured by pretesting, post-testing, an evaluation seminar, and unstructured observation, attitude cha'nges were also considerable. Women's positive attitudes toward their environment and toward their own ability to improve their prospects increased significantly in the participating villages and failed to increase at all in the control villages. In Majengo, the increase was gauged at 100 percent, ostensibly because the women's group there had not riad a strong impact before the project began. In contrast, attitude changes in Kimundo were slight, though positive. Both findings promPted the project staff to conclude that ACLFs probably have the greatest impact in communities in which no organization or systematic consciousness-raising has taken place prior to the onset of project activities. Most of the project staff's assumptions about the appropriateness and effectiveness of audio-cassette technology proved true: the extension personnel did reach more people than they had, local production of tapes kept the project in local control, the tapes were duplicated and reused, illiterate women were able to handle the technology, and the tape recorders held up well and involved only minor maintenance costs. Eighty-two percent of the women of Majengo and 88 percent of the Kimundo participants found the tapes useful, while 39 percent Of the Ma- jengo respondents and 47 percent of the Kimundo respondents named cassette use as their favorite project activity. Both women's groups have laid plans for continuing the discussions and activities that were initiated as part of the ACLF project. Unlike their counterparts in Kimundo, however, the Majengo village women thought the technology less vital than group discussion to the group's,success. They recommended during the evaluation that future projects not include the technology; they contended that the process was most important and most replicable.

OF NOTE: A local singer wrote songs on each of the lktening-forum topics. The songs were of the same two types as the tapes: informative and problem-solving. Locally manufactured tape recorders remain more expensive than imported ones, but the difference,is diminishing, and many villagers already have, audio-cassette players in _their homes. Recognizing die potential of audio-cassette technology, two ACI.F seminar participants developed and ran a health-nutrition information program on their own. TheydeveloPed several message tapes that are now being qsed in clinic waiting 'rooms and in maternal- and Child-health classes. Since the tapes concerned were locally produced,- no /attempt was made either to spread the ACLF messages beyond the target areas or to includeany but lequested information on the tapes. Holding small group meetings separate from the larger discussions inculcated the suspicion among some villagers that the small groups were breaking aWay frOm the established U.W.T. groups to start nevi organizations. This fear waS allayed when small group meetings were rescheduled to convene immediately prior to the full sessions.

REFERENCES: "AUdio Cassette Listening ForumS: A Participatory Women, Development Project," Joyce Stanley with Alisa Lundeen, unpublished project doCument, January 1979. "Audio Cassette Listening Forums: First, Second, and T ird Quarterly Reports (February 1978 through April 1978) Aka Lundeen, Martha Mollel, and Joyce Stanley, unpublished documents, 1978. Clearinghouse on Development Communication September 1979

1 9

108 INTEGRATED DEVELOPMENT

THE LOWER YUKON (SKYRIVER) PROJECT U.S.A.

TARGET AUDIENCE: Alaskan Eskimos and government officials

OBJECTIVE: To develop a process whereby Eskimo villagers couldidentify their needs and problems, agree upon suitable actions, and then seek solutions on their own terms

MEDIA: Film and video

DONOR/SPONSOR: U.S. Office of Economic Opportunity

DURATION: 1970 through 1972

CONTACT: Tim Kennedy, Cornell University, Dept. of Communications Arts, 640Stewart Ave., Ithaca, New York 14853, U.S.A.

DESCRIPTION:

With funds from the U.S. Office of Economic Opportunity, the SkyriverProiect began in 1970 with a single film crew working in Emmonak, a lower Yukon River village. The project wasorganized as an experiment in using filmmaking to organize communities.

The people of a target village first selected a project organizer from their ownranks. In open-ended meetings with local men and women, the community thenidentified respected community leaders and pressing local issues (a lack of local schools or poorly built housing, for example). Theseleaders were encouraged to talk about and offer solutions to village problems before the camera in whateverlanguage, setting, or format they liked. After a private screening during which the person interviewed coulddelete or add material, the film or tape was released to the project organizer for approval and to thecommunity to stimulate further discussion arid clarification of the problems. The Skyriver crew meanwhile provided information such asthe names of government agencies thatdeal with a giVen'problem ot the names of those whoactually make the decisions. Gradually, a film emerged, one that reflected a community consensus.

A completed film was taken to Juneau and shown to governmentofficials and other groups interested in social wel fire. The Skyriver crew taped video responses from these people, which were sentback to the filmed communifY for viewing. The same films were also sent to other rural villages to promote the conceptof using videotaped forums.

Not all the filmS focused on problems, however. Some depicted the positive aspectsof the Eskimo's way of cultufes. life and were intended simply for the enjoyment and education of people in. other

109 RESULTS:

Films used in the Skyriver Projed have brought major changes in government policy.A film in which Eskimos complained of having to send their children to boarding schools (because therewere no schools nearby) prompted the Alaskan Department _of Education to rethink its school developmentstrategy; now high schools have been built for small villages. Another film depicting the hardships of life inlow-income housing forced a housing planner out of office and reshaped the state's approach to low-incomeprojects. - Some of the Skyriver Project's other results are more difficult tomeasure. The Eskimos became more attuned than they were to what government can and cannot do for them. They became less factionalizedas they learned more about the problems of their immediate neighbors and of peopleip the next village. This knowledge helped them protect their culture from encroachment by western institutions. At thesame time, state officials received first-hand accounts of rural hardships from -people they would not normallysee. 7

Finally, by viewing films that Eskimos have produced themselves, other Americansgained a strengthened understanding of the culture's special character and of its effort to preserve its identity.

OF NOTE:

Skyriver had trouble finding filmmakers and video operators who could work within the project's special framework in which editing, distribution, and contentwere controlled by the film's subjects, rather than by the filmmakers.

Skyriver's secolid film crew was composed of two Eskimo men. Project Director Kennedy felt that the pair got material that a crew of outsiders could never have gotten.

After reviewing the rough takes, villagers voted on whether a given film seemedtrue to community feeling and consensus.

In some cases, film was better than videotape for interviews. The several weeksnecessary to process the film allowed the subjects to think over what they had said and to make changes. In general, filmand video had different limitations and advantages.

REFERENCES:

"The Skyriver Project: The Story of a Process," Tim Kennedy, Access, No. 12, National Film Board_of Canada, March 1974.

"Videotaping: Process in Community Development Discussed by Tim Kennedy at Center Seminars," In- structional Techno/ogy Report, Washington, D.C., July-August 1974.

Clearinghouse on Development Communicafion June 1977 INTEGRATED DEVELOPMENT

PROJECT FOR EQUALITY OF ACCESS TO EDUCATION FOR WOMEN AND YOUNG GIRLS

Upper Volta -

TARGET AUDIENCE: Rural women and girls in three regions of Upper Volta

OBJECTIVES: To provide practical education as a means of improving living standards and the status of women in the community; to train teachers to perpetuate the movement MEDIA: Radio, films, slides, dramatizations, printed materials, interpersonal communication DONIORSLSPONSORS: The Government of Upper Volta (the MinistrY of Education and Culture, and other agencies in Upper Volta's 11 Organi-Lations for Rural Development); UNESCO; UNDP; ILO; FAO; and other international, governmental, and non governmental agencies DURATION: Planned and initiated in 1%7; ongoing through at least 1981

CON TACTS: Resident Representative of UNDP, B.P. 575, Ouagadougou, Upper Volta

DESCRIPTION: The Government of Upper Volta and'UNESCO together implemented the Project for Equality of Access to Education for Women and Young Girls in 1967 to improve living standards in 83 villages and to increase the community status of females. To lay foundations for such broad reform, the project staff adopted clearly defined intermediate goals.It cOnducted sociological studies to identify the obstacles to women's access to education, launched literacy campaigns for rural women, instituted both training programs for community educators and teminine-leadership programs, and sponsored basic educational courses in nutrition, agriculture, home economics, health, and the establishment of micro-industries and craft cooperatives. A pre-project needs aSsessment was conducted nationwide in 1967. Kongoussi, Banfora, and P6 three regions with different ethnic and linguistic constituents and different economic conditions were then- selected `as pilot sites. Since Voltaic women, busy from before sun-up to after sun-down, had no time to spare for educational activities, the first phase of the project became the introduction of labor-saving devices: wells, milling ap- phances, carts, and maternity clinics. At the same time; life-saving devices education programs in hygiene, nutrition, and health airned at relieving women's psychological and physical burdens were introduced. Since the three pilot projects were nOt started simultaneously, the point at which time and health constraints had been reduced enough to allow villagers to participate in literacy and vocational training varied (from roughly 1970 to 1975). However, radios had been di5tributed and listening groups had formed early in the project, and both figured centrally in the agriculture and village-improvement campaigns. Thus, radio forums became one of the two major modes of instruction. (1n-school prograins, the other major mode, were designed, primarily for girls). As a rule, programs are prepared:weekly in local languages. They include debates on the successes and prob- . . lems.attecting project activities and other concerns of the village women, and they incorporate both the views Of village women and songs composed by local musicians about project activities. During training, the village female leaders enact theater sketches and the village women take part in cultural performances that represent a continuation of village plays the traditional vehicle throughout Africa of sociai comment, social control, and area news. In addition, movies and slide shows prepared and shown locally are followed by discussions. This inter-village, inter-regional, and rural-urban exchange is further strengthened by the distribution of vernacular newspapers.

1 4)ft., RESULTS:

An evaluation of the Access project, conducted in 1974 by a commission composed of representatives from the Upper Voltaic Government, U-NDP, and UNESCO, identified poor transportation, poor communication facilities,a lack of produciion and distribution facilities for the materials needed in the literacy programs, anda shortage of trainers for literacy and community development programs as the chief obstacles to realizing the project's goals. At the same time, the committee advanced the idea that literacy programs must addiessmen as well as women if they are to succeed, since illiterate men are not apt to encourage their wives and daughters to seize opportunities that they themselves do not enjoy. The most intractable problem has been the paucity of employment possibilities for women who manage to acquire literacy and vocational skills. According to one, UNESCO report, training has..in many instances proved inappropriate; and employers continue to discriminate against women. The activities undertaken since 1967 are the subject of an evaluation currently under way; particular attention is being paid to the impact of technologies upon the women's use of time and their productivity. Statistics released, in 1976 show that 109,042 villagers had been involved in the project in ten years, approximately 100 midwives had been trained, 427 latrines had been built in conjunction with the sanitation component, 85 listeninggroups had been formed, and 42 "monatrices" (female village-extension workers) had established residence in 42 villages. At present the project is being expanded to cover the whole nation. Its activities will be implemented by the Ministry of National Education and Culture with the collaboration of the Ministries of Rural Development, Health and So9al Affairs, Environmental Affairs, and Labor.

OF NOTE: In the early years of the project, teachers were selected from the ranks of qualified primary and secondary- school instructors. Later, some won fellowships abroad to study nonformal education techniques. Female village-extension workers residing in the villages serve as liaisons between the regional teams and the female village leaders (midwives and others). The radios and milting machines supplied in conjunction with the projett were plagued by mechanical difficulties. Consequently, the project incorporated an appropriate technology unit to carry out research and experiments aimed at helping the women do their chores more efficiently and quickly. Upper Volta is one of the world's least econbmically developed countries, and its population is 95 percent rural, A national coordinating team working closely with three regional teams formulates, programs, and coordi- nates project activities at the national level. While the status of Voltaic women is generally beneath that of men, regional differences in female status forced project organizers and curriculurn designers to tail literacy materials and activities to the specific needs of each local group.

REFERENCES: "Project Experimental: Egalite d'Acces des femmes et des Jeunes Filles l'Education," report of the Upper Volta National Commission for UNESCO, Ouagadougou, May 1974. "A New Chance for Rural Women," Mary Lynn Hanley, Act.on UNDP, January-February 1975. "Le Projet digalite d'Acces des Femmes et Jeunes Filles l'Education: 1967-1976," Ministry of National Education and Culture; Ouagadougou, November 1976.

Clearinghouse on Development Communication January 1978

112 NUTRITION

EXPERIMENTAL NUTRITION PROJECT Brazil

TARGET AUDIENCE: Villagers in Northeast Brazil

OBJECTIVE: To open up a community dialogue on nutrition as a first step to community action

MEDIA: Posters, pictures, and flannelboards

DONOR/SPONSOR: Cornell University's Division of Nutritional Sciences

DURATION: Initiated and completed in 1974

CONTACT: Therese Drummond, Director for Nutrition and Rural Community Education, Agricultural Mi,ssions, Inc., 475 Riverside Drive, Room 624, New York, New York 10027, U.S.A.

DESCRIPTION:

This project was designed to test the receptivity of people in villages with various types of community organization to the method of Paulo Freire as used in nutrition education. Carried out in 1974, this experiment was aimed at involving nonl iterate or semi-literate villagers in an attempt to discover that malnutrition is a problem and to set up simple ways for the people to begin to alleviate certain aspects of malnutrition in young children.

The first five-week segment of the program was devoted to visiting the approximately 120 homes in the four target villages. Deliberately dispensing with the use of forms and questionnaires, Ms. Drummond chatted informally with the villagers to find out how they thought and felt about food and the feeding of children. More particularly, she inquired about the prevalence of illness and death among young children and about the number of underweight children under four years of age. She also collected names, birthdates, and data on breast-feeding practices, age distribution, and eating habits which she recorded in simple copybooks that were familiar fo the villagers.

In the group meeting that followed the visits, posters were used to stimulate discussion. For example, a picture of a baby's coffin being carried to the cemetery, a common sight in the area, provided an opportunity to discuss the fact that babies often die and to look critically at this fact rather than accepting it fatalistically. Other posters pictured a woman breastfeeding an infant, a mother giving her child supplementary food, or a child suffering from advanced malnutrition.

113 RESULTS:

Transcripts of tapes of many of the village meetings show that people were involved whole-heartedly in the meetings and the issues. Their transcribed comments and questions also reveal that the villagers at least beganto' question their deeply entrenched fatalism and, conversely, their own power to improve theirhves. The records of the meetings also suggest that those in previously unorganized villages were neither helped nor hindered in this project by their past experiences in group interaction.

As a direct outcome of these meetings, the villages selected one person for every ten households to take responsibility for the nutritional '.well-being of the group's children. Plans for coping with various health emergencies were also developed. However, no provision was made for determining whether those who par- tiapated in this communications and nutrition project did indeed see that their Children continued to get adequate protein and, among other things, vaccinations against childhood diseases.

OF NOTE:

In one meeting in which it was asked if a "study" of the children should be made, the villagers who associate study with school got the impression that the nutritionist planned to set up a new local school,

A tlannelboard reproduction of the Morely weigl'-it chart was used to convey the idea ot safe weig young children. When parents grasped the significance of the safety range, calledthe "Caminho de Sadde," or "Patti of Health," they were given a mimeographed copy of the chart.

The posters used in discussions featured either photographs or paintings made from photographs. The background was blotted out to forestall interference. Care was also taken to choose pictures that were neither too limited ln reference nor too-enigmatic.

Pleading a poor memory, the interviewer sketched much of what she saw. These sketches engaged the villageFs and put them at their ease; their use thus simplified the task of collecting health and demographic data.

During one meeting, a fisherman proclaimed that meetings in general were a good idea. Not once in the eight years that he had lived in the target village had the people met to solve or share their problems.

REFERENCES:

"Using the Method of Paulo Freire in Nutrition: An Experimehtal Plan for Community Action in Northeast Brazil," Therese Drummond, Cornell International Nutrition Monograph Series, No, 3, Cornell Uniyer- -- shy, Ithaca, New York, 1975.

Clearinghouse on Development Communication June 1977 NUTRITION

NUTRITION MASS COMMUNICATION PROJECT India

TARGET AUDIENCE: Opinion leaders, heads of households, housewiVes, teachers, and schoolchildren in rural areas and small towns in Uttar Pradesh and Andhra Pradesh (approximately 250,000 people)

OBJECTIYES: To determine the effectiveness of a mixed-media campaign in raising levels of awareness and understanding about weaning and pregnancy among rural, largely illiterate populations MEDIA: Radio, print, film, calendars, pantomime, posters, billboards and wall paintings, and dust covers for schr.)ol books DONORS/SPONSORS: The U.S. Agency for International Development, CARE-India DURATION: Conceived in 1969; set up in early 1971, conducted from April through June of 1972

CONTACTS: Sadhna Chose, CARE-India, P.O. Box 3064, New Delhi-3,India; Ronald Parlato and Margaret Burns Parlato, 4915 Albemarle Street, N.W. Washington, DC 20016, U.S.A.; Dr. Lakshmi Krishnamurthi,CARE-India

DESCRIPTION: The nutrition-information project launChed by CARE-India in 1972 after three years of research and preparation was built upon two primary assumptions. The first waS that the modern techniques used in urban massmedia campaigns and market research can, be successfully brought to bear upon the_ problems and needs ofthe Third World villager. The second was that a Combination of carefully selected mass media is more effective than any single medium in reaching diverse target groups within a given population. More specifically, the experimental project was designed to test the relative effectiveness of positive and negative messages arfd to promote two particular messages: one related to the impact of proper and timely weaning upon a child's long-term health and one related to the importance to mother and child of eating green leafy vegetables during pregnancy. Preliminary research and project design were accorded high priority in the CARE-India project. So that people would not be urged to buy foods that were unavailable, culturally taboo, or expensive, a team of researchers spent six months identifying economic, nutritional, sociological, and trade-related obstacles to beneficial changes in dietary habits. This research preceded and influenced the selection of the target audience, the eight target sites(each composed of three Villages and one town), the media that would be used to relay the messages, and the specific content and wording of the messages. The research drew upon studies from variousdisciplines, included the research of other nutrition and comirfunication projects, and involved a pre-campaign study of 2,400 sample respondents. The ten-week campaign that grew out of the research findings made use of a variety ot media bat made no at- . tempt to dazzle the target audience with novelties, instead, simple messages that were designed to appeal tobasic emotiOns and to ingrained beliefs were used. In Uttar Pradesh, where the positive approach was taken, some posters depicted a small boy being commended by his teacher, and others showed a villagelad receiving a trophy for his athletic prowess. In Andhra Pradesh, where the more controversial negative approach was adopted, posters depicted a demon (a recognizable figure derived from South Indian mythical tradition) threatening the well-being of a pregnant mother in one case and a weaning infant in anyther. The same tactics were used and the same messages were carried in press inserts, billboards, wall paintings, shortblack-anti-white films, radiO spots, special editions of tabloid newspapers, calendars, iroklets, and comic books. Since the campaign was expressly designed to test the effectiveness of mass media alOne, interpersonal interventions were not partof the overall effort.

115 ::0) 'RESULTS:.. Campaign evaluation results, based on a baseline survey (2,500r nterviews) and a 'nos -campaign survey (2,500 interviews), indicated that a mixed media campaign can successfully reach isolated rural a diences with new concepts and infOrmatiort Apparently, a media mix designed especially to reach different sub- udiences can, through direct appeal, cross socio-economic and cultural lines. The survey showed that-men and w hien of all ages, education levels, occupations, income levels, and castes responded equally well to the nutritionarnpaign, raising their wivesawareness-scores by the same!iterate number of points. On questions members related to pregnancy, for exaple, scores forof house- lower castes learned as much .as highly-educated Brahmins. Supporting the contention that mild shock is a valuable agent in promoting increased avkareness and understanding of new ideas is the fact that100 percent of those people exposed to negatively express messages remembered the campaign, while 91 perceht remembered the positive meSsage. Similarly, campaign a diences in Andhra Pradesh were more likely than their counterparts to remember specific media, to score high on khe post-campaign test of knowledge, and to recall specific facts stressed during the campaign. The negative c mpaign may, the researchers speculate, have worked better because it was more creatively distinctive and more in tune with village culture. The evaluation of the effectiveness of the various media showed that people exposed solely to highly entertaining graphic media learned as much as people exnosed to all media. In both the positive an4 negative campaigns, films and posters proved most memorable; half those pohed in Uttar Pradesh remembered te films and 65 Percent remembered the posters, while the comparable figures for the negative campaign were 70 ercent and 67 percent, respectively. Tabloids and radio spots were ineffective in both campaigns; fewer than 17 p 1-cent in Uttar Pradesh and fewer than 21 percent in Andhra Pradesh remembered either. Although the campaign vas designed solely to raise levels of awareness and understanding, it appeared to have favorably influenced atti udes too. In three out of four cases (the weaning message in A.P. and the pregnancy message in both provinces), tere was virtually no reluctance to accept the campaign information as credible. In the fourth case, the expressed resistance was felt to have reflected dietary differences: the brittle bread eaten in U.P. may have been harder to Visualize in pulverized form than other foodstuffs, such as the rice eaten in South India. OF NOTE: Booklets designed for teachers carried letters of approval and support signed by the two states' t o education officials. So too, popular Hindi and Telegu film stars appeared in one-minute endorsements at the end of each of the films. Radio was found to be largely ineffective in the campaign, since relatively few people in the target areas owned or had access to radio sets. A KAP study on selected nutritional topics was carried out as part of the pre-campaign research. The "two-step" theory of information flow was not verified by the campaign. Specialized and highly detailed information disseminated to teachers and influentials only through booklets was not passed on to the general populace. Pantomime, felt to be closely related to traditional Indian dance in its nonverbal communication, was found to be-too abstract for most audiences. More than a project write-up, CARE-India's report of the results of this nutrition-information project ip- cludes both a model for running a nutrition-education tampaign and a comprehensive discussion olthe sociological and communication issues with which campaign workers and officials must grapple.

REFERENCES: Planning for Nutrition Education: The Application of Mass Media and Extension to Social Action Programs, Ronald Parlato, CARE-India, 1973. -Food Attitudes in Andhra Pradesh and Uttar Pradesh," CARE-India, 1973, "Breaking the Communications Barrier," Ronald Parlato, CARE-India, 1972. "Breaking the Communications Barrier: A Report of Results," Margaret Burns Parlato, CARE-India, 1973. Clearinghouse on Development Communication January-1978

116 NUTRITION

PROJECT POSHAK India

TARGET AUDIENCE: Preschool Children and both pregnant and lactating mothers in rural Madhya Pra- desh (roughly 13,000 children and 2,500 women from 1971 to 1975) OBJECTIVES: To improve the nutritional status of the target audience by making food supplements available, offering childcare education, and augmenting health care in existing clinics MEDIA. Films, slide shows, dramatizations, demonstrations, flipcharts, and interpersonal communication DONORS/SPONSORS: CARE, the U.S. Agency for InternationaL Development, UNICEF, the Central Government of India, and the state government of Madhya Pradesh DURATION? Begun in 1971; concluded in 1975

CON TACTS: Douglas Atwood, Care-India, B-28 Greater Kailash I, New Delhi-110048, India; Dr. Tara Gopaldas, Professor and Head, M.S. University, Baroda-2, Gujarat, In- dian; Merlyn Vemury, Nutrition Specialist, CARE, 660-First Avenue, New York, New York 10016, U.S.A.; Tina Grewal Sanghvi, Office of Nutrition, Agency for InternationalDevelopment,Room720, SA-1.8,DepartmentofState, Washington, D.C. 20523, U.S.A.

DESCRIPTION: Project Poshak was implemented in 1971 in Madhya Pradesh primarily to demonstrate thefeasibility Of utilizing the state's existing health-care network (450 Primary Health Centers and satellite subcenters) todistribilte food supplements, offer child-care education, and provide extra health services in order to boost the nutritional \state of preschool children, pregnant women, and lactating mothers. Its secondary purpose was to .test thecost-effectiveness of various types of program activities and levels of supervision, The projectentailed a planning phaseAan ex- ploratory phase, an extensive phase, and a final phase of intensive, tul l-scale activity. The exploratoryphase took place in tour distncts, the extensive phase in seven dktncts, and the intensiye phase (which was research-oriented) _in one district, Three beliefs informed Project Poshak, One is that feeding programs conducted in schobls, hospital's, or clinics have little effect On the benefici.aries' long-term eating habits 'unless they are backed up by nutrition-eddcation programs, The second k that since the quality of the food a young child requires is often moe at issuethan'the quantity,,parents must be convinced of the wisdom of dietary supplementation betore their children areadmitted to feeding programs. The third isthat innate good comes from involving the mother and the family inthe program hence, the advantage of giving the extra food to the child at home ratherthan in aninstitutional setting. All three beliefs were reflected in the practical goals of the project: to compensate tor an inadequate infrastructure bymaking the private home rather than the clinic the final delivery point, toeducate the tamilies of the beneficiaries sO they would-understand the importance of giving the food supplements to the intended recipients, and to integrate_ health services. Staff training consisted of forrnal one-we'ek sessions and on-the-job training. In all, four formal sessions were conducted: the first for pediatriCians and other highly trained medical personnel, the next three for paramedics, health workers and nurses, and auxiliary nurseTmidwives. Designed partly to fill a gap in the medical school curricula, these courses were structured to give maximum Play to discussion, participation, andfeedback. Course- takers were ako steeped in the practical aspects of running community health programs. Topics coveredincluded the composition, preparation, and use of-the food to be distribdted, the use of equipment apd drugs toupgrade medical services, and the manipulation of. educational media. Pamphlets were distributed dunng the preparatory stage pf the project to dispel prospective participants' doubts abOut the motives of the project staff and to fire interest in the project. During the operational stage,simple visuals were used by paramedics who made fortnightly visits to each family in the program. Care wastaken to insure that pictures, flipcharts, and slides portrayed familiar objects (a cowand pail, and not a glass milk-container, to signify milk, for example). Slide shows made possible by battery-operated projectors proved popular, butlack of vans, generators, _and other equipment made motion picturesvirtually impossible to use,

117 1-Q,A RESULTS: During Project Poshak's four-year history, the fodd intake of the beneficiaries t nereased steadily and significantly. In addition, indirect benefits were realiZed. For example, the image of auxiliary health workers took on a new sheen in the eyes of the villagers, attendance at primary health centers picked up, and more people took part in immunization- drives and famify-planning programs. Most of the problems that beleaguered those conducting the feasibility study were logistical and adininistra, tive. Apathy among both the target audience and the project Workers, misunderstanding of the project's goals, lack of personnel, the,medical staff's preoccupation with curative and family-planning programs to the neglect of nutrition, and changes in the food mix distributed as part of the program are some of many. The region's climate and geography also posed problemssome of them nearly insuperable. - Arguably, Project Postiak was a sucCess to the extent that a significant number of impaerished and undernourished women and children in over 500 villages in 12 districts enjoyed better health as a direct outcome. But (since the main thrust of the experiment was to test the feasibility of using a particular service structure) efficiency, cost, and replicability are the proper criteria for judging the project's impact, On the face, it appears that the project was'successful in this sense as well since many of' the obstacles encountered did not prevent the effective distribution of food, teaching materials, and supplies the object of the experiment.

OF NOTE: The government's sponsorship of the family-planning program was greeted with considerable negativism when the program began. Thk reversed completely within a few-months of the inception of the nutrition program, however. The Health Center staff attributed (his change to increased rapport, to home visits, and to the availability of food and education at the Health Centers. pf the total food taken home, 30 to 50 percent was consumed by children in the-I-to-3 year age group, 10 percent by infants' under one year of age, and the rest by other family. members. Pregnant women consumed only 25 percent of the food intended for them, nursing women only 60 percent. Three studies conducted as part of this experiment covered (1) the comparative effects of charging for food supplements and of distributing them free, (2) the relative effectiveness of using village schools versus health clinics as distribution centers, and (3) the drawbacks and advantages of providing rations to be taken at the clinics and of issuing take-home rations: Although explicitly invited to enroH in the Program, many pregnant women refused because they feared admitting pregnancy wouldturn the "evil eye'' upon them, they did not want to be examined by male doctors, or they failed to see the need for meeting additional nutritional requirements during pregnancy. Madhya Pradesh. was chosen as: the project site partly because it typifies a hardship environment. Much of its land .is unproductive, its sparse population is scattered and hard to reach, and its average income level ranks among India's lowest.

REFERENCES: "The Poshak Nutrition Project in India7 Margot Higgins in Nonforrnal Education and the Rural Poor, edited by Rich,Ird a Niehoff, Michigan State University, 1977. Project Poshak: An Integrated Health-Nutrition Macro Pilot Study for Prechool Children in Rural and Tribal Madhya Pradesh (2 volumes), CARE India, 1975, Nutrition Planning, Vol. 1, No, 1, February 1978.

Clearinghouse on Development Communication January 1979

118 NUIRIIION

MASS MEDIA VS. DIRECT EDUCATION PROGRAM Mexico

TARGET AUDIENCE: Mothers with children five years old and younger

OBJECTIVE: To test the effectiveness of mass media techniques as compared to direct methods of education in transmitting basic concepts of hygiene, health, and diet

MEDIA: Radio, pamphlets, posters, interpersonal communication DONOR/SPONSOR: Institut() .Nacional de la Nutriciim, Consejo National de Ciencia y Tecnologia de Mexico

DURATION. 1976 DivisiOn de NutriciOn, Instituto de la NutriciOn, Av, CONTACT, Dr. Adolfo Chavez, Director, San Fernando y Viaducto Tlalpan,Mexico, 22, D.F., Mexico

DESCRIPTION: In 1976 Mexico implemented a project to compare the effectiveness of massmedia vs. direct education in transmitting informatiOn on health and nutrition to rural mothers with children five yearsold or younger. Three rural communities were selected for the project: one- to receive nutritioninformation through a tradit.ional classroom setting, the second through the mass media, and the third to serveas a-control group.Community assess- ments were completed to guarantee homogeneous popUlations that metthe,following criteria: I) agriculture-based economie§-, 2) approximately equal populations,..3) equal access to urban or market centers,4) equivalent public services, such as water, electricity, edUcation, and radio reception, and 5) no localhealth services. The three communities are located in the same state, approximately 150 kilometers west of Mexico City. A market survey was cdnducted to identify locally available. foods. A dietary survey wasdone to determine the eating habitS of a random sample of 120 mothers with children five years old or younger.Finally, a questionnaire was admrpistered to the sample of mothers to determinetheir degree of knoWledge about nutrition. Each interview lasted about 20 minutes and was conducted by three senior nutrition students. The direct (classroom) education program was taught by three nutrition students over a12-week period. Two class meetings of two hours each were conducted each week, with the presentation ofprinciples and discussion one day, followed by demonstration and practice the next. Atotal of four units were covered, each takin&three weeks to complete. Unit One explained budgeting for anadequate diet, adding fruits and vegetables, and preparing high nutrition, low-cost dishes. Unit Two dealt with infant feeding,niftrition, breastfeeding, solid foods, and low-cost infant foods. Unit Three examined diets for pregnancy, variety, and foodtaboos. The final unit was concerned with hygiene in cleaning, preparing, and storing food and utensils.

. . The mass media campaign was carried out over the same 12-week period.Radio spot announcements, pamphlets, and posters were employed to cover the same topics as the four educational units.The radio spots consisted of lour songs lasting three minutes each. Each song was broadcast for threeweeks, once every two hours. The songs addressed the same themes as the four units.Three pamphlets were distributed to Mothers in the sample population and to schools, churches, and local stores. The first dealt withdiet, food combinations, and the importance of variety in food consumption. The secondaddressed infant nutrition and food preparation. The third showed how to prepare a puree with beans and tortilla mix. The three pamphlets weremade available for one month each. The four posters were also designed to coincide with the tour units.Each poster was distributed to the sample population of mothers and pOsted in schools, churches, stores, andother public area in the community. Posters were distributed every three weeks in the same sequence asthe educational units.

119 After the I2-week campaign was completed, a study was done in the three communities to determine-the amount at information retained by each community. The pre-program questionnaire was administered again, but' with the questions in & difterent order, to determine the change in nutrition levels in the three communities. The - questionnaire was actually administered four tOnes: immediately before and immediately after the project, again three months later, and finally one year fol lowik the program. With the final administration of the questionnaire, a dietary recall survey was also taken to define the Sample population's food intake habits. Since the questionnaire measured the change in nutritional knowledge, and the dietary survey measured the change in consumption habits, the project could compare the two campaigns' effectiveness in altering attitudes and behavior.,

RESU LTS: ' Traditionally, it has been thought that iMpersortal mass media, like radio, could ndt compete with interpersonal communication to change long-term and intimate attitudes and behavior, like eating. Therefore, it could be expected that the classroom group would score higher on knowledge and adoption of nutritional eating,habits. In this campaign, however, the classroom and mass media treatment groups learned the nutritional concepts equally welL The classroom group increased their knowledge of nutrition by 53 percent, while the mass media group increased theirs by 54 percent. Curiously, the control group increased their nutrition knowledge by 19 percent. They were not targeted to receive either treatmept but were located close enough to the mass media community to receive the radio broadcasts. This message "spilldver" might account for the 19 percent increase fn knowledge. The dietary habits of both the classroom and mass media groups changed in a positive way. The classroom group reported eating three times more fruit, fish, and oil, while the mass media group quadrupled its intake of fi5h, fruit, and vegetables. Both treatment groups decreased consumption of lard, corn, and soft drinks. Interestingly, the control group's eating habits ako changed, but for the worse. The consumption of prestigious, less nutritious foods, such as sugar, bread, and soft drinks indeased, while conSumption of traditional nutritious items like beans aild chiles de4eased.

OF NOTt: The economy may have influenced the change in eating habits because, over the test year, the price of lard almost doubled, while vegetable oil held constant, Fish and vegetables were traditionally not consumed before the campaigns,

REFERENCES: ''A Comparison of Mass Media Techniques and Direct Method for Nutrition Education in Rural Mexico,"Jour- nal of Nutrition Education, Vol. II, No. 3, July-September 1979, pp. 133-37. "Los Medios Masivos de Comunicación, un Instrumento Util en la Enserianza de la Nutrición," Cuaderpos De NutriciOn, Vol. 3, Jul-Ago-Sept. 1978, pp. 287-95. Clearinghouse on Development Communication April 1980

(While it is standard procedure at the Clearinghouse to ask persons intimately involved with the proaects described in this series to review the draft Profile, strenuous efforts to obtain such comments before the publication deadline were in this case unsuccessful.)

-1 120 NUTRITION

MASS MEDIA NUTRITION-ADVERTISING CAMPAIGN Philippines 41:,

TP4GET AUDIENCE: Rural low-income households in the provinces (approximately 2.5 million inhabitants)

OBJECTIVES: To test the effectiveness of modern marketing and advertising techniques in changing behavior, attitudes, and knowledge related to the nutrition and health of infants

MEDIA: Radio and hmited interpersonal communication DONORS/SPONSORS: The Philippine Government, the U.S. Agency for International Development, and the National Media Production Center of the Philippines

12 DURATION: Late 1975 to late 1976 CONTACTS: Dr. T. A. Gomez, Director, National Nutrition Service, Ministry of Health and Nutrition, Manila, Philippines; Candy Formacion, Department of Nutrition, University of Iloilo, Iloilo City, Iloilo, Philippines; and Thomas M. Cooke, Manoff International, Inc., 1511 K Street, N.W., Washington, D.C. 20036

DE§CRI TiON: The ass Media Nutrition-Advertising Campaign was launched in recognitionof the sorry nutritional status of many Fili ino children and of the inadequacy of using traditional means to counselthe mothers of underweight babies.pprised of the successful use of advertising and marketing techniques to reach undernourished populations in ndia and Ecuador with practical tips on diet and food preparation, Filipino nutritionists in the National NutritioCouncil decided to try that approach. Their specific goal was to get Filipino mothers to enrich with chop- ped veg tables, oil, and fish the watery rice porridge (lugaw) given to their infants to supplement breast milk. The hidden ask, more difficult than spreading messages, was to overturn scime ingrained and incorrect but widely

.held ideas about the nutritional needs of the newborn-. Th project activities began in 1975, when the U.S. Agency for International Development agreed to provide funds thire a U.S.-based advertising and social communication firm to work with Filipino planners to design,iar- lotal counterparts in an ex- ry out, and evaluate the campaign. The first step involved the U.S. team and their , ploratory trip through the target site (Iloilo Province, rural population 700,000). Early visits were scattershot attempts to gather impressions while later forays were, part of a controlled survey ofcarefully selected mothers. The baseline survey revealed that only 3 percent of the mothers in the project area had heard of the practice of adding oil to lugaw and Aat none had actually tried it. More mothers ,(5 and 17 percent, respectively) had tried adding vegetables and fish to thmixture.

, Message development, the second stage of the project, proceeded according to printiples followed in commercial advertising. Message designers assumed that creating interest in a particular idea requires enlisting sympa- thy for the proposer of the idea a feat that involvecs,making sure that the message bearer is perceived as sane, lika- ble, authoritative, and deserving of respect. They also,took pains to insure that the change under discussion was not viewed as more sweeping or disruptive than it actually was. These and compatiblebeliefs informed the six 60- second spot drarhas that were eventually developed, tested, revised, recorded and sent out to area radio stations. The.six pre-recorded messages were broadcast in rotation from 15 stations during both the morning and evening hours, the times rural families are most likely to listen. Once the broadcastsbegan, the locally recruited project workers distributed information on the concepts being promoted 'and on the campaign itself to the health and nutrition rehabilitation centers in the project area. Related information that had been developed with the help of Filipino doctors in another context was also supplied to the radio stations for distribution in response to listener requests. Broadcasts continued uninterrupted for one year. Since the ability of radio messages alone to change food patterns was to be tested, no other special educational activities were undertaken during the test period. Doctors, nurses, and rural community worker5 were in-. formed of the rationale of the campaign, but they were not encouraged to carry out any special education programs. 121 1J4 RESULTS: A pre-project survey, an interim survey conducted in May of 1976, and a post-project questionnaire were used to evaluate the impact of thk campaign. The interim survey, conducted in May of 1976, revealed that the percentage of mothers who added oil to lugaw increased from 0 to 23 in eight months. The number adding vegetables rose from 5 to 17 percent, and those adding fish rose &Om 17 to 27 percent. The comparable figures calculated after the final survey were 24 percent for oil, 17 percent for vegetables, and 27 percent for fish. The post-project interviews also revealed that radio's, role as a source of nutrition information was most strongly evidenced by the target audience's reports of adding oil. On the other hand, participation in and ,knowledge of existing nutrition and health service programs were more closely associated With adding vegetables and fish, traditionat themes of nutrition, education. No relationship between adding oil and these programs was found. This suggests that the innovation of adding oil may be attributed to the radio messages. A separate surry of community health workers in the test area supported the findings of the household survey.

OF NOTE: Fhe phrases and idioms that mothers used in the preliminary pre-project interviews were woven into the broadcast scripts and messages. Local health and nutrition workers served as hosts and guides to the survey team. For many, the survey offered the first chance they'had had in months to visit remote places and talk with the people they are supposed to serve. *In the first months of the campaign, the:Negetable Message with Doctor" was played more frequently than the "Oil Message with Doctor" siMply-because station managers failed to understand that each message must receive the same exposure because each is 1zital and different from the others. This problem was cleared up in a meeting of station managers. The same U.S.-based advertising firm that conducted the campaigrt in the Philippines conducted similar projects in EcuadOr, Nicaragua, and the DOminian Republic, as well as other social communication projects in the United States. A mini-drama forMat was selected because the "novella" (or soap opera) is extremely popular in the Phihppines.and because it can accommodate the conflict that always arises when an unorthodox idea is presented. According to the advertising firm in charge of the campaign, the virtues of spot ads are many. Production costs are low, the passive listener is reached, spots can be inserted within and between the most popular programs, and spots do not tire the listener the way lectures or discussions sometimes do.

REFER %ICES: "Five Nutrition Projects That Use Mass Media," Joanne Leslie, Development Communication Report, Sep- tember 1977. -Whose Milk Shall We Market Over the Mass Media?" Ricahrd K. Manoff and Thomas M. Cooke, 'Manoff In- ternational, Inc., League for International Food EducatiOn, Newsletter, September 1977. -Innovative U,ses of Mass Media for Food and Nutrition Promotion," Richard K. Manoff, paper delivered at the Ninth Technical Group Meeting on Nutritio.-, and the Mass Media, Caribbean Food and Nutrition In- stitute, 'September 1976. "Changing Nutrition and Health Behavior Through the Mass Media: Nicaragua and the Philippines, An In- terim Report," Manoff International, Inc., September 1976.

Clearinghouse on Development Communication July 1978 e

NUTRITION

BREASTFEEDING CAMPAIGN Trinidad and Tobago

TARGET AUDIENCE: Mothers of infants and pregnant women in Trinidad and Tobago

OBJECTIVE: To publicize the relationship between breastfeeding and both good nutrition and living standards

MEDIA: Radio, television, posters, newspapers and periodicals, film

DONORS/SPONSORS: The Housewives Association of Trinidad and Tobago (HATT), theAssociation of Advertising Agencies of Trinidad and Tobago with support from theMinis- try of Health, the Caribbean Food and Nutrition Institute(CFNI), and the Medical Association of Trinidad and Tobago

DURATION: Conceived and implemented in 1974; scheduled to be re-run inlate 1977

CONTACT: Alison White, Nutritionist, 14 Santa Anna Gardens, Maingot Street, Tunapuna, Trinidad anci Tobago; and Hazel Brown, Caribbean Area Representative, IBFAN, P.O. Box 410, Port of Spain, Trinidad and Tobago

DESCRIPTION:

The Trinidad and Tobago Breastfeeding Campaign involved various privateand governmental agencies in ,an effort to use the national mass media topromote breastfeeding. Coordinated by HATTwith the support ofthe Advertising Agencies of Trinidad and Tobago, the campaign was planned inthe early months of 1974 and officially launched in May.

Employees of the involved advertising agency received a three-page brief designed todescribe the nutritional and econOmicaspects of breastfeeding and to convince themthat they had a product worth selling. Once the advertising texts and artwork for the campaign were developed,clinic staff members,and other health personnel were also briefed about the project and brought up to date onthe benefits of breastfeeding.

Radio and television spot announcements reiterated messagescarried by newspapers, posters, and handbills. The campaign was managed by media professionals whocoordinated nine television programs and a series of daily five-minute radio broadcasts (called "KeepingAbreast with Man's History") with press coverage. Discussions among schoolchildren and community groups werealso part of the Campaign, as were both centrally located and mobile library displays.

A key element in the breastfeeding project was thedonation of time, expertise, and services by advertising agencies, governmental departments, media-; commerCialfirms, and private citizens. These gifts were supplemented by rate reddaions and other production advantages.

123 13u RESULTS:

CFNI's two-phase evaluation athe project entailed five objectives: (1) to find out whatportion ot the target audience had been reached; (2) to determine how much the messages influented those who heard them; (3) to ascertain whether the women reached by the messages agreed with their content; (4) to discover whether nursing women had altered their breastfeeding practices; and (5) to obtain further informationon Trinidadian women's breastfeedMg practices.

On the basis of its evaluation, which constituted CFNI's major contribution to theprogram, the CFNI staff- deemed the breastfeeding campaign a success and concluded that the components of tht;ciiMpaignought to be made permanent features of Trinidad's nutrition educationprogram. It also affirmed the effectiveness-of the multi-media approach; the team further recommended thateven more time and spate (ri the mass media be devoted to this vital issue.

OF NOTE:

The wife of Prime Minister Manley of Jamaica endorsed the breastfeedingcampaign in a*pre-arranged tape-recorded conversation with HATT'S president The endorsement was later aired in support of the campaign,.

Fathers of (nfants were invited to a Father's Day function at which the merits of breastfeedingwere discussed,

Short films showed mothers and nurses in clinics testifying to the nutritional soundness Of breastfeeding.

The Trinidad and Tobago Breastfeeding Campaign will bo covered in a forthcoming book by Dr. Derrick B. lelliffe /and E.F. Patrice JeHiffe on breast milk in the modern world.

cRadio stations donated more time to spot announcements than they had first promised to devote to the breast-feeding project_

REFERENCES:

-The TrirSidad and Tobago Breastfeeding Campaign," Alison White, paper presented at the IXth Technical Group meeting of the Caribbean Food and Nutrition Institute, Kingston, Jamaica, September 1976.

Clearinghouse on Development Communication lune 1977 NUTRITION

NUTRITION ADVERTISING CAMPAIGN Tunisia

TARGET AUDIENCE. Poor families in depressed rural and urban areas

OBJECTIVES: To test the effectiveness of combining existing face-to-face education with inexpensive radio nutrition-education MEDIA: Radio and interpersonal communicatidn

DONORS/SPONSORS:U.S. Agency for International Development and Tunisia's National Institute of Nutrition (NIN) DURATION: Conceived in 1975; pilot phase concluded in 1978; ongoing under N IN auspices CONTACTS: Dr. Zouhair Kallal,Director,NationalInstitute of Nutrition and Food Technology, 11 rue Aristide Briand, Bab Saadoun, Tunis, Tunisia

DESCRIPTION: A 1975 national nutrition survey conducted by Tunisia'sNational Institute of Nutrition (N IN) shoWed that several serious nutritional problems plagued the poor majority ofTunisia. Principal among these were vitamin deficiencies stemming-from childrearing practices whereby babies arekept swaddled and unexposed to sunlight, infants are given no nutritional supplement tobreastmilk, and youngchildren are not fed protein-rich foods. Confir- mation of these problems spurred NIN to considersponsoring a media -ampaign aimed at informing parents of infants about simple nutritional practices capable of correcting thedeficiencies identified and at motivating them to try such practices. At the same time, the DevelopmentSupport Bureau of U.S. AID had contracted a U.S. consulting firm to conduct an experimental project to determine ways ofcombining the use of mass media with existing non forMal education. After feviewing Colombia, Honduras, and Tunisia aspotential sites for this project, AID picked Tunisia as the most representative and receptive project site. Radio was selected as themedi um for this campaign because itseemed the best means of reaching the largest number of rural mothers. Early in the project, the consultantsand N IN decided to use short spot messages, rather than longer discussion programs. This decision was based in part uponearlier experiments in Nicaragua and the Philippines, which showed that repeated, simple messages canbe effective in educating large populations about nutrition. The radio messages were developed systematicallyand were pretested at local Mother and Child Health clinics (MCH5). Music and lead-ins were added by the NationalRadio Broadcasting faculty. Five basic themes were selected: the importance of exposing infants tosunlight, babies' need foi supplemental feeding in the first year of life, the place of eggs and protein foods inthe diets of healthy mothers and infants, the addition of vegetables to the infant's and the mother's diet, and theimportance of breastfeeding. The "fruits and vegetables" theme, for example, received seven different treatments and the "useprotein" theme received nine. The bearer of these messages is the fictitious and now widelyrecognized "Dr. Hakim," a respected figure who dispenses practical advice (and whose name means"wise man" in Arabic). Scheduling of broadcasts was organized to ensure that both fathers andmothers could hear the message's. At first, two messages (each lasting from one to two minutes) werebroadcast three times each day. But during the program's early weeks, criticism from educated Tunisians prompted programmersto cut scheduling back to only two programs per day. This criticism related to theunavailability of some foods endorsed in the programs and also reflected a beliet of some Tunisians that short, oft-repeated messagesinsulted the TuNiSian: intelligence. These complaints were softened, however, when neighboring countriesbegan to expresS intereSt in duplicating the Tunisian program and when N IN staff responded directly topublished criticisms and subsequently won press support. The impact of the edUcational campaign was investigated by means ofinterviews of mothers who attendedthe MCHs. The project called for the selection of 16 clinics: eightclinics in which a half-day seminar would be given to

125 midwives and nurses to reinforce the ongoing nonformalnutrition education and eight clinics in which radio broadcasts would not be supplemented with seminars.A questionnaire was prepared and pretested foruse at the end of six months of broadcasting to determine participants'knowledge,attitudes, and practices related to the five themes stressed in the project.

RESULTS:

The most clearly demonstrable success of theprogram has been the adoption of mass communicationas an ongoing nutrition-education strategy by the Tunisian National Instituteof Nutrition. The project stems froma relatively modest investment in training andprogram development and takes place in a setting in which media advertising of any nature was practically non-existent. This commitmentto continuing the communication demon- strates, perhaps more tangibly than any evaluation statistics, the beliefof the Nutrition Institute personnel that communications can make an important contributionto extending nutritiGn education to large numbers of the rural poor.

Data from-a variety of sources, including both anecdotalcomments and in-depth 'interviewing, indicate that the program's central character, Dr. Hakim, isa widely recognized figure in Tunisia. Eighty-eight percent of the mothers interviewed identified Dr. Hakim when askedwho delivered the nutrition messages via radio. ThroughDr. Hakim, nutrition has become a topic of generalconcern throughout the country. The ability of the Dr. Hakimpro- gram- to reach Tunisian society has been concretely established.

The complexity of collecting reliable evaluation informationon specific changes in people's nutritional behavior makes judgments on the educational success of the program less conclusive. Along with responses tocer- tain items on the evaluation questionnaire, clinicreports of sharp increases in the use of SAHA,a supplemental food recommended in the radio programs, suggest that mothers' knowledge and perhapseven behavior were positively influenced'by the program. If it is acceptedthat many of the objective indicatorsmay be flawed, the self- reported increases in early exposure of infants to sunlight are positive signs of possiblesuccess. Many questions remain to be answered about the ability of communicationsto actually alter'how people act, and this program lends increased support to the need formore creative and innovative measurement strategies.

OF NOTE:

- Although this project was conducted with the aid of consultants, basicdecision-making was not taken out of the hands of Tunisians.

No control could be exercised over exposure to the radiomessages. (Most families in Tunisia own at least one radio.)

he Tunisian firm, El Amouri Institute in Applied Psychology,was subcontracted to assist in message development and data collection.

Radio programs were produced in Arabic,so although the contribution of the contractor to final message content was somewhat limited, the messages did not suffer from the "translationeffect." Radio programs were not rapid-fire advertisements, but rathershort lectures on selected nutrition-related topits,

Strictly speaking, the project design used is valid only iftwo distinct groups are available_ for the experiment, which was not the case since health workers talked to controlgroups. The broadcast's powerful effect was probably due inpart to the fact that the environment into which messages were sent was media-starved.

Seminars and special events were designed to motivate clinicworkers to link their existing educational efforts to the radio programs.

REFERENCES:

-Mass Media and Non formal Nutrition Education: Final StudyReport," Sara J. Munger, Document C-T0696-Y, Synectics Corporation, October 1978. Unpublished project documents, dated 1976-1978.

"A New Voice in the Village Radio Nutrition Education in Tunisia," William Smith,,avideotape produced by the Academy for Educational Development for theAgency for International Development, 1979. Clearinghouse on Development Communication April 1979

126 POPULATION

APROFAM FAMILY PLANNING PROGRAM Guatemala oc?

TARGET AUDIENCE: Ladino and indigenous populations of Guatemala, particularly in rural areas

OBJECTIVES: To increase knowledge and use of family planning practices, especially among Guatemala's rural and ethnically diverse populations

MEDIA: Radio, television, posters, newspaper advertisements, print materials, interpersonal communication DONORS/SPONSORS: Asociación Pro-Bienestar de la Familia (APROFAM); U.S. Agency for Interna- tional Development; the Pathfinder Fund

DURATION: APROFAM's Information, education, and Communication (1-E-C) program for family planning begun in 1976; ongoing

CONTACTS: Roberto Santiso Calvez, Executive Director, APROFAM, Apartado Postal 1004, Guatemala City, Guatemala; Dr. Jane Bertrand, 7722 Panola St., New Orleans, Louisiana 70118, U.S.A.

DESCRIPTION: During 1977-78 the Asociación Pro-Bienestar de la Familia (APROFAM), a privatefamilv,planning association in Guatemala, carried out a nationwide communication program for family planning,using mass media and interpersonal channels to reach both ladino and indigenous communities, particularlyin rural areas. Guatemala's population of approximately seven million is divided almost evenly between theSpanish-speaking ladinos and the indigenous or Indians. These populations differ significantly from each other insuch aspects as openness to change, use of traditional dialect, dress, standard of living, and cultural practices. Thefamily planning communication campaign was based on a 1976 research study of selectedrural areas that APROFAM had conducted to determine differences between the ladino and indigenous groups with regard toknowledge, acceptance, and practice of family planningi The research results showed.that actual acId potential acceptance of familyplanning, as well as interest in obtaining further family planning information, were greater amongthe more "Westernized" ladino population. Using these results, APROFAM designed an Information, Education, andCommunication (I-E-C) program to reach both rural groups, withspecial emphasis on reaching the less accessible indigenous population. Radio spot, announcements, the core of the I-E-C program, were =pretested amongmembers of the target populations. The radio spots for the ladinos were developed in Spanish and included explicitinformation about obtaining family planning services. Radio spots for the indigenous were translated into two of thefour major Indian dialects (Quiche and Kekcli() and concentrated on the more basic issues: that family Planning exists,is voluntary, is reversible, and can be beneficial to the family. A set of four posters was designed toreaCh the Indian population; while they depicted families in nativedress, the messages were in Spanish. A poster directed tothe ladino population addressed the importance of husband-wife communication. Other components of the campaignincluded a television spot, aired weekly over a period, of five -months, intended to reach the nation's opinionleaders; a simplified folder that covered the most commonly-used contraceptive, intended for audiences withlow literacy; and occasional newspaper advertisements, intended as much to balance any unfavorable press coverage as to encourage family planning use. In conjunction with these communication activities, APROFAM_ sponsored severalcommunity-based distribution projects that provided a vehicle for interpersonal cornmunic, tion activities, such as small groupdis'cussions, home visits, and public meetings. However, theseI-E-C activities were not expected to reach a5 large a percentage of the target population as were the mass media.

12 RESULTS: In mid-1,WYB, APROFAM, in collaboration with the Community and Family Study Center ot the University of Chicago, carried out a follow-up research survey to obtain feedback on I-E-C activities and determine Whether the anticipated changes had taken place in the two target populations. The ethnic differences with regard to family planning uncovered, inAPROFAM's 1976 study were underscored in the 1.978 survey. Results showed that, at the end of the two-year period, there had been significant increases in knowledge and practice of family planning among-the ladinos studied. Among the indigenOus, although there was a marked decrease in strong resistance to family planning, no advances had been made in knowledge of specific methods, and use of contraceptives remained close to zeroA far greater percentage of ladinos than, indigenous had been exposed to family planning- messages via one or More mass media or interpersonal channels, and ladinos were more likely to remember what the messages said (specifically radio), sometimes repeating themes or slogans verbatim. Among the ladinos, use of contraceptives was higher among those with greater exposure to family planning messages, and informal com- muniCation among ladinos about fami1y planning increased with exposure both to mass media and interpersonal channels of communication, 'Among the indigenous, this relationship held only for interpersonal channels. Among the ladinos, 96.3 percent who had heard family planning radio spots approved of the broadcasts, and 100 percent of those who had seen a television spot favored this tonic and method of communication. Only 60 percent..of the indigenous approved of having family planning messages played on radio; no indigenous had seen the television spot. While 81.4 percent of the ladmos wanted more information on family planning, this was true of only .37.4 percent of the indigenous, whose major objections were religious. Several implications have been drawn from the research results, some of which wil( have direct consequences tor a pilot project that has' recently been started in indigenous areas. As traditional I-E-C activities prove less relevant o indigenous populations, new strategies and methods.must be developed, such as: 1) thorough pretesting of messages and materials for both appeal and compreherkion, based on an understanding of indigenous needs and motivations, 2) use of difterent, perhaps less direct, 'approaches, with less explicit family planning information, presented in combination with other sUbjects perceived by the indigenous to be in their direct interest (e.g. health of children, nutrition); and 3) greater use ot person-to-person commun1cation, due to the private character of the subject for the indigenous and the greater need to establish a certain level of confidence between the givers and receivers ot the message. OF NOTE: The community distribution program was implemented to increase the availability of low-cost,.contraceptives and eliminate some of the problenk associated with an entirely clinic-based system, such as limited "holirs of availability of family planning services. distance, and expense of traVel. In addition, eMployment of an indigenous distributor would lower distrust of ladino-staffed clinics,among 'the indigeno.us1A second model, of community-based distribution .being implemented involves using family planning promoters with various agricultural groups that have expressed interest in establishing family planning programs for their workers. Some of the findings of the reSearch dispel certain stereotypes regarding family planning in Latin America, For example, Roman Catholics were no less likelythan others to know 'about, approve of, and use family planning, although people of any denomination who consider themselves "very religious" lag behind the less religious on all three points. In addition, men are as likely as wOmen to have heard about, approve. of, , aria want more intormation about family planning. Fiff511y, ratt-ienharryo g more open lo family planning, it was found that interest in and use of family planning appear to peak between ages 30 and 34, with those younger and older having less tendency to know about or use contraceptives.

REFERENCES: Communicating Family Planning to Rural Guatemala, by lane T. Bertrand, Maria Antonieta Pineda, and Fidel Enrique Soto: AsociaciOn Pro-Bienestar de la Familia, Guatemala; and the Community and Family Study Center, The University of Chicago, 1978. "Ethnic Onterences in Family Planning Acceptance in Rural Guatemala," by Jane T, Bertrand, Maria Antdnieta Pineda, and Robert Santko G.. Studies in Family Planning, Vol. 10, No. 819, August/September 1979. "A Research-Based System for Improving Family' Planning Adoption: The Guatemala Study." by" lane T. Bertrand and Donald I. Bogue, in Intercom. Vol, 5, No. -I, January 1977. "Commianicating Family Plannmg to Rural Guatemala,- a review in Development Communication Report, No, 27, July 1979, Clearinghouse on Development Communication September .1979

128 POPULATION

THE JAMU PROJECT Indonesia

TARGET AUDIENCE: Javanese and Balinese males of reproductive age and sales of condoms OBJECTIVES: To promote acceptance of family-planning concepts MEDIA: Radio spots, print, and interpersonal communication DONORS/SPONSORS:Prosperous Indonesia Foundation (NIS); World Neighbors;the U.S. Agency for International Development

DURA HON: From 1974 to the present Lukas Hendrafta and CONTACTS: Prosperous Indonesia Foundation (YIS), Jakarta, Indonesia; David, Piet, Council of Churches in Indonesia, P.O. Box 2357,Jakarta, Indonesia

DESCRIPTION: enhance family- In 1972, the Indonesian National FamilyPlanning Coordinating Council (BKKBN) decided to planning efforts in Java and Bali by working outside the networkof clinics, which are run by medical professionals could not and serve up to 35,000 people each. Thedecision reflected two assumptions: that the existing clinics of the properly meet the needs of such large clienteles andthat family-planning efforts should be made a part cultural mainstream. The second dssumption, along with word of relevant successstories from elsewhere in the developing world, led planners to consider marketingcondoms\through an established commercial system for the distribution of medicines. Family-planning programs in India\ Sri Lanka,and Kenya had already used cornmerciai distribution especially for systems sitccessfully. In each 'yf these cases,hovever, a new distribution system had been created contracepti.ve distribution. TheProsperous IndonesiaFoundation envisaged, in contrast, a commercial distribution effort integrated into a familiar and established *work. For involvement in this project, YIS selecteda\single producer of jamu, whose name refers to a type oftradi- tional herbal medicine still widely used in Indonesia.Half of the products of the jarnu producer chosen to partici- products pate in the project are cures for health problems.The other hail of the product line consists of sex-related of (cosmetics and putative enhancers of sexual desireand sexual performance). The hope was that the association health with_love and sexuality would help involve in'family planning those males who are, seldom lured tofamily- planning clinics. Various media were used in the -lamu Project. Radio spotscontained pitches for a virihty potiOn rDrink SEKHOT" (-sex hot") followed by the exhortation to -UseKARET KBs" (the condoms distributed as partof the pleasure and protection from ,un- project) "ThOroughly enjoy yourself and show your prowess while giving wanted_pregnancy to your partner." The promotional posters andleaflets used by --YIS'ijear a family-planning message and depict a happy, healthyfamily with two children. Illustrated instructiys areincluded in every condom package. The orientation of the seller of jarnu products towardthe"purchaser has been characterized as personal and friendly. To sell their wares, most jamu salespeople engagepotential customers in small talk.

iL RESU LTS:

Since 1974, sales of condoms have averaged less than 1,000 gross per month, which has been judged bylheIn- ternatiohal Committee on Applied Research in Population to be "far short of the level neededfor program self-.. sufficiency." Coillly about 40 percent of the eligible retailersof jamu were handling.KARET KBas of SepteMber 1975. So, to boost sales and enthusiasm the Jamu Project undertook an intensive advertisingcampaign from October 1975 to March 1976. In the months of October to December alone, 100 radio stations broadcastover 50,000 advertisements on the subject. As a result of the intensive advertising, the mo-*nthly sales reportedly increased to over 1,500gross per month, and the percentage of eligible reta1lers sellingthe condoms increased from 40 percentto 49 percent. However, when the campaign ended, sales dropped back to their previous level. Of 625 recently surveyed retailersin Jakarta, 70 percent felt that the low subsidized price -(and resulting assumptions of inferior quality) actsas an important barrier to increased sales. However, evidence'.from other countries shows that subsidized condomscan sell well if supported by sustained advertising. Accordingly, project directors are investigating the possibilities oflaunching such an advertising. effort.

OF NOTE:

The jamu-marketing scheme was the first projectto be supported by the Prosperous Indonesia Foundation (YIS), a Ovate organization created by law in Februaryof 1974 to "increase the welfare of the Indonesian' people through the execution of health

programs, population, and community development." . By choosing a well-establkhed and highly sucCessfulcompany to market the condoms, the lamu Project staff kept distribution costs down but also necesSarily forfeitedsome decision-making power: the company employees feel that they know muchmore than the project staff does about marketing techniques and do not feel compelled to take advice from novices.

Traditionally, jamu. was prepared only by local dukuns (herbalspecialists) according to traditional recipes. Today, the large jamu producers are modern organizationswith sales averaging millions of dollarsper year. The final distribution points for jamu productsare street sel lei's, mobile vans, and roadside stands. The expression '/You are a jamu seller" is reportedto mean "You talk a lot." Planners felt that the "bartender"-type relationship thejarnu seller tries to establish with the potential buyer might work more effectively thanmore formal and intimidating clinic-based education to involve Men in family planning.

REFERENCES:

"jamu and KARET KB," Information, Education,Communication in Population, No, 21/22, East-West Center, Honolulu, Hawak, 1975.

-Adverttsmg Aids Condom Sales," /CAW Bulletin, No.1, September 1978.

"KARET KB and farm: An Integrated Approach to Condom Marketing,"International DeVelopment Review, Volume 4, David L. Piet and Lukas Hendrata,1974.

Clearinghouse on Development Communication January 1979

130 POPULATION

THE MODEL FAMILY PLANNING PRO)ECT INISFAHAN Iran

TARGET AUDIENCE: Iranian women in both urban and rural districts

OBJECTIVES: To increase women's acceptance of contraceptives and tostimulate continued use on the part of those initially enlisted infamily planning programs

MEDIA: Banners, mailings, films, radio, TV, print, exhibitions

DONORS/SPONSORS:Iran Population and Family Planning; Iran's Ministry of Health

DURATION:- Model phase lasted from 'June 1972 to June 1974; similar projects are now being introduced elsewhere in Iran .

Abad St., CONTACTS: Dr. Medhi Loghmani, Deputy Director, Ministry of Health, 212 Abbas Isfahan, Iran; Roy C. Treadway, Illinois State University, Normal,IL 61761, U.S.A.

DESCR1q1ON:

The Isfailan Model Family Planning Project is an example of an integratedapproach to family planning. Tak- ing place in Iran between June 1972 and June1974, the project simultaneously used five means of reaching the target audien: (1) public and private clinics; (2) localpharmacies,and supply outlets; (3) full-time medical and paramedical family planning field workers; (4) part-time community agents; and(5) mass communications channels. All facets of the program had been previously tested in Najafabadand Shahreza (the study districts) and stimulated varying degrees of family planning acceptance.Designers of this project hopedto discover a workable combination of various project components. i \ i The Iran Naaonal Family Planning Program that was launched in 1967and the Isfahan, Communications Project that began" in August of 1970 paved the way for the ModelProject. The faMily planning segment of the eight-month Com unications Project used radio, films, exhibits, maihngs,leaflets, banners, newspaper and magazine inserts, and an information van to generate new demands forfamily planning services. A concurrent effort, the General Fpnctionary Project, furthered the goals of theCommunication Project by educating selected members of the ta t group on the socioeconomic aspects of population,growth, the benefits of family planning, and the use o contraceptive methods.

Representatives of some government and semi-government agencies(The Red Lion and Sun Association, the Imperial Organiza ion for Social Services, and others) worked closely withthe Model Project personnel in setting up 20 IUD-ins rtion centers and 49 pill and condom supply centers in41 villages. RESU LTS:

Overall, the Model Family Planning Project is considered a success: the number of marriedwomen between the ages of 15 and 44 who used contraception increased between June 1972 and June 1974 from 6to 21 percent:The discontinuation rates (23 percent for IUD recipients and 20 percent for pill users) turnedout to be fairly high, but the motivational and educational impacts of the project alsoappear great. Almost all of the women studied (96 percent) are aware ot the existence and availability of contraceptives, while 48 percent have tried at least one method.

Evaluators held that trained medical and paramedical personnel had the most direcr impacton the women's receptivity to contraception. The role mass communications played in reinforcing interperonalcom- munication the messages received by friends and family who in turn relayed them to thewomen remains a key, if unknown, variable, Follow-up surveys were not designed tomeasure the effectiveness of film, pamphlets, radio spots, and magazine and newspaper inserts at rallying -iipport for the Model Project'or of the message itself.

OF NOTE:

Local community agents schoolteachers, village leaders, granny midwives, agriculture extension agents, barbers, Literacy Corps workers, and taxi drivers were enlisted to increase the number of people who accepted pills, condoms, and IUDs. These agents, most of whom were unpaid, recruited only 20 percent of the new acceptors, but the support and credibility they lent tO the program were deemed essential to its success.

All niedia rnessages focused on two questions: "Which is 'best, two or three children?" and -Which method is best, the loop, piH, or permanent method?"

0, During the mass media campaign,a UNESCO-sponsored film crew shot a film, "Mass Media and the Field-Worker," on how the mass media reinforced interpersonal communication in this effort.Copies may be obtained from the Division of Development of Applkation of Communication, UNESCO, 7 Place de Fontenoy, 75700 Paris, France.

REFERENCES:

-The Model Family Planning Project in kfahan, Iran," Roy C. Treadway, Robert W. Gillespie, and Medhi Loghmani, Studies in Family Planning, Volume 7, Number 11, New York, New York, November 1976.

Clearinghouse on Development Communication June 1977 POPULATION

THE HAVE A HEART FAMILY PLANNING CAMPAIGN Jamaica

TARGET AUDIENCE. Jamaican men and women of reproductive age the quality of OBJECTlyES, To convince people of the impact family planning can have on life and to dislodge the belief that fertility is a reflection of virility orwomanli- ness

MEDIA. Radio and newspapers

DONORIVONSOR: The National Family Planning Board

DURATION; Instituted in 1975; ongoing

CONTACT! Norma Soas, National Family Planning Board, 5 Sylvan Avenue,P.O. Box 287, Kingston 5, Jamaica

DESCRIPTION:

,The Have a Heart. Family Planning Campaign grew out of the JamaicanGovernment's realization that it would have to steO up its family planning program if food shortages,overcrowding, underemployment, and unemployment were to be brought under control, The projectcomplemented a series of government-sponsored efforts initiated in 1970 to increase Jamaicans' awareness ofand receptivity to the use of contraceptives. While earlier campaigns bore themes such as "Plan Your Family, BetterYour Life" and "Girls, You Don't Have to Get Pregnant" and stressed the benefits family planning affordsthe individuaLthe Have a Heart project emph4-. sized considejation for others and concern about the future, as wellasself-interest.

The public information segment of the Have a Heart campaign began in1975 with radio and newspaper spots intended to familiarize Jamaicans with abroad range olcontraceptives, to encourage pill and condom use in particular, and to create a general awarenessof the role of family planning in personal and national development. A 34-part series of five-minute broadcasts, FamilyLife Education, covered family roles and structures, nutrition, the importance of priVacy within the home, and a dozenother topics related to family size.

Later radio' broadcasts dealt with sex and family planning moreexplicitly. Among other things, they told listeners how to choose a birth control method, how to explainreproduction and dintraception to chilidren, how a child develops in the womb, how to obtain counselling services,and how tw void and detect venereal disease.

The present phase of the media effort that supports theHave a Heart campaign centers on full-page newspaper advertisements, The.pictures and textsreinforce earlier messages, extend the discussionof family planning to topics such as child abuse and the physiologyof human reproduction, and generate thousands ofinformation requests,

1t, 133 RESULTS:

Within nine months of the inception df the campaign, a workable commercial marketing system forcon- traceptives had been extended to include many Jamaicans previously unreached by the contraceptive revolution, Not only were the brands endorsed and distributed during the Have a Heart project capturinga hefty percentage of the market, but overall sales of contraceptives were also running at a new high. Moreover,an Ad- vice Bureau (to which members of the public can write, telephone,or come for personal counselling) was es- tabhshed at the National Family Planning Board as a direct result of the campaign.

The Have a- Heart campaign's use of the mass media was so successful that National Family Planning Board activities scheduled through 1980 will follow a similar plan, carrying the approacheven farther to include -fuller use of community-based communication channels.

OF NOTE:

Condoms were marketed under the name of "Panther" while oral contraceptives bore the brandname "Per le." Both were packaged handsomely and were designed to appeal to prevalent ideas_of appropriate male and female roles.

Typical commercial advertising was used in conjunction with radio spots and printed materials that incorporated discussion and feedback, ,

To make disSeminating information easier, the campaign staff identified four basic target groups: the "new generation," the "misinformed generation:' "opinion leaders," and schoolchildren. Each group was approached on its own terms.

Over 75 percent of those surveyed recently by the Institute of Mass Communications at the University of the West Indles claimed to accept family planning as positive in terms of Jamaica's development.

REFERENCES:

-Jamaica's FL.nily Planning Communication Program Now Based on 'Have a Heart: " IEC Newsletter, No. 25126, East West Center, Honolulu, -Hawaii, 1977.

"Use of Community Media Resources in a Communication nterprise," Norma Soas, Caribbean Food and Nutrition Institute, mimeo J-113-76, Trinidad, September 1976.

Clearinghouse on Development Communication June 1977 POPULATION

THE KOREAN MOTHERS' CLUB PROGRAM Korea

TARGET AUDIENCE: Adult Korean women (roughly 700,000 in 28,000 clubs)

OBJECTIVES: To encourage village communication to promotefamily planning, to enhance the social and economic status of village women, and to organize village development projects MEDIA: Magazines, charts, interpersonal communication DONORS/SPONSORS:Korea's Ministry of Health and Social Affairs; the Planned Parenthood Federation of Korea; the U.S..Agency for International Development; and the Swedish Inter- national Development Authority DURATION: Beg Un in a somewhat different form in the.early 1960s as part of the National Reconstruction Movement; revived and revamped in 1968; ongoing

CONTACTS: Dr. Hyung long Park, President, Korea Health Development Institute, 808 Chin- yang Apt., 4-ga, Chung-Mu-Ro, Chung-gu, Seoul, Korea; Dr, D. Lawrence Kin- caid, Research Associate, East-West Communication Institute, East-West Center, 1777 East-West Road, Honolulu, Hawaii 96822, U.S.A.

DESCRIPTION: Mothers' Clubs grew out of a 25-year Korean tradition of women's organizations whose purposes have been to,,, give women greater economic security and a more commanding voice in community affairs and development. The feature common to these organizations has been their formation & adjunct financial institutions rotating credit associations, banks, or both. Formed in 1968, the Mothers' Clubs hay( modernized and expanded these banking and credit operations, but their chief reason, for existing is to promote family planning as a primary component of integrated rural development. The first Mothers' Clubs were set up in administrative units that consisted of three villages eaCh. Membership requirements (pertaining to age, education, and prior involvement in.community activities) served to keep the size of the clubs at about a dozen members each and to lend the clubs an air of prestige. Even with such restrictions, however, approximately 12,650 clubs had- been formed by the end of the firSt year (partly because awareness of and knowledge about contraception is so high in Korea and because rural Korean women tend to know at least as much as theft urban counterparts do about family planning). Gradually, most meMbership criteria were dropped, the size of individual.clubs expanded to an average of 40 members, the administrative unit came to be the single village, and the clubs became self-supporting. Now their total number exceeds 28,000. -Members of active Mothers' Clubs cooperatively undertake- several typeS of projects educational, agricultural, construction, and income-generating that typically involve organizing, phrical labor, fund-raising, or all three. Members generally conduct business and make plans at regularly scheduled monthly orbimonthlY meetings, and club leaders call ad hoc meetings as necessary. At each meeting, family planning and its relatidn to community and personal development is discussed and contraceptives are sold at lower than retail prices. In `addition, the clubs' financial accounts are updated, and domestic probleths are vented. Club members are kept apprised of the Activities of other clubs through two channels. One is the super- visorlpromoter employed by PPFK. Each such coordinator oversees'about 400 township associalions (about 4,800 clubs), establishes new clubs, arranges training sessions for dub leaders, and offers general support. The second channel is Happy Home, a monthly magazine with a circulation of more than 60,000 copies, This magazine, which is shared during regular meetings, contains articles and stories_related to family planning and other aspects of home life. It also features a profile of an outstanding.Mothers' Club ineach issue. PP.FK, Happy Home's publisher, hopes to begin in the near future radio broadcasts on many of the subjects covered in the magazine.

135 1'1 RESULTS:

While promoting family planning is not the sole functign of the Mothers' Clubs, thisprogram component readily lends itself to quantitative measurement in a way that changes of social statusor of communication flows do not. Research on the impact of the Mothers' CluLs family planning activities has, in fact, been quite extensive. More than one study has found that a high percentage (+ 80) of the clubs have low drop-out-rates and high attendance rates, that record-keeping at the local level has been exempi-4, and that the Clubs have increased the effectiveness and eased the burden of professional fieldworkers. A Knowledge, Attitudes, and Practice (KAP) Study conducted in 1973 showed that a much higher percentage Of club leaders than either club members or nonmembers posseSs detailed knowledge of the various.:,methods of contraception, that 46 perceni ,of the club Members practicecon- traception (compared to 28 percent of all nonmembers) and that relatively few women,within or outside the Clubs who did riot practice contraception appeaied to be motivated by fear, ignorance,or the censure of others (and may thus have benefitted from thectubs indirectly). Although it cannot be proved that club membership alone affect's knowledge and attitudes posiOiely and significantly or that the Mothers' Clubs have boosted contraceptiveuse, most research supports the belief that the clubs Komote and reinforce positive social, economic, and psycholOgi= cal changes that have their origins elsewhere:- A study of the communiCation aspects of one particularly successful Mothers' Club, a club located in a village, once thought to hold little economic prbmise, led researchers to conclude that the club had met every criterion for successful communication: it hadAcquired necessary information in,a timely fashion, processed the information accurately, and created new information,that led it to take constructive action.

OF NOTE: Women's clubs based on the Mothers Club model have been formed in Colombia, Egypt, Bangladesh, and - the Philippines. J Other organizations of village women New,Life Clubs, Housewives' Clubs, and New Village Movement

,11 Women's Clubs serve some of the same pUrposes as the Mothers' Clubs. The overlap of activities has spurred both competition and discuSsion of the need to integiate the functions of various rural organizations. o The most suCcessful Of the Mothers' Clubs sponsor activities that range from growing mulberry plants for silkworms tq erecting concrete bridges to fOrming cooperative stores. The typicatiMothers' Club leader is an oPinion leader who is approaching 40. She has three children, practices faMily planning, has a primary education but no religious affiliation, and comes from the middle- income stratum of her community. When polled, village women who-had chosen not to join their Focal Mothers' Club most commonlysave as reasons a lack of timeiopposition to fariiily planning, a general lack of interest in club activities, being new in town, orshortage of npney tO invest in the Club Bank.

REFERENCES: "The Korean Mothers' Club Program/' Park and others, Studies in Family Planning, Vol. 7, No. 10, October 1976. "Family Planning Education in Action: Some' Community Centered Approaches, Judy El-Bushra and Susan Perl, Iht. Extension College and IpPF, 1976. "The Needle ancithe Ax Communication and Development in a Korean Village," D. Lawrence Kincaid and June Ock Yum, in Communication and Change: The Last Ten Years and the Next, East-West Center, 1976.

Clearinghouse on Development Communication Januiry 1978

136 POPULATION

MY BROTHER'S CHILDREN Nigeria

TARGET AUDIENCE: Relatively well-off townspeople among the nine million Yoruba of the Western and Kwara States

OBJECTIVE: To promote family planning by presenting it in the context of the traditional indigenous culture MEDIA: Film, print, and interpersonal communication DONORS/SPONSORS:Family Planning Council of Nigeria; International Planned Parenthood Federa- tion DURATION: Conceived and carried out in 1971 CONTACTS: W. Ogionwo, Farnily Planning Council of Nigeria, P.O. Box 12657,Lagos, Nigeria; Deva Barrett, Media Logistics Officer, IPPF, 18/20-Lower Regent St. London SW1,Y4pW, England

DESCRIPTION: The Family Planning Council of Nigeria joined hands in 1971 with the InternationalPlanned Parenthood Federation to sponsor a broad-based, family-planning education program the chief featureof which was to be a film. In consultation, the two groups decided to aim the carnpaign at the Yoruba since thematerials would have to be tailored to peculiar geographical and cultural/tribal customs if it was to have thedesired impact upon its viewers. Two other factois influencing the choice of a target audience were the FPGN'slongtime presence in Yoruba territory and the success of its clinical services and facilities in Kwara and the Western State. ,IPPF and FPCN hired a commercial British film company to producethe filrh "My Brother'sChildren." The ,film company, in turn, subcontracted another agency to conduct a basic surveyof the Yoruba's views on acceptable roles for women, family structures, and family sizes. Researchers concluded on the basis of this surveythat the elder, members of families (which are extended rather than nuclear) shape the family members' attitudesand behavior, that family members take responsibility for each other's welfare, that wivesar4 expected to be subservient and devoted to their husbands' interests, that women make substantial if erratic contributions to the family purse, that men tend to measure theii- sexual potency in terms of the number of childrentheir wives bear, and that the decline of polygamy in Nigeria (with its customary separation of husbands and wives while children arebeing weaned) has adversely effected attempts to control population. Once the story line had been developed, the film producers collaborated with two Yorubacommunicators one of whom is a well-known actor on the final script. They thenstaged and filmed the polished version of the play in a Yoruba village using a,professional but local acting company. Finally, on the basisof fieldworkers' responses to a test,showing, the film wa's edited. Advance publicity for the film consisted of newspaper reports, radio interviews and a televisedshowing of the film. When the 34 copies of the film were released during Family Planning Week in December 1971, so weretwo comic strip versions of the screenplay. (Both the film and the comic stripwere reproduced in English as well as Yoruba.) Other forms of publicity included posters, bumper stickers, and the alkout person-to-personefforts of Nigerian family-planning fieldworkers. TypiCally, the film was shown in a family-planning clinic and followed by adiscussion led by a fieldworker. 'The discussion leader attempted to move the viewers first to vocalize their reactions tothe film and then to progress from the expression of opinion to theformulation of plans for action. Other showings of the film both within and outside Nigeria were before audiences composed of universitystudents, development workers, and medical and government personnel. RESULTS: The film "My Brother's Children" was evaluated by a Nigerian sociologist charged with determining both the suitability of the medium-and the impact of the messages. He was also asked to compare the effectiveness of the film alone to that of the overall education effort. To carry out the -study, the sociologist identifiedtwo demographically comparable Yoruba villages with relatively easy access to urban centers;one of these rural communities was to serve as an experimental village, the other as a control. After distributing questionnaires in both villages and showing the film in one.; the researcher measured the viewers' extent of recall, attitude change, andac- ceptance of the filmed messages.

The sociologist concluded that the film had had little effect on the attitudes of those who saw it a finding borne out by the tendency, of the fieldworkers to use it less and less after the initial barrage of showings. Probable reasons for the, film's failure to spur attitude changes include the alien nature of the medium and of the equipment used to show the film, the complexity of the messages carried in the film, the distorted presentation ofsome local customs, and the lack of receptivity among Nigerians to any message that can be construed as negative or threaten- . ing.

OF NOTE: Film was chosen as the primary medium in this campaign because it could accommodate the oratory of traditional Yoruban didactic drama but, unlike some other dramatic forms, was not associated with fertilityor sexual potency rites and messages. To minimize the possibility that viewers would find the film preachy or high-ha1d, the central character was not allowed to become an object of scorn. Instead, he served as a narrator and told the story of his brother's irresponsible, unchecked fertility. Kola Ogunmola, the chief actor in the film, secured © of the film and integrated it into his own regular performances. An urban target audience was selected on the presumption that it would be a receptive audience. Urban couples, it was felt, might be more egalitarian-in terms of decision-making, more apt to understand the need for change and to experiment with new lifestyles, and less likely than rural people to count on children as additional sources of income. The film struck some viewers as not quite true to life when a village elder gave a bride lengthy advice, instead of merely his blessing, at her wedding.

REFERENCES:

Family Planning Education in Action: Some Community-Centered Approaches, IEC Broadsheet-No. 8, Judy el- Bushra and Susan Perl, International Extension College and International Planned Parenthood;Federation, 1976. -Family Planners Find Tradition and Child Mortality'Barriers to'Acceptance of Programs in Rural Nigeria," World Education Reports, No. 8, January 1975.

Clearinghouse on Development Communication April 1978 POPULATION

AGRICULTURAL ANALOGY APPROACH TO FAMILY PLANNING Philippines

TARGET AUDIENCE: Rural Filipinos

OBJECTIVE: To introduce family planning to rural dwellers without using unfamiliar technical terms

MEDIA: Fhpcharts, comic books, interpersonal communication

DONORSISPONSORS,International Institute of Rural Reconstruction (IIRR) ,'with funds from the SCAIFE Charitable Family Trusts, Communication Foundation for Asia (CFA), and Family Planning International Assistance (FPIA)

DURATION: Project began in early 1974; evaluation in progress

CONTACTS: Dr. Juan Flavier,InternationalInstitute of Rural Reconstruction, Silang, Vavite, Philippines, 2720; and Dr. Hans Groot, Family Planning International Assistance, 810 Seventh Avenue, New York, New York 10019 U.S.A.

DESCRIPTION:

The groundwork for the production of flipcharts and comic books using the concept of the Agricultural Ana/ogy Approach to Family Planning was laid in 1974 when the International Institute of Rural Reconstruction and the Communication Foundation for Asia decided to use funds from FPIA to develop and co-produce materials for use in family planning education. Specifically, they agreed to create and pretest a series of 12 comic books and four flipchartS-,clesigned to support the "agricultural analogy approach" to leqning.

The agricultural analogy approach itself had been developed some years before by Dr. Juan Flavier of IIRR with funds from SCAIFE as a means of acquainting rural people with new concepts without introducing terms the people had never heard. The main components of the agricultural approach are the use of parallels or ,analogies from agriculture to explain new ideas, dependente upon- the farm people themselves for the development of the analogies, reliance on discussion groups of from seven to ten members each todiscuss the analogies, and stress on both personal and community responsibility. .-

The colorful materials developed in support of the Agricultural Analogy,Approach to Family Planning emphasized the"why"-of family planning before spelling out The "what" and the -how." Issued monthly, the 16- page comic books each contained two stories focusing on a singleagricultural theme and an illustrated cen- terspread designed to relate-that theme to family planning. The flipcharts featured pairs of pictures, onedepict- ing a family planning activity and the otheran agricultural activity, united by one caption. The specificparallels and themes the material., covered were carefully selected after the project staff spent a week living with the farmers and fishermen slated to become the target audience. Once the materiak were developed and pretested, they were distributed through roughly 20 ruralhealth units in the province of Cavite. Fifty thousand copies of each issue of the comic books and two hundred,15-part setsof flipcharts were sent into the field to test the notion that mass mediacan effectively multiply the sphere of influence of a family plannir3 agent. Also at issue was the people's receptivity to familiar media,language, and examples to introduce unfamiliar subject matter.

RESULTS:

According to preliminary reports by IIRR, fertility ratesamong women in Cavite have declined as a result of the experiment in using agncultural parallels to present knowledge of family planning. Whilefertility has also dechned among women approached by family planners who employmore conventional tactics, such declines are less dramatic than those achieved by the experimental group.

The media used in the campaign were evaluated by separate agencies. The J. Walter ThompsonCompany, a commercial advertising firm, conducted three sets of interviews in four Cavite villagesto test the impact of the comIC books.,. It found that the comics successfully transmitted knowledge about what family planning is and about how and why it works, but exerted little influence on mothers' attitudes towardits practice. It also found that while COIlliC books got the familyplanning message across, their effectiveness wouldhave been greater had they included discussions of the side effects associated with various birth-control methods.In its assessment of the thpcharts, the University of the Philippines found that the chartswere more effective than conventional learning devices at arousing the rural audience's interest and at increasing its knowledge of familyplanning.

OF NOTE:

Previous attempts in the Philippines to teach family planning typically involved theuse of Hispanicized English and of newly coined words, both of which confused and alienated thetarget audiences.

The use of verse captions on the tlipcharts capitalizes on rural Filipinos' fondness for baiagtasan (debate in verse) and duplo (couplets), two popular tolk arts.

The "agricultural approach" was first suggested by an elderly villager ina conversation with Dr. Flavier. "You mentioned ovary, ovum, uterus; and, frankly, they do not sound real to me," she said, "butI can understand them in terms of string beans whose seeckare extruded out and grow on fertile fields."

The analogies have been derived from four categories: plants, animals, household articles,and beliefs.

REFERENCES:

"Agricultural Approach to Family Planning," Demetrio M. Maglalang, CommunicationFoundation for Asia, Manila, Philippines, 1976.

Clearinghouse on Development Communication June 1977 POPULATION

BATINGAW Philippines

TARGET AUDLENCE Filipino adult movie-goers

OBJ ECTIVES: To use the medium of commercial film to promote the cause and further the understanding of family planning MEDIA: Film, VTR, print, TV, and interpersonal communication DONORS/SPONSORS: The Communication Foundation for Asia, and the Ford Foundation DURATION. Concei4d in 1973; produced in 1973-74; first shown in 1974

CON TACTS: Ramon A. Tagle, Jr., General Manager, The Communication Foundation for Asia, 4427 Int, Old Sta. Mesa St., Sta. Mesa, Manila, Philippines; William 0. Sweeney, The Ford Foundation, 320 East 43rd Street, New York, New York 10017, U..S.A.

DESCRIPTION: The Communication Foundation for Asia (CFA) completed production of a feature tilrn bearing the deep im- press ot a tamdy-planning message in December of 1973, the eve ot WorldPopulation Year (1974). By substituting for an explicitly educational tilm format a tormat with,proven mass appeal and by starring prominent actors in the CFA hoped to win the "responsible parenthood" message a large audience, segments of which do not see documentary filrns. CFA's secondary goal was to produce a "message" film that had some chance of attaining commercial success and, thus, of paying for production costs costs usually borne by government agencies or foundations.

, Producing the film that eventually became BatingaW involved both the normal risks associated with any large- scale commercial film-making venture and the special problems and:expenses that attend an experiment in communications. Besides equipping the film to compete at the box-office with action-packed martial arts moviesand comparably escapist fare, the producers had to balance entertainment and education in a way the movie-going audience would find satisfying. Indeed, meeting simultaneously the demands of the marketplace, cinematic art, and communications research required creating a research, production, and evaluation plan inwhich each type and phase of activity was mapped out in relation to all others. To lay this design, planners from CFA drew support from the Population Commission, the UP Institute of Mass Communication, the Asian Social _Institute, and other communication, development, and media organizations. The production of Batingaw involved extensive pre-testing and audience teedback. In August ot 1973, the CFA Research team studied well-known directors to weigh the capabihty ot each to bring a development message to life on the screen and named Pablo Santiago director. During the samemonth, the researchers carried out in Greater Manila an eight-day survey to identity movie-goers' favorite actors, to torm some idea of the typival movie-goer, and to find, out both wh),:: Manila audiences go to the movies and what types ot movies they preter. The findings of this, research were brought to bear on casting and the last rounds of scriptwriting. Then, in November, the team shot nine key scenes on VTR and played them for a 25-person sample audience in order to obtain feedback, which turned out to be positive both in terms of understanding and emoyment. In January (it 1974, after the script had been refined and filming was in progress, a final test took place: evaluators tried out the methodology they intended to employ to record movie patrons' response once Batingaw was released and tound that their technique was favorably received by 80 percent ot the 79-person urban sample. The finished version of Batingaw, which opened to critical and popular acclaim in March of 1974 and enjoyed a good run, challenges the notion that within development what people want isnecessarily at odds with what they need. The Batingaw audience got exact/y what it wanted melodrama,,action, top-notch talent, comic interludes, a long-suffefing heroine, etc. The made-to-order plot revolves around the self-sacritice of anelder daughter to her sibhngs' Welfare, a lovers' triangle involving two sisters, and the deathbed reunion of a family rent by circumstances seemingly beyond its control all tavorite movie themes. At the same time, the subplots (variations on theills that can befaltchildren neglected by their parents) culminate tragically in awayward father's reckoning with his failure to take responsibihty for his family and hopetully in the inauguration of tbe town's first family-planningclinic. In short Batingaw educates while it entertains because its educational burden is distributed among many subplots, its subplots are integrated deftly with:the main story line, and its theme of social responsibiltty is treated as afamily matter and not as a dismissible abstraction, 141 RESULTS: Batmgaw has been assessed in terms of the total number of people who have seen the film, reception by critics, box-ottice revenues, and the impact of fhe message on the audience. A formal evaluation conducted under contract to CFA by the Research Institi.de of J. Walter Thompson involved a random sample of 414 movie-goers in Manila, Iloilo City, and Davao City in an attempt to measure audience reaction to the family-planningmessage and the extent of overlap of the viewers and producers' perceptions of the film's intent. Using the methodologytested in January of 1974, the researchers first issued every tenth patron an invitation to report back to the lobby afterthe showing in order to claim a prize and then invited the prize-winner to spend ten minutes answeringquestions. These interviews revealed that the sample audience (two-thirds of which were between theages of 15 and 29 and over half of which had some high school or college education) recognized that family planning was the overriding theme of Batingaw, that it was nearly unanimous in its liking of the film, and that the majority responded favorably to lessons perceived to be of a moral nature. Some disagreement was detected as to the relative importance of the secondary themes, however,

Other indicators Of success include the size of the audience and thegross box-office receipts. More than one million Filipinos saw Batingaw during its cornmercial run in Manila and in provincial theaters, andthree million viewed it on Manila TV in conjunction with World Population Year. In addition, the film's audienceincludes those who have seen a 16mm re-taped print of the film distributed through the Population Commission. The film'scom- mercial success enabled CFA to set up a trust fund to finance other innovative family-planningprojects, the first of which was the production of audio-cassette "magazines" for usein the waiting rooms of clinics.

OF NOTE: Batingaw, the original English script for which was called The Bells of San Jose, alludes to John Donne's famous line "Ask riot for W` h om the bell tolls.. ,"and refers to the old chUrch bell in the town where the film's main action takois place. Untraceable rumors to the effect that Batingaw would contain explicit treatments of childbirth and rape, while unfounded, are thought to have aroused interest in the film, particularly in view of President Marcos' prohibitiOn of such serisationalism. On the other hand, project guidelines specified that the audiencewas to be told in advance of the film's release that Batingaw carried an exphcit development message. The,most overtly educafional segment of the film consists of a sermon on responsible parenthood. Preach- ing is made palatable during this sequence by the use of humor: male members of the congregation who feel the pangs of conscience on hearing the priest's words sneak out of the church and give the audience an excuse to laugh. The production values of Batingaw reflect a well-known formula, "konting bakbakan, konting lyakan, at konting tawanan," a peculiar blend of action, tragedy, and comedy that Filipino audiences enjoy. Among many awards bestowed on Batingaw are those for "outstanding expression of a theme of social significance" and -best art direction" at the 20th Annual Asian Film Festival in 1974. The film received nominations in almost aH FAMAS (the Filipinq Oscar) categories, taking the prize for best supporting actor, and it was shown in the Third International Film Festival in Tehran in December of 1974 as an example of a first-rate Asian filrn. Other Filipino films with development messages have been made in the wake of Batingaw's success. En- tries in the 1975 Metro Manila Film Festival, for example, included films dealing with family planning, land reform, and the preservation of the native culture.

REFERENCES: -The Making of Batingaw," Alfredo A. Cafe in From the Village to the Medium: An Experience in Development Communicatic* edited by Demetrio M. Maglalang, Manila, 1976. "Cassette Magazines for Family Planning Education," DevCom, Vol. 2, No. 3, Communications Foundation for Asia, Manila. undated. Private correspondence with William 0, Sweeney, Ford Foundation, New York, December 1978 and January -1979,

Clearinghouse on Development Communication January 1979

142 POPULATION

PREETHI MARKETING PROGRAM Sri Lanka

TARGET AUDIENCE; Sri Lanka adults of reproductive age (approximately 5,000,000 people)

OBJECTIVES: To test the effectiveness of normal marketing practices to distribute condoms widely and thereby increase the number of Sri Lankan couples who practice family planning MEDIA: Newspapers, radio, cipema, slides, print, and interpersonal communication

DONORS/SPONSORS:International Planned Parenthood Federation (IPPF); Family Planning Association of Sn Lanka (FPASL); and Population Services International (PSI.) DURATION; Begun in 1973; ongoing CON rAcTsT J. F. J. Mirando, Marketing Director, CBD Project, Family Planning Association of Sri Lanka, Buller's Lane, Colombo, 7, Sri Lanka; S.D.N: Hapugalle, Commun- ity Development Services, 62-64 Cotta Road, Colombo 8, Sri Lanka

DESCRIPTION: The Preethi Marketing Program was launched to help curb population growth in Sri Lanka by making contraceptives more readily available to the population at large. Population Services International (PSI) was commissioned in 1973 by the International Planned Parenthood Federation (IPPF) to initiate a contraceptive-marketing program in Sri Lanka With the cooperation of the Family Planning Associationof Sri Lanka (FPASL). The goal of the program was to demonstrate that commercial marketing techniques couldsignificantly increase the number of couples using reliable, modern contraceptives arid that unit costs would be as low aS or lower than those associated with clinic-based programs. Prior to the establishMent of the program, a feasibility study was undertaken by PSI to ascertain the mostsuita- ble country tor demonstrating ettectively the potential for social marketing of contraceptives. Five countries (Bangladesh, Sri Lanka, Indonesia, Malaysia, and Western Samoa) were considered as project sites. The main criteria for selecting Sri Lanka were,the presence of (a) a good nationwide communications network,(b) a high level of I iteracy(defined as the ability to read and write a simple paragraph), (c) a good infrastructure ofcommercial outlets, (d) a hospitable Government policy, and (e) a high proportion of married couples in the cast economy The Preethi Marketing Program began in May 1973. During the first six months, a two-person PSI management team, assisted by a part-time Sri Lankan marketing consultant, designed theoperational plan and commksioned market studies, distribution, advertising, and printing by local sOcial agencies and private companies. IPPF's evaluation office collaborated with PSI management in the design of evaluationinstruments, while PSI monitored, modified, and evaluated the program. On October 1st, 1973, nationwide distribution and mass-media advertising commenced. Thelaunch period was designated as two years the time required tor a new product in Sri Lanka to settle into the distribution pipeline', be accepted by retailers, receive any marketing modifications, and find its prime market segment. It was anticipated that the post-launch period woUld bring acceptance by additional segments of thefertile population. During the first launch month, 3,177 retailers purchased more than half a million"Preethi" brand condoms from traveling representatives of the distribution firm. Three levels of education and advertising were used during the launch period: (1) mass-mediaadvertising of Preethi's benefits was aimed at target participants, mainly through newspapers, radio, cinemaslides, and retailers' display; (2) all Preethi retailers were educated and motivated using personal visits, samples,andbooklets; and (3)! by means of a direct mail campaign, 4,500 elite opinion leaders were informed of the program tosecurelheir approval of the program, the method, and the brand namo. By March 31st, 1975 (18 months after the launch .period began), nearly 5.9 millioncondoms had been distributed, including 5.6 million sold to more than 4,000 retailers, 114,000 sold by mail order,and 124,000 given away

143 as free samples. Mail-order sales began in January 1974: almost 2 percent of sales between October 1973 and the end of March 1975 were made by mail.

RESULTS:

-The success of the Preethi Marketing Program recommends inclusion of the condom ina multi-method program. Use of the condom has improved the protection afforded by rhythm and provided a iieliable alternative for those discontinuing use of the pill or IUD. The program to distribute Preethi h.as introduced hew acceptorsto the practice of family planning quickly and at low unit costs, Preethi*s future seems clear. In 1977, at a conference on "Village and Household Availability of Contracep- byes' held in Tunis, S.D.N. Hapugalle (Preethi project director since June 1975) reported that preethi sales, which averaged between 300,000 and 330,000-units per month in the first two years, reacheda level o4over 500,0(X) units per month at the close of the third year since launch. By 1976, the per capita consumption of Preethis amounted to 0.5, five times the pre-program level for 1973. Acceptance of Preethi by 8 percent of Sri Lanka's fertile couples in the first program year (at a Cost of only $2.16 per acceptor) and an increase in the annual per capita use of this contraceptive by a factor of five in less than three years sugge4 that policy-makers in developing countries should consider wider use of social marketing for the advancement of family planning. Furthermore, the marketing model tends to produce lower unit costS over time. This may make the introduction of similar programs particularly appealing in those situations where prOgram cost Is an important factor,

OF NOTE: "Pfeethi' means happiness in both Sinhala and lamil, the two predominant languages of Sri Lanka. In May 1975, PSI handed over management to IPPF's project director-designate, the former executive director of. the FPASL, .At that point the program wa`s fully staffed by Sri Lankans. An essential aspect of the program was using an existing nationwide network of retailers to rnake Preethi available to the greatest number of fertile couples ifl the shortest possible time. Reckitt and Colman (Ceylon) Ltd., an established and successful marketer of various household products, was commissioned to paCkage and distribute the imported product to its 4,000 prime retailers. In 1977, it was reported that although radio proved to have the best reach, this medium could ncit be used because product advertising of contraceptives by brand name is not permitted. The lack ol radio support was telt because such support would have substantially increased sales. However, the projed director has given radio talks during the peak listening hours to address such subjects as "Planning for Progress," "Population and National Development," -Communication and Development," and "Social Marketing." view° progress and make sure that the objectives of the project are being met.

REFERENCES:

<--Measuring the Effectiveness of Contraceptive Marketing Programs: Preethi in Sri Lanka," John Davies and Ter- rence Di Louis, Studies in'Family Planning a publication of the Population Council, Volume 8, April 1977. International Planned Parenthood Federation (IPPF) Report to Donors, 1974. "Planned Parenthood and CommunitytBased Distribution Sri Lanka Model," presented at a conterenceon "Village and Household Availability of Contraceptives" under the auspices of The Battelle Populatton Study Centre and the Tunisian National Office of Family Planning and Population, Lt, Col. Denbis Hapugalle, March 1977. Clearinghouse on Development CommunicatiOn April -1979

144 The follow ing set of 72 Projec Profiles are available in English. Those that have been translated are denoted by: (A) Arabic; (F) French nd (S) Spanish. AGRICULTURE Buie Village Education Guatemala A, F, S School-on-the-Air India A, F, S The Radio Farm Forum Pil t Project Thailand A, F, S Mali Livestock H Project Mali Assistance to Rural Broadcting Afghanistan A, F, S Radio Educative /Pilot Project in Communication Media in Adult Education Senegal A, F, S Kipsigis Homesteads Cattle-Dip Management Program Kenya A, F, S Masagana 99 Philippines A, F, S Plan Puébla Mexico Lefatshe La RonaOur Land Botswana The Training Component of the Thaba Bosiu Rural Development Project Lesotho Radio Huayacacotla Mexico NUTRITION Experimental Nutrition'Project Brazil A, F, S Breastfeeding Campaign Trinidad and Tobago A, F, S Mass Media Nutrition-Advertising Campaign Philippines A, F, S Nutrition Mass Communication Project India A, F, S Project Poshak India A, F, S Nutrition Advertising Campaign Tunisia A, F, S Mass Media vs. Direct Education Program Mexico A. F, S POPULATION The Have a Heart Family Planning Campaign Jamaica A, F, S The Model Family Planning Project in Isfahan Iran A, F, S Agricultural Analogy Approach to Family Planning Philippines A, F, S The Korean Mothers' Club Program Korea My Brother's Children Nigeria A, F, S The Jamu PrOject Indonesia A, F, S Batingaw Philippines Preethi Marketing Program Sri Lanka A, F, S APROFAM Family Planning Program Guatemala A, F, S HEALTH Man is Health (Mtu Ni Afya) Tanzania A, F, S The Pila Project Guatemala A, F, S Telemedicine in Alaska United States' A, F, S The Danfa Comprehensive Rural Health and Family Planning Project Ghana The Candelaria Project Colombia Zaa Na Uwatunze Kenya A. F, S Radio Doctor Haiti A, F, S Promotores de Salud Guatemala The Kavar Village Project Iran A, F, S Health Education Radio Dramas Sri Lanka, A, F, EDUCATION AND HUMAN RESOURCES Radio Mathemati s Nicaragua A, F, S Initructional TV nd Educational Reform El Salvador A, F, S Radio Santa Mari Dominican Republic A, F, S BRAC's Sulla Fu ctional Education Project Bangladesh ETV Samoa American Samoa Mauritius College of the Air Mauritius Radio ECCA Canary Islands Correspondence COurse Unit Kenya A, F, S SITE Teacher Training India A, F, S Lesotho Distance Teaching Centre Lesotho A, F, S Télk-Niger Niger A, F, S Acción Cultural Popular Hondurefia Honduras A, F, S Tarahumara Radio Schools Mexico Radioprimaria Mexico Rural Radio Education Project Paraguay A, F, S Functional Literacy and Family-Life Planning Program Thailand Movimento de Educacao de Base Brazil A, F, S The MOBRAL Adult Literacy Experiment Brazil The Shuar Radio Schools Eeuador ETV Maranhao Brazil Korean Air and Correspondence High School Korea KEDI Educational Radio and Television Broadcasting Korea INTEGRATED DEVELOPMENT Acción Cultural Popular (ACPO) Colombia A, F. S Laedza Bahihani Botswana A. F, S The Lower Yukon (Skyriver) Project United States A, F, S Radio Mensaje Ecuador A:F. S Agri-Service Ethiopia Ethiopia Inades Ivory Coast Integrated Family Life Education Project Ethiopia Project for Equality of Access to Education for Women and Young Girls Upper Volta A, F, S The Comilla Project Bangladesh Association of Radio Clubs of Niger Niger The Shadab Integrated Rural Development Project Pakistan A, F. S Satellite Instructional Television Experiment (SITE) India A. F, S Audio Cassette Listening Forums Tanzania PERFILES DE PROYECTOS

Estudios de la Agencia para el Desarrollo Internaeional,de los Estados Unidos sobre la Tecnologia Educativa'y los Sistemas de ConmnicaciOn Aplicados al Desarrollo

Preparado por:Clearinghouse on Development Communication 1414-22nd Street, N.W. Washington, D.C.20037 -U.S.A. Tel. (202) 862-1900 Para: U.S. Agency for International Development Office of Education 4t, Bureau for Science and Technology.,

Washington, D.C.20523U.S.A. Tel. (703) 235-9063

ISBN No. 0-69492-048-0

The Clearinghouse is operated by the Academy for Educational Development Prefacio Los Perfiles de Proyect s han sidu eseritus y pabliewlus por el Clearinghouse on Development,Commun cation. Estus breves estadios de east) deseriben Ia aplicación. en forma positira, de ft 8 medius de t'orlionicación en apoyo de atm rariedad de pruyeamas en saw agrieultura, nal ricion, planifieaciOn edueaciOn formal y desarrollu in egrado. Para faeilitar la com araeion e ilastrar los eontrastes entre estrategias diferentes, eada Perfil sigue an trmatu anifurtne. A fin de aseyarar guy la inforinaeitin proporeionada sea prreisa y rtilida en la actualidad, hemos enciadu burradures (le hi8 Perfiles al personal alue ha trabajadu en lus difereates pruyeetos y hemus ineorporado 8118 sagereneiasycurt eeeiones. Finalmcnte, 'tennis pruporeiunadu las refereneias subre los doettmentus pant me los interesados pardon obtener mayor informacion sabre los proyeetus de las persmasi gat, fiyaran t;it hl secTion "Para Mayor lahrmaeion. Dirijase a:" De heeho, es pur medic) de esta seeeion que /a Clearinghouse intenta putter en contactu direetu a lus interesados t'')1 la planificacida (IC proyectus,

Al final del rolumeit, el lector el/contra rd an indict.' detallado de los Perfiles de Proyecto &van et, sf aur eorrespondiente. aso de medios de eontanicaciOn, reyiOn geograliea, etc. nu tbien e.eiste (Intl serie de Perfiles ru ingli*'8. frUNWS, y (Irak.

1-2-Tibiriamos eon t grad() los eontenta rio8 gilt n ucstrus leetores noshieicran ubre la a!ilidad de los Pe .files, (amble', como informaeiOn subj.!: proyeetos en el camp) de los ntedios de ellrnani ateiOn am, podrian inclairse entre fltrus pablieaciones del Clearinghouse.

1 6, INDICE AGRICULTURA

Educación BasiCa Rural, (Guatemala) 1 El Proyecto Moto de Foros Agricolas por Radio, (Tailandia) La Eseuela en el Aire, (India) 5 Asistencia'a la Radiodifusión. Rural, (Afganistan) Radiu Educative /Proyecto Pilot() en Medios de Comunicación para 'la .Educación de Adultos, (Senegal) 9 Programa de Administración de Tanques de Inmersion para Ganado en Kipsigis, (Kenia) 11 Masayana U9, (Filipinas) 13 ra DESARROLLO RURAL INTEGRAL Acción Cultural Popular (ACPO). (Colombia) 17 Laedza Batanuni (Botswana) 19 Proyecto para el Territorio Inferior del Yukon (Skyriver), (Estados Unidos) 21 Radio Mensaje, (Ecuador) 23 Proyecto de Igualdad de Acceso a la Edueación para Mujeres y Ninas, (Alto Volta) 25 Proyecto de Desarrollo Rural Integral de Shadab, (Pakistan) 11, Experimento de TelevisiOn Educativa via Satelite, (India) 29

EDUCACION Y RECURSOS HUMANOS

La Television Educativa y la Refornm de la Educación, (El Salvador) 33 Matematicas por Radio, (Nicaragua) 35 Radio Santa Maria, (Reptiblica Dominicana) 37 Capacitación de Maestros, Programa SITE, (India) 39 Centro de Ensenanza a Larga Distancia de Lesotho, (Lesotho) 41 Unidad de.Curgos por Corre0ondencia, (Kenia) 45 Acción Cultural Popular Hondurefia; (Hohduras) 49 'Tch-Ni-ger.- (Nigeria) 51 Proyecto*Radio Primaria Rural, (Paraguay) 55 Alovimiento de Edueación Basica, (Brasil) 57

NUTRICION

Campatia de Leche Materna, (Trinidad y Tobago) 59 Proyecto Experimental de Nutrición, (Brasil) 61 Proyecto de NutriciOn por Medios tie ComunipaciOn Masiva, (India) 63 Campalla Publicitaria Sobre Nutricien pot. Medios de ComunicaciOn Masiva, (Filipinas) 67 Proyecto Poshak, (India) 69 Campana de Publicidad Sobre Nutrición. (Tünez) 71 Medios de Difusión Masivos vs. Programa Directo de Educacien, (Mexico) 15 P,OBLACION

El Proyeetolode lo de Planificackm Familiar en Isfahan, (Iran) La canipan4 de PlanificIrción Familiar (Ki,i Thart) Tengan Coraz4n, (Jamaica) 79 Metodo denalogia Agricola paa la PlanificacionTamiliar, (Filipinas)81 , Los H ijos dmi Hermano, (Nigeyht) 83 El Pr v Jumu, (Indonesia) r 85 Progra e ComercializariOn de Cimtraceptivos Preethi. (Sri Lanka) 87 Programa Planificación Familiar A PROFAM, (Gualemala).,' 89,.

SALUD

El Hombre es Salad '73ftit nil-41110, (Tanzania) , ,t, 93 El Proyecto Pila, (Guatemala) .. 95 Telemedicina en Alaska, (Estados Uniios) - 97 Zaa Na (51.0,anze, (Kenia)- 99 Radio Ductcur (Medico por Radio), (Haiti) , , 101 Proyecto de las Comunidades Rurales de Kavar, (Iran), ,103 Educaeitin Sanitaria Mediante Radionovelas, (Sri Lanka) 105

Referencias 107

s AGRICULTURA

EDUCACION BASICA RURAL

Guatemala

BENEFICIARIOS: Campesinos indios y ladinos de Guatemala OBJETIVO: Cambiar lasprictieas agricolas e inerementar la producci66 mediante el uso eficaz de las comunicaciones MEDIOS DIFUSION: Comusieacian'interpersonal, fortis. materiales graficos DONANTES-PATROCINADORES: La Ofieina Latinoamericana de la AID, Ageneia de los Estados Unidos paraelDesarrolloInternacional, ylos Ministerios de Educación y Agrieultura de Guatemala DURACION: El prOgrama se inici6 en 1973 y continua funcionando PARA MAYOR INFORMACION. DIRIJASE A: Profesor Mario R. Dard6n, Director del Proyecto. Programa de Educación Basica Rural. 2a. Avenida 8 -53. Zona 1. Ciudad de Guatemala, Guatemala: Dr. 1-1Liward Lusk. Chief of Education. Science and Technology, Latin American Bureau. U.S. AID. Rm. 2245 New State. Washington. D.C. 20523, USA

DESCRIB'CION:

El programa de Educación Basica Rural es un Como principalmedio para impartirlosnuevos experimento quinquenardestinado a utilizar medios de conocimientus- agriculas y estimular un cambio en el cumunicaciónpa7afamiliarizaralo,jcampesinos compurtarniento. se seleccionO la vadio. Dos estaciones guaternalteeos con practicas agricolas modernas Una de radio transmitierun el programa durante who horas meta secundaria del pn*ecto consistiO en aumentar la diarias, desde hts 5 hasta las 9 de la mafiana y desdu las eficacia de los extensiLinistas agricolas de forma que 4 hasta las 8 de la tarde, de lunus,a s:Thado. Nra captar pudieran aptclar a resolver problernas individuales y y mantener a una arnplia masa ,de radioyentes. el" regionales del:campo. El plan destinado a detertninar la personal del programa de EducaciOn Basica Rural eficacia on funciOn del costo de distintas combinacioties dedica un 80 por ciento del tiempo a müsica. amenida- de mediOsde comunicaciOnfueejecutadoporla des y a (Arils aspectos no relacionados con la agricultura. Academy for Educational Development bajo un contrato Las horas restantes estan consagradas a la AliscusiOn de eon la Agencia para el Desarrollo Internacional tcuya temas agricolas. El nUcleo del programa de agricultura contribuciOn al proyecto aleanzara un total,acumulativo lo constituyen una "revista agricola" dc :10 minutos de do US$ 1.650.000 cuando quede finalizadoh El plan duraciOn, novelas poi radio, una untruvista con pregun- eontemplabaoriginalmentetres.yposteriormente. tas y respuesta a cargo de un agrOnomp y o -AO ,6uattocombinacionesde nwdiosLie cumunicaciOn anuncios breves enlos que se transtnitun mensajes distintus.- representando grados crecientes de conLtcto relacionados con el campo. eon las farnilias rurales "en dos sectures culturales y El primero de los cuatro enfoques de comunicaciOn geograficos sumamente diferentes". diferentes consiste en mensajes transtnitidos solamente proyeeto fue iniciado en 1973 .entre los ladinos pbr la radio. El segundu anado un "monitor" de pueblos (nwstizos) de habla hispana de la regiOn sureste de seleccionalo y capacitado localnwntu durante un Guatemala. Unus 18 meses despues. el experiment° se el rual visita semanalmente a cuatro o eine() pueblos ampli° para abarcar la regiOn' montatiosa del occidente que, en conjunto, contienen unas 200 fatnilias. y celebra donde se orient° kla publaciOn india de habla Lunette. reuniones a Ultima hora de la tarde durante las cuales se EP una.encuesta realizada por el personal del programa escuchan grabaciones en cassette de los munsajes de do Educaeión Basica Rural en 1974. se constatO que. en radio grabados previatnente. El monitor utiliza cuadros el Valle de Yupiltepeque.4e Guatemala el anafabetismo de hojas tnOViles y cartoles .para ilustrar las discusiones. era do 64 por ciento, y 66 por ciento en las comunidades proporciona hojas que los campesinus puedan Ilevarse a ruraies-cerca de Mornostenango. en las muntafias. t...asa v. en algtinos easus, cultiva pareetuts ildemostra- -sentillas de maiz y el uso de fertilizantes durante la ckni.Utitercerenfoqueeonsisteenitrupurciunar epoea ic flurecimiento y la siembra. Tambien aumentO asistencia tecnica a nivel basicu a cargo de agronumus. el usu de fungicitlas entre muchus de los agricultures ile cada OHO ile lus cuales sirve a 600 familias. aproximada- la zona, aunque este cambiu file menus niarcadu. mente, El agrimumu del programa de EducaciOn Basica Rural trabaja con los munitures en los pueblos. realiza ASPECTOS QUE MERECEN DESTACARSE ikruostraeiunecli parculas. ayuda a solucionar prublit- Inas locales de produceiOn de cultivus y propurciuna En 1976. el efecto usual de una baja pluvitrsidad subre asesuramiento a los campesinos. Tambien actutt cumu los rendimientos de las cost:Thus fut., exacerbadu ptir la supervisur y capacitador de lus munitures y iirolturciona sequia quit ocurriO en los nieses eritic. de juhu a un vehiculo impurtubite para facilitar infurmaciOn subre setienibre. lo que ocurre en el campu. El coarto enfuque, agregadu en 1975. emplea a monitores sulamente en las zunas a las El experimento fut., perturbadu pur el terrempto de que no Ilegan lus prugramas de radio. `febreru de 1976. Durante un nle. los rectirAts del proyeeto fuerun utilizadus casi exclusiva*nte en act ividades de auxiliu a las victinuts del terreniuto. RESULTADOS: La intruducciUn en1976 delprocesu s6rigrafico Al cuntrariu de lo quese esperaba. y quizas debidu a pruduju graficus superiores. el imino la lenta tarea de que la programaciOn se adaptO tan cuidadosamente a las copiar a mano el material y permitio a los artistas necesidades locales.la radio parece tenet., un efectu disponer de mas tienipu para integrar LtS cunceptus considerable subre el cumpurtamientu de los campesi- desarrollados en lus materialeS ilustratiOs a usarse nos. Este dist:qt.() experimental especial. dicen algunos. en el futuro: hacreadoun am p1 lusistemade comunicaciunes personales en vez de ,prupurciumir radiutransmisiunes REF ERENClAS: Unperson:des tradiciunales. Ademas. los munitures y agrUnomus parecen reforzar efica.Zthente los- niensajes "The Basic Village Education Project::Third Interim por radio. Report. Field ()iterations. June It175-4G6-. Academy Lat.-reuniones transmitidas pur radio tendierun a furEducationalDevelopment.W:eihingtuti.D.C.. atraer a c.ampesinos quit yta estaban dispuestus a aduptar 1976. practicas agriculas Inas mudernas. Pero algunus campe- "The Basic Village Education Project: Third Interim sinusquitnoasistieronalasreuniunestambien Repurt. Evaluation Cumpunent. Uni±rsity of Florida. mudificaron sus praeticas agriculas. Entre los prtncipa- July 1976". AcauemyI fur Edueational Development. les canibtts registradOs figura la selecciUn de mejores Washington. D.C., 1976.

Clearinghouse on Developminit Communication Junto de 1977 AGRICULTURA

EL PROYECTO PILOTO DE FOROS AGRICOLAS POR R.

Tailandia

BENEFICIARIOS: Los campesinos y el servicio de extensiOn agricola de Tailandia

OKI ET 1 VO: Comprobar la eficaeia del concepto de foros par radio en incrementar la .comunicaeión en ambas direcciones entre los campesinos y los funeionarios del servicio de extensiOn agricola de Tailandia MEDIOS DE DIFUSION: 11 radio y distintas publicaciones, complementadas por las comunka- clones interpersonales DONANTES-PATROCINADORES: El Departanwnto de Extension Agricola IDEA) del Ministerio de Agriculturaylas Cooperativas del Gobierno Real de Tailandia, y el PINUDIServicio,de Comunicaciones para Fomento del Desarrollo DURACION: Fue coneebido en 1968 y Nevado a eabo por primeravezen 1975; actualmente seestáampliando con el fin de aliarcar a cinco provincias en 1977 y a 15 en 1978 PARA MAYOR INFORMACION. DIRIJASE A: Mr. Pote Chumsri, Departanwnt of Agricultural Extension-,- Ministry of Agriculture and Cooperatives, Rajadamnern Avenue, Bangkok, Thailand'

DESCRIPC.ION:

.Aunque el Progcebi .4gricolus pur Rutlit,fue Lasrespuustaspropurcionadasalosgrupus de concebicki en 1966. su ujecucion se retrasO varius anus rtftlioyentes, hiciercm fundamentalmunte entres mientras si organizaba el DEA. En 1975. se realizO cm formas distintas: se utilizaron transmisiunes pur radio y proyecto pilot° para comprobar sfl conceptu de foros publicacionus para dar contestaciOn a algunas de las pur radio era.aplicable a la regiOn agricula de Tailandia. preguntas. mientras que el_ personal del DEA y utros Despues du seleccionar el area de estudiu un forma especialistas visitaron los pueblos para resolver otrus,. sitenuLtica St formarun con la colaburaciOn du lus:jefes problemsIi na tercera forma du contact°incluyO du los pueblos. grupos ilt.radioyentes. Luego se hizu la grupos enteros que visitaban a almacenes de scmillas, selecciOn de cuatro lideres para el Foro Agricola poi. centrus universitarius ik investigaciOn u a parcelaS Lie Radio en cada uno de los ochu grupos de pueblos del demustraciOn. y a seminarios curtos sesiones de proyectu. Finalmente se iniciaron. los programas du peliculas. capacitaciOn para los lideres locales de los fpros. RESU LTA DOS: Una vezquelasdistintaspartesdelproyecto quedaron establecidas.setransMitieronprogranlas El Proguch) niros Sgricolas pm' Radio contribuyO a semanales por radio. 'Qespues de cada programa de aumentarelintercambiuLieinformaciOn entrelos media hora de duraciOn. los grupos de radioyentes de los campesinos y los funcionarius de extensiOn agricola en pueblos discutieronelcontenidu del programa y el ambas direcciones. Lus funcionarios reconucieronla materialimpreso compleTentario elaborado por importancia de mantener contactos regulares'y frecuen- DEA, Se les pidiO que hicieran comentarius sobre lus tes con los campesinus y se mostraron satisfechos Con la-. programas y sobre las publicaciones. y que tratarim de sensaciOn de continuidad que les daba el programa. Los hallaraplicacionespracticaslocalestiaraideas y campesinOs, por su parte, tendieron a acudir cada vez L?, metodos ik ambos. Los problems que no podian ser nuisalosfuncionarius de extensiOn una vez que .resueltos entre los grupus ik radioyentes de his pueblos, comprendierun que estus se mantenian ciiariamente en seremitieron a traves delosinformes semanales contact° con sus problems y sus necesidades.'Ademas, preparados por los lkieres del Euro Agricola por Radio. debido a que losmensajes trataban de problemas: alfunCionario currespondiente del DEA y a otras especificos. los campesinos los podrian recurdar. Por lo personas o entidades capaces de propurciunar ayuda. tantu, los funcionarius encuntraron una satisfacciOn cada

1 6.30 vez mayor en su trabajo. En pocas palabras, se pusu en distintos organisms internaciunales puede que haya marcha un feliz proeeso dinamieo que se reform!) a si abierto u furtalecidu el intercambiu de las comunica- mismo. clones intra e intergubernamentales. En terminos mds generales. el proyecto tuvu exit() en En muchos casos. los foroS agricolas se convirtierun en urganizar grupos con intereses comunes para resolver foros donde se trataban otrus problenuts locales. problems que compartian. y asimismu. demostrar la eficacia de la transmisiOn de mensajes consewentes a Se obtuvo la ayuda de lusjefes de los pueblos para dar legitimidadalproyeetu. ylus traves de distintos medios de comunicación. DeinostrO a estudiantes dela los universidad local y de la Escuela de Agricultura funeionarios de extensiOn que el programa era ayudaron a realizar las eneuestas,en el campo. posible aloscampesinus. que era conveniente. Efectivamente. lus campesinos de zunas adyacentes al El exit° lugrado por el I'mycrto tic Isros Agricolas proyecto por radio pidieron inforinación sobre el mismu por Radio llevO al gobierno de Tailandia a considerar y solicitarun prugramas andlugus. la integración del enfoque de fortis pur radio en otras actividades.Elpropio proyectuIlevO tambien 'al gubierno a evaluar su capacidatl para valorar dichas ASPECTOS QUE MERECEN DESTACARSE:. actividade'S. El Proyreto Ic,Foros Agrieutas por Radio se combinO armoniosatnente con el proyeeto patrucinado por la -REFERENCIAS: FA() destinadu a mejurar la agricultura de regadio de la regkm nureste de Tailandia. El proyecto, al tratar 'Summary Report on the Radio Farm Forum Pilot de eunseguir- Ia eulaburación conjunta de distintus Project'', (RB No. 3361 Supalak Puneasiri y Robert S. departamentos gubernamentales (tales conk) el Minis-, Griffin. UNDr.DSCS, Bangkok. Thailand. noviembre teriu de Cumercio, la (ificina del Arruz, etc.) y de de 197(3.

Clearinghouse un Development Communication Juniu de 1977

4 AGRICULTURA

LA ESCUELA EN EL AIRE

India

BENEFIC1ARIOS: Campesinos de la India 013JETIVO: Transmitir, mediante programas de radio, conocimientos sistemáticos de las ciencias agricola; a los campesinos radioyentes MEMOS DE DIF1iSION: Programas de radio, complementados por correspondencia DONANTES-PATROCINADORES:All India Radio DUKACION: El programase inicid en agosto de 1975 y adn continda PARA MAYOR INFORMACION, DIRIJASE A: Dr. Pradip K. Dey (Director del Proyeeto Farm Radio Officer, All India Radio. Calcutta, India

DESCRIPCION:

En 1975. All India Radio formulO una estrategia para respuestas a his preguntas formuladas. se cuntestaban resolver el compleju prublema de transmitir. en un hisdeaelaraciOnsobre determinadospuntusdel breve period() de tiempo. informaeiOn subre la agricultu- programa. Lus instructures evaluaron todus los trabajus. ra moderna, en forma sistematica, a traves de canales y al final del alio, el radiuyente reeibiO un certificado de que fueran aceptables para la -poblaciOn agricula rural -recunoeimientu junto con sus notas. de Bengala uecidental. La estacion de radio seleccionO eeimo -radioyentesa agriculturesalfabetizados -que RESULTADOS: tenian accesu a on aparatu de radio a fin de Line _se beneficiaran de una serie,de programas de, informaciOn Si bien India upina que on gran numeru tle subre las ciencias agricolas. So personal pensO clue si se campesinus se han beneficiado del programa de radio, proporcionaba a los campesinos radiuyentes infurrnaciOn durante, el primer "ano escular" sOlo 11,1 participaron sistematiea sobre la agricultura. se cunvertirian en activamente enelcursu por correspondencia. Estos "agrieultores-multiplicadures" y diseminarian tecnicas radiuyentes estudiantes fueron ubjeto de una encuesta td agricolas modernas entre lus habitantes de los pueblos terniinar la sesiOn de capacitaciOn con el fin de conucer hastaahot'aincapaces deinterpretar .1acumpleja sus intereses y expectativas, "y sus posibilidades de informaciOnsubrelaagriculturamoderna, o sin convertirse en agricultores multiplicadures. La encuesta pusibilidades de aeceso a ella. demostrO que hi mayoria de los participantes tenian Entre fines de 1075 y principius de 10711 la 1.,':4elo-Iftii entre 29 y 29 anus de edad. tenian una educaciOn a nivel cl para campesinos transmitiO seis cursus. Cada de ensenanza Secundaria, y sus ingresus eran de nivel eurso consistiô de cinco lecciunes de media hura. El medio. Un 5:1 pur cientu.aproximadamente. estaban programa de estudiofue phineado con ayuda del intimamente relacionadus eon actividades de cultivo, Departamento Agricola del Gobiernu Estatal de Benga- Mientras queel pur clunk) eran estudiantes u la Occidental. due tambien seleccionO a lus maestros o maestros.Lamayoria de los radioyentes declararon instructores de lus programas de radio. haber escoehado las lecciones en sus prupios aparatos de Los instructures prepararon las leceiones y las leyeron radio. y la mayoria de ellos se sentian estimulados hacia por radio tud ,;,:!los domingos entre las Ty las 7::10 de la una mayorparticipacionsocialdespues debabe,. tarde. El ritmu de la ensefianza fue lento de manera doe escu ch ado los progra m as. los agrieultores radiuyentes tuvierun tiempo tiara }lacer Lus participantes tumaron en general, un total de tres anotaciones subre los pontos importantes. Durante la cursusdelossekofrecidos durantehisesidn de transmisien se repetian varias veces iupontos chives capacitaciOn. La mayoria losrailioyentes estaba asi como los ntimeros y medidas unitarias. Al fin cada principalmente interesados en cursos stIbre el cidtivo du programa. se- hicieron Preguntas por radio. Antes de trip) y de arroz de cuse:.has de invierno muy coltivados lute los radiuyentes enviaran por curreu a hi estaciOn las y remonerativus en Bengala occidental. Declararon due

5 el principal inotivo por habor participado en el cursu fue lideres agricolas identificados proviamonte pur lus el de adquirtr tilayores conocimientos subro metudos investigadures. cientifieos do agricultura. peru quo el deseu de obtener Los estudius no confirmaron quolainformaciOn linos tnayores beneficius era el motivo que OCUIJALL el faeilitada pur los radiuyentes alternara las transmisiu- segundu lugar. nes futuras. ni que los instruetores pidieran directa- Despues do que los mientbrus del Departamentu de Inente LL los radioyentes que hicieran partieipes a lus AgriculturadeBengaltc- occidentalanalizaronlas eampesinos desventajadus de ILL informaciOn innOVLLdU- respuestas de la primera estacion, la Escuela en el Aire ra transmitioa., put. radio de 1971i-77 se-niodificO para hacer tin mayur hincapie en Aun cuando. originalmento. los agricultures indicarun los temas mas populares. y se eanthiaron las hunts de quo el Oitener mayores utilidades eraILL segunda retransmisiOn. Los: eursus de 197(3-77 atraverun subsi- raz6n poi.ILL que ellus escuchtthan las transmisiones guientemente LL un mayor /limier° de participantes poi.radio, un ostudio ulterior dettiostrO quo ILLS activos i155-160. segan el cursw. De tleuerdo con el expectativas de obtener umpires beneficius disminu- director del proyecto. ILL evaluaeion 9050 de relieve quo yeron durante el eurso Y despues del mismo. los participantes mas prubables de los futuros eursos de IaEscuela enelAire !Jam campesinos serianlos pro1siblos lideres agriculas: posibles promotores FEBEN C I AS: del firoyecto. -Agricultural Broadcasting: A Novel Approach in Caleutta.- Pradip K. Dey, Combrofol. No. :14. enero- ASPECTDS QUE MERECF,N bESTACARSE: marzo de 1977. A fin de niedir las posibilidades de los radioyentes "Identification of Participants of the School-on-the- para convertirse On proniutures delproyeeto.los Air for Farmers.- mmtion .-Itiriegiltur,, Vol. 20, Nu. 2, investigadores compararon las caracteristicas socio- 1976. personales de los participantes con las (Ile lo;, posibles Clearinghouse on Ilevelopment Communication Junio de 1977

6 AGRICULTURA

ASISTENCIA A LA RADIODIFUSION RURAL

Afganistán

liENTFICLA111(1S: Agricultores tie las provincias afganas tic Wardak, Logar. Kunduz y Herat (17.500 personas aproximadamente) OBJETIVO: Mejorar Ia radiodifusiOn en zonas rurales para apoyar las Actividades de desarrollo rural y ensayar la factibilidad tie estableeer un sistema (IC comunienciones que incluya la radio. las cintas eassettrs. y los comentarios formulados.por los agricultores en Afganistan 7, MEDIOS DE DIFUSION: Radio. grabadoras de einta eassul y comunicaciOn interpersonal DON ANTES-PATROCINADORES: La FAO tOrganizacion tie AlimentaciOn. y Agricultural de Naciones- Unidas: Ministerios tie Agricultura y Edueación tie Afganistan, Ia FFFL'AD de Australia y Radio Afganistan- I URACION: iniciado en 1973, ejecutado en 1976. La Fase 1 terminó en 1977, la Fuse II se eneuentra pendiente PARA MAYOR INFORMACION. DI RIJASE A: TrevouL.Stockley,Rural BroadcastingSpecialist.Ministry of Agriculture. Kabul. Afganistan"f Abdullah Naik. General President of the Extension Department. Ministry of Agriculture. Kabul, Afganis- tan; S,V. Wasig. Director. Radio Afganistan. Kabul. Afganistan: y Fazel Rahim, Deputy Minister for Agriculture, Kabul. Afganistan

DESCUIPCION:

1 bl RUrfll El component() radial en vl sistema de conaMiOaciones formulO en 197:1 ilespus d1 reuniones entre funciumirio-; ya estaba bien establecido enelarea del proyecto gubernamentales con el Jere de la Divisi.Un de Umnuni- cuandu este comenzO. En la zuna rural du A fganistan caciunes de Apoyo para el Desarrollo de -la FAO. Se hay muchos campesines que tienen radio, y ii Departa- disefie ci proyecto para reflejar el deseu del gobierno mentu de ExtensiOn y Desarrulle del Ministerio de afganu de mantener informados a lus agricultures subre Agricultura ha cuntribuide veinte minutes de progra- las inewas en las teenk.as de pruducciOn agropecuaria y maciOn en la trasmisiOn vespertina diaria de "Pueblo. sobre la existencia y dispunibilidad de credito. medius Hogar y Agricultura-. Sin eii ibargo. los pnductures y equitativos distribuciOn de aguas para rico y 14 . lus uyentes no estaban satisfeclius cull la calidad y vl pusibilidad de furmar couperativas agropecuarias. En, contenido delosprogramas. Afinde mejorar hi 1976. una vezresueltoslusprublemaspoliticosy efectividaddel programa. se contratO un consulter logisticus. il proyecto adquiriO una segunda dimensiOn: extranjuro en la Unidad de Radio del Directurio (;eneral un sistema de comunicaoiones para apuyar el programa de Infurmacien y PublicaciOn del Departamento de di reforma agraria nacional que ustaba Ilevando a ExtensiOn y Desarrollo a fin di propurcienar capacita- - eion in servicio durante un aim a siete miembros del Abandunando los planes iniciales para establecer y personal. Al mismo Irupu si comprarun mas equipos luego comprobar la factibilidad de un fore rural pur de grabaciOn y un veluculo para ii personal para see radio en Afganistan. los directures del proyecto decidie- usado en his viajes al camp(' y pam a.la reculuceiOn run que un sistema de cumunicaciunes que incluyera la retrualimentacinn de los agricultures. radio. las eintas grabadas vwssrttcs y los cumentarius Se seleccionaron 56 agentes de (-Joh(' de las unalAes de lOs agrieultures serviria mejur para satisfacer las extensiOn para que participaran en el proyeete. Desplit:'S neeesidles locales que un foro por radiu eunvencional. de instruirles y dark's radios. estus agentes realiza- C'onsecuentklmente.,se cumpraron grabaduras di cinta y run16reuniones sirvicrun como una encucsta cien cintas. y se efectuO una encuesta para detertninar la preliminar del pruyecto e hicierun .visitas a los pueblus clase de informaeiUn que los agricultures necesitaban y los Was miercules idhi en que silifundia el programa pudrian que lus funcionarios dii proyecto "Pueblo. Hogan y Agricultura-i a fin du despertar vl podian sunnnistrari. En diciembre di 1976. se distribu- intures en los programas tie radio. distribuir yeron en 'dos pruvincias las eintas producidas en base a ten Wardak y Lugar Onieamenter y de ubtener las los resultadus de la encuesta. solicitudes, ertiias, preguntas ycomentarius delus locales de manera mas especifica. esta resultO vericlica .agr icultures. Onicamente en cada tres de las eineo variables prubadas. Al reflejar sobre losberfeficius ylas difieultades confrontadusportlosfuncionarios delproyecto,los ASPECTOS QUE.MERECEN DESTACARSE: planes tentativos para la extensiOn del proyectu despues de la fase piloto especifican qui- la eumbinaciOn de la EL estudiu previu a la rachodifusiOn revel() clue los radio,lasgrabztdoras de dintas y Los agentes de agrieultures tenianla -teirdencia a interesarse en extensiOndebe mantenerse,queSc L'Ulltraten los temas de ordenestacional,local.y enaquellus servidios de una persona a tiempo conipleto para relaeionadus con las decisiones clue tienen que tumar. atender los aspectus tecnieus y de mantenimiento. clue Especificamente, las cossettcs cuntenian informaciOn personal de la Unidad de Radio este versado en las subre el control de la cizana vivaz 0 ballico perenne en labores de la agricultura o de extensiOn, que se afiadan el trigo. la ruya y tizOn del trigu, el podadu de los tiras de peliculas fijas a los diversus medius de difusiOn. arboles frutales, y ci control de los ratones. y clue se dediune mas tiempu en el futuru a la mediciOn Los viajes al campo relacionados con el proyecto eran de la tasa de aceptaciOn de las tecnicas mejoradas por rnas clue giras rapklas. Algunos duraron hasta 25 parte de lus agricultures. d las. RESULTADOS: La investigadiOn posterior al ..proyeeto indica que la receptividad de los programasy de mensajes graba- Lus agentes tle extensiOn mantuvieron registros que clus nu tenia relaciOn alguna con la edad del agricultor demostraron que :1.861:l de los aproximadamente 17.500 y su nivel de educaeiOn estaba correlaCionado con agricultores en el area meta habian escuchadu pur lo la vuluntad de ensayar las tecnicas nuevas en relaci6n menus una cinta resultado confirmadu pur una con sOlo una de cada cincu variables medidas. extrapolaciOn de la cifra (22,5) obtenida mediante ci Los consultores empleados por la FAO encargados de estudiu -de evaluaciOn. En contraste, dos de dada tres la capacitaciOn en serviciu de lus miembrus de la agridultures en el area habian esduchado los prugramas Unidad de Radio prepararun un manual de capacita- subre la reforma agraria nacional. y cuatru de dada ciOn "Nutas sobre la tiuniunicaciOn por medic) de la eindu de lus que habian esduchado el mensaje considera- Radio- ademas de un..glosariu de terminulogia tecnica, ron que sus- preguntas hablan sido contestadas de Se escogieron Wardak y Logar cumu sitios para el nmnera sat isfactoria. experimento dun 'cintas eassultcs porcine lus progra- Ademas de la exposidion a los mensajes y a lus medios mas de extensiOn agricola de ambus lugares ya se de difusiOn se estudiaron: el aumento de los conucimien- encontraban en plena aetividad, porcine los agriculto; tos, la dorrelacitin de lus dontactos icon cintas y agentes res y dirigentes de los pueblos estaban dispuestus a de ext,..nsionl dun los habitos del uyente, la relaciOn entre participar en el proyeeto y las autoridades locales lus asP,?etus especificos del mensaje y la posibilidad de habian prometido su cooperaciOn: porcine se estaban cluelos oyentes actuarian en base a los mismus. la levando a cabo otros proyectos de desarrollo Y pJrque relaciOn entre la tendencia de haver conumtarios pur podlanidentificarselosgrupos de controlpara parte de los oyentes y la tendeneia de tumar acciOn propOsitos experimentales, y porcine las carreteras basada en informaciOn recientemente' adquirida, y la eran 'suficienternente buenas conio para permitir el relaciOn entre la oportunidad con clue se transmitia el accesu durante todu ci an() a los vehieulos de tracciUn a niunsajey la adupciOn de lus consejus. 4 ruedas. Como era de u;sperar, result6 mas facil estimar la disenjinaciOn tie las ideas clue la diseminaciOn de las REFERENCIAS: tecnicas niejoradas de la agrieultura. Ademiis, se hizu muy pueo para medir los eambios enlas tecnicas "Assistance to Rural Broadcasting Afghanistan, agrieolas ya que los reeursus del proyecto eran limita- Terminal Report,- TF.AFti.lin FIJI Trevor L. Stock- dos. La investigaciOnindicusin embargo, queio ley, FAO, Roma. julio de 1977. agricultures en el experimento habian titiquirido infor- "Development Communication inthe Provinces 'Jr maciOn guy eonsideraban de utilidad, flue tendian a Wardak. Lugar, kunduz Herat," Proyectu. FAO. creer más enlainturrnac iOn ubtenida de las eintas Roma. octubre de 1977. grabatlas ten contraste a la informaciOn pasada de un agricultor a otrot a medida clue se tamiliarizaban mas eon este medio de conumicacion, y seilalaron casi en Clearinghouse on Development Communication forma unanime que el programa "Pueblo. Hugar y Abril de 1978 Agricultura"!labiamejorado de manera mareada durante el anu del experimentu. El estudio tie evalua- Aunque elprocedimiento normal del('fro rinfthwisc ciOn tambien demostr6 title la mitad de los agricultures ,consiste en pedir a las personas intimamente relaciona- que habian esduchado las cintas esduchaban la radiodi- das con los proyectos cleseri) P:'s en esta serie clue revisun fusiOn de manera regular. cumparados con tres cada elburrador de losRifilcs. en este casuresurtaron diez quo nu hablan escuchado laseintas. Con respectode infructuosos los esfuerzos realizados para obtener tales la hip6tesis clue es mas probable que su ensaye una eurnentarios antes de la fechai intite para su publica- tecnica recomendada cuando atienda las necesidades ciOni AGRICULTURA

RADIO EDUCATIVE/PROYECTO PILOT() EN MEDIOS DE COMUNICACION PARA LA EDUCACION-DE ADULTOS

- Senegal

BENEFICIAR1OS: Agrieulfores, ganaderos, peseadores. etc., de Senegal (dos millones de personas aproximadamente) OBJ MVO: Dotar a los productores de alimentos de la' informacian practica y la oportunklad de expresar sus opiniones manera sistematica y eficaz; proporeionarles capacitaeiOn teunica MEDIOS DE DIFUSION: Radio, eorrespondencia, peliculas y comunicaciOn,inter-personal DONANTES-PATROCINADORES: El Gobierno ''de Senegal (dnico auspiciador desde 1973) y UNESCO (hasta 1973) con asistencia tecnica de los Gobiei'nos de Canada y Francia en las etapas preliminares DURAUION: Comenth en 1968, contimia -PARA MAYOR INFORMACION, DIRIJASE A: Boubacar Sock, EARO UNICEF, P.O. Box 44. 114 Nairobi, Kenya; Henry R. Cassirer, Les Moulins, 74290 Mentluin St. Bernard, Francia; y Radio Educative. Office.de RadiwTelevision du Senegal (ORTS) B.P. 1765, Dakar. Senegal'

DESCRIPC ION:

Senegal fueelMilo.) pais africano en aceptar ci cuando el Pre.sidente Senghor intervino personahnente. ufrecimientu hecho poi% la UNESCO a principios de la AI pedir una reorganizaciUn y la cooperacion pur parte decada de 111t3y para establecer "tin centro pilotu para la del gobierno, Senghor prupurcionO el ingrediente que liruducciOn y ensayu de niateriales y equip.) audiovisual faltaba, una direcciOn cabal. Baju su tutela, Thd10 pat a la educaciun de adultos" en Africa. El proyeeto que E4catieir jlegO a sec un medio informativo, un agente surgiOcomp_ cunsectienciadeOslohatenidudos de cambios. y sirviO de perru guardian para el gubiernu. dimensiunes: Radio Edocatiec /6,1.0( (ahura llamado SegOn el diseno del pruyecto que se aprobO finalmente sencillamente Radio Edocatira Iy un cumpunente de se establecierun 57 grupos de radiu uyentes en las television de eine() anus de duraciOn ique concluyU en pruvineias piluto de Thies y Diuurbel en el Sine Saluum. 19139i. Las trasinisiuries por televisiOn. 1fl prugramas en La programaciUn debia enfocar temas de interes local su tutalidad, fuerun dirigidus a 250 mujeres en Dakar y urgente, es decir, la producciOn y comerciaHzaciOn de fueron de caracter estrictamente experimental. En mani, la respuesta de las agencias gubernamentales a cambio. las radiudifusiones, que originalmente debian lasnecesidades delosagricultures campesinus,la cubrir UN publico puteneial de 800,000 personas (la manera en que se incurrian y pagaban las 'deudas en las publaciOn agricula en tres regiones administrativas de comunidades,utrus prublemas criticus de indole sueial habla Wolof. abzu.cada por los prugramas pilotw y luego y de salud, Los grupus fuerun dirigidus pur miembros liegaronatener cubertura naciunal.Lus objetivos del personal regional del departamento de "Animatiun Principales del proyecto eran de ensayar el aprovecha- Ruilale" (clue desde entonces se ha unificado con utrus mientu de los medius mudernus de comunicacion en el departamentos gubernamentalesl o ior anirnadores que contextu de la educaciOn para adultus en Africa. crear se reclutaron cum() vuluntarius en el pueblu. y cada uno uii centru de demustraciOn para su pusible aprovecha- de los cuales recibiO un cursu de -capacitaciUn de tres miento pur otros paises en vias de desarrollu. capacitar a dias de duraciOn en dinamica de grupo. El tercer iu poblacion local para que se cunvirtieran en tecnicus y elemento de este sistema de cumunicaciOn, la infurma- produetures, y ayudar a restaurar en el pueblo cumOn ci ciOn de retroalimentaciOn recibida de los agricultores. se sentidu del poder personal que habia sufridu la erusiOn logro mediante grabaciones realizadas en el campu. y ucasionada put. decadas de colonialismo. cartas Lus rniembrus de lus grupos de uyentes dictaban La complejidad de eillpe mandato y his numerusos las cartas, que eran redaetadas por rniembrus gue obstaculusadministrativos dentru delaburocracia sabian leer y escribir. y .dichas cantas-iban dirigidas a senegalesa. en cunjuntu. no permit:?run que ci compu- funciunarius gubernamentales u al presidente mismu. nente de radio comenzara a funcionar sinu hasta 1968. En estas cartas lus campesinus expresaban sus quejas. daban a conocer los casos de ipeptitud pur parte del Al efeetuar la trasmisiOn en el idiotna idiuma gobiernu, y criticaban al gobierno por apuyar PLiliticas que hablan mucho de lus camposinus senegaleses, se injustas o no visiunariastodu estu lu hacian sin temor presentaron problemas especiales para los moderado- if alguno a la censura y conla intenciön de hacerse res menus astutus en un grupo de uyentes. ya quo el escuchar. idiuma Woluf tiene una ospecialidad: una Chive. para trasmitir mensajes Unicamento paralas personas RESUurADOS: "in iciadas". Se usarun tres cunceptus Wulof para interpretar las El indicador mas significativu del impact') inieial declaraciones de los camposinos: "TAWAT" qquejas). producidu poi. Radio Edncatira es sin duda su efecto en "DIGUAT" idisputas). V "THIOW" prutestar en casu la politica naeional. Cumo resultado directo del "Dialugu de un problemal. radial" eomenzadu en 1968, las ofieinas gubernamenta- Algunos empleados del gubierno se han quejadu de- les recibierun una verdadera avalancha de cartas, quo Radio Edacatiec, reclamando que los campesinos no eventualmente IlevO al Presidente Senghur a estandari- necesitanescribiralasautoridades, cuandulos zar el precio pagadu a los produetures de mani (un representantes delas mismas estan dispuestos a beneficio de los productores de areas remotas, que antoS escucharles, y que es una falta de respecto y rosulta habian sick) discriminados en el comerciM y de anular en eontraproductivo imputar la jerarquia administrativa 1970 las deudas contraidas pur his campesino en la existente. compra de semillas, equipos y suministrus-agriFolas. En una conforencia de cumunicaciOn Pan-Africana Un segundo inificadur del valor de' Radio Educatiro realizada en Dakar en 1977..el presidente Senghur de fue su expansiOn y su continuaciOn. Radio Educatieu ha Senegal diju clue "la Rudio, Educatira deberia en estado funciunandu sin la ayuda extranjera desde 1973. primer lugar ayudar a lus campesinos a cultivar los Aunque algunos observadures opinan que el aumento en valures Africanus mas autenticos la cortesia.el el !lumen.) de personas que participan en lus grupus.de amor altrabajo, y un sentido de sulidaridad y oyentes no concuerda cun ol crecimiento de ntimeros de deberia inculcarles al mismo tiompu un sentidu de oyentes individuates y que por lotanto no se esta frugalidad, organizaciOn y metodulugia. cualidades lograndu la meta de las tra:rismisiones de promover la más bien eurupeas. participacion de la comunidad, la reacciOn global ha sido excelente en la opiniOn de tudus. Más de 500 pueblos En lus primeros ailus del pruyecto. algunos sonegale- han enviadu miles de cartas. y la /natal* pa ysan, ol ses lu consideraban cunlu un laboratorio de comunica- deseuntento de los campesinos. esta mostrando sehales chines de. la UNESCO. nnentras quo los funciunarios do debilitaciOn en vista de lus incentivos ofrocidos pur la de la UNESCO lo consideraban como una empresa aceluil y la participaciOn. cunjunta de beneficiu mutuu tanto para los investigadores de la UNESCO cumu para el pueblo de Senegal. A medida que ha pasado el tiernpu los oyentes de radio se han ido dispersando. los grupus de oyentes se han trasfurmadu eii radio oyentes individuales. Las razunes REFERENCIA 5: nor este cambiu incluyen la desaparicien de.la actividad de An itrnation Remtc: la falta 'de personal y transpurte "Radioinan- African Cuuntry: A Description of de Radio Edecatieu, y el gran aumento de radios Senegars Pilot Project% Henry R. Cassirer. en Radio transistures baratos. Esta tendencia, sin embaixo, no ha for Education and Derclopmcnt: t,'sisc Studios, Vol. IL reducido el impact° del proyecto, in el enfasis dado a las World Bank Staff Working Paper No. 21313, mayo de respuestas de parte delos oyentes. 1977. "Communication and Rural Development". uan E. ASPECT6S QUE MERECEN DESTACARSE: Diaz Bordenave; UNESCO, Paris, 1977 "Senegalese Experience in Using Radio Broadcasting Conn.) eualquier persona .que entiende el idiuma Wolof for Animating. and Educating Basic Communities puede eseuchar los programas de feudal Edricatira. el with a View to Development", Boubacar Suck, una pUblico real siempre ha excedido el miblico meta. presentaciOn en la, Conferencia sake- Aprendizaje a Ademas.seestan preparando programas enlos larga distancia de la IEC. Dartington. Inglaterra, idiomas Peul. Malinke y utrus. setiembre de 1977. Apruximadamente el 70 pot. ciento do lus programas de Radio Esbtcatiro fueron grabados fuera de estudios. Clearinghouse on Develupment Communication Abril.de 1978

10 1 7 AGRICULTURA

PROGliAMADE ADMINISTRACION DE TANQUES DE INMF.RSION PARA GANADO EN KIPSIGIS Kenia

BENEFICIARIOS: Productores de ganado lechero Maneret cerea de Sotik y KipsigiS lunos 200 en total) OBJETIVO: El aprovechamiento Oe los pequehos medios de comunieación part proporcionar inkirmaciOn educativa y mot:vación a los ganaderos en relaciOn con el programa de erradicaciOn de la garrapata MEDIOS DE DIFUSION: Grabadores de cintas en cassettes, afiches, fotonovelas, fotograflas, peliculas, materiales impresos y comunicacion interpersonal DONANTES-PATROCIADORES:El Cuergo de Paz de los Estados Unidos; el Gobierno de Kenia DURACION: Iniciado en 1970; contintia ann PARA MAYOR INFORMAC1ON, DIRIJASE A: Bruce E, y Alisa K.A. Lundeen, Arusha Appropriate Technology Project, P.O. Box 769. Arusha. Tanzania; Joseph Kenyua. Cattle-Dip Supervisor, Sotik, Kenya

DESCRIPCION:

El Cuerpo de Paz comenzO el Program:3,de Adminis- problemas, consultandu con grupos de ganaderos y los traciOn de Tangoes de InmersiOn para Ganado on administradores de la Cooperativa. su falta (le experien- Kipsigis en 1970. a fin de atacar el problema causado cia cOn los medius de educaciOn no convencional para 1..Torlas enferrnedades ganaderas fatales_causadas por adultus, los prepara apenas para regariar a los ganalle-, garrapatas. de tan amplia diseminaciOn en Kenia. ros clue no cooperaban con el programa. Posteriormente se revisO y SC amplio el componente do A fin de llenar este vacio informativo, dos volOntarios educaciOn para adultos del proyecto cuando se nutO clue del(.uerpo de Paz trabajaron conlosagentes de elproyecto no marchaba,bien. Se necesitaban más extensiOn a fin de preparar manuales con fotografias actividades instyuctivas, porque muehos de los ganade- Icon leyendas en Swahili y una narraciOn grabada en el rus locales no entendian la manera en clue el baiio de idioma local), modelos de demostraciOn tridimensiona- ifittlet.sianpara el ganado podia controlar las garrapatas les, y otras ayudas audiovisuales para ser usadas en las por que1,asbanos no resultabansino se daban instalacionesdelostanques de inmersiOn enlas regularmente. Enrealidad,algunosganaderosnu reuniones de'ganaderos y en las reuniones del (_omite de inmersionaban a su ganado. algunos bahaban unas la Cooperativa. pocas cabezas, y +Anis banaban dnicamente a su ganado demejor calidad, dejando que so ganado indigena o Se tuvo especial cuidado de que todas estas activida- cebdfuera atacadopOi'las garrapatas. Al mismu des de enseltanza incluyeran a los ilitt to -venerables tiempo. nu se mantenian de manera apropiada los ancianos"). Se pide a estos ancianocque describan las tangoes deinmersiOn. ylaadministraciOn dela practicas ganaderas de antafiu, y Sus cuentus estimulan Cooperativa de Kipsigis no obtenia suliviones quimicas a los demas a reflexionar subre los cambios Itales corm) en eantidad suficiente para mantener iii concentraciOn la introduccion de animales de razal y sus efectos. Todus requerida en los bahos. los ganaderus de los grupos pueden formular y contestar Las conversaciones con los ganaderos y trabajadores preguntas y compartir asi la informaciOn. Las personas veterinarios locales confirmaron la suposickede clue los que proporcionan los recursus tambien participan en las ganaderos no comprendian que la inmersiOn del ganado discusiones. per() tratan de demorar la introducciOn de informaciones nuevas hasta quo la gente de la localidad controlabaIagarrapata. Tambienrevelô(pielos ganaderos que entendian el programa se mostraban este preparada y pueda utilizarla. renuentes a pagar los costos de la inmersiOn sila Aparte de las reuniones, el mediu de 'comunicaciOn soluciOn quimk:a no era.de la concentraciOn necesaria primordial es la grabadora de cinta eassrttc$. El usu de para ser efectiva. Si bien los agentes du extension de la grabadora permite a ,los trabajadores del proyecto servicios ,veterinarios han tratado de remediar estos obtenerlasreacciones delosganaderos antelas

I I

1 74. aetividades:;edueativa, compartir las discusiunes graba- Los prublemas delidiuma ylas 'dificultadestie das durante, las rennioncs eun lus ganaderos que nu producciOn han limitado la efeetividad del apruvecha-. pueden asistir. y grabar informaciOn histOrica subre la mientu tie peliculas de 16 nun para este pruyeeto. agriculturaehforma verbal. Las ayudas audio-visuales preparadas en cunjunciOn eon el Programa de InmersiOn de Ganadu de Kipsigis, RESULTADOS: refleja los resultados utitenidus pur Andreas Fugle- sang, tie true las futografias en blancu y negro tie las Por mediotie,!'ladiscusion,se "pudlerun buscar cuales se han eliminado los detalles insignificantes, a sulueiunes que incorpuraban los cunocimientus de la menudu son mas eficaces para transinitir infurmaeiOn eumunidad y Las infurmaciunes nuevas para las necesi- apersunasanalfabetasquesiluctas,dibujos. o dades y problenMS: de lus ganaderos. fotografias no retucadas. La administraci6n de los tanques tle inmersiOn neg.:6 a Las diapositivas se muestran tle dia y en el eampo. CII ser mas eficiente. se enfatizO la mantenciOn lie una marcusplastieus.tiemudu cluenu serequieren cuncentraciou: quindca a decuada enlostanques de pruyeetores ni salas uscuras para este programa. inmersion. Sc ideO 'YSe uso en practiea un mejor sistema de registro y se realizaron las reparaciones Los estudiantes de escuelas secundarias de Kipsigis , eseuchanlaseintasgrabadasyleenlasfoto- , neeesarias en los tanques de inrnersiOn. Mlle:11os de los composiciones preparadas paralus ganaderos de ganaduros conienzaron a banar a su ganadu de manera Manaret. De esta manera se mantiene el contacto regular, ademas de adoptar utras praeticas para la entre lus dos grupos de edades y ambientes suciales mejora delaganaderia. Como resultado: de estos d iferentes. cambios, los registros 'Veterinarios muestran que las eausas de muerte de ganado debidu a enfermedades causadas por garrapatas "disminuyerun sustancialmente REFERENC1AS:

Una yez que sepuso I inarehaelprograma de comunicaciOn del proyectol, "The Potential of Locally Pi:oduced Materials and Small Media in Community Development." Bruce E. ASPECTUS Lundeen y Alisa K.A. Lundeen. document° inedito, QUE MERECENDESTACARSE: dieiembre de 1977. Se celebraron Dias de Campo dedieadus a la educa- "Kipsigis Humesteads," Bruce Ec4. Lundeen y Ahsa eiOn en la zona de Sotik, 6rnenzandu en 1970. Estus K.A. Lundeen, futucumposiciOn inedita, sin feeha. eventos dieron a lus gamideros la uportunidad de "Village-Made Etlucatiunal Materials: Three Experi- aprender mas acerca de 1;:tsenfermedades de su ments That Worked." Bruce yAlisaLundeen. ganado y subre las practicas,agropecuarias. .,Dci.clupmcfritCaiilmonieut loll Report. No. 23, (lea-, A fin de ilustrar la idea de (Me una soluciOn de menur ringhouse un Development Cummunieatron. julio de eoncentraciOn no mata a las garrapatas, los trabajado- 1978. rt. 5 del prOyecto realizaron ut\a demostraciOn seneilla usando unicarnente un tubu de ensayo. un liquido de Clearinghouse un Develupment Communication color. y vaeas de juquete. Julio de 1978 Los registros eseritos Ilevados eumo parte del proyecto muestran lus ganaderos que ha\I ballad° a su ganado I Aunque elprueedimiento normal del Clearinghouse en una determinada seniana, adenuis tk,1 mimero de consiste en pedir a las personas intimanwnte relaciona- cabezas banadas por cada uno. Estos registrus. junto das cun lus pruyectos deseritus en esta serie que revisen con calendarios. han ayudado de manera especial a lus elburrador de losPc/fib's. en este casu resultaron ganaderos analfabotos. Ambus registros demuestran infructuosus los esfuerzus realizadus.para ubtener tales la importancia de tin programa preeiso y de una comentarius antes de la fecha limite Para su publica- planificacion eficaz. ciOn.)

12 AGRICULTURA

MASAGANA 99

Filipinas

BENEFICIARIOS: Arroceros de 59 provipcias Filipinas (aproximadamente 900.000 agricultores, segtin las estimaciones oficiales) OBJ ETIVO: Aumentar Ia produccitm de arroz, mediante créditos, préstamos, insumos agricolas e informaciOn oportuna sobre conceptos y pricticas agricolas a los agricultores MEDIOS DE DIFUSION: Radio, historietas cómicas, folletos, panfletos, boletines. revistas en vernkulo. periOdicos; afiches, televisiOn y comunicaciOn interpersonal DONANTES-PATROCINADORES: El Consejo Nacional de Agricultura y de Alimentos de las Filipinas (una organizaciOn compuesta por 17 agendas gubernamentales y bancos delas Filipinas); Ia Agenda de los Estadits LInidos para el Desarrollo Internacional, y el Instituto Internacional de InvestigaciOn del Arroz DURACION: El proyecto piloto y las investigaciones se Ilevaron a ealto entre 1971 y 1973; Ia fase de ejecuciOn comenzO en 1973. continua atin PARA MAYOR INFORMACION, DIRIJASE A: Dr. Arturo Tanco, Secretary of Agriculture. Qt.lezon City, Philippines; Domingo F. Panganiban, Director. National Food and Agriculture Count" Quezon City. Philippines; J.D. Drilon, Jr., Director, Southeast A'Sian Regional Center for Gonduate Study and Research in Agricul- ture, U.P. at Los Hallos College. Laguna, Philippines; Kenneth F. Smith, OHP USAID KOREA, co U.S. Embassy,' Seoul, APO S.F. CA 96301, U.S.A.

DESCRIPCION: El Presidente Ferdinand Marcus inaugurO el proyecto control do plagas y enfermedades de las plantas: (5) on ilIusagano en mayo de 1973 con una eeremonia programa de credito: (6) on programa para la distribu- televisada en tudo el pais. Llamandu al proyectu "on cien de bombas de riegu: y otras medidas para inejurar programa de superviveneia" despoi!s de las inundaeio- los sistemas de riegu: (7) on programa para aumentar el nes regionales de 1'd72 y la sequia naciunal de 1972:'3. ntimero y el alcance de los agentes agricolas mUviles: (8) Marcos inste a la nación a culaborar en on programa de una campafia de comunicaolUn creada para diseminar la cultivu de arroz que se considere cum una solociOn a la informaciOn y educar alpi:Wilco subre conceptus y praeticas agricolas. y (9) on sistema de subsidius junto baja enla prudoeciOn que amenazaba liquidarlas divisas extranjeras y causar (Anis trastornus ecunUmi- con programs de adquisiciUn y almacenamientu de cos. La mita de urgeneia reflejaba el hechu%le que se grams. Los tiltimus do`g-: el elemento administrativu y el habia estimado quelaescasezde arruzese año que serviria de enlace entre sectures, estan enfucadus hacia areas-meta cuidadosamente definidas y a cargo de ascenderiaa 7000.000tuneladas. En terminus del una unidad administrativa eneargada de la planifica- oemeru de agriculturesparticipantes.elgrad() de culaboracien entre el gubierno y el sector privadu. el ciOn. ejecocien y supervisien del programa global. al.Lnee geograficu, el uso de los niedios de comonieaciUn La radio representa el compunente principal de lus Para lasmasas,la dependencia de losagentes de medios de cumunicacien 'del pruyeetu Mosagmm m9. So extension caliacitados, la diseminaeien de las nuevas aprevechamiento refleja los resultados dinvestigaciu- tecnologiak; de cultivo del arruz. y lus aumentus en la nes realizadas que indican clue la radio Ilega a on 85 pur productiviclad. el pruyeetu anuneiado pur Marcus era el ciento delapoblaciUn y que tres de mita coatru mas extenso e impurtante en tuda la histuria de la agricultores filipinos tienen una radio transistor. Mils de naeiOn. 9t)eontenia11elementos. Estos 224 estaciones de radio trasmiten cunsejos. propaganda incluian I on eunjuntu de tecnologias basadus en ycorned ias ,sobreagricultura diez \Wes purdia, investigaciunes: (2) on proyectu para la producción y mientras que 125 estaciunes ofrecen mas progra- distribueiOn de semillas: (3) un sistema diLadjudicacien mas locales de agricultura. Los medius suplementarius distribueion de fertilizantes: una campaila para il ineloyenhisturietas cemieas instructivas.fulletus y

1.1 butetines oeho dialeetos principales delpats; aparte del impacto global del pruyeeto en los eutales dt, periiidieos (quo volutitartamente dedlean Jnuello eSpacit, pruducciOn y nia.Yures ingresos. tiara nut ic lasubre et proyeeto) y :inches instructivus promuciunales...E1 papel de la televisiOn ha sido limitado yeOnsiste,,f:prineipalmenteenla ,cuberturade'Ca, ASPECTOS (WE MERECEN DESTACARSE: ceremonia inaugural del proyeeto y de algunas actividades en el campo. La Paiabra mosotpoor significa feeunda, y el ntimeru 99 deltitulu del proyAto se relieve a la Los locutures de radio para programas agrieulas productividad meta de, 99 cavalleS II eavan equivale a este proyectu',realizan otras actividades adetnas di tocar 11 kilosii conlienzu prograMa pero se ha ajustado discos, Aettiatecomo funcionarios de inforttravion en los Cutnites de AeciOn Provincial das unidades basicas de a 5(1 administraciOn del proyeetui. responden a preguntas Lie 1,a investigaeion basica relaelunada,a este proyecto lts uyentes. graban entrevistas tanto lUll os suministra- foereahzadaput- Instituto 'Internacionalde di5res conto con los usuarius de la informaciOn, realizan Jtivestigaciones dol Atroz: la Universidad FilipinaS investigacionesrelaeionadasconlus, progratilas.y en Los BaiThs, y la Oficina Fitoindustrial delas asisten a actividades de la comunidad relaciunadas con Filipinas, La rase piloki foe realizada por Clinseju la produceiOn de alimentus, Adetnas. mantienen un Nacional de Agricultura y -Alimentos del Departa- control de las transmisiunes diarias. 5e reunen.setnanal- mento de Agricultura y Recursos Naturales. cuyus menteiii las :Lutoridades pruvincialos de radiOdifusiOn esfuerzus fneron tlpoyados por la Oficina de ExtensiOn paraplanificaryrevisarlaprogramaciOn.yse Agricola.elIRRP,elHPI yla Agencia lava el mantionen diauIjreas actividades informativas y Desarrollo Inti,rnaeional de Estados Unidus. i'dut'at it c-detodos usorgaltismosdedesarrollo. El Sistema de Informackm Admillistrativa preparadO agrieula y rural, enconjunciOn conelproyeeto 3/o:4,w ii ml .911 rue En 1977. el proyecto .1/oso4polo 99 et! fat izO- el. logro disellado para ayudar alosadministradores una mayor pruductiviihol, y- faparticipaciOn delilt proyeetu a resolver diversos problemas administrati- mayor numero iJfamilias campesinas. Desde entonces, vos que tipieamente aquejan a los proyeetOs agrieolas: ii proyecto Sc conuee eon ci IliMaire tie.lbtstiqatfujill la debihdad en lits eslabones dela cadena entre las itt- fuentes de inktrniaeinn y los nue tomati deciAones, dificultades:.,i,.;ociadaseonhidistMciiin entrelos *RESTLTADtiS, faetores eausales que afeetanla producciOn y faetures ineklentales, y problemas clue tienen clue vem conlavalidez y confiabilidad dela informacion A pesar de los prublemas de transporte. las inclemen- obtenida de diversas fuentes. El Sistenta cic Informa- cias del tiempu, lastrabas enla diStribuciOn y la cion Adnnnistrativa aduptado incluye datos basicos, Mfestacion de plagas. la productividad dii arroz en el indicadures estandar sobre los &this. (haus "hneales" o areade.1/fisinpivit ha aumenuolo de mancra direetos del camp.). encuestas regulares tie mtiestras, dramatlea un 2t pom ciento entre 1973 y 1971, on pot. procuilinlientus estableeidus llama anahsiS de datos, ciento en 1975. y 'Aro In pur ciento en 1970, En 197-1 75, retroalimentacion y evaluaciOn de la informaci6n, por ejemplo. la pruiluetividad alcanzU un promedio de estirnaciones operativas cuidadusamente deseritas, y 3.3 tuneladas pur hectarea en el area del proyeetu y ,utrus niedius para la toma decisitmes, toneladas en kis areas no abareadas por el pruyeetu. Tal como se pudu antieipar. los granites inerementos en ja El personal de eanipo actua b:tjo la direct:km del produccion 'metal en el area-del pruyeeto aumentaron FuneiunariodeProgram:LentilProvincial,quien de manera significativalosingresus brutos delos resunio, los comentnrius y los etivia par radio y eampesinos, Por ejemplu. al finalizar el pritner :Mu del por correu al PersOnal del Conine Administrativo. prograrna_segUn uno de los estudius. ins agrHiltures de La .adquisicion ijietiu'de consumo tales conto tres provinetas participantes (en la que la.tenencia de la - cucinas, refrigeradores y motociek.tas icor parte tie las tierra era de unpoet,Inas de dos heeta-reaspor famihaS. Liampei:inas clue partieipan en el proyecto individuo.1 obtuvieron nil aumento de ingresus de 11S MoNogono .9t( ha aumentado de nianera tan dramati- por ciento. Desde 1971l. la eusecha Mal ha aumentado ea, que algunas areas la nuevA. variedad tic arroz a eunstantemente. y a fines de 1977 las Filipinas export:1- veees es Hamada "Arroz run 25_000 tiiiieladas metricas de arroz a Malasia y- Vietnam. Se espera ilue las expurtaciunes totales de arroz, ineluyendo las cuseehas de 1977 y 1978 aleama- REFERENCIAS: Tan un total de 1-19.000 toneladas metricas. El prublomfi pago de Ia deuda. uno de los principales prublemas "Masamtift1W.An Integrated Productiun Drive in the del programa. es' menus grave, pero citinmerO de Philippines." J.D, Drilon. Jr.; trabajo presentado en el agricultures partieipantes ha bajadu a 249,(100 y la Seminariu sohre Aceleracion del DeSarrollo Agricola inflaeinn y ins aumetans en int( custus, lus insunius yProsperiikulRu`ral. ..TtliyersidaddeReading, agrieulashan eaneeladu algunas delas ganancias setiembre de 197(1, obtenidas por la mayuria de los partteipantes. "An Agricultural Management Information Systetm El impact() de luS medius de corounicaciun y de los Lessons from 1.1 MI9:I":Ken F. Smith. mensajes usadus en Masatjana taf.'han sido evaluadus PAS1TAM Dosign Notes, Nu, 7, ulayo de 1976.

I "A Commonicatiott Behavior Study of Small Riee "3hisafpnmto Program: Farmers'. Technicians' and Partners:, Diffusion and Freedbaek in thejitt.Naymtti Credit Ageiwies. Viewpoints." Eusebio I'. Mariano. tO -Rice. Production Program in the Philippines." trabajo presentado enla Primera Conferencia de Hernando V. tionzalez II. tesis inedita. Universidad Politica Agricola para Estudius du Politica y Itesarro- de Hawaii. dieiembre de 1977. Universidad de Filipinas en Los Banos. abril de "Muslopum to. A Renai'ssance in Agricultural Corn- 1975. utunieation," Vicente C. de Jesus, trabajo prysentado en el Tereur Taller de Investigacioncs de Medios de ComunieaciOn on el Consejo Filipino de InvestigaciOn Clearinghouse on Development Communication Agricola, Davao City. agosto de 1975. Octubre de l97s. DESARROLLO RURAL INTEGRAL ACCION CULTURAL POPULAR (ACM)

Colombia

BENEFICIARIOS: Campbsinos colombianos OBJETIVO: Proporeionar educacibn'bisica a los agricultm4es de subsistencia MEDIOS DE DIFUSION: La radio, materiales impresos, eomunicaciôn interpersonal 1comple- mentado con diapositivas y peliculas) DONANTES-PATROCINADORES: ACP°i un proyecto practicamente autosuficiente; un 7 por ciento de sus ingresos provienen de fuentes gubernameMales: otras aportaciones de capital o de asistencia técnica se han lobtenido de la Family Planning International Assistance y de World Education DURACION: El proyecto fue fundado en 1947 y continuatin PARA MAYOR INFORMACION, DIRIJASE A: Monseñor Jose Joaquin Sakedo. Accibn !Cultural Popular. Apdo. Aereu 7170, Nal. 3262, Calle 20 No. 9-45. BOgota, Colombia

DESCRIPCION: Acción Cultural Popular comenth en 1947 como obra ayudan a los estudiante," a adquirir el lenguaje btsico y de un sacerdote cattilico de 25 arios de edad, Jose las matematicas elementales y a presentar ir1furmaciOn Joaquin Salcedo. Eq programa ACPO. constituyO un practica retacionada con so desarrollo. intent() de utiliiar Ia radio para proporcionar a los :agricultores de subSistencia los eonocirnientos basicos RESULTADOS: parasudesarrolloi personal y paraeldesarrollo comunitario. Comenizó a efectuar las transmisiOnes. Urevaluacien interna realizada por AtPO en 1976 inicialmente desde una solaes:tacit:inde radio en demostre que un 23 por ciento de los eampesinos Sutatenza. entrevistados en cinco comunidades representativas participaron en la escuela por radio: que los carnpesinos Lo que anteriormente era solo un experimento se ha a quienes neg.() Radio Sptatenza la prefieren a cualquier convertido en una ihstituciOn. AcciOu Cultural Popular otra emisora y queelmimero de mejoras enla transmite ahora eursos de educaeien basica en alfabeti- comunidad en mochas areas tenia relacien con el' zaciOn. aritmetica, ásalud. eonstruccien, higiene, econo- ndmero departicipantes enlaescuela pOrradio, mia y desarrollo Oersonal. Mantiene un programa de Tarnbien demostre que, 'entre otras cosas. ma's radioyen7 capacitaci(n destinado a preparar a su propio fiersonal tes finalizaban los airsos basicos que los que tQcibian de 900 empleados len la labor de desarrollo y comunica- certificados. ciones:patrocina unserviciopor correspondencia: publica un periedico semanal y öpra una irnprenta: Sin eMbargo. los indicadores más elocoentes del exit() ofreeebrevesCursillosde divolgaciOndeinteres de ACPO son sirs.;.0 años de'ida. su independencia inmediato o local: vende eientos de miles de. libros financiera y su crecimienty. Radio Sutatenza Ilega " anualmente a los campesinos al costo de producciOn; y ahora a 140.000 campesinos que escriben anualmente desarrolla nuevas ayudas audiovisuales y nuevos planes entre 75.000 y 80,000 eartas y piden información a la de estudio sobre una base continua. Actualmente, ACPO estaeien. Más de 1I.000 organizadores comunitatios han participa también en una camparia de autoevaluacien y pasado por los institutos y vuelto a sus hogares para de planificacian familiar que han titulado "paternidad combatir la pobfreza,la enfermedad, la erosien; el responsable". desenfrenado crecimiento demográfico. las condiciones deficientes de saheamiento y el analfabetismo. Ademas El micleo de ACPO, la escuela por radio, abarca a por lo menos mas'; de quince paises de habla hispand han 22.000 grupos de estudio. Los grupos de Radio Sutaten- tornado como modelo estos programas de educaciOn por za son organizados por campesinos locales los cualeS radio siguiendo e prototipo colombiano. programan reuniones, mantien2n los archivos. dirigeri ladiscusiones y asesoran a otros miembros de grupos. Las divisidnes docentes utilizanseislibros a costo -ASPECTOS QUE MERWEN-DESTACARSE: reducido que constituyen un registro permanente de los mensajes transmitidos por radio. Estos textos simples En-lasionas rurales de Colombia, la circulaciOn de. El 17 t'airepcsitto C.701,t11.1 aproximadamenties mayor que ACP° se nutntiene pur sit euenta compartiendu su la de eualipoer otro periodic,' emisura de radio, su estudiu de grabaciones y so b.,1 'aittpt'sto,o contiene regularmente seeelunes espin dkisiOn de imprenta eon entidades eomereiales, ciales independientes subre phunficaciun fannliar y edueaeion Estas seeeiones pueden saearse del peritLali-, co y colgarse como eartelesi doblarse. para formar REFERENCIAS: pequethy.v lot lotus. "FamilyPlanningEducationinAction:Souk: Libros sencillos de entender de laRibliuteca del Community-Centered Approaches.- udy EI-Bushra y Campesinu para los recien alfabetizados cuestan a los SusanPell.Int..ernationalExtension College and agrto.dtures linos 1:1centavos de dolar eada uno. Internaeiunal Planned Parenthood Federation, LAI- Ilesde 191-3:i, Sc han introducidu en los hogares rurales don, England, marzo de 1976. nias de un minim de ejemplares tel mils popular de ellus es el que llet_tor titulo Lu .1bidrf, t1 "CumunieaciOn, EdueaciOn No Formal y Desarrollo Nacional.: Las Radio, Escuelas Culombianas," Juan El ,!iervieto de currespondencia de ACP0, por tiled io Braun. Edgrucionpapifilmrittulbelrgoil.No.-1, de su. plantel de 2n empleadus. eontesta unas 2(H) Bogota, Columbia, agusto-de 1!,!7t3. eartastiliarias.Esteservieiuproporeionaalos radtuyentes oportunidades para formular preguntas sobre his transmisiones y para praetiear SOS eunoci- mientos Tambien permite a los directores de ACliti Clearinghoue on Development Cominunication obtener una Valiusa infornuteion sobre los uyentes. Junk) de 1977

18 DESARROLLO RURAL INTEGRAL

LA EDZA BATANANI

Botswana

_ _ BENEFICIAIDOS: Lots_habitantes de los pueblos en la seceión noreste del Distrito Central de BotswantV Fornentar la participaOn de lacomunidad en las actividades de desarrollo. ayudarles a identificar o percibir sus propios problemas a. los moradores de los pueblos y generar apoyo para los proyectos patroeinados por el gobierno MEOWS DE DIFUSION:' El teatro popular: drama, marionetas, danzas. cantos, poeslas al son de tambores DONANTES-PATROCINADORES:' Tutume Community College,DivisiOn de Servicios Extramuros; Equipo de DivulgaciOn Subsdistrital de Tutume; Botswana Extension College DURACION: El proyecto tue iniciado en 1974 y aün continua PARA MAYOR INFORMACION, DIRIJ ASE- A: Ross Kidd, International Council for Adult Education, 29 Prince Arthur Ave.. Toronto, Canada M5R 12B; Martin Byram, -Tutume Community College, P.O. Tutume, Via Francistown, Botswana; Frank Youngman, CBS.fDEMS. Private Bag 0022, Gaborone, Botswana

DESCRIPCION:

Laed:aBatafreanitque significa "El sul hi salide ya. come organ izadores locales. o come miembrus dol equipo vantos a trabajar juntos") es un proyecto destinadu a mOvil do actores-animadores. Cada campafia constituye promuver zoncioncia en la publaciOn. ComenzO en 1974 y admits una actividad organizada pur la comunidad: los aspira a motivar a la publaciOn a ayudarse a si misma representantes de la cornunidad asisten a tin programa a aProvechar al maximo las opottunidades de desarrollo de planificaciOn previo a la campana (en el cual se patrocinadas per el gobierno. La campaha de "concienti- identifican las prioridades de los temas). propiircionan- zaciön eumunitaria':'organizada per los lideres locales y servicios auxiliares y de apoyo al festival y participan en pur los agentes de divulgacion del gobierno, ha adoptado las actuaeiones del festival). la forma de una serie anual de festivales locales. . Anualmente.loscomponentesdelequipo dela El proyecto comenzO como un experimento on el uso campafia efectilan una gira poi' los cinco principales del toatro popular por jos agentes de divulgaciOn del pueblos de la zuna y dan una funciOn en cada one do gobierno y todavia mantiene un saber enmirico. En sus Después de eada actuación. los actores y agentes eomienzus, lacomunidad-afectada estaba dominada por locales de divulgaciOn dividen at pdblico en grupos para la apatia. producto directo de su manera dispersa y discutirlos problemas presentados. Una innovaciUn separada de construir sus easas, el descuido por parte de recienteconsisteenun programaposteriorala lus hombres .ympleados fuera de la zona y una debil campaha en el cual se realizan detnostraciones preicticasclo direcciOn por Parte de las autoridades tradicionales. Asi. y otras actividades (v.g.: distribución de semillas) para pues. cuandu los lideres de una eonferencia de desarrollo ayudar al pueblo a' haeer Ia transiciOn dela discusiOn a local respondieron con entusiasmo a los estudios de case la accien. dramatizados y -recomentbtron un programa de sew:1i- El medic principal utilizado en eada festival es un mientoulteriorenlospueblos,losorganizadores drama "popular" o "rüstico" que deponde de la improVi- decidieron responder con una campaha móvil utilizandu saciOn mds que de un texto fijo y utiliza actores que dramas y otrus medios. El primer festival tuvo un gran están faMiliarizados con los temas de prioridad mds que exito y los participantes pidieron quo se convirtiera en con los ensityos. Las p.,121_11).itlejimitan-al---mitri-rrroyla Un acontecimiento anual. narraeitinSe eentinuamente para que puedan Cadafestival_ estii organizadu como un proyecto oirla los espectadores que Ilegan tarde. Para poder integrado de educación extraoficial en el cual participan mantener el interes de los espeetadores. hay abundancia todos los agentes de divulgacion de la -Luna, bien sea de golpes en la escena y se.alienta la participaciOn del

19 pow-IvoSi, utdi2ati otr,..; lmarionetas -cantos: ASPECTUS (WE MEREcEN DEsTAcARSE: poesial para reforzar los,-tnenswes comunicados mediante el drat_na, Los e:tracter6 de las "representaclotie proldemas" - reedit-It notnUre del vicio tote tienen y ya Ilan Ia.:SUL3[AD( IS: convertido eniparte del folklore popular_ El empleo de las dattz.as tradicionales y la poesia al Lth, 01 Za Beth, atrae utigr:uinumero sun del tambor ha resultado bastante popular y ha persvnas., mochas de las cttles nutica han participado dettiostrado,:,;:'' el notencial del folklore y SUS artistas ett kis programas de dcsarrollo. Los festivales presentan para transtnitir mensaies del desarrollo moderno. los temas locales de fot.ma %Iva y dan a los lyibitatites del pueblo la oportunidad J, expresar sus quejas de ElList) tuatru Impular CONIO tin "espejii" quo forma extraoficial, per° dentro de tin contexto personal. proyeeta 1'46 cotidianas meduinte las artes I4as aciolleS prutoreionan adettiliS, Un II10.00Jr escenicas de forma gut- los miembros de la comunidad kriNCr.,,i611 y estimulan la aeti\ idad cultural ,puedan verlas y diseutirlas colectivatnente ha local_ sido uo resultado mity eficaz rn bi,,6! Son nitichos cambios positivos qui. han produci do conto resoltado directo deLo.,,/,:tiB,:rtoioiti;, REEE/11.:N( cliecial., ha aumentado la asistencia a las reuniotks ilearrollo de los pueblos. ha aumentadu el numero de- Rotfuoin, Folk Nledia and Iievelpment: A personas k7on enfermedades Ver:Teas (lite las duclaran y Botswana Case Study-. Kv, QdJ y Martin Byram. lire!-4entatiIitirarecibirinoculacionescontrala Botswana Extension College. t;aborone, Biltswana. unferinettad y establecido Inas huertos casero::. anti(' de 1976. Adenias. extui del proyecto ha Her ado a tres otros PoPular Theatre and Developnient". Russ y distritos Jr Nits'A ana.. a adoptar el Imsnio enfque, llama Martin Hyratn: apai.ecera en ( rgcno'ff'a fines de la realiaicion capanasm integradas educ'acion 1977., rurat.

ClearMghouse on I Ievelopment Communication Junto de 1977

20 DESARROLLO RURAL INTEGRAL

PROYECTO PARA EL TERRITORIOINFERIOR DEL YUKON (SKYRIVER)

Estados Unities

BENEFICIA RIOS, Esquimales de Alaska y funcionatios del gobierno 011.1ETIvo: Desarrollar un proceso mediante el voal los habitantes de los pueblos C.4 esquinmles pudieran identificar sus necesidades y problemas, convenir en medidas adecuadas para resolverlos y buScar solueiones propias MEMOS liE DIFTSION: Peliculas y cintas video I /( )N A NTES-PATROC I NA DORES: Oficina Estadounidense de OportunidadesEconómicas iOEO) DURACION, De 1970 a 1972, inclusive PARA MAYOR INFORMACION, DIRIJASE A: Tim Kennedy, Cornell University, Departinent of Communication . Arts. 640 Stewart Avenue, Ithaca, NA', 14653. U.S.A.

DESCRIPCION:

Con fondos de la ( )fieina Estaduunidense di Olwrtuni- se enviaron ala comunidad filmada para1.0telas dades Evotiotiiiezti4 (UE01, Pro!0-0,,Iqr eomenzo revisaran. Estas mismas peliculas sc enviaron tambien en l970 con tin solo equip() de filmaciOn trabajando en a otros pueblos rurales para promover el concept() de Emmonak, un pueblo de la ,regiOn inferior delRio utilizar fortis ea video. 'Yukon. El pruyecto fue organizadocum() experiment() en el uso de la einematografia para urganizar a las No tudaslaspeliculasse concentraron enestos cum un idades. problemas, sin embargo. algunas ilustraron los aspectos positivosdelavidaesquimalysufinconsistio La pobkiciOn seleccionada escogiO inicialmentea tin simplemente en servir de diversiOn y educaciOn a los organizador del proyeeto dentro desus propius miem- -pueblos de otras culturas. bros. En reuniones con los hombresy miljeres de la localidad.seidentificaninresivtaduslideres dela comuMdad y se aterminO cuales eran los problemas RESULTADOS: locales mas urgentes (por ejemplu, falta d0 eseuelas Las lieliculas utilizadas en el Priqp."ch, Sky,:irre han viviendas edificadas deficientementet Se estimulôa produeido .cambios importantes en la politica uncial. dichos hderes a que comentaran y ofreeieran sOluciones Una pelicula en la quo los esquimales se quejayon de relacionadas eon .los problenias del pueblo ante las tenor que enviar a sus hijos a internados idebido a que camaras de eine en eualquier idiorna, mareo o format() no habian escuelas eereanast IlevO al DepartamentO de quo quisieran. Despues de una seskm privada durante la EdueaciOn de Alaska a reconsiderar su estrategia de cualla persona entrevistada podia borrar u añadir desarrollo eseolar: ahura se han construido eseuelas'de cualquier material. la pelieula o einta se entregaba al segunda enseflanza en pueblos pequellos. Otra pelieula urganizador del proyeeto para su aprobacion y a la mostraba las dificultades por las quo tienen que pasar comunidad para estimular una discusión posteriory las familias eon bajos ingresos para encontrar vivienda. aclaraciUn de lot; problemas. Entretanto. el equipo de cual resultO en el despido de un planificador de la Skyriwe proporeionaba información tal como::nombres vivienda y en la reconideraciOn por parte del estadu de las agencias gubernamentales encargadas de atender para los proYectos de viviendas destinadas a dichas determinados problemas o lus nombres de las personas farnjlias. quo finalmente toman las dvcisibnes. Paulatinamente. surgiö una pelieula que reflejaba el eunsenso de la Algunos de los otros resultados del Proyceto Sktirirc eomunidad. son más dificiles de medir. Los esquimales lograron una mayor comprenskm dc lo que el gobierno puede o nu La pelicula ya terminada se llevô a Juneaq y se mostrO puede hacer pur ellos. Adquirierun una mayor cohesion alasautoridadesdelgubierno ya otros grupos a medida que se enteraban de los problemas de sus interesados en cuestiones de bi,nestar social. El equipo vecinos y de los habitantes de otros pueblos. Estos encargado del Pruyeeto Skyriecr, gralY.I en video las conocimientOs les ayudaron a proteger su eultura contra respuestas proporcionadas por.estas personas. las euales la intrusiOn de instituciones del oceidente. Al mismo

21 tflpu lu. funeo,itatuits estatales recdneruti informacn cuestion reflejaba verdaderatnente lus sentimientos y directa sobre kis dificultailes esteritnentadas itor el consensu de la cumunidad. pude del cainpu, dificUltades ilue tli. ordinarni perniane- En algunos casus. las peliculas eran ntejor medio que cerian desapercibidas. las vidcocintas para las entrevistas, Las dos tres Einalmente, al ver Ittelicula, producidas po los semanas que srequerian tiara 1:trocesar la pelicula. propios (Anis aniericatiosLliLL1flfl una permitian a los actures meditar sobre lu que diabian mayor cortiprenstun del caracter especialde su cultura y dicho y efectuar lu. cambius necesarius. En general. de sus esfuer,:los para preservar su identnlad, laspeliculas ylas Videocnitas tenlan diferentes limitacioncs y v en tajas. ASPECTUS QUE MEttECEN DESTACAUSE: REFERENCIAS: Skyrier bit% o lrilehat.UI encontrar filmadores uperadores de valet) ilne_p_Liditran_trabajar dentru Jet "The Skyriver Project: The Story:f a Process...Jim tuarco especiai Il priiyecto. en el vital laslaborcs de Kennedy. -.4reess,Ni.12:,National Film Butixdif edicion, tlistribucion y contenidu estaban controlados q`anada. marzo de 1974, por los actores trkis que pur los directures. "Videotaping: Prueess in lionniunity Development l segundo cituipo del1'ep,r1k,Skyrievr estuvo Discussed by Tim Kennedy. at Cutiter Seminars-. itttegrado pur esquitnales. El Senor Kennedy, director 110ruclutiumil1 Tvelwobvy Rcp:wt. 'Washington. D.C., dI pro...ecto jui.g6 que dicho equipu compuesto pur uliteagosto de 1974. dosesituilliales,obtuvo material guy no habrian logrado filmar gente de aluera. Despues ro tsar las cintas ineditas, los moradures Cleziringhouse on Development Communication del pueblo deciduot pur votactint sila pelicula CI Junio de 1977 DESARROLLO RURAL INTEGRAL

RADIO MENSAJE

Ecuador

BENEFICIARIOS: Adu,Itos de las zunas rurales del Ecuador ()MET! '11). Ensenar a los aAalfabetos adultos de las zonas rurales mediante programas de radio concebidos por elks y para elks M EDIOS IW DI FUSION: La radio y grabadoras con cassettes

DONA NTES-PATROC1N A DORES:No sifornott IEducation.P roy vetode la Unkersidad dc :11 assach uset ts. eon rondos proporcionados !tor hi Agenda de los Estados I nidos para el Desa ITO nn I nternacional 11111,A7CION. Continua todavia I fue iniciado en agosto de 1972) PA RA ;NIA VOR INFORMACION. ----1/1111.1ASE A: Padre Isaias Barriga, Director. Radiu Mensuje. Tabacundo, Ecuador

IIES(RtivioN:

A du 1972, se introdujuron en las transtnisionus emisom las tralismisiones nu se uditan y,iii mucho du una puquena estacionregional.L'iidio .1/rn.4olc. menos.seponun unfurniatofij6.Li,sprugramas progranias ,m.cassette producidus our campesinos. en tin eunt ienenconsujos,puemas.canciones.lucturas de intento para llegar a una gran parte de los 41.0ou textus. dramatizaciones du prublemas comunitarius. analfabetosadultos.gnu suestnnauxistenenlus histuria sagrada. lecturas y lucciunes subru alfahetiza- alrededores tIe Tabactindo. Ecuador. Con este proyuctu ciOn y matematicas ((me Sc transmiten conjuntamente tratO de eaptar a tin pUblieu en masa. tnediatitu cull Un programa,,preuxistente de educackm pur radio). transmisionus Iii y convertir a los prUpios raaioyuIt tcS ert programadores y locutores. SUS ubjetiVuS inmu- RESULTA DOS: -diatus consistieron en compn.bar si his programas de radio. sin formatus complejus, acentus educadus. etc., Medianto tin cuestiunariu administrado en los ahus euntinuarian inturesandu- a los radiuyentes. y. al propio 1971. 1972 y nuevamente en 1973, se demustrO que en tin ti,ernpu. en transmitir prugramas producidus dentru de afiu el numero du campusnius quc se cuntentaban cun la cumuniilad'en suprupiu idiunia.- Sus metas tic largo depender sulamente dela '"ayuda de Dios" enlas plazo fneron las :siguintes 1 aumentarla autuestinia- cuestiunes du dusarrollo comunitario descendiO del80 al eiOn delosradloyeates. clesarrullo 21 prumuver ul ijUlAlr cientu en Ia zuna de Tabacundo. Durante ese comunitario. y 31 mujurar las habilidades matematicas y mismo tiempo, el numeru de campesinos interesadus en literarias de los radioyentes, trabajar cun quienes deseaban experimentar un prugra- Con una mudesta subvenciOn para equipo recibida de ma sobre practicas de pruddeciOn, aumentO del 513 al 84 la Universidad de Massachusetts. el proyectu obtuvu .40 por eientu. Con tudu. el cuestionario no revelO ningun aparatus de audiu cassette y muchas eintas. Luego. se aumentu significativu entre los campesinus un cl grad° distribuyO este equipo y se hizu que lus auxiliares de autuestimaciOn. Los observadures afirman. nu obstan- voluntarius de ensenanza de lus 40 centrus radiuescula-,' te.que se han pruducidu eiertamente impurtantes res de la zona. se familiarizaran con el. Ahura, eada cambius de aetitud. El Padre Isaias Barriga. director de auxiliar emplea este equipu para grabar cintas que se la emisura. eree queeluso de las grabaduras ha transmiten semanalmente en dos prugramas de media demostrado alus carnpesinus que "elpuder dela hora de duraciOn. palabra" esta a su dispusiciUn y que. tantu lus fines cum) Las transmisiones del"Mens4.. ('ampcsirw"reflejan las satisfaceiunes de la vida de eantpu sun unicas y vale la idea de que lus campesinos estdn tan interesadus en la pena hacer el esfuerzo por aleanzarlas. (Arse a si mismos por la radiu que, mediante prugrama- 'El progresu hacia el logru de lus utrus dus fines del clones easeras, es posible eaPtar Ia atenciOn de un proyecto ha sidu bastante notable Y"' es relativamente amplio pUblico. Si bien sun los aukiliares quieneS se fdeil de medir. Desde 1972 hasta 1973 las respuestas encargan de grabar las eintas y de entregarlas a la eurreetas a un cuestionariu de desarrullu cumunitario

23 aumeattiron!VI 5fal 615 pur cientu, En particular, el Las observaciunes suniamente tecnicas duU II agrOnu- numero uatilpe-Atiw entreistados que pensaban que mu bleu intenciunadu, wro liii familiarizadoeon la la erusiOn era "aigo pernieu" aunientu del 21; al 5::: por situacien local. fueron "traducida-pur un campcsino cientu. El najmero de campesinos que tuvo una puntuze a-Lin liAlgtlaje Inas fzicil comprender. cion ada" 551enuna prueba delectura y aritmetiea. administraiht itnualmente entre 1971 y 197:1. Una comunidad grabO una charla ofrecidapur un aumento espectacularmente. Las tasas generates de funcionario del prugrama ic desarrulluy conserve la cinta cumu registro permanente desus promesas al deserciOn aumentarun del 2(; por ciento en el alio escular pueblo. de 1971-1972 al 45 pur eiento en el anu siguiente: peru estt 1,rublenia tiuizas refleje factures externus imalas cusechas, ylatnigraciun cunsiguiente(An_ buScaiii RE F E RE MAAS: trabajo. este Ultimo ,facilitado pur una pueva-earretera que reduju a la mitad el tiempu de viaje a Quitol. "Programming by the Peuple: An Ecuadurian Radio Experiment". James Huxeng. Ed(6.6tiott,,/ kr6,6/eas- ASPECIS QUE MERECEN DESTACARSE: Iwo rmiliomii. Vul. In. No. 1. marzu (le 1977. "Tabacundo: Battery-PoweredDialug." James Hu- Lys auxiliares. a qujenes e dej6-actuar independien- xeng. Valerie lckis y Alberto I )chua, teinente lipUdi, recibir una urientaeiOn de media Numj;il'mvii1...1,wvIlivm Center fur lnternatiunal flora subre la uperacion de los aparatus "cassette". Se Education. University of 'Massachusetts. Amherst. familiarizaron .rapidamente. conelequipuy lu Massachusetts. 1V7(;. (.0 utiltzaron cii forma cuidadusa e imaginativa. Un grupu rural participante que nu tenia maquina cassette. alquil6 un autumovil liara trastadarse al estudio de la cstaciun rzaliu. de =neva guy sus miembros pudieran efeetuar una "transmisi6n directa Clearinghouse on Development Communication personal". Junk) de 1977 DESARROLLO RURAL INTEGRAL

PROYECTO DE IGUALDAD DE ACCESO A LA EDUCACION PARA MUJERES Y NIRAS

Alto Volta

BENEFICIARIOS: Las mujeres y nitias rurales en tres regiones del Alto Volta OBJETIVO: Proporcionar educación prat:tit:a como medio para mejorar el nivel de vida y la condición de las mujeres en la comunidadyeapacitar maestros para perpetuar el movintiento MEDIOS DE DIFUSION: La radio, peliculas,idiapositivas, dramatizaciones, materiales impresos y comunicaciones interpersonales DONANTES-PATROCINADORES:El Gobierno del Alto "Volta (el Ministerio de Educación y Cultura, y otros organismos de las 11 Organizaciones para Desarrollo Rural del Alto yolta). UNESCO. PNUD, OIT. FAO: y otros organismos internacionales, gubernamentales y no gubernamentales DURAC ION: Planificado e iniciado en 1967, continua por lo menos hasta 1981' PARA MAYOR INFORMACION, DIRIJASE A: ,Madame ticholastique Kompaore. Project Manager. Project d'Egalitê d'Acces des Femmes et des Jeunes Filles l'Education, B.P. 111. Ouagadougou. Alto Volta: Mary Lynn Hanky. Information Officer UNDP. One United Natins Plaza. New York, N.Y. 10017 EE.UU.; Brenda McSweeney. UNDP. 575, Ouagadougou. Alto Volta

DESCRIPCION:

El Gobierno del Alto Volta y la UNESCO pusieron en instrucción sobre higiene, nutriciOn y salud dirigidos ejecuciOn en forma conjunta el Pregceto Ity Yddad dr a aligerar el peso siculOgico y fisico du las mujeres. ift Erb wurisitt Para Mujercs iiias en 1967 Debidu a que los tres pruyectus pilotus nu cumenzarun para mejorar el nivel de,vida en 83 comunidades rurales simultaneamente. variO el periodu en el cual se habian y .elevar la condiciOn de las mujeres en la cumunidad.' reducidu lo suficientemente los obstaculos relativus al Para syntax las bases de una reforma tan amklia. el tiempu y a la salud cum° para pernlitir la participaciOn personal dui proyucto adupto metas intermedias clara- de lus habitantes du las eumunidades en los programas mente definidas. [ley() a cabo estudios suciolOgicus para de alfabetiza0On y eapacitaciOn vocacional ien terminus identificar los obstaeulus al aecesu de las mujeres a la generales esu ocupO entre 1970 y 1975i. Sin embargo, se educaciOn. lanzo canlpanas de alfabetizaciOn para las habian distribuido radios y se habian formado grupos de mujeres rurldes. instituyO programas de adiestramiento oyentes- a prineipios del proyecto y ambos tuvieron un paralos educadures comunitarius y programas de papLii crucial en tas campanas agriculas y de mejuras en liderazgofemenino y auspicki cursos de instrucciOn las cumunidades. Por lu tantu, la radio se convirtiO en basica en -nutriciOn. agricultura. econumia domestica, uno de lus dos 'medius principales de instrucciOn. (Los salud, y elestablecinfiento Lieindustrias a pequena programas de instrucciOn en las escuelas, el otru metudo escala y couperativas de artesanias. utilizado, fue disenadu principalmente Para las nifias.) 'En 1967. su Hey() a Cabo un estudiu de evaluaciOn de En general, se preparan semanalmente los programas iteeesidaLks en tuda- la naciOn. Se seleccionarun corm en los idiomas locales. Se incluyen debates sobre lus centruspilutosa .Kungoussi.Banfora y Pu tres exitos y prublemas clue afectanlas attividades del regiones con diferentes componentes etnicos y linguisti- proyecto y otrus aspectos de interes para las mujeres cos asi comojliferentes condiciones econOmicas. Dado rurales, y se incorporan los puntus ,de vista de las title las mujeres-del Alto Volta estan ucupadas desde due comunidades asi cum() caneiones compuestas pur miisi- sale el sol hasta el anochecer y no tienen tiempu para las cus locales subre las actividades del proyecto. Durante la actividadils educativas.' Ia primera fase del proyecto capacitaciOn. las Mures femeninas revesentan obras -consistiO en la introducciOn de medios para ahurrar el teatralesy las mujeres de las cLimunklades toman parte trabajo manual: pows. maquinas de mulienda, carros y en representaeiones eulturaleS que sun continuaciOn de clinicas de Maternidad. Al mismo tiempo se intrucluje- las obras de la cumunklad, el vehiculo tradicional en run -metudus destinados a Salvar-vidas programas de toda Africa Tiara eumentarios sociales, control social y uoticias delaregiint,Adenias delaSpeliculas y ASPECTOS QUE MERECEN DESTACARSE: exhibiciones de dtapositivas preparadas y niostradas en la loealidad se presentan dit,,eusiones subre las Iflismas. Durante lus printeros anus del Proyecto, los maestros Este inter'eambio entre comunidades. entre regiones y fuerun seleccionadus entre lus instructures calificados entre ',limas rurales y urbanas se fortalece at:in mediante de educaciOnprfrriaria y seeundaria. M as tarde, la distribucion de periodos en los idionias locales. algunos obtuvieron liecas en el exterior para estudiar tecnicas de educaciOn nu formal. RESU LTA DOS: Las especialistas femeninas U e progranias.de exten:, skin en las conmnidades sirven de enlace entre los Se Ilevo a cabo unao,aluacion U el proyuctu "Aceebo" equipos regionales y las lideres en las cutitunidades en1974.a cargo de una comisiOn compuesta de rurales tparterasy utras.i. ------representantes del Gobierno del Alto Volta. el PNUD y UNESCOTtir-iiiiSma- identific6 quela escasez de Las radius y maquinas de molienda propurcionadas transporte. la pubrezv de servicius de.xumunicaciOn. la put. ci proyecto experimentarun nutnerusas dificultar- falta de instala4nes para la produccafn y distribuci0 des.mecanicas. En consectiencia, el pruyecto incorpOro de los materiales necesarios para los programas de Una unidad deiecnologia alinopiada para Ileyar a cabo investigaciones y experintentos- title ayudaran a las alfabetizaciOn ylafalta de capacitadores paralos prOgramas Ut alfabetizaciOn y desarrullo comunitario .mujeres a realizar su tarea nias eficientemente y con mayor rapidez.' son los obstaculos principales -ala -realizaciOn de los objetivos del proyecto. Al misinu tiempu, -la comisiOn El Alto Volta es unU de los paises econUrnicazuente present° la idea de clue los programas de alfabetizaciOn menus desarrollados del mundo. y su publaciOn rural deben estrr dirigidus tantu a los huMbres como a las representa tin 95 pon ciento del total. mujeres. si eS que van a tuner exit°. dado title hombres Un equip() nacional de courdinaciOn trabaja estrecha- analfabetos no van a ustar deseusos de alentar a SUS motile contres equipos regionales Para furtnular. esposas e hijas parzA que aprovechen las uportanidades programar y coordinar las aetividades del proyecto a clue se les presentan cuando ellus mismus no gozan de nivel naciona I. esas uportunidades. El problema mas difieil de solucionar ha sido el escasu nuttier° de empleos dispunibles Aunque la condiciOn tie la- mujer en .el Alto Volta es para las mujeres gut, logran aprender a leer y adquieren por lu general inferior a Fa. del humbr, las diferencias capaeitacion. De acuerdu a un infurme de la UNESCO. regionales en la condiciUn de la mujer forzaron a los capacitatiOn fur inapropiada en mut hos casos y los urganizadores del proyecto y a lus elaburadures de los empleadures 'todavian discriminan en contra delas ' programas a desarrollar materiales de allabetiaciOn mujeres. y actividades que fueran especificas para atender las necesidades de cada uno de los grupos locales. Las actividades clue se han entprendidu desde 1967 sun el terna de una evaluaciOn clue Se esta Ilevandu a cab° enlaactualidad. Se estaprestando especial REFERENCIA:I': atenciOn al inipaetu de las tecnolugias subre el usu del tiempo pur parte de las niujeres y SU pruductividad. Las "Project Experimental: Egalite d'Acces des Femmes estadisticas dadas a conucer en 1976 mostraban ("we et des '.1eunes Fines L l'Education." informe de la 109.1)42 habitantes de las comunidades' rurales hablan l'onvision Nacional del Alto Volta para la UNESCO, pttrticipado en el proyeitu durante 10 anus, que se habia Ouagadougou. mayo de 1974. adiestrado a parteras, 427 letrinas habian sido "A New Chance for Rural Women." Mary Lynn cunstruidas junto con el compunente sanitariu neeesariu: 1Ianrey.AiIion ("NbP. enero-febrero de 1975, se habtan formado5 grupos cre radio eseucOs y 42 ''Le Projet d'Egalite d'Acces des rennues eCJeunes "esilucialistas"t especialistas de extensiOn feiikninast Filles a l'Education: 1907-1976.' Ministerio de Educa- habian establecido residencia en -12 comunidades. citin y Collura Nacinnal. Ougadougou, nuviembre de Enluactualidadciproyectu esta en!truces° de 197G. para cubrir la naciOn su totalidad. Las actividadesSertinejecuta4spurel Ministeriode EducaciOn y Cultura Nat:ion:II con la colalioraciOn de los Ministerios deDesarrulluRural. Salud y Asuntus (._'learinghpuse utI )evelopment Colninuntraticin Sociales, Auntos Ambientales y de Trabajo. Enero de 197 DESARROLLO RURAL INTEGRAL

PROYECTO DE DESARROLLO RURACINTEGRAL DE SHADAB

Pakistan .

Los habitantes de 60 comunidthles rurales en las cervanias del Lahore kaproximadamente 184.000 personas) oluFrivo= Estimular el aumento de la producciOn agricola y las oportunidades de -comercializaciOn. tomentar vl desarrollo de las industrias rurales y los proyectos de viviendas. estahlecer cooperativas y planes de crédito. creak oportunidades para in autoayuda y la partivipaciOn comunitaria y ilevar it eabo actividtales educativas NlEDIOS tii1.11Ft'SlON: Materiales hnpresos y-comunicacion interpersonal DON ANTES-PATROCINADORES:Progritma de Desarrollo Rural Integral de Pakistan, la Asociacioh paralaPlanificaelOnFamiliar de Pakistin. yelMinisterio de Agrivultura de Pahistan DERACION. Establevido en 1971: continna en la actuaridad PARA MAYOR INFORMACION. D1R1J ASE NI.'Sadi(j Malik 2611 III Road. F. 6;3, ISitunabad. Pakistan.; John Rowley, International Planned Parenthood Federation. 1S-20 Lower Regent Street, London SW IY .1111", England

,PESCRIPCION:

El thDe,,:orpo,fl,Rom,' introod dc que supet.Visa las cooperittivas) y dicz asistuntes a nivel siguM Jina -serie de proyeeto:'4 de desarrullo integral que inferior iegresados tie los colegios agricolas que ofrecen tu leron. en el- mejor de los casos. un exito moderado. Al asesoria a lus agricultores y organizan actividades a igual que los programs anteriores que fraeasaroh ci nivel de los conse,jus-uniones). prvyeeto fue disenildo para aumentar la produ&iOn El enfoque dado al desarr6110 rural pm' los directoreS agricula. Peru abarea virtualmente todus los aspectos de delPriqicei,)Shrt,Ifib consiste en propurcionar a los hi villa. rural algo que la mayuria de los proyeetus habitantes rurales con Milo lu que necesitan paya quc anteriores no hicieron. Los eumponentes del PoqActo ellos mismos determinen ci orden de las prioridades tic Sh,n101) incloyen el desamdlo eumunitariO. la educaciOn desarrullo. A menu& basta proporcionar informaciOn. agricultIA asistencia. programs bancarios y de credito. Pero enlus casos en quo i:sto no us suficiente.los educaciai primaria para adultus y nihos. y un element() beneficiarios dci proyeeto us..an ii mismo canal Por el multidimensional de planifieaeiOn familiar clue incluye eual reciben la informaciun para Atelier otro tipo de capacittwion vocacional. trabajo juvenil y cursus dc ayada:vanalma dondelamayoria delos tilfabetizacion. organismos gubername"ntales y demas _organizaeiones El elemento clave del Pioriceto Shfilkh.-que sirve como tienen representantes. Estus centrus administrativos proyeetotpilotct y modelo para el IRbP (Programa de sirvenasimismo eomo sedeparalaseooperativas Desarrono Rural Integral) en Pakistan. es la organiza- federadas de agricultures. eiOn. Baju la courdinacion de pna urganizacion central A nivel dela comunidad, losdiez asistentes del eh la que hay mayor flexibilidad a ,mOdidtCde que se 'achninistrador d,e1 proyeeto propureionan informaciOn y aparta del eentru, figuran tudos lus Ur,gantsmos guber- suministrus. ayudan alus agricultores a hacerlos narnentales que aetuan en el desarrollu rural, asi eumo arreglos para la yenta y envio de sus productos. a aquellos prganismos semi-oficiales. privados. y comer- negoeiar prestamos creditos. a,,atender losHote:s de ciales quo tienen ej mismo ubjetivo. Las 60 eomunidades demustraciim, a ayudar a lus agricultures a organizar ruralos en la zona del proyecto se diViden en dik ferias y exposicionesagrieulas,y a Ilevar eabu consefos-uniones y los servicius teenicos, materiales y", reuniones. Si el tiempo lu permite, tambien organizan edueacionales se brindan a nivel del eentro administra:_ clubes juveniles, supervisan la ptlestación de servicius de tivo. denominados el ,nia rkaz. Este sisterna vs supei.Visa.--_ salud rudimentarius, y urganizan 'clases de educaciOn do por:Ainadministrador del proyecto asistidu por dus para adultus. ayu(jantes iuno que administra asuntus tecnieus, y otro

27 cottjuttl'cion con estipro.-ecto fa Asociacion de AspErros Qt:E MELECEN DESTACALSE: Planificacion Familiar de lakislati CargU Li- I& elitteaclon para ;tdulfos,.. CjiWando Mae:40,0,, Se uttli;:,att nouve, escuelas printarias centrosIi capaiutadus y materiahes intprusus, las (lases enfocan ed-ileaeiendiadillte,e,Staldeeidt,', enla.:,nita Ii principalmente los [tunas de planificacton taittiliar. LoS eenni diAakiejtJtit'S de la'ttRursidad Popular t'Spetialistas Itt lattificacoJtifamiliar alientan alos. Abierta. dirigida a los habitantes «me descan obtenur adultos de kl toCaILL146 para gm. asistan a las clases y los unLicapacitaciunVocacional Y lecnica IL L'Ursar voluntartus delas .:C.I:LA'Sdeal falteli.,:a0iOltLletuati materias a ttiVel tamtneit Cohn' ageliteS cataliticos pztra nuitivar a la ..e'4, organizaron IldeNS y otros hal« tantes, clavus, de publaeion Li que proebe' los metodOs de platlificacion las comunidades ruralcs al LillIllillIl del proyeeto "comites modelos- cuyo asesoranitento ha ruAltado objeto a largo del director del l400... set' critico para el exit«) del l'e,+9...ch, Sb,111, eonseguir la descentralizaciOn y Cuando comenzo il proyuclo. iistintal.ca gnu disper,..ion «lc lOs, rondos del gobierito atraves del imriol;-. ciento de los agricultures en la :Lona del littt'ttLiIitu kc planes a curt«) plazu incluyen semitiarios eran analrabolus. dc eapacitaciOn pt.ira el personal de campo y lograr el LipO;L'o Lie Itit Mayor numero de lideres locales hacia eSta supunia en int principto quo el administrador del eaLlsR:. proyecto tenniIjIluolitellerla cooperacion delos organismos voluntarios,IJerolaIllayLWILL de tales organizacionesenla,aunahabiandesaparecido. REsrt:rmius:H faltaban rondos U estaban Mud orgattrzadas'conto para poder set: efectivos, Aparententente4ilPioutiii««ShikibnohasplA, evaluado ell'fOr.tha sistemattca Sin embargo. sus (Altos Seginj.el primer director del proyecto. y &MI idadcs Iii han pasadO LleSalli'reaffiloSVara tIlJILLI'LL lograrla"c«,ordinactOtthorizontal" en el itleltuobservadores. El computtente de planificaciOn «lesarrollo rural es el sentimiento «intro los varjos familiar ha suit.« cuantitativamente evaluado. departamentos gubernamentales du gut il Prwraina Ic Desarrollo Rural Integral I ILI WI es tut organismo Los milk-adores del exito logrado incluyen un auttiento superior y representa una amenaza potericial para la cuadruple la produccion :Agricola en ,.i.tna zona de soberania iiilos otroS OrgaiiiSMOS. "ESL:Olio's tratando .intwha precipitaciun incluala en el pi.oyeeto, aumento de conyencerlos gilt liii SUMoS Ull departamento shut cuadruple del mutter«) de personas Clue han acepladu la un programa," expresOlultiultl'ti 1 encontraba a plant fieacion familiar ;de T79 en 197:1 a :1.:122 en 197.1; y cargo del pri,yeclo, ILL construccion de on cammo transitable durante ludas las eslacionesIllalio «jut facilitO ciomercio y nue permnio al personal guburnamental Ilegar pot pritnera REFELENCIAS: a algtmas comunidades reit-11,4as. Ademas, algutios agricultoresIuiuiinformado nue estatthi'grando dos "FamilyPlanningEducation in Action:Some il1: HA" ano. en,tierraS que solian rendir una y Community-Centered Approaches." Judy ii Bushra y ijilt.estall loge:aid:9 otros avances ett el rendimiento de Susan l'erl, 1/....V 1100,1.4411S. International Exton- las eusechas. sitar College y Londres. 1976, toilellLL1 negallvo,la rapalez con. 'fluelo,s "Putijab's Push for Prosperity." John Rowley, Poplc, cspeciali.stas «lel pruyecto predijeron inn, se multiplica- Vol.2.No.3.International Planned Parenthood ram los exitus. st pierisa ahuraInc fueiIiiuiuiti Federation. Londres, 1975, utOpica dada la limitada disponibihdad de recursos y "Description of Shadab Pilot Project Chung,docu- del personal cal,qicitadu y dada la resktencia predecible nikto impreso pot' el gobierno pakistani sin fecha. de Juni intcgraviOn total 'Jur parte de laburocracia, ludas ,nancras. haSta eottilellZoSit1975 se habian inicatdo 6:.15 proyectos siguiendo el modelo del Prioycdu Clearinghouse on Development Communication Sid0.1,1,0, en las ':.:,onas rurales pakistanis. Abril de, 1978

28 DESARROLLO INTEGRAL

EXPERIMENTO DE TELEVISION EDUCATIVA VIA SATELITE

India

BENEFICIA RIOS: Los habitantes de 2.400 aldeas remotas en los distritoscSutdesaryollados de seis estados de la India.ytelevidentes urbanos y semi-urbanos en Delhi y Amritsar y sus alrededores y en el distrito de Kheda de Gujarat OBJ MVO: Desarrollar y evaluar el potencial un sistema de televisión educativa via satelite para el desarrollo nacional a trayN de la educación convencional y no eonvencional MEDIOS DE DI FUSION: Emisión directa de televisiOn via satélite a las aldette y redifusifin via trasmisores terrestres urbanos DON ANTES-PNTROCINADORES: La "Indian Space Research Organization" ORO). (Organización de Investigacion Espaeial de hi India); el Ministerio de Información.:y Trasmisifin: el Ministerio de Educacien; Ia Administracifin Nacional de la Aeromiutica y del Espacio lie los EE.UU. (NASA) DURACION: Yia satélite durante un afio (desde agosto de. 1975 haste julio de 1976). continuado a través de estaciones terrestres de trasmisión basta (lite el satelbe de la India este listo en 1981. I'ARA MAYOR INFORMACION, ASE A: 'Prof. E.F. Chitnis, Space Applications Center. ISRO, P.O. Ilex 1L Jodphur Teka, Ahmedabad 380909. India: Prof-, Bella Mody, Insti4ute for Communication Research, Cypress Hall, StanfordUniversity,-CA 94305. EE.UU.

DESCRWCION: En agusto de 1975; despues de seis Onus de planifica- prugramas, incluyendu demostraciunes. conforencias ciOn, India comeimo tin experimento tinico y de tdcance entrevistAs.teatru. discusiones de paneles. cantos y natsivo para apuy:n' el desarrollo naciu:al a traves de danzas,mariunetas, yrospuestas ala::earthsdel emisiones televisitin educativa via satelite. El objetivo 11 ltlieo. principal delE',eperimco,rlrTuIreisifin Se dedicO la mayor parte de la prograrnaciUn a- la Sat(litc (SITE) fue propurciunanprogramaciun educati- . instrucciOn nu cunvenciun(d subro agricultura, salud y, va convencional y nu curivenciunal r cultural alus planificacion familiar, dirigida a la publacion adulta. habitantes de aldeas rurales remotas. La Administra- Estus prugramas. emitidos durante dus hunts y media ciOn Nacional de Aerundutica y del Espacio de los tudas lastardes. incluyerun media hura de nuticias EE.UU. le preA6 a la India el sittelitt: ATs-6 un naciunales en hindi. y entre 40 minutos a 1 hura de afio. culuctindulo en su lugar subre el Oceano Indict,. Se prugranmciOn al desarrullo regional eh hindi. telegu, utilizOelsatelite para trasmitir programas alus kannada. yoriya. Segunda en impurtaneia era_ la receptures de television cumunitarius en las 2.400 aldeas prugramaciOn para kis ninos escularos entre lus 5 y12 elegidas para el experiment() (una audiencia putencial bfiusdeedad.Lus prugramas prupurcionaban, un de 2.5 millunesh La Organizaekin de Investigaeiones suplementu educativo más quo un programa de ostupk-.' Espacioles Lk.laIndia (ISROi tuvu a su. vitro los basico, con gran enfasis on la edu6ltekin en las ciencias. equipos terrestres del experimento: Dourtlarshan tel Los program`its escularos duraban de una hunt y media servicio de televisiOn naciunal de la India) se encargO de Our dia 122 minutos y medio en cada uno d&los cuatro pruducir la mayuria do los programas: y el Centro do kliumash Se prupurciunO instrut 'iOn a los maestros en el AplicacionesEspacialeSdelISRO IlevOacab()la uso de las lecciones por television v cOmo relacionarlas evaluacion del programa, eun el ambiente del nifiu. Tambien so les propurcionO Los programs se trasmitieron cuatro huras por dia sinopsis' impresas delos programas' !es de eada en cuatru de los 1,1 idiumas principales de la India.-ya trasmisiOn acompafiadas de sugerencias pant lvklas sea con una orogramacion separada para cada idionut o des y afiches. El tercer programa principal foe er con el sunidu doblado. Se utilizaron una varieelad de adiestramientu de maestros llevadu a cab() duraote las

29 vacaciones escohires y quo forme parte de un curse) más exit() de la experlencia tecnica y operatIva de una: importante -queutilizeaclermisotrosmétodos de teenologia a gran escala y complejeC en un pais del comunicacien educativa. Tercer Mundo. El proyecto brinde a una- poblaeien g-eográficamente. ysocioeconernicamentediversa el Las actividades auxiliares adicionales.y los acceso a una variedad de informacien. Flubo avances "experimentos-dentro-del-experimento"incluyeron Lin programa para agentes de extension agricola y el estadisticamentesignificativosenrelacien.conla establecimiento de un laboratorio experimental en el informacien sobre medidas Preventivas para la salmi, campo para ekarninar los enfoques de la programacien a planificacien farniliar cria die animates, iftformacien nivel de las bases. El laboratorio trasmitiO programas politica, y la vida materna en general. Aunque Id" experimentales dentro de"urt radio'cle 40 kilómetros en televisien no desplale o aumente el uso:do,otros medios et distrito de Khecia utilizando Lin trasmisor terrestre de difusien, aumente sin lugar a duclas el contacto de los habitantes de la cornunidades rurales con los represen- oplivencional de 1 kw de potencia. tantes de los servictes de .extensien a nivel de las La meta principal de la India fue obteper una gama mismas., En general, la magnitud total del avarice en eompleta -de experiericia parteelaborar,probar, y conocimientos fue mayor para las castas mcis bajas, los adthinistrar Un sistema de television educativa via analfabetos, las mujeres, los grupos de bajos ingreshs, y satelite antes cle instalar.su propio sistema nacional dc para aquellos que informaron que miraban ia televisien satelites. Con este fin, todo el material usado en tierra, en forma regular, es decir, para los grupos que estaban desde el equipo electrOnito hasta la programacien, fue menos expuestos a otras fuentes de informacien. desarrollado ea la-India. Dado que el ATS-6 generaba senates_ mds poderosas que los satélites anteriores. se. Eltamano de la audiencia durante el primer mes, Clue neeesite 'dna estacien terrestre Menos poderosa y menos.- alcanie un promedio alto-de 300, se nivele a 50 u 80 por costosa para trasmitir la sefial, la cual-da_inclia pudo comunidad despues que pase la novedad. El tamano de construir oon,un'rninimo de material imporIado. De la laaudiencia diaria dependie. delosniveles de la misma forrna, los 2400 sistemas de recepcien dicecta, actividad agricola y la'programacien que se esperaba' que conSistian en una" antena de malla de alambre dc 3, esa tarde. La composición die ki.audieneia ,nocturna rue metros ,de didmetro, un_ convertidor dc senal y un de aproximadamente un 50 por ciento de hon*es monitor de television fuerori producidos en la India, a un adultOs, 20 por eiento de mujeres adultas, y un 30 por costo de U.S.$1.100 delares cada uno. "Se establecieron ciento die nifios. Los agricultores de pequena escala y los centros -de produceien ,especiales en Cuttack. Hydera- peones sin tierra representaron el grupo ma.S.nurneroso bad, y Delhi para producir programacien especiaa de televidentes. El'estudio de laretroalimentacien segdn el- idioma y otras especificaciones de la zona. Se indice 'que los programas educativosy aquellos con un utitiaron cintas de grabacion de 2,5.em "de aniplitud. Se mensaje 'eranpreferidosalosde eritreteriimiento cstablecieron cuatro .centros de mantenimiento en cada dnicamente. En el prdgrarna escotar, los ninos en aulas uno de los seis estados y cada uno tiene .a-su cargo la con televisores mostraron un aumento significativo en el manutencien en buen estadO de 100 receptores'eomuni- desarrrdlodellenguaje. La televisiennotuvo,sin tarios. embargo, impacto alguno en las cifras de inscrillción'y de ausentismo.. En la-parte tecnolegica, la fidelidad de SITE tambien se caracterize por tener un componente los receptores de.' las chmeinidades fue de un poco más impprtante de investigacien y evtduación. Se Ilevaron a det 90 por ciente,urea vez que se ,It4leionaronlos Cabo estudios sol5re los perfiles de los.televiddntes y de problemas iniciales. La fidelklad. de lasprincipales sus necesidades. Se .disenaron programas piloto y se los estaciones terrestres rue del 99,por ensaye con' anterioridad en las. corauniclacles.. Durante las trelsmisiones se efectue retroalimentacien cohstante de los programas..por paste de los televideptes sobre el ASPECTOS-QUE MERECEN DESTACARSE impacto del mensaje y las condiciones de la trasmisien. Antropologos que fueron a vivir en algunas comunida- Treinta y cuatro dias antes de la fecim de iniciación de des..seleccionadas por.un periodo de seis moses` antes de las trasmisiones del. proyec.to SITE Indira Gandhi la iniciacien del proyecto SITE y permanecierop en las declareunestado de Emergencia'. Nacional. qde mism4s hasta tres meses.despUes del miSmo, Ilevaron a abarce la censura...total de los medios de diftisien. cabo estudlos yompletoS de los patrones'culturale&y de "Mitehos.cle" los *programas de noticias fueron dtilizados para t:rasnlitir informaciOn sobre la Emergencia. comunicacien:.y cernoelproyecto influye sobre los mismos. Los sociologos Ilevaron a cabo estudios sobre el Se instalaron en un estado ciente) cincuenta aparatos impacto, causado porurr and de televisionenlos de television operados, a bateria como parte do un habitantes adultoS de las villas. Los sicelogos estudiaron experimento utili-zando un tipo de reeepciOn diferente. el impacto de la televisien en los mños de las escuelas Estos aparatos tuvieron menos problemas queaqie- .primarias. lbs que dependieron de la electricidad. Elplan de investigacien y evaluación SITE rue concebido como Un gjereicio Multidisciplinario, en el RESULTADOS: cual participaron mas de cien cientificos sociales e Quiths los resultados mtis importantes del proyecte investigadores de los medios de difusion de la India. Un 82 por ciento do los costos totales del proyecto . ,SITE fueron la coordinacien exitosa entre dos iinportan- tes organismos gubernamentales y la demostracien con ,SITE entre15 y ,20 millones de (Wares fueron

I C4 \ utilizados en equipos, 9 'po t. ciento en programación, 6 . "SITE Teacher Trainfre Proyecto (le Nrfil, Clea- por eiento en admInistraciOn y coordinaciOn y 3poi ringhouse on Development Cornmunication. enero cte

cientd en la investigaciOn soCial y evaluaciO. 1978. . a "SITE in India: HighLe.tarningtlains, Low ,OVer:- RE PERENCIAS:. head,". Development Communication Report, No. 19, jul io de 1977. Plztnning forSatelliteBroadcasting: The Indian ."Plarining Development-CommunicationSoftware: Instructional Television Experiment," de RomeSh Lessons from SITE," po Bella.-Mody, DereloPMent Chander y Riran Karnik, UNESCO, 1976. Commu)l icatiqv Report. No. 23-, julio de 1978, "The Indian Satellite Instructional TV Experiinent: Its Origin. Organization. Messages,:Larid Effects" por Mody. Documento presentado durante-el Con- greso avid de' la Asociación Intc'rnacional de Comu- Clearinghouse on Development Communication nicaciOnes, 1978. ° Setiembre de 1979'

31 EDUCACION Y RECURSOS HUMANOS

LA TELEVISION.EDUCATIVA Y LA REFORMA DE LA EDUCACION

El ,Salvador

BENEFICIARIOS: Estudiantes de septimo, octavo y noveno grados en Et Salvador OBJETIVO: Llevar la edueación ptiblica a todos los jévenes de 13 a 15-afiog" a fin de increimentar la fuerza laboral de nivel medio de El Salvador MEDIOS DE DIFUSION: La teevisiótj y materiales impresos complementarios DONANTES-PATROCINADORES: El Gribierno de El Salvathir (hyudado por la Ageneia,de los Estados' Unidos para el Desarrollo International, la UNESCO, otras agendas de ayuda internadonal y los gebiernos de Mexico y Japoh) DURACION: El proyecto se Ilevé a cabo durante los ultimos afins de la déeada de 1960-1970; actualmente se está ampliando con el fin de que abarque los' grados primarios inferiores; se espera que abarque desde el grado uno al nueve para el alio 1980 ?-, PARA MAYOR INFORMACION, DIRIJASE A: Sra. And Maria Merino de Manzano, Televisión Educativa-El Salva- dor, Ministerio de Educación. San Salvador, El Salvador; Dr. Robert C. Hornikl Ahnenberg School of Communications, UniVersity of Pennsyl- vania, hiladelphia. rA 19104, U.S.A.; Dr. Henry T. Ingle, 7938--, Baybery Drive, Alexandria, VA 22306, U.S.A.

DESCRIPCION:

El proyecto de Televisión Edyeativa del El Salvador El micleo de planes de estudio revisados se transmitio comenzO. a fines de la década de 1960-1970 comolparte por television, y sobre este medic);presumibVmente, de una amplia reforma de la educaciOn. Ep conjunto,' la recay6 parte del increrhento en la carga de ensaanza a reforma que fueiniciada porelPresidente j'ideit partir de febrerti de 1969. fecha en que se utilizO, por vez

anchez Hernández, tuvo por.meta dar cumplimiento al . primera en 32 clases pilotos ftc septimo grado. A partir .terecho detodos los salvadoreflos a nueve afip 'de 'de entonces,se transmitieron semanalmente cuatro escuela gratuita y ainpliar la fuerza laboral de nivel , programaSde 20 minutos de duración en cada uno de los \ ... . medic) del pais, asi como efectuar una mejora gener1 de . einco campos 0 materias: espariol, ciencias sociales, los 'gstemas de enseflanza. , eiencias naturales, maternáticas .e ingles. Cocla lección Cuandoseintrodujolatelevisioneducatiya. lse televisada fue precedida pot- una ''SesiOn de refuerzo realizh on otros, cambios qUe tuvieron una.- influencia dirigida por un maestro que duraba unos,20 'iminutos. Para complementar las leccibnes televisadas se utiliza- sobre impacto producidopoi'.1atelevision.Se reorgam6 el MThisterio de EducaciOn bajo la direcciOn ron guias del Maestro y los cuadernos o anotadores.. de de una 1,1c)toridad central más fuertery .se amplió Oe los estudiantes. forma que\ comprendiera una oficiha ..de planifiCagitn: Los informes sobre el, exito del proyecto de televiSiOn Al mismo tiempo, se reviS6 el sisterria,desupervisi6n y 4- educativa en El Salvador difieren unos do otros, pero el los planes dkestudio cte las eseuelas. se concedieron unIS proyecto contintla con más fuerza. Mediante un andlisis vacaciones .pagadas de un afio a los maestroS del Terc r cuantitativo se ha dernostrado que los estudiantes-de las CiclO (sOptirriN octavo y noveno gractos) para 0 p clases por television obtuvieron un adelanto general en participarafi en, actividades intensivas de recapac4 .perieias basieas eomprendido entre. el 15 y el 25 por cion, se eliminO fa ctiota para los grados siete .a ntfeve. St. ciento por encima .de sus sembjantes que estudiaron en establecieron sesh nes dobleS- y se implant() un- sistem elases tradictonales o enclases reformadas sin IA d de.. promoción. og .aduaciOn de los estudiantes mucho television .edueativa. Los indicadores cualitativos -tam-. más liberal..Tod, os èto s cambios 'fomentaronry ocactiona- bién son positivos: tanto los estudiantes (especialmente rot) un consderable'creeimiento en las ingeripeitines en los desventajados y los lentos en aprender) eomo los ..las clases... \ maestros, expresaron aprobaciOn y entusiosmo.,por las

, "\)..

1,9q : elases televisadas. Aun cuando el entusiasmo se aminoró LoS lideres salvadoreilos; opuestos a la idea de tener un poco despiies ode, haber pasado la novedad de la que depender de asesores extranjeros.para dirigir su television (unos euatro anos despifes de hJi introdueciOa), nuevo programa de televisiórieducata, insistieron en las producciones más animadas contintlan siendoiopu- que elpersonallocalfuera el elemento` principal lares. responsable del programa desde el principio. Algunos maestros y evaluadores de proyeeta relacio- En juliode1971,losmaestros "salvadorefiesse nados con la televisiOn educativa de Er_Salvador ereen deelararon,en huelga. A pesar dc quo el aumento en la' que todavia _no _se ha logrado el pleno,potencial del carga da trabajo precipitado en parte por el empleo de programa. La queja qtimás presentan los maestros qUe la televisiOn en la sala de clase no fue-un argumento yarticiparon, en la teleVisión educativa ha sale que la importante. algunos maestros en huelga lo menciona- calidad de las lecciones por television es erratica. tin ron. praluailOrafirma que, elproyecto de, El. Salvador corroboraba lanociand quelatelevisiOn puede utilizarse Optimamente para presentar material clue no REFERENCIAS: puede presantar tan bien el maestro (en competiciOn con làtelevisiOn, algunos maestros la tratan como una "ITV, Reform and Investment Priorities for Formal "nifiera", thientras que otros no la usan en absoluto). Education in El Salyador," Arthur K. 'Burditt III, Finalmente,algunosevaluadoresaleganque esta "-.2-iPrinceton University, Princeton, N.J., 1976 (inedito). reforma de la educaciOn no se ha integrado debidamente "Reconsidering the Use of Tel6iSion for Educational en el plan general de desarrollo de El Salvador, que los Reform: The Case of El Salvador," Henry T.Ingle, en estudiantes.que participan en, el programa no pueden Educational Television: A Policy Critique awl Guitle encontrar trabajo o qua no encuentran espacto en el . forDevelopingGauntries,Robert Arnove,editor, nivel sfguiente de edueacian,1 "Bachillerato Diversifi- Praeger Publishers, New York, N.Y., 1976. cado". Edvrational Rehm with Television: The El Sal vadqv Experience,John K. Mayo, Robert C. Hornik, y Emile ASPECTOS QUE MERECEN DESTACARSE: U. McAnany, Stanford University Press, Stanford. California, 1976. La recepeiOn de los astudiantes ante la" televisiOn 'edueativa fué mayor con respecto a.las,matematicas o lascienciasnaturales.Sin" embargo,éladelanto logrado en las matematicas fué mayor 'que el logrado Clearinghouse on' Development Cenimunication en las ciencias naturales y las eiencias socialeS: , Junio de 1977 EDUCACION Y RECURSOS HUMANOS

MATEMATICAS I'OR RADIO

Nicaragua

,1',7>$771rm'Z.4`,14:41

BENEFICIARIOS: Ninos de 16: eseuela primaria de Nicaragua OBJETIVO: Desarrollar un tiisterna prototipo para la ensenanzasde las matemáticas - elementales MEDIOS DE DIFUSION: La radio,eoriiplementada copinstrucción en la aulas y materiales impresos DON ANTES-PATROCINADORES: La Ofieina de Asistencia Técniea de la Ageneia de,los Estados Unidos para el DesarrollO Internacional; el Gobierno de Nicaragua DURACION: El programa fue iniciado en julio de 1973 y continu6 hasta junio de 1979 , PARA MAYOR INFORMACION, DIRIJASE A: Ms.- Jamesine Friend, Apdo. 122, Masaya, Nicaragua:: Dra. Barbara, Searle, Education Department, World Bank, 1818 H Street, N.W., # D 1818, Washington, D.C. 20433 .

DESCRIPCION:

El Awed() de illatemdtieas pot. Radio..es Lin ensayo cantando). En laslecciones hay pocas explicadiones ,para elaborar y transmtir lecciohes_ elementales cle directas, abarcan muchos temas y promoeven diversos thatematicas que retengan el interes.de los nifios. Una tipos de respuestas. Las actividades posteriores a la parte del proyecto la constituye el desarrollo del plan de retransmisiOn duran un minima de 30 minutos y estudio. Otra es la creaciOn de un método parautilizar requieren el uso de una pizarralIasta 1975 las,hojas de los datos sabre rendimiento, con niiras a réyisar y trabajo tambien formaban parte de 'casitodas, las rnejorar. las Ieeciones. Una tercehares 81 analisis de las lecciOnes.- habilidades 'ffiatematicas y de los conceptos ensefiados en las lecciones. Y coma base de estas tresactiviclacles, RESULTADOS: eStá edesariollo de la radio como medic) educativo,' El proyecte conienzó en junio cle 1973. Después de En 1975,ose administre) una prueba final que demostrO seleccionar el lugar, el personal preparO un tninucipso que los nifios de las chases que utilizaron la Serie de plan de investigaciOn y soMetió a prileba una mueitra matematicas por radio, obtuvieron notas que et'an un 21 por ciento superiores a las de los:grupos'que estudiaron delaslecciones enlaseseuelas de California. A mediados de 1974 SeorganizO la oficina en Nicaragua y las matematicas en un ambiente de aprendizaje tradi- comenzO a producir pruebasde comprobaciOn de cionalja evaluación realizada en el segundo afio puso 'resultados y procedimientos para el programa. Para de manifiesto una disparidad aim mayor entre ahnbos 1975, ..se. estaban :utilizando 150 lecciones en 16 clases grupos. Los estudjantes de primer grado obtuvieron experimentales. En el verano de 1976 más cle85 clases resaltados que eran un 60 por ciento 'mejores quelos del del primer y segundo grado estaban utilizando lecciones grupb decontrol, mientrak ,quelos estudiantes de- segundo grado lograron una ventaja del 29 por ciento. de matematicas Wor Cada tecciOri a6 matematica por radio consiste en una Al cencluir el alio escolar de 1975, un 7 por ciento de grabaciOa de 30 minutos de duraciOn, seguida de una los maestros participantes dijeron que .losnifios del prOsentadón hecha por el maestro eon la ayuda .cle una progralna de matematicas por radio' habian aprendido más de lo que habrian logrado en las clases convenciona- gula de dos a tres paginas. Una lección tipica consiste de -Themerosas partes de instrucción Y de diversiOn que les. Un 92 por ciento expretaron Ia esperanza de que requierep, con excepciOn de algunas, un .promec,tio de continuara el programa de instrucciOn por radio. cuatro respuestas por hninuto por parte de los'estudian- Con apoyo de la AID, el Proyiado de Mati,naiticas p'or tes (escribiendo las respuestas, hablancig en yoz alta, Radio .ha Sidd prolongado_hiasta juni0 de 1979. En la

0 4

actualidad, se esti% tratando de coacebir el -plan de En las clases se utilizanJapas de botellaS y otros estudios, e3

ASPECTOS QUE MERECEN DESTACARSE: "The Radio Mathematics Project: Nicaragua 1974- 11175", Barbara Searle, Jamesine Friend y Patrick Una lección 'de la serie de Matemdlicas por Radio, Suppes, Institute for Mathematical Studies in the recibió e Premio del Japón en el concurso internacio- Social Sciences, Stanford University, 1976. nal No. 11- de programas educativos, celebrado cada "EvaluationoftheRadVO MathematicsProject," dos anos, en el cual participaron 92 oryanizaciones de Barbara Searle, Paul Matthe*S,'.-Jamesine Friend y todo el mundo: Patrick Suppes, inédito, oetubre de 1976. El .Proyecto dc Matemdticas pi)v Radio se amplió a petición, del Ministerio dc Educackm ,de Nicaragua a fin de, llevar las lecciones por radio a tres departa- . 'mentosdel palS. ' 41., En cada brograma de radio se pidió a los estudiantes que ¶:dsTiondieran activamente a lo Rue escuehaban Cleariaghouse bn Development Communication por lo me.nos un-a vez durante cada minuto. . Jnio de 1977

-s

a 36 EDucApIoN y RECURSOS HUMANOS

ItAIMa SANTA MARIA

Reptiblica Dominicana

v, BENEFIC1ARIOS: Adultos de bajos ingresos de zonas rurales-y urbanas de la Republica pominicana e OBJETIVO: Proporcionar educacibn primaria e intermedia.que sea mejor y más. econbutica que la ofrecida por el sistema escolar tradicional MEDIOS DE DIEUSION: La radio, materiales,impresos r cOmunicaciones inter-personales DONANTES-PATROCINADORES:En su ma.iror parte autosuficiente con algtin apoyo del Gobierno de la Republica Dominieana y contribuciones' del sector privado DURACION: Iniciado en 1970;eontiritlaaün- PARA MAYOR INFORMACION, 'Director, Radio Santa Maria, La Vega, Reptiblica Dominicana;.. Dr. Robert A. White, Centre tor the Study of Communication and Culture, 221 Goldhurst.Terrace.,.London NW 6 3EP, England

DESCRIPCION: t- Cuando se inaugurO en 1964 bajo los auspicios de la amplian'su esiera de,difuSiOn, la RSMtrasmite a toda la Iglesia CatOlica de la Repplica Dominicana, la Radio nación. Cada noche se trasmiten clases a cuatro niyeles Santa Maria (RSill) concentrO sus primeros esfuerzos es-co-lures; .media-hora-parcada--grado. Durante-una educativos en un programa de alfabetizaciOnque sirviO- hora de difusion se. completan cuatro leccionos de siete para lograr la certificación de maS de 25.000 personas Minutos cada una. Los intervaios restantes son wa la adultas durante un periOdo de seis arios. En 1970 se participaciOn activa del estudiante en loS estudios y para definiO el enfoque actual despOs de efectuarse una completar las hojas de trabajo. La thajor parte de la evaluaciOn de las necesidades-,-- programas ditigidos a tele-ensellanza la imparte un equipo de un hombiVy una certificados para.niveles de eseuela primaria e interme-. mujer:interpretanlosn papelesdelmaestro y del dia. estudiante, haciendo preguntas y Oon una pausa antes de Siguiendo el modelo de ECCA. Emisora Cultunal de dar la contestaciOn para que los oyentes tengan tiempo Canarias, la escuela radiofOnica que tuvo Sus comien- para contestar las -preguntas en sus casas. zos en España en 1965 Radio Santit`,Maria esta Los dias.sábados sexongrJga a los estudianteS de todo basada en tres ayudas educativas: cuaderniis de trabajo elpais, . por lo general en grupos de 20. en centros 'con textos, programas de radiodifusión, y maestros de ' locales. donde un maestro leS ensefia por dos horas. Alli .campo. -La RSM tambièn esta tratando de integrar los se recogen las hojas de trabajo (para ser corregidasy principios de la .pducaciOn vitalicia relacionando( la devueltaslaprOxima semana),secontestaalas enserianza escolar eon las necesidades de la vida real-1- preguntas delos estudiantes.. y se'discuteeltenia en los programas de las escuelas tradicionales. Asi. las central. Además. cada estudiante compra el paquetende clases de matematicas, castellano (gramatica)y estudios %seis a mho hojas de trabajo Para la semana siguiente, a spciales se._ilustran con "temas centrales" semanales que un costo de US$0,25 (de los cuales el maestro recibe 15 representan situaciones de la vida real dd los campesi- centavos). k . nos. Algunos de los temas que se" han usado en el pasado Segan unaencuesta Ilevada a cabo im 1975, la mayor comprenden la explotaciOn y la dependencia 'del ser; ' parte de los 20,000 estudiantes matriculados en los curso -humano. .Th dela RadiO Santa paria anualmente (son jóvenes Mientras que los programas diurnos y ,vespertinUs adultos solteros de 18 arios de edad cuyo potencial inclnyen masica y programas educativos no tradiciona- .educativo se ye restringido por su ambiente rural. Los les 'sobre agriculturasalud. y planificaciOn familiar, las maestros . de Campo, al igual que los estudiantes, son horas de 7:00 a 9:00 p.m. de lunes a viernes se reservan .jOvenes. pero se requiere que hayan completado yarios para lecciones que se califican. Durante esas horas. en 'atioSde: educatiOn por eneima 'delosniveles que qUe las otras cinco estaciones comerciales y religiosas ensefian, /3

37 La 'riletodologia- que ha elahorado la Radio Santa aumenta con un mayor mIrnero de alumnus matricula- Maria.basada enlos, principios de una educación dos en las escuekis tradicionales, el enfoque radiofOnico

vitalicia o continua rompe--con la que depende de la . funcionaalainverSa.Sisematriculirran" ensehanza tradicional de menoria. El programa de estudiantes_por ano en QI programaTde Ia 1?S11 el costo eStialios de la RSM subraya la educación como un medio estudiante se estima quo bajaria iarmenps clOS$20,,- clue ayuda a los individuots a cunfrontar la vida y a Las contribuciones de los alumnos aproximadarilente spbrevivir en su amViente."'Este, enfoque, enfatiza la US$7 poi. eurso. cubren el 60 por ciento del presnpuesto situaciOn soclal de I6s estudiantes, requiere quo los a-nual de la. RSM. Los subsidios gobernamentales y las maestrog asurnan hi posiciOn no tradicional digualdad donaciones personales eubrencasitodos os gastos ante sus -estudiantes. investigando y descubriendo con restantes. ellos más bien clue' impartiendoles conocimientos. So espera que mejore la .auto-imagen del ,.estudiante y su ASP'kcTOS QUE,M111RECEN DESTACARSE:' ajuste a su mundo realgraci-as a esta ecperiencia esc0lar. Debido a quO la inversiOn en cada curso es aprox1-61a- damente el equivalente a cuatro dias de pago a hi tasa

.del salario minimo, los estudiantes clue comprenden el -- RE'SULTADOS: alcance de las tareas quo ciebe cumplir sal maestro de campo, inmedjatamente n tifican a la administraciOn En 1975 se llev0 a cabo un estudio do muesCras central co'anclo on maestro no corrige las hojas de estratificadas proporcionales-de estudiantes adult.os, quo trabajo 0 no envia las cuotas semanales. , , comparaba los resultados de ,pruebas es9ndar de los to. A. fi6 de que las decisiones sobre las politicas queden estudiantes de Radio Santa Mania con lo-s de estudian: en manos delos coordinadores del programa, la tes' adultos que recibieron su instrucciOn pm. m'etodoSs dependencia financiera en instituciones internaciona- tradicionales.De maneragen'eral,losestudiantes les se ha limitado Oilicamente al establecimiento de la i'adiofOnicos(cuyos-' programasdoestudiosfueron estructura fisica. Loti componentes representados pon adaptados parareflejar.;"' lavidarural) obtuvieron los matenialev de estudio se mantienen mayormente calificaciones iguales o Mejores en las pruebas estanda- con el esfuerzo .interno, ttrizadas quo los estudi.4ntes que recibieron educaciOn convencional. Los proiframas de estudios innovativos .. Los regiStros semanales de matricula determinan las parecen haber estimukdo a los estudiantes de la 'RSM a cootasdeimpresibnpara.- lasemana siguiente, un mayor grado,de participaciOn en la comunidad. Los evitandose asi la impresibh de una cantidad innecesa- resultadosdolaspi'-uebascorrelacionadasconla ria de materiales impresos, y manteniendo los costos a on nivel lyajo. _ competencia 'de--los -mae4ros de camp; sugiere_ ode los . maestros de campo -de rePresentan on refuerzo La RodioSanta Maria que antes habiaoenfocado sus necesarioparaelmaterialradialeimpreso.Los programas hacja Ihi regiOn nor-central de Cibao en la estudiantes de la RSAI,,,icILI;Los oue pueden aprender a Rep6blica Dominicana, es ahora acceSible a toda la un ritmo mas acelerad0, requieren mynos tiempo en el reptiblica excepto para una pequefia regiOn en la aula. De es1.0 modo, on estudiante podra terrninar ocho parte suroeste. grados escolares en.suatro afios de estudio. Una administraeión central aparentemente eficiente REF'..ERENCIA: un director seis elaboradores de programas de estudio organiia a 520 maestros de campo y 12.000 "An Alternative Pattern of I3asic Education: Raflio, estudiafites por semestre y los arreglos especiakts Saida Maria", Robert A. White, Erperinwnts relatiYos a edificios. radiodifusiOn y la compra de papel, Inuorations in Education, No. 30, UNESCO-Paris, han- servido para mantener bajos los gast9s de opera- 1976 ciOn. El costo del sistema escolar de la RS3-I es de US$25 estudiante ano calendario.' comparado con US$39 'Dor estudiante en los sistemas tradidonales tIe Clearinghouse on Development Communication,. educaciOn Pparaadultos. Aunqueelcost2unitario Oetobre de 1977_

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38 EeCCACION Y-RECURSOS HUMANOS

CAPACITACION DE MAESTROS: PROGRAMA SITE

India

1.1

BENEFICIARIOS: 48.000 maest!ros de cieneias en eseuelds primarias en seis estados abarcadoS por el satelite ATS-6 Mejorar la efieacia 1eia metodologia de ios maestros de diencias, introduciendo el método cientifico, mejorando cotitenido 'de los programds de ciencias, y estimulando Ia experimentación en el aula, escolar

- MEDIOS DE DIFUSION: Satélite, televisiOn, materiales impresos, radio4 comunicaciones interpersonales DONANTES-PATROCI .NADORES:El Centro de Tecnologia Edueativa (CET) en el Concejo Nacional de InvestigaciOn y Capacitdeión Edticativa en la India DURACION: Con el satélite, durante el atioexperimental-1975-1976;contintia ain (eon apiiyo de otras tecnologias) PARA MAYOR INFORMACION, DIRIJASE A: Prof. Vijaya Mulay, Director, Indian Centre for Educational Techno- logy, Sri Aurobindo Marg, New Delhi 110016, India; Prof. Snehlata Shukla, Sub-Director, CET

DBSCRIPCION;

Emagosto de1975, la India comenzd un experimento TaMbidn ided un sistema'para capacitor a aproximada- de un arid cle duración en educacidn por medic) de un mente 24.000 maestros simultaneamente. Para este fin, satélite para difundir una Variedad de,programas de 01 CET uSO a 60 personas familiarizadas cOn la filosofia desarrollo por televisiOn. La NASA prestO a la India un ylos materiales del programa a fin de capacitar a 3000 satélite ATS-6, dolouindolo sobre el Oceano tutores (para asegurarse de que por lo menos 2.400 donde su "huella" cnbriO seis de los 22 estado de la India. estarian (lisponibles), quienes a su Vex, estaban a cargo En el eNperimento .denominadoSatellite Insttnetional de la capaCitaciOn de los maestros.4 , Television, Experinrent (SITE),participaron 2.400 pue- Los programas de television, producidos cuatro blos rurales db.dificil acceso. El objetivo del programa idiomas y difundidos por med dc los satelites a los. consislia ev-comprobar lahabilidad delpais para receptoresdelos 'pueblos eon antenas de . mayor producir,y'utilizar la television .educativa diseilada para capacidad, y los programas radiales formaron la base"- cubrirT. temasdeagricultura,saltid,planificaciOn del programa diario de capacitaciOn. Se prepararon los. educaciOM primaria, capacitacjOn de maestros materiales impresos relevantes pero su diseminaciOn a desarrol lo cdmun itario. veces resuitO difieil por eausa de las lblvias y de las El Centro' de Tecnologia Eclucativa (CT) prepardios". malas carreteras. A fin de reforzar, el contenidoyla materiales para el proyectoSITE;13 peliculas, de 22,5 metodologiao los maestro-instructores dirigian los deba- Lnintdos de- duración .cada una, 12 Trogramas radiales tes después de las transmisiones. Se dedicaban luego dos . (de' 20 minutos cadauno),instrucciones. paralOs horas y media de cada seSiOn a la experimentaciOn maestros para realizar 24 horas de trabajo experimental este Onfasis se debe a quo los maestros rurales, que no en el aula y materiales impresos para estudio personal. estabanfamiliarizados conlaexPerimentaciOn,no El GET tambien condujo sesiones cle capacitación Para quieren arriesgar la pOrdida de su dignidad al Bevar 3000tutoresseleccionados entrelos graduados en cabo experimentos clelante del pOblico, cuando éstos "cienciasque ensefiabanen ,escuelas secundarias 'o pueden fracasar. Los dirigentes del Programa realiza- estaban matriculados en instituciones de capacitaciOn de ron un esfuerzo concertado para demostrar, que el maestros. El GET organizO el trabajo practico para que metodo *ientifico, descrito pa el director del programa no Se necesitaran laboratorios convencionales o mateyia- como: -la obSeryaciOn de los heehos, el eneuadrar 01 les costosog para llevar a cabo la experimentaciOn. problema, el encontrar-posibles eausas' y s6lueigtles a los

39 o

problemas.,- 1w proeba de las imsibilldades, Y ei. logro de' durante las sesiones de capacitaciOn durante el alio. Una soluciOn senieden apliear a una diversidad lie Este sistem consiste de mut e(wrespondencia activa sitUaciones, enfre los egresdos delyrograma y Muehos Se subray6 tom yariedad de mensajes en el pr044.rama ,de los maestros rurales envian° deseripeiones dc sus, de catmeitaciOn. principales entre estos problemas al CET, solieitando su as'esoramiento. El importancia de los,experimentos on las eiencias y, el Centro usa este materitd conic) enfoque base para imbuir a los estudiantes el vspiritu de la investigaeiOn programas futuros, eientifica,el heeho de que los experimentos pueden Tod() el materiahelectrOnieo esado ell el proyeeto. eon, Ilevarse a cabo sin, neeesidad laboratorio,la la LexcepeiOn del satelite,fi.i producido en la India. propiedad lw'apfieaeiOn, (lel metodo eientilleo come eomo asi tambien todo ei material de, programaekm. , inedio para ayudar 4 losuninos a resolver suS,m'oblemas. A,pesar de (Me ei satelite ATS-6 se retirO de la0India la .neesidad de aproveehar elanibiente en que se en jolhi de, 1976, todavia se .us4nlos 4nateriales desenvuelve onla solueiOn eientiflea de los conexos para., la capaeitaciOn .(li? maestros,La televt. problems, y el' vakir det.pnsiderar ambiente total de siOn ha sido reenly,lazada pot' pelieulas,.y la nifio wino laboratorio.-Tambienseenfatizo la impertan- parte de los piligramas de radio ban sido grabados en eia de aprender jiaciendo, la paritieipachin de la elase. el einta magnetica. trabaji; en gropo.--y. las visitas praeticas. Todos estps mensales fueron presentados por medio del sistema de Los informes oficiales de losresultados oblenidos difusiOn mas apropiado para cada eagb. inediantelosdivei'sos" componvntes (lelpnigrarna SHE seran distribuidos poe las agencias indias.que partieiparon.en el misnlo. Los doeumeAos de evalua!' RESULTADOS: ' 'elOn del programade eapaeitaciOn de maestros se distribuyen a traves del CET. El CET Tealraatees estudios en suproyeeto ,de eapaeitaeion de maestros. Dos (le estos estaban relaeio- El satelite ATS-6, prestado por la NASA para el nados eon. los (los programas de eapaeitaciOn ofreeidos Gtx per i men to SITE, genera sefiales de nlayor voltaic en octubre.de 1975 y julio de 1976; uno sc IlevO a mho en mie el de, los satelites anteriores. Poe lo tanto las Iona situaciOn eontrolada. Cada uflo (le los tees estudibs estaeioneg' terrestres son menos eostosas, eon anteiias demostrO lesultados positivos en euanto al conoeimiento de fftcil eonstrneciim de nlalla de alambre demetros del contenido de la pedagogia: Estos logros variaban de (liCo'n'etro..E.n consecilencia, palm el gobierno indio, entre un por eiento en el primer intent() a 6-00 por el eosto de las estaciones terrestres ha sido relativa- eien'to en el experimento controlado. En genahl, las mente bah). evaluaciones revylaron que'ios maestros de escuelas El satelite ATS-6 'es el sexto y Oltimo de una serie de primarias se.,beneficiaron del programa de eapaeitaeiOn satelites estadounIdenses disefiados para probar', entre de manera positiva. 'otras cosas, la diluslOn do programatt edneativos a AdemOs de los resultados positivos en el comeimiento poblaeiones rurales clispersas-- En --1970' su-usO- ci sateHte en un experimento de un alio de duraciim,para 43; y comprensiOn, de los metodos,' tambien sc pudieron proporcionar servieios medicos en Alaska. Proporeio observar cambhis enel eomportamiento enelaula escolar. Aparentemente los maestros- eapaeitados., me- naba comunieaeiones televlsadas entre dos elinicas diante este prOyecto intentaban relizar Ms- experim&n- remotas, un hospital de eampaiia y un hospital al'eual tos en sus aulas, haciendo un esfuerzo por incluir a los se referian los pacientes. estudiantes en el aula. Sin embargo, contimia baja la iniciativa por parte de los alumnos para haeer pregun- REFERENCl AS:

las. , Una yea que se difundio el exitodel proyeeto.los "SITE i India: lligh Learning Gains. Low Over-., . educadores en diversas areasdonde no se OfreciO esta head",Ikrclopownl Communical Urpor/. No. 19, eapacitaeidn inieialmente, han pedido los materiales y julio de 1977. , . otras Oases de asistencia para organiaar programs Entrevista efeetuada por representantes del Clearing.- similares en otres.estados. house eon los ProfeSores Vijaya Mulay y Snehlata Shuklae1 7 de mayo de 1977.

ASPECTOS QUE MP.IRECEN DESTACARSE: is

Seha implementado un sistem deretroalimentaciOn Clewringhouse on Development CominunicationZ pant recibir-las observacionesiwehas pot. los maestros Enero,de 1978

40 2 EDUCACION Y RECURSOS HUMANOS

,CENTRO DE EisiwiSIANZA A LARGA DISTANCIADE LESOTHO -'Lesotho

BENEFICIARIOS: Los BasothOs (ciudadanos (IC Lesotbo), prificipalinente aquellos tO viven. en el eampo

OBJETIVO: La utilizaeian 'de m&todos de ensetianza a larga distancia para , disemipar,. la educackm practica en Lesotho y colaborar eon otras organi'ociones de'dicadas a la educabib'n y al adiestramiento MEDIOS DE DIFUSION: Mineriales imptesos y la radio, refor2ados-mediante la comunieseian interpersonal DONAN'ES-PATROCINADORES: Gobierno de Lesoiho; et Programa de Capadtalian para Lograr ia Autosuficiencia (Ilanen:lpundial); el Inthrnational Extension College; el Servicio Universitailib Mundial; Edubacian MtindiaI; Ayuda Cristit4; na; el Gobierna. de Irlanda; el Gobierno 'de'Dinaparca;'''UNICEF; Ia OrganizaciOn de Cboperacian Internacionll de. Halanda; eFOndo Internacional, para -elIpti3reambio ilnrilersitarid y la Agenda de 'Seyvielos Persbnates en el Extranjero DURACION: Se estableció eli1974 uy sigue en'euesO' PARA MAyoR INFORMACION, o DIRIJASE A: , Directbr, Lesotho Distance Teaching Cntre, P,.tIox MS 781, Lesothó; James tioxeng, DS/EI-Ig, Agency for International Development, Washington, D.C. 20523, U.S.A.

DESCR'IK ION;

.Ceotilo1C Entiholza.0bow DI;4tunciii'de LeAllto. organizaaiOn intereiada colabore cy la identificaciOn de (LDT(') foe disefiado y establecido en, 1971 por el las neeesidades,,mt6ntras quo el Centro (actuando op

. tiiternational Extenston College, 11.,olieitiftl tlel Ministe- ealklad superyisora) proporeiona asesoranlientp y ealeu-

riode Educación 'deLesotho.ElCentro . funciona laloseostos .antesde empr9der.laslab:ores. ,ds: primordialmente,como uha escuda lior'correspondencia, eapaeitaeinn o. de disci-10 y prilebade los materiales. que'suministra cursos por radio y materiales impresos segundo grupo eonsiste en las Ileavidades eneaminadas pam a. estudiantes que no pueden o que no quieren asistir It ayudar a los estudiantes a estudiar por so euenta para a clases convencionales: no obstante, tambien funciona quo puedan obtener eertifieados correspondientes al como. agenda deserviciossociales.Losobjetivos nivel del eielo btisieo o "junioP (despues de trO4s arms de principales del Centro.eonsisten en utilizar el talento y edueaciOn secontlaria) y al niVel "0" (luego de eineo abos los reeursos autfictenos, mantener la flexibilidad institude edueación seeundaria). El Centro ofreee etirsos en eional, ayudar en la soluekm de problemas locales. matematicas modernas, 'eontabilidad y comoreio, inglès participar en todos los aspeetos posibles de la vida y agrieultura. Los cursos requieren la utilizaciOn de comunitaria.. materiales impresos, tra isiones radiales, sesiones de El Cenye consta de vario'S departamentoS, a saber: instrueeinnintensiva(IL .antelos fines de semana,; AdministraciOn y Finanzas. Investigacion/Redaceion- suministrados en fornla separada, o conjunta. El tercer I.RevisiOn, Disefio; ProducciOn y Radio. Por,lo general, tipo de actividad todavia' en su etapa prelimintir eonsiste en abordar las neeesidades edueacionales de los , todos estos depa,rtamentos participan en cacra uh9 dO los preyectos. de manera que todos los miembros del jOvenes que han abandonado los estudios (varones en sti personal poseen conoeimientos'sobre la gama completa mayoria). Los primeros esfuerzos realizados en este de adivklades qel Centro. Estas actividades correspon- sentido ineluyeneldesarrollo de juegos dirigidos a den a' cuatro tipos basicos ,diferentes pero que estan 'mejorarlos conocimientos- en materia de lectura y relacionados entre si. ,El primer grupo de aetividades aritmética: la realizaeión de encuestas c investigaeiones correspandealdiseno produecifin de 'Materiales blisieas para idenpficar las necesidades y los problemas adaptados a la enSefianza encargados por las diversas de este grupo; asi como la preparación de ufia propuesta brganizaciones püblicas y privadas (por ejemplo, la (la cual UNICEF ofrecio re'spaldar en 'parte) phi el Ofieina de Estadistieas. Ia Asociacián de PlanificaeiOn diseho de materiales de ensefianza dirigidos a éste. y Familiar "de 'Lesotho y`el Servicio deMuxilio Católieo). otros grupos semejantes. El euartb duo de aetividad,e8 a Este tipo de actividad generalMente requiere que la la produeción de folletos sobre temas de indole practico, 4 I tales come la Preparacien de alimentos ,yprirneros habian comprado el libro confirm() estos'resultados, los auxilios, para so distribuciOn mitre las personas adultas que sirvieron de base para una segunda edicien revisada-- de las zonas rurales. El Centro cobra por fodos sus de 10,000 ejemplares). servicios, generalmente en forma simbelica (US$0,05,en El personal del Centro que constaba de seis entpleados el caso del libro tle coeina); no es el luero lo que se trata en 1974, aumentO a" euarenta para 1977.. En los Mismos de-obtener sin° la autesoficiencia. ahos, el nOmere cle prayectos a -su cargo durante un año ElCentro Se esfuerza en hacer cluelas eseuelas aumente de uno en 197,1 .a evatro en 1977. De igual ptiblieas utilieen su Material. Aconseja a los maestros de manera, so situacien econemica se ha vuelto mOs selida: ensefutliza primaria poco capacitados a quo se inseriban en el, primer alio de adividades,.el balanee de.sus saldes. en los eursos para obtener el eertlficado al nivel basic() y reedor ydeudorascend i aap rex lmad n lea les ofrecprecios más favorables, Se les han distribuido, US$30,000; y al linalizar el tercer alto, sn_presupoesto asimismo, a los maestros de ensefianza primaria,.a titulo operacional habia. aumentado en un 'factor de eince y experimental,tresde .los judos edueacionalesde contaba can un pequeno excedente con el cual iniciaron reciente ,creacien. Al nivel geeundario, los maestros clue el nuevo afio. En la i,hscripcien estudiantil en corsos de tarnbién actuan COM() 'ttftores del Ckntro afirMan, de todos los tipos sr-observe un incremento de 50 en 1971 a Manera unimime, que el entrenamiento y el material 840 en' 1977, y el nOmero de ageneias a las cuales el ..,,instructivo que reeiben,,en el Centro mejora su desempe- "Céntro.:ioministraba servicios par cantralo auroonte de , no en elase. Ademds. algunas escuelas secundarias han dos a dim Cerca de 20.000 rondos fueran distribuklos incluido en sus bibliotecas el material de enserianza del entre persenas y grunt)); durante el arie 1977. Centro para el certificado "junior", y otras han incorpe- ra`do los.programas.de radi6Ael Ceiaro en la programa-

eien de SUs'eursos regulareW . partir dd 1976, el e'entro ha pasado paulatinarriente ASPECTOS QUE, MERKCEN DESTNCARSW'' a trabajan bajo el, patrocinio del gobierno. El Contrp quo ofieialmente, esacualmento Un proyecto del El REKA "De Compras", .:.(ba-S-adoen un juego MiniSterio de Edpeacien cuenta eon un porcentaje denominado "Mercado", ereado pot' ia Universidad de Massachugetts), es onalfe los juegos desarrolladoS poi' cada vez mayor de personal' Basotho de altonivel administrativo y ha adquirido una nueva sede en leS te- "el ('entm para fementar los conedmientos dt aritme- rrenos universitarios del Instituto politecnico Lerotnell. Lica.Consistede dospaquetes detarjetas,uno representa dinero y el otro mercacleria do uso coniOn. El misma se puede jugar a dos dlferentes niveles ' RESULTADOS: dificidtad; uno de elloS' generalmente ocasionadisco- siofles a gritos, aunque no en serie, entre el jugador El 'Contm le asigna mds tiempo y otros recursos a la que representa el panel de "vendedor" y los "consumi- identifieacien de las neeesjdades,,,del pOblieo beneficia- dores". 3 rio, qbe a la evaloacien de los resultados finales de sus El Centro Ileva a cabo investigaciones relhcionadas productos. Cuando se efectua uria, evaluacien suble con sus actividades. Sus publieaciones tipicas inclu,' haeerse proyecto por proyecto, y los informes de mucho yen, "Ensayo sobre la mejor manera de presentaruna disponMi,dad interes, y,,euidadosamente elaborados Idécienpor cerrespondencia", "El Aifabetismo on del pObRce,par el preeio de los sellos postales) siKen de Lesotho" y "Un Experiment° eon la Radiodifusien guia a otros diseruidoresde programas de ethicaererry Edueacional". Una do las prineipales publicaciones es, desal:rolla. Una revista de estos informes ofrece-uha idea" "Compresien del Material Impreso", que constituye Ia de los Metodos de inyeStigacien, las prioridades y la* continuacien del trabajo inieiado porliolmq, Pugle- amPlitud de los intereses del Contm pero no sumlnistra sang y otros sabre la m,anera en que la poblaeinn rural una medida exacta del impado produeido por el Centro. percibe las ilustraciones y los textos impresos. Se'ha evaluado un pequefio nOmero do proyectas del Cottm, eh terminos euantitativos': Por ejemplo, un Uno" delosproblemas queelCentro coraenta coestionario que completaron las enfermeras du las continuamente es de indole eeonemica cloyante el elinicas patroeinadas por el Servicio de Auxilio Catelieo, tiempe que transcurre hasta el recibo de los fondes revele que para abril de 1976 se -habia vendido 20.000 correspondientes a proyectos que han sido aprabados.- ejemplares del libro de cocina-preparadepor el,Cottro a 81 Centro ha disertado e impreso manuale5, ona hoja solleitud del Servieio tatelico; true las enfermeras erak "). informativa y un afiche a solicitud de especialistas del de la opinien de que dichos libros debia'n distribuirse a Proyeeto de Desarrollo Rural de Thaba Bosh.) a cargo todas las mujere`g (no selo a las pacientes de las clinicas); delacomercializacien de semillasmejoradas que debianincluirse Más recetas; que una mayor fertilizantes en las zonas rurales..cle Lesotho. pes'arre- proporcientIm ellas debianincluiringredientes de 110, asimlsmo, para o proyech;peho m'ensajes,radiales produccien casera y quo debian ser recetakmásfaciles de un minute de duracien y elabdre un breve informe de.preparar: (Una encoesta paralela de.las personas quo' de evaloacien sobre el rendimiento FERENCIAS: Catholic ReliefServices Booklet' Evaluation, CentrOe Engenanza Larga Distancia .de Lesotho; enae Inforrnes sin titulo, Centro de Enseilanza a Larga 1977. - Distaneia de Lesotho, 1976 y 1977. Games to .Leairn By, Centro, de Enseilanza a Larga. Understanding. P).int, Centro ,de Ensefiana a Larga Distancia de Lesotho,.Sin:fecha: Distaritia de Le-sotho, juliO de 1976. U, on tivC nLt1TE1t Moody, Communiea- -Clearinghouse-on DevelOpment Cornmunieatio, fi tiory-of the-AfFib:a7Iiitute, No. 29, Pretoria, 1975. Enero de:1978

43 EDUCA6ION'irRECURSOS HUMANOS

UNIDAD DE. CURSOS POR CORRESPONDENCIA

Kenia

BENEFICIARIOS: Maestros kenianos de educación primaria; empkados gubernamentales, personal de organismos privados y otros adultos- OBJETIVO: Suministrar capacitación en servicio a los maestros que no estan suficiente o debidamefite calificados asi como a otras personas adultas quo necesiten preparacion adicional MEDIOS DE DIFUSION: Materiales impresos; la -radio y lecomunicación interpersonal' DONANTES-PATROCINADORES:El Gobierno de Kenia, la Universidad de Nairobi y la Agencia de los' Estados Unidos para el Desarrolip Internacional (hasta abril de 1971) DURACION: Fue iniciada en 1967 y sigue ep curso PARA MAYOR INFORMACION, DI R IJ ASE A: Peter Kinyanjui, Correspondence Course Unit, Institute of Adult StudieS, University of Nairobi, P.O. Box-30688, Nairobi, Kenia; Simeon Ominde, Educational Department, University,of Nairobi

DESCRIPCION: -,La Unidad de Cursos por Corre.spondencia (CCU) fue Cada curso por eorrespondencia 'Consta de cuatro ' propuesta en 1964 e implantada en 1967, cuando ya era componentes. El primero consiste de diversos materiales evidente que el Programa de capacitacjcin de maestros impresos guias deestudio,tbxtos, -mapas,etc. de Kenia en el periodo posterior a la independencia no complementados conhistrumentos. yequipos para logrdba satisfacer la creciente dernanda existente en el efectuar experimentos Tientificos sencilloS, La radio, al- pais de maestrOs.calificados. Lueg0 de que la Comisión reitirar y suplementar el contenido de las gralicas, de EdOcatión de Kenia lieVO a cabo una evaluación ce constituye elsegundo componente: mientms que la las necesidades, se decidió que la ,CCU le otorgaria la correspondencia que se mantiene con los profesores mds alta prioridad a lOs cursos disenados para elevar el universitariosydeensefiariza secundaria,quienes ..,,' nivel de competencia de los maestros de educación califican el trabajo escrito, constituye el tercero. El primaria --de los cudies más de una cuarta parte ültimo componente es la ensefianza directa, la mayor (10,500 de un total de 38,000) carecian cuando menos de parte de la cual se imparte en el Instituto de Educaciôo algunas aptitudes prpfesionales y de las credenciales de Adultos de la Universidad de Nairobi, durante las necesarias para capacitarlos a fin de que pudieran vacaciones escolares.* obtener promociones. A estos cursos, que en Kenia se La relación entre el uso de la radio y el material denominaron Cursos Preparatorios para el Examen de impreso la determina el mismo estucliante de los, cursos la Escuela Secundaria Elemental (KJSE), se sumeo en por correspondencia. Las primeras cinco horas de- 1.969 otra serie de cursos paraanaestros que ho tenian educacion trasmitidas por radio cada semana estdo entrendmiento alguno;los cursos para maestros no dirigidas a los estudiantes mds lentos'que necesitan una titulados (UQT) que comOrenden una fase prelimihar de segunda oportunidad para poder captar el sentido del capacitación en métodos pedagogiCos y Una fase secun-. material. El instructor que ensefia por la radio ayu`da a daria dedicada a tnejorar sus conocimientos del idioma estos estudiantes alresumir y destacarlos puntos ingles,- matematicas y de historia O de geografia. Los importantes del material, con frecuencia anticipando las maestros 'cluetoman parte enel programa KJSE preguntasdelosestudiantesyproporciondodoles estudian en privado a tiempo parcial hasta aprobar ejemplos y explicaciones adicionales. Los estudiantes examenes eri cinco materias. Las personas que reciben quese -sienten-satisfechos- con -su dominio del material -los clirsos para maestros no titulados asisten a tres- educativo, (algo que pueden determinar mediante los sesiones cortas que durante el primer alio se lievan a ejercicios de auto-examen que.han sido incluidos en las cabo en los feriados escolafes y eStudian porrsu cuenta a. guias de estudios), pueden prescindir de las trasmisiones tiempo parcial durante el segundo periodo. Los maestros radiales. La radio, sin embargo, ofrece un servicio que no han recibido entrenamiento alguno solamente indispenSable tanto para los estudiantes lentos como necesitan aprobar examenes en tres materias. para los que eaptan rapidamente:surninistra la prenun- supervisieres delos- maestro's graduados del UQT, eiación eorreeta d los estndiantes del idioma, fomenta la quienesinformaronqueel95 por cientodelos afinklad entre profesores y estudiantes en tn medio de profesores habian progresado en gran medida profesio- .onseñanza que de otro modo careeeria relativamentedel nalmente. A su vez.,los estudiantes de los profesores elemento humano, y, ademds, proporciona un descanso recien entrenados tambien obtuvieron mejor rendimien- por medio de la mtisica. Lasradiotrasrnisiones de la to que sus compaileros en los examenes a nivel nacional. Unidad de Cursos por Coffespondencia a través de la A pesar de estos resultados positivos, el programa no Voz de Kenia han logrado. en- efeeto, aWaer a un gran -Puede ealificarse eomo todo un exito hasta tanto no se palico secundaria(personas qua no estan_itaeritas en estudie -más -a --fondo, la compete/716a de los egresados los eu`rsos), el eual se ealcula entre 300.000 y 800.000 observada en el auta. Sigue, aderruis, en tela de Jul= el adultos-,lo -que ha heeho que los eursos tomen las que los eursos por correspondencia constituyen el mejor medidas tendientes a satisfacer estas,neeesidades. métodu de enserianza para los maestros. Los programas de capacitación en servicio para maestros de enserianza primaria eontinuaran en aumen- ASPECTOS QUE MERECEN DESTACARSE: to, ya que desde 1974 la educaciOn primaria en Kenia es gratuita. Aunque, el nUmero de maestros de enseñanzk La CCU cuenta con sits propias instalaeiones para primaria sin titulo habia bajactO a 12.000 a fines de imprimir, dupliear, eneuadernar y enviar por correo 1973, se roqueria para 1976, el emple6deflproximada- los materiales del eurso. Sus instalaciones ineluyen mente 2500 maestros de esta_categoria (ademas de tambien Un estudia para grabaciones y un pequefio todoslos maestros califkados eon quienes se podia laboratorio eientifieo. contar). A pesar de 'que el Plan de Desarrollo de Kenia de 1974-78 reeomienda laadopeión d.e un curso intensiv6 El resultado de una eneuestarealizada en 1968 indiee (conocida como ,el"programa de capacitaeiónde que un 90 pot eiento de las personas insvitas en la maestros 1 + 2") para satisfaeer estasmuevasnecesida- CCU eran maestros.,,EI 10 por ciento restante eran, des, también egPecifica que "los eursos' por eorrespon- entre otros, ofieinistas, amas de easa, agrieultores y dencia y los programas de radio deberan seguir siendo miembroS de la policia y de las fuerzas armadas. los instrumentos de la enselianza fuera de la eseuela." ,La inseripción en.,-la CCU permaneee abierta todo el afio y a los estudiantes se les permite trabajar más o menos a strpropio ritmo'o conveniencia. RESULTADOS: El tipo de estudiante de la CCU. por lo generak tiene Una evaluación del programa de Ia CCU en los entre 21 a 10 afios de edad. es casado, es responsable prirneros einco arios, efectuada por una persona externa pot:" más deeuatrohijosuotrosdependientes; al programa en base a losdatos extraidos de un problemente no euenta con una radio o muehos euestionario, demostró que apraXimadarnente el 60 "por ni eompra el perindico regularmente, y puede clue cientodelosproblemasque experimentabanlos tampon tenga electricidad ens.su casa. estudiantes en relacien con sus estudios eran,de indole Ens'Arista dek "exito obtenido pm'la CCU, varias ambiental. Estos obstaculos incluian la falta de tiernpo o organizacionesdeKenia handecididoauspieiar de uP lugar adecuado para eStudiar, problemas persona- conjuntamente un experiment() que-bard.uso de varios les y problemas de familia...En eontrasie, solamente un medios de difusión tales corn) la radio: et eine y la 10 por eiento experimentaba difieultades pedagógicas. prensa, además de grupos de diseusien organizados en La misma persona que efectuó la evaluación fijo el las zonas rgrales. De Ilegar a ser Un exito, este coeficiente de deserción escolar entre"un 15 y Un 25.por- programa' pilotoseconvertird en ua programa ciento. en_ comparación. con ,un 70 por ciento corre.stioti-- nacional a largo plazo. cliente a los estudiantes de cursos por correspondeneia originados en el extranjero ydisponibles en Kenia. La CCU tambien" olrece eursos para.- estudiantes ciegos. Ellos pueden recibir los programas grabados A partir de 1968, los resultados obtenidos por todos los en cintas y el material impreso en Braille. estudiantos Que toman los examenes para el KJSE han easo de qud- algurion de los sido objeto de una eomparacion..Esta ha demostrado que Nunea se ha dado el los participantes en los eursos do la CCU generalmente graduados de la CCU haya cambiado de profesien obtienen mejoreS calificaciones que otros 'estudiantes despuês de haber terminado el eurso. examinados. Por ejemplo, en 1970. euando el prornedio "El uso de la radio en este,programa representa, por de personas que aprobaban el examen era de un 15 por Un lado, la continuatión de la tradicieri oral en Africa ciento, el 51 por eiento de los estudiantes del CCU que se y, poryl otro. una ventaja siebre el eontenido obsdleto y sometieron al examen le aprobaron. ajeno de los cursos que ofreeenlas escuelaS por britanicas en De igual modo a'principios de 1970 se Ilevera cabo una corresPondencia norteamericanas' y evaluación del programa,de capacitación de maestros no Africa Oriental. titulados, con el propósito de establecer si IOS egresados del programa-podian competir académica y profesional- REFERENCIA* mente' con los egresaclos de establecimientos docentes: Al efeetuar una encuesta de los graduados .del UQT, los "In-Service Training of Teachers Through Radio and investigadores determirfaron :clue el 99 por ciento de Correspori'derice in Kenya",Peter E. Kin§anjui, Radio ellossentian que su desempetio enel,aula habia for Education and Development, Volume I, World mejorado gracias al entrenarniento recibido de la CCU. ,Bank Staff Working Paper No. 226, Spain; Jamison Ello fue corroborado al hacer una encuesta entre los and McAnany, editors, May 1977.

46 Correspondence Edueotion in Africd; Kabuasa and (Aunque elpro. cedimiento normal del Clearinghouse Kaunda, eds., Rout ledge Regan Paul, Ltd., 1973. consiste en pedir ai las personas intimamente relacionadas con los proyeetos descritos en esta serie que revisen el borrador de los ,Perfiles, en este caso resultaron infructosos. los esfuerzos realizados para obtener tales Clearinghouse on Development Communications eonientarios antes. de la feeha lirnite para su publica- Enero de 1978 ciOn.)

47 EDUCACION Y RECURSOS HUMANOS ACCION CULTURAL POP LAR HONDURERA

Honduras \

BENEFICIAR1OS: 'Campesinos analfabetos yormialfabetos de, Honduras OBJET1VO: Inicialmente, enseñar a lo4keampesinos a leer y eseribir y proporeio- marles información relaeio ada eon el cuidado de la salud y el desarrollo-de la comunidad; ias adelante iniplantar un programa de educación agrieola y ayudarlos eampesinos a organizarse politica y iocialmente MED1OS DE D1FUSION: La radio y materiales impresos - DONANTES-PATROCINADORES: El Movimiento Social Cristiano DURACION: Comenz6 en 1960 y atin continua PARA MAYOR 1NFORMACION, y7 pIR1JASE A: Prof. Vilma de Pacheco, Acción Culiural Popular Hondureña, Apartado C-24, Tegucigalpa, Honduras; Dr. Robert A. White, Centre for the Study of Communication and Culture, 221 Goldhurst Terrace, London NW 6 3EP, England

DESUIPCION:

La AcciOn Cultural Popular Hondureila (ACPH) abiertas por un periodo lo suficientemente largo como constituye no sOlo el instrumento educativo del movi- para poder-hacer Una evaluaciOn que reflejara un exito mientOde.autodesarrollo campesino deHonduras significativo,la ACPH cambiOelénfasisde Sus llamado Movimiento de Promoción Popular (MPP) sino programas, 'que consistia de campailas para promoVer el que también estd yinculaddlas escuelas por radio de la alfabetismo y el deSarrollo comunitario a corto plazo, ACPO de Colombia. La ACPH-tuvo sus -comienzos en hacia la formaciOn,de organizaciones locates de los 1960 cuando el sacerdote honduretio, P. Jose Molina, campesinos más pobres para ayudara estos "deshereda- regresó de un breve entrenamiento en la ACPO y ayudO dos" a adquirir -mayor- fuerza o influencia politica y a organizar una escuela por radio a titulo experimentat econOmica, La ensefianza de la leetOra y la escritura enlascercarlias de Tegucigalpa. -A, pesar de que continuaba formando parte del programa de estudios; actualmentelaescuela está bajo la supervisiOn' de una sin embargo, a estos cursos académicos se sumaton jt.inta direetiva laica, ésta ha dependido en gran medida prograrnas orientadosaldesarrollo de actitudes y del sistema parroquial que la origin() y del pocler de capacidades que les perrnita at campesinadd organizar-, motivaciOn :que ejerce elpLilpito en su esfuer7to por se y actuar de'manera responsable eon Miras a mejorar diserninar el alfabetismo y la informaciOn. su propio bienestar social y econOmico. Las palabras Durante los'primeros arios la ACPH era esencialmen- claves' de estas actividades de -concientización fueron te un transplante de la ACPO y los libros de texto del "prticipaciOn" yPlidera'Ago democrático". sistemaAcpxeran una adaptaciOn de los modelos A fineS deladeeada de los ailos 60 y a principios de la colombianos. Al. igual que su prototipo, la ACPH hizo un década de 1970,l'cr ACPH diO n Paso más hacia el llamado de ayuda a los sacerdotes de las zonas rurales igualamiento de la educaciOn de adultos y la "politiza- para poder iniciarlaalfabetización de adultos. Estos, ciOn", (o concientizaciOn politica de los campesinoS). Las sacerdotes de la localidad seleccionaron de entre las escuelas por radio adoptaron la tdctica psicosociológica familias campesinas de cada cornunidad a un maestro de Paulo Freire en cuanto a la autorealizaciOn personal auxiliar voluntario o "'monitor". Los monitores fuerbn, a y comufiitarla. A la concientización, la enserianza de su vez, entrenados para reclutar a los estudiantes, conocimientoS prácticos fundamentaleS, y fidentifica- organizar las clases, ayudar a loS profesores titulares a ciOn de lideres.indigenas, se afladi6 un cuarth mandato: .supervisar eltrabajo de tos estudiantes y a enviar la formaciOn de organizaciones campesinas a nivel informes mensuales sobre Ia asistencia y el progreso de regionalynacionalquepudiesentratarconlos los alumnos. Dichos monitores tainbién se hicieron cargo organismos o las dependencias glibernamentales. Parte de lds-textos, radios, y otros materiales dida.cticos. del impulso en pro de las dctividades de organizaciOn Er).'964, cuando el nUrnero de alumnos matriculados provino de parte de miembros del Movimiento Social ascendiaacasi 15.000 y las eséuelas habian estado Cristiano -,7.estudiantes uniyersitarios y profesionales 49 a-/-

jóvenesslueposeianeonocimiontosde ,agronomia, estas zonas. Ha .servido, asimismo, de base paraht educaciOn p cieneias econinnicas quienes habian organizaciOnde gruposfenieninos,cooporatiVas de entrado a format parte del M PP en 1970. consumo, 300 grupos de iftoducciOnagricola, y muchos .grupos de presiOn formnos poi; campesinoslocales En 1972 tuvo lugar umnuevo cambio en el enfoque adedicados a la recuperacitin de las tierras. Ids actividadeS de la A CPH. que consistiO en la inclusiOn do unpre'grama de educaciOnprimaria conuna i.duracian de cuatro altos y que Permitia la obtenciOn de ASPECTOS QUE MERECEN DESTACARSE1, un diploma respaldado por ci Ministerio deEducaeitin de Handuras. En 1977, la A (TH introdujo un programa Los programas de altabetizacion Son transmitidos seis de educaciOn agnicola quo contaba con los servicios de dias a la semana,para cada ano escolar que dura 4 tqtriinomps_ paraprofesionales yutilizaba medios de siete a ocho. meses. Las- clases- mas avanzadas sou comunicaciOn que permitian potter la tecnologia agricd= transmitidas a media tarde -y las lecciones para la a disposieiOn del pequefio agricul tor de las comunida- principiantes al atardecer. Los grupos' so reunen en des remotas. .casts, salones de clase 0 en loscorreclores` de las parroquias. RESULTADOS: En_ 197(S,...se calculO que un -30 pot; eiento de los campesinos.,que segu.ian los cursos de alfabetizaciOn., Los resultados de las actividades de la A CPII han sido no tenian nada que leer en sus casts.A, difereneia -de evaluados no sOlo por su propio- persornd sino también la ACM, la ACPH no ha publicado libretos hi iievaluadoyes profesionales exterhos. Mediante un cs" periOdicos de bajo cost% q-ue los campesinos puedan estudio elaborado poi; observOdores ajenos al programa leer en sus hogares. mediadoS de los anos 60, se logrO concluir que el La .A CPH es uno de los pocos sis,temas de ensefianza nOmero de alumnos inscritos era muy alentador- pero pot;radio de Latinoamerica que ha4aptado el que, no obstante. Un minter() do factores (entreellos el método pgicosociolOgico (originalmente clisOado para hecho dc que no existia ningun obstacylo que impidiera la ensenanza directa) a la ensefianza por radio. " el que alumnos que sabian leer y escribir .tomaran el curso y se sometieran a extimenes. quo no se (levaba La ACPH utilila, en combinaciOn, los servicios de ningdn contrpl del)uimero de estudiantes que repetian campesinos para profesionales, la radio, promotoreS unsistema de pareelas el año.: y. que se rumoraba que al tomar, los excimenes ,agricolasvoluntariosy habit "cooperacion" entre -los alumnus y las personas modeles paa haeer demostraciones do teenologia evaluacitim agricola.i un ..cosfo reducido, para los pequefios que los administraban) dificultaron tanto la agricultores de las comunidades-que se eneuentran en delosaspectoscualitativos como cuantitativos' 'del programa de alfabetizactiOn. En ei estudiotambl6ty se las montafias más lejanas. identificaron aspectos tales como la distribución de la Los programas de 'la ACPH, tanto de educaciOn población dispersa, Ia ,falta de tiempo libye Para Poder btisica como agricola Forman parte de un .sistem'a estudiar, los escollos o problemas administrativos y las integral de organismos privados dedjecidos al desarro.74, condiciones climaticas adversas, que támbiemconstitu- Ho rural; que incluye coberativas de consumo y - Yeron obstcieulos para determinaa el impacto del'progra- eomercialización, una federaciOn nacional de mujeres ma. campeSinas, una instituciOn de .credito agricola y .Una evaluación mas profunda efectuada pot; grupos eampesinos de preSIOn. estadounidense en 1971 sobre la base del analisis de urni La ACM estil -clesarrolfaildotinprograma de muestra estratifieada de 794 eaudiante's de la escuela oducaciOmprimaria por radio al cual e43.ta intograda la por radio, confirmó que seguian existiendolos impedi- educaciOn agricola consiste de unidades breves de, mentos socio-econômieos-que habian sidofidentificados un Mes a seis semanas de duraciOnclue ofrecen en el estudio anterior y cuestionaba e.lvalor que en realidad tieiie la alfabetizaciOn para los eampesinos que cuentan con poco.material Para leer y poco tienipo pata REFERENCIAS leerlo. Mediante dicho estudio se determinO que cerca de 108.000 estudiantes se inscnibieron en la Aem entre "Mass Communication and the Popular 'Promotion 1961 y 1970; que de esa eifra easi 18.000 se sometieron a Strategy of Rural Development in Honduras,"Robert exámenes ylos aprobaron por lo menos una vez; y, que A. White, Radio for Education a nil Derelopment:.iCase solamente dos terceras pattes de los que tomaron el Studies, Vol. LI, World Bank, mayo de 1977. . exámen realmente.adqUirieron Conocimientos funeiona- les Minimos (definidos como la habilidad cle reconoeer 1./. "Am-Evaluation of the Rural,Development Potential of una serie de palabras, identificarlas palabras que the RadiO School Movement-in Honduras-;" Robert A. correspondanadeterminadasfiguras,escribiysu White, Centro Loyola and Department of..Anthi'opo- nombre, y escribir lá respuestas a una o dos preguntas logy and Sociology, St. Louis University, octubre de 1972. acerca de algtin pasaje. , La imagen que proyecta el segundo estudio de las "The Radio Schools of Honduras," Jack Lyleith Joel abtividades de concientizaciOn y organizacion que Ilevan -Martins and Jacques Torfs, 11,ele Educational Media a cabola ACPH y el MPP, es mucho más claraquela del in Action: Case ,Studies for Planners, UNESCO, 1967. programa de alfabetizaciOn. La ACPH ha implantado un sistema de comunicaciones para el desarrollo queha hecho posible la 'construcciOn de 'cientos de escuelas Clearinghouse on Developinent Communication Abril de 1978 rurales y de muchos sistemas de suministro de agua en , 50 2Ui EDUCACION Y RECURSOS H6MANOS

TELE-NIGER Niger

BENEFICIARIOS: -Ninos nigerinos entre los siete y los doce anos de edad (aproxink-tri mente 7_00 ninos durante la faSe piloto y 9,000 en 1975) OBJETIv0: Suministrar a los niños de las zonas rurales una educacien que lo prepare para la vida rural rque, en terminos generales, fomente .!1 desarrollo rural y evite la migracietiurbana MtDIOS DE DIFUSION: Televisien, material impreso y comunicacien inerpeional DONANTES-PATROCINADORES:El gobierno franc& (hasta 1971) y el gobierno nigerino DURACION: Fue formulado en 1963, implantado en 1964; y sigue en curso PARA MAYOR INFORMACION, L. Theresa Silvernian, Brookdale International Institute P.O. Box 801, Stony Brook, NY 11790 U.S.A.; Max Egly, L'Agence de 'Cooperation Culturelle et-Technique, 19 Avenue.de Messine, 75008 Paris, France

DESCRIPCION: Con el-mandato en mdtel'ia de educacion que emitiera Niger, la misma cOnstithia entonces la Ultima novedad-y la ReuniOn de Ministros Africanos ac.la UNESCO esto fue explotado de manera creativa y beneficiosa; todavia frescien la rnemoria de los que toman las aunque aparentemente este aspecto no fuedecisivo decisiones y con dnicamente un 5% de los nirios en edad durante las etapas de planificaciOn del programa. escolar asiStiendo a dimes durante ese aim. Niger iniciO La presencia de un monitor en cada aula constituye un una evaluaciOn de su sector educacional, cuyo resultado elemento clave del programa 7'e16-1Yijjer. Los monitores, lo moviO a solicitar la ayuda de Francia para la reforma luego de someterse a diet semanas de capcitación en y expansiOn de los servicios educacionales existentes. En servicio, cursos semianuales de actualización de sietd a 1963. se encarninaron las corisultas entre xepresentantes diez dias de duraciOn cada uno,. despues de reuniones de las dos naciones, y ya para 1966 PIO-Niger era una periedi6as don consejeros y de presenciar trasmisiones: para los 2monitores y cerca de 700 nifios que televisadas de eorta duraciOn ,con- miras a una mejor participaron en la fase experimental. Diseriado para comprensiOn \delaslecciones y 'susfunciones,se poner a prueba la eficacia de la "educacitin activa" en un encuentrari preparados para contestar las preguntas de lugar caracterizado por la Nia de recursos econOmicos, los arumnos y hacer frente a Ns, crisis caracteristicas de capacitaciOn técnica, equipamiento y profesores entre- un aula escolan. Con todo, -resulta evidente queel nados, el proyecto refleja la intenciOn de Niger 'de monitornonecesita ser unprofesionalaltamente satislacer las neesidades educacionales de la poblaciOn . capacitado, ya quela: utilización de personal-calificado rural sip convertir la educaciOn en up pasaporte que cuando elpersonal semi-calificado resulta más que permita la'emigracion akas ciudades con excedentes de -sufiOentd, anularia una parte del objetivo del proyecto. poblaciOn, ni en un molde para estereotipo agricola. Mds importante aün, los monitores, como grupo, han Las Metas del proyecto en terminos pedagOgicos- sobrepasado*en gran medida las expectativas de los que ,son: rbralización, integra6iOn y dinamismo. disertaron el oproyecto y los contrataron; debidoposible- seleccionO la televisiOn como medio principal para mente a que la falta de ideas preconcebidas por parte de ,difundirla 'educaciOn,entre otras razones . porque los monitor& les permitiO actuar con gran amplitud de contrarrestalanecesidad de contar con maestros criterio y empirisrno de desemperlar su iunciOn de apoyo altamente capacitados, tiene capicidad para ofreser en el aula. . cobeytura de manera-sistenjática aün a las zonas más La producciOn de los prograrnas de televisiOn -rqve remotas: es democrática en cuanto a que todos los nillos inicialmehte estuzio al cargo de los expertos franceses en el aula tradicional reciben enserianza de la misma se IleVa a cabo en estudios situados enNiamey. El calidad y en cuanto a que los "maestros por televisiOn" equipoeproduccion es bastante sencillo consiste de no pueden, expresar favoritismos. Ademas, el gobierno equipo, de videograbaciOn, -camaras, salas de trabajo, frances ofrecia yAisponia de la asistencia tecnica que se depOsitoS1 transmisores y otros equipos aunque los requiere para un actividad lelevisada. Otro factor méritos cie la .producciOn han irrmedido que, tanto log ,relacionado con la utilizaciOn de la teleyisiOn fue que en

51 2 1 fA especialistas en educación come los'técnices, caigan en servicios de personas semicapacitadas en los salones de la rutino. Los componentes de cada. Pro'grama (activida- clase. Y finalmente, el proyecto se extendie hasta Ilegar des manuales, juegos, '''historietas, ejereicies eserites, a incluir certa de 9.000 estbdiantes (algunos proceden- etc.) varian diariamente, y el esfuerzo que entrafia tes de las zonas urbarias)y ha quechtdo completamente a mantener al profesor de matemáticas infermado sobre cargo de funcionarios nigerinos. las actividades que el profesor de francés o de geografia esta Ilevando a cabo, puede ser agotador. Este esfuerzo, Los, problemas identificados en diversos estudios se relacionanconelusodelidiomafrancesenlas sin embargo, produce frutos y, algunos aspectos de las trasmisidnes y con la calidad de la ensefianza imparticla producciones han sobreviv,ido la evotpción y la constante a los estudiantes en las clases televisadas. Particular- experimentación, comeelprograma de variedades pedagogicas, la repetición cliversificada, el repaso por mente, el deserimefie de los estudiantes per televisiOn no medio de anuncios concisos sobre conceptes que ya han fue tan bueno come el de los estudiantes .cle las aulas s'ido estudiados. Cada leceión se percibe no solo corno`un convencionales en cuanto a los examenes uniformes.qle componente que se explica por si mismb, sine también matematicas y gramatica.. Con el propOsito de rnitigar_ come parte de un progrania de instrucción más amplio, este problema, se afiadi() un quinto ano al ptitgrama de los cuales hap demostrado su valor y su durabilidad. estudio televisado en 1970.

RESULTADOS: ASPECTOS QUE. MERECEN DESTACARSE: Nunca se ha .yfectuado una evaluación rigurosa de Con excepción de la simple toma de fotografias, se todos_ los aspectos del proyecto T616-Nigur, debido, en evitO el uso de cualquier otra técnica hasta que los parte, a que desde elprincipio, se le asigne. menos nines .se acestuMbraron almedio..,Las tomas de prioridad a la investigaciOn.que a la producción y,' en primer plane, tomas de angule visual...recorte,.y otras Parte,:a que tampoco se asigne Un grupo de control; en técnicas modernaS fueron introducidas" de manera los primeros_clias del proyeeto,4ffiediante el cual se podia gradual, de manera que los estudiantes no se vieran efectuar una COMparaci(m.,No obstante, personas ajenaS dbligados a tener que abordar de pronte Un lenguaje al proyeeto han efeetuado_yaries estudios en 'pequefia visual desconocido. escala y se ha Ileyado a eabde manera rutinaria la ' El interés en el aje "concretu" que trasmIte fa investigación formativa intramuros .,desdg el inicio del televisiOn ha dernostracky ser importante en. Nigerz. proyecto. lAis Cornponentes (Ayes de ,esta iriVestigación, `-,donde le "verdadero" se define como el eynocimiento interna han side Aescripciones antropologicas basado en le que 'se puede ver y 'donde idioma de la cultura local elaburadas. por .elpersonal. extranjero, senanza (erfranceS) no es el idioma que se' habla en estudios dela manera encluelosnifies nigerinos el am Thnteett..que viven los estudiantes. reaceionan ante la imagen grafica, entrevistas con los La dedicación de los Profesores por televisiOn a Ins nifies; derlas aldeas, observactionesd anotadas sobre la nuevoS métodns pareela ducloso dimimica del aula, e información recogicla del trabajo delproyeetot 7'616-Niger. nd solamente) escrito de los participantesen el proyecto 7'616-Niger. 0.perjudicabasu capacitAiOn en -teenicas de'ensenanza ----' Lo que se ha podido establecer, para satiSfOcción del establecida, Sine tambien porque sollan pensar que :personal de IV-Niger. es el 'heehe de que lasclases por eventualmente volVerian'al anla cd'nvencional. televisien no experimentan los problernas caracteristices La edad minima para'participar en el prograrna de una clase nigerina tradicional: come son la poca Niger se estableciO en base al coneepto de t;paduraciono asistencia, altas tasas ,de deserción escolar y la alta tradiciOnal nigerino: Lakkal una cornlinación de incidencia de ,repetición. de cursos.,La tasa de deserción inteligencia, don de gente; comportamiento social escolaral.rilvel .primario. correspondiente ala decoda aeeptable, capacidad de .memorizar y la eapacidad de . clel 60,,porejemple, Ilego a ser de un 40% mientras que adaptacion. 674 de les 716 estUdiantes inscritos en las clases de Niger. en_ 1_966,.terminaren el eiclo de cuatro ems. en 4!), La principal diferencia.eotre elenfoque.de 7'616-Niger 1970 (loque-arroja una-tasa de desereión de menos del hacia la edueaciOn y el nigerino eonveneional estriba 6%) : De igual Mode, a los nifios les gustaba asistir a las enlacapaeidadde expresiOn verbal , delnifio. ° clases: un experimento, que duró una semanay en el que Tradicionalmente, se eSpera que Un niño permanezea las clases no,tuvieren monitores. 'revel() que la asistencia en silencio en la presencio de adultost nor el contrario, :y la atención estucliantiles permanecieron altas ai.Th .en el enfoque de Tele7Niger Pone.enfasis en el derecho una clasd sin supervision. Un estudio posterior efectuado que tiene 'el nifio de preguntar y respondetjoralmente per la UNESCO,.eorroboro los siguientes resultados: Se a compafieres y adultos. determinó .que el contenido, si no' el lenguaje,,de las El enfoque .usado en el proyecto 'Tele-Niger ha side trasmisiones era verdacleramente local: que la' progra, esquematizado come' un "defile embudo": a los nifios se macion fomentaba" tante la adquisición de experiencias les eStiumla para que adquieran materiaS primas y como la de conocimientos; que Ia televisiOncomo medio los dates 'de la vida real, a analizar y ordepat' esos de clifusión, fue explotadade manera positiva y ereadva;: coneeimientos y materiales en clase y a reinfegra'rlo y,queelproyectoutilizO muy atertadamentelos aprendido a la vida cotidiana.

52 REFERENCIAS: seignemente et du Culture en Afrique et a Madagas- car, France, diciembre de 1974. "MY-Niger: Adapting an Electronic Medium to a "MY-Niger: des Dimensions Modestes..." "Té lé-Niger Rural. African Context," Theresa Saverman, Boletin Douze Ans Après," Direct, 1975 Informativo No. 8,- Clearinghouse" on Development Communication, octubre de 1916. "La Télévison Scolaire du Niger: 1964-1971" (11 Clearinghou§e oil Development Communication .voltimene4 que incluyen eI Infornte General), Associa- Abril de 1978 tion Univefsitaire poiir le Développemente de l'En- EDUCACION Y RECURSOS HUMANOS

'PROYECTO RADIO PRI-MARIA RURAL

g Paraguay

BENEFICIARIOS: Niños y adultos de areas rurales que no asisten a hi escuela (aproximadamente 700 estudiantes en 1978) OBJETIVO: Proporcionar enserianza primaria a la publatifin rural por medio-de Ia -radio;_exp_erinrientar_ eon diversas metodoltights y técnicas para -educaciOn por radio a regiones rurales; asistiral Ministerio de -EdUcaciOn y Culto del Paraguay para institucionalizar los rnecanismoS para que los program's radiales dirigidos a la poblaciOn rural sean faetibles yficades' MEDIOS DE DIFUSIoN: La radio, impresos y,comunicaciones interperSonales DONANTES-PATROCINADORES: El Centro de Tele-Educación del Ministeiio de EducaciOn y. Cu Ito, Annie-Ma Paraguay y la Agencia de ,los Estados Unidos para -el Desarrollo Internacional (AID) DURACION: Iniciado en 1976, contimia aUn

PARA MAYOR INFORMACION, a pIRIJASE A: Lie. Mabel Palacios Moringo; Dkeetora, Centro de Tele-EducaciOn, Ministro de. EducaciOn y Unita AsunciOn, Paraguay; Lewis Thornton, Academy for Educational Development, 1414 22nd St,, NW, Washing-. ton, D.C. 20037, USA a

DESCRIPCION:

ElMinisterio de EducaciOn y Culto di; Paraguay material impreso cOnexo y tram") los planes. para la comenzó a inthresarse ;en la produce* de radiodifusión producciOn de estos programas nradiales. Linvestiga- educativa cuatro atios antes de que el Proyecto Radio ciOn consistió principalmente en la determinaciOn de la Prirnaria Rtcral :(PRPR) comenzara a forjarse. Desde poblaciOn de edad estudiantil en Caaguaz0 y sus habitos 1972, ha auspiciado la produce* anual de 50,a 69 horas como radioyentes, ia selección det cuatro4pneblos en de programaciOn radialpai:a escuelas prirnarias y Caaguani domo areas de pruebacy- la organizaciOn de secundarias. Al auspiciar el PRPR se ha ampliado, mas centros para el proyecto. bier' Coe creado,la administraciOn y la capacidad El segundo alio del proyecto, es decir en 1978, fue téenica para producir aprtiximadamente 300 horas de dedicado a mejorar y edificar sobre la base establecida prograrnaciOn por año escolar. Con un'aumento de entre durante el primer aft. Se inicio la producciOn de los a cinco y seis veces la produceión, el. Ministerio espera, primerOs 540 programas,,mientras que se preparaban Ofrecer a la población rural de Paraguay gtan parte las pautas para otros 540 (las leeciones para el quinto y de la cual no tienen acceso a las esenelas primarias con sexto grado). Se inicio la radiodifusiOn por medio de seis atios completos denserianza kirnaria la oportu- estaeiones comerciales, y se continuó con las actividades nichid de completar sus estudios primarios. ConsecUente- de investigacion y prueba eh el campo. mente se escogió el Departgmento de :Caaguaz0 corm base para el proyecto debidb a sus necesidades educati- Al borde de su ejecucitin a escala completa, el proyectO . vast yproblemastipicosdelasareasrui-ales,, de a mediados de 1978 estaa prestando servicios a-700 estudiantes e incluye 75 centros de aprendizaje,(en losp conénfasis programatica .enloscursos Paraguay, cuales cualquier persona,que haya tenido dos'4dios de superiores ae la.escuela primaria. educación convencional liuede tomar los examenes de Durante 1977. el DePartamento de Tele-Educacitin se ingreso del programa PRPR ylos estudiantesdel dedic6 a disefiar" el programa de estudio radial y los;programa se reunen en grupos para.' recibir la ayuda de rnateriales dé instrucción. preparando y probando las monitores voluntarios). Las lecciones comprenden el leeCiones radiales, y llevando -a cabo,investigaciones en idioma materno (incluyendo el espaflol como Segundo la region. Durante este periodo, representantes_ deh idioma), rhatematicas, estudios sociales. ciencias, salmi y departamento_prepararon 540 programas de instrucció% nutriciOn; y coMunic-arnbnes. Estas lecciones se di funden ,para los- niveles de tercer y euarto arm junto con el

55 21,3 en programas de 15 a 26 minutos de duraciOn durante en espanol, mientras que todo el material impreso los (Has hOiles., suplernentario se presenta en espahol. La radiodifusiOn comenzO bajo condiciones4 extrema- RESULTADOS: damente advers-asapr_od. cciOrt__,,selealizó en un estudio prestado, y eriin frecuentes los apagones tardo-7 El programa*de'evaluaciOnde1ProyectoRadio en las estaciones radiodifusoras como en los hogares PrimOnia Rural no ha tenido suficiente duraciOn aun de los oyentes. para permitir 'una evaluacithi del aprovechamineto de la Antes de que pudiera acelerarse el diseho del material ensefianza. Sin embargo, se Han realizado actividade's de de Instrucción, el Ministerio de Educación tqvo que evaluación en el proyecto desde sus comiepzos, y los definir.precisamente lo que es la "instrucciOk prima, resultados preliminares han influido en la evoluciOn del Ha". Solo entonces pudo elMinisterio emprender proyecto. Un alto interés entre los miembros de la exitosamente la tormidable tarea del primer àñü del comunidad (especialmente cn respecto tmatricula y proyectocrear,un programa de estudios primarios asistencia) y entre los propietarios de estaciones de radio completamente, nuevo para los radioyentes de las (quienes voluntariamente han 'hecho ,una redifusión .de zonas rurales. los programaS y 'dedicaran algunas horas durante las horas con mayor pOblico a algunos de los programasdel- Dm:ante el primer ano del proyecto se trasmitió una PRPR) onindicadores espechilniente positivos 'del `sWie cre -Programas los sdbados Por la manana,para 'Impacto clue ha tenido el proyecto. Estos Tridicadores-. "familiarizar alapoblaciOn de Caaguaz6 con las han mostrado que-algurios delos obsbiculos .potenciales tecnicks-Tde----radioLeducaciOn. Estos prograrnas tam- revelados en las investipciones sobre .1a linek base y bién se utilizaron para convencer a los nVaestros-de las sobee losresultados del primer afiola prevalencia escuelas- convencionales, muchos de loscuales se ,entre los radioyentes de Problemas sociales serios tales sentian amenazados por el huevo sisterna. cornoe1 aleohblismo, por -ejemplo, y la dificUltad de Una serie de entrevistas previas a la inauguraciOn del algunos estudiantes del PRPR con programas- en el proyecto, revelO que el ,70 por ciento de la población idioma espaholson ahorkmas Ilevaderos y'e's niasfáeiF opinaba que la agriculblra era el ternamdS importan- colocarlos en su perspectiva real. La evaluaciOn de los te de las lecciones. Por lo tanto los consejos y la 'formatos también ha demostrado que los radioyentes informaciOn sobre la agricultura se combinan con las, tienen un 'gran inter6s en la rmisica y en los deportes, labores regulares de los cursos, particularmentelos de cesa que no presenta mayor problema sino que, sirve de alfabetización y'lengtfaje. guia para los Programadores. Los lugai;es dondeL se realizan las pruebas sirven Se comenzardIaprimera evaluaciOnglobaldel tarnbién comp centros,administrativos. aprovechamiento de los prograrnas por parte de los Mientras que los cuadernos de trabajo del,pRPR han alumnos en marzo de 1979, al finalizar el,primer ciclo sido recibidos con entusiamo, se,tendrEiri quo prepa-, completodeclases.Eventualmente,sereOzaran rar alternativas menos costosas paralPS mismos. amilisis de costo-beneficio, 'se evaluard la efectiVidad' de los 'diversos corriponentes delos prOgramas (radio, asistencia,del monitor, etc:). y se estudiardn tambiOn los REFERENCIAS: resultados logrados en todas las cothunidades involucra- das en ef proyecto. "Annual. RePort: Rural Radio Education/Paraguay", Academy fOr Educational Development. enero de 1978. Documentos sobre el prokecto. no pub,licados, ASPECTOS QUE MERECEN DESTACARSE: Academy for EddcZtional Development, 1976, 1977 y El uso gratis de la radio comercial es fundamental 1978. para el concepto y para el éxito del Proyecto Radio Primaria Rural. Parasatisfacer las necesidades mixtas de los alumnos, Clearinghouse on DeveloPrnent Communication los programas educativos se presentan en gUarani Julio de 1978 EaUCACION Y liECURSOS HUMANOS

MOVIMIENTO DE EDUCACION BASICA

Brasil

RENEFICIARIOS: Originalmente, los campesinos analfabetos en el noreste de'Brasil (potencialmente, alre(ledor de 24 millones de adultos), luego se artiplió hasta ineluir a campesinos de otras regiones OBJETIVO: Ayudar a eduear, politizar, y niotivar a adultos qui) no tenlan acceso a eseuelas y seryieiog de salud. (en particular, Por medio de alfabetiza- eión y arittnética siMple) y para estimulat la formación de cOmunida- des de base. MgEDIOS DE DIFUSION:- La radio, material impreso, y comunietteión -interpersonal DONANTES-PATROCINADORES: t. La Confereneia Nacional de ObispOs del Brasil, el Ministerio de EdueaciOn y Culturaslel Brasil, organizaeiones asistenciales católicas y otras ,de Europa y Norteamérica, y el Ministerio de Salud del Brdsil (1962-64) DURACION: Comenzó en 1961 eomo programa de alfabetizaeión, se reorientoen 1965 y dna vez mäs en 1971; continua min PARA MAYOR INFORMACION, DIRLIASE Sor Anne Marie Speyer. Movimiento de Edueacao de Base, Rua São Clemente 385, Rio de Janeiro, Brasil

DESCRIPCION:

Desde sus comienzos en1961,elMorititento de 4En sus reuniones semanaleS, se,discuten los programaS Edithtvao .de Base ha sido un esfuerzo sectario para sobre agricultura, hutrición, métodos laborales y otros

, dotar a los desamparados de sus derechos baskos por temas practicos,'eon la aydda de animaderes,d8 grupo medio de una capacitaciOn practica gn la resolueión de 1; que usan técnicas teatraleS'y otras que requieren aceitin sus problemas. Pero ha quedado muy poco de este° gpara obtener la participación de los mienibrOs del grupo proyetto ademas de su razón de ser. El enfoque original 'r,en la discusion de problemas penosos de su vid.a real. dealfabetizacióneambIó graddalmente deénfasis Al set una organización '"deseentralizada, el MEB eliminando el aspesto misiico del Sbb-desarrollo, aunque opera en cuatro niveles. Al nIvel más alto 'esta el uquipo ésto se hada por medio de programas de alfabetiiación. nacional en Rio, euyos miembros estan subordinados a Originalmente se moaeló segün la Radio Sutatenza de la, los seis obispos nombrados al Consejo Directive por la ACPO en Colombia, pero ahora elMEB ya no depende Conferencia de Obispos' Cattilicos y los r4resentantes tanto de la radio. Pero,también han cambiado el tamafio del Ministerio de Educación4, que'son mieMbros del del proyecto; el programa de estUdio; del MEB y la Consejo. El equipo nacional esta diyidido en un sector, relación entre el mismo y el gobierno nacional debido al' adMinistrativo y un sector, teenico-pedagOgico; organimc clima politico, y especialmente con el golpe mintar de nueVoSiSternas..en, respuesta a las iniciativio locales; 1964. estableee las lineas directrices, selewiona y capacita al, El enfoque del MEB y sus problemas difieren de los personal de los equipos locales, y está a cargo de toda la ,muchOs,programas llevados a cabo en America Latina gestión administrntiva. Todo el trabajdrelaeionado a la para Movilizar los medios de, comunicacic5n para el, preparacióndel programa, sin embargo, queda en desarrollO. En vez de promover técnicas progresistas en manos de los equipos locales. La unidad de admi*tra- nombre del desarrollo, los trabajadores del proyecto se ciOn regional basica;elSistsma Educatiyo, pSrlo dbdican a ayudar a los campesinos y a, analizar las general, cubre una diOcesis católica y contiens Varias rakes y- las dimensiones del subdesarrollo, Es solo eseuelas de radio. El tercer nivel lp constituye el eqUipo entonces, segun la logica Freireana, que el pueblo puede local, 'que planifica y lleva a cabo el programa de encontrar y adoptar soluciones aceptables para ellos. educaciOn básico para laregiOn. TiOcamente,, este Otro factor que distingue a este proyecth es ,e1 aprove- equipo capcacitado,de maestros, trabajadores soeialo y chamiento de los medios de comunicación para las otros, tiene como base el centro mas desarrollado de la Masas. En el MEB, se usan libros y programas de radio y sus integrantes viajan desde alli a lOs lugares para apoyar, pero no para reemplazar a la inter-acción Inas apartados. Los animadores componen el cuarto personal. La base del programa lo consituyen log grupos nivel del sistema edueativo. Estos son nombrados por de eitudio de los campotas (agricultores campesinos). miembros, delacomunidad,recibeneapacitaciOn

57 2 .1 t): localmeut, y tienen la responsabilidad de animar los' ido:la organizaciOn de Clubes tle fOtbol, labores didloges y las,actividades en sus comUnidades. agricolas.y sindicatds rurales, Los miembrdsdel personal del MEBobserVaron a los RESULTADOS: candidates a arbimadoreSlocalesen suspropios pueblos, SOlo .se seleccionaron h les,candidatos que no .E1 ME& ha sufrido graves reveses, pore, pesarde trataban a sus* vecinos con condescendencia o de éstes, el proyecto ha afectado la vida de cientos de miles manera obsequiosa., de brasileros. Un especialista que tuvo a su cargo la En 1968, el MERreeibiO el premio Reza Pahlavi de la evaluaciOn de la efieacia de la primera década de UNESCOpor la labor de'alto calibre'realizada enopro operaciones del proyecto,, revel() que desde/1964 más de de y eon los eamp(mPs, escuNas por radio de lared del MEahan ayudado aprender a El uso de la radio en esfe proYeeto ha oeupado un a aproximadamente 400.000 caMpesines a lugar secundario dejando en primer lugar al material leer. Sin embargo, segOn el mismo investigador, stile medic) del impreso y al debate. kdiferencia de los que sucede unos 100.000 compoOs e alfabetizaron por con el animador,, el medio de difusiOn no sc considera MEB entre 1964 y 1970, probablemente it causa que come agente primario para lograr el cambie social. , gobierno que asumió el poder en, 1964 no prestO mucha atenciOn a Pa participaciOn de los campeSinos en 4 Se escegin elhorestC delBrasil pam el proyecto el carnbio social. 'original, y sigue siendo el foco de las actividades del proyeeto porque es la regiOn mas pobre del "pais y A partir de 1970, los esfuerzos de auto-evaluaciOn del segtin eideules efectuados en 1975, nias' de la MEB han consistido principalmente'en la mediciOn de mitad de las personaS que viven on la regiOn no. la demanda de les'eursos, sin evaluar los cambios de pueden leeriiiescribir. 'La regiOn del Amazonas coMDertamiento producidos P'or los cursos y actividades tambiOn es objeto de una intensa actividad parte del MER Desde 1976 se him programado evalu'aciones del MEB. que debian Ilevarse a cabo antes;dttiante, y despues de los curses, pero hasta la fecha la,evaluación posterior a los cursos no ha venido acompanada de una evalua4n REFERENCIA& de las neeesidades y de un amilisis de la matricula.r le se puede obtener un cuadro muy general,del impacto "A Systems Approach APplied to Non-Pornial Educa- produeide por el proyecto, por medio de estadisticas de tion: Planning, Programming, Budgeting and 'the matricula (que dernuestran, por ejeMplo, que el prograr 'Non-Formal' Process", trabajeinedito, "Ser Anne ma llamado '`actividades de la coniunidad conorienta- Wrie Speyer, MEB, agosto de 1977: diem religiosa" tiene mucha -más popularidad que los "Moriwnto de Edueocao 'de Bow (ME73): Communi, ' programas de agrieultura y salud (Iel MEB). Es dificil cation-for Animation,and Social Change," Tom u n calcular con exactitud el nOmero tall! de participantes eatimr olot..nurot preclopment." Juan E, Egrdenave. ,del MEB, ya que algunos oyentes caen en mas de una UNESCO, 1977. categoria de estudiantes. En 1977, se matrieularon uoas -15.000 personas Para los cursos academicos normale, Inforines Anuales det MEB. 1974, 1975, 1976 ,.,1,977, mientras que los programas especiales involucrarod M E13, Brasil. un pee() menos de 162.000, oyentes ylos programas 'Moeimento de Ed uracao ,de ,An Experience in educativos no-ekolares tuvieron' una matricula de mas EducationfortheRuralPoor,' Universidad de de 171.000. Michigan, 1976.

ASPECTOS QUE MERECEN DESTACARSE: Clearinghouse on 1/evelopment Communication L, s actividades (le "animaciOn" del ME41:,han inelu- Octubre de 1978

8 58' NUTRICION

CAMPAISTA DE LECHE MATERNA

Trinidad yTobago ;

BENEFICIARIOS: Las madres de niiios de tierna "edad y mujeres eneintas en Trinidad,y Tobago OBATIVO: nDivUlgar la relaei6n que existe entre la aliment:ft:km deleehe materna y la buena nutricióft y el nivel de vida MEDIOS DE DIFUSION: La radio, la televisi6n, los earteles, ios periodieos y revistas, el eine DONA NTES-PATROC INOORES:La Asociacian de Arms "de Casa de Trinidad Sr Tobag9 (HATT). Law Aseelacien de Ageneias de Promo:Atm de Trinidad y Tobago eon el apoyo del Ministerio de Salud,elInstituto del ,.Caribe pare la Alimentaciafty NUtriekm (CFN I) y la AsociaciOn Médica de Trinidad y Tobago DURACION: Fue coneebido e implantado en 1974; se tiene programado repetirlo en 1977 PARA MAYOR INFORMACION, DIRIJASE A: .Mison White, Nutritionist, 13 Santa Anna Gardens, Maingot Street, Tunapuna, Trinidad

DESCRIPCION: En la Campana dë leelw fyaterna de Triniddd y como exposiciones pspeciafes centralmente ubicadas y .Nayo,participaronvariasenticiades "privadasy en bibliotecas moviles, oficiales en un intentr) por utillzarlos Organos de Un elemento chive de este proyecto lo constituyó la,' difUsiOn del pais para, prOmover la alimentaciOn infantil donación de tiempo. conocimientos tecnicos .y serviciipg* con leche materna. La campafia:coordinada por la por parte de las agencias de publicidad, dcpartamentos , Asociación de Amas de Casa de Trinidad y Tobago con .del gobierno, los Organos (Ie difusiOn, firnuts comociales el apoyo de las Agencias'de Publicidad 'del pais, fue y ciudadanos particulares,Estas donaciones" fueron planificada en los primeroS meses de '1974 y .lanzada complementadas porlasrebajaspor concepto del oficialmente en mayq de ese afio. - volirmen y otras ventajas= de produeciOn. Los empleados de la agencia publicitaria participante recibieren un!folleto de :Ares pdginas en el que se RESULTADOS: describian los aspectps nutritivos y ecopOmicos de 'la alimentación infantil con leche materna y se trataba de --COn- la evaluaciOnen-d6Setapas' realizada por el convencerlos de que tenian un servicio digno de'prestar. Instituto del Caribe para Ia Alimentación y la Nutricion Una vez elaborados eltexto los grdficos de Id se. trate(Ielograr. cinco objetiVos primordiales:1) caMpafia, se inform() tambien sobre elroyecto a loS deterininar a que parte do hi poblacion habia Ilegado miembros del personal clinico y a otros especialistas en realmente el programa, 2) evaluar ,hasta que grado los salud y se les puso al corriente 'sobre los beneficios de la inensdieshabian, tenido lnfluenCiaenquienes, los ' leche materna para la alimentación del nifio. escucharon, 3) cerciorarse si las mujeres eine escucharon Mediante Preves anuncios por radio y televisiOp, se los mensajes estabarr de acuerelo con sa contenido, 4) reieeraron lois. mensajes publicados en los p'eriOdicos, los descubrir silas madres que estaban criando habian ,carteles y las hojas verlantes. La administración de la modificado sus practieas de amamantamiento, y 5) campafia estuvo a cargo de profesionales del ramo que' obtener información adicional sobre las practicas de las coordinaron nueve programas de *television y una serie mujeres .de Trinidad y Tobago en relaciOncon- la de transmisioneS cliarias por ,radio de cinco minutos de alimentaciOn de los nifioS Con leche materna. duracien (Ilamadas "Manteniendose a la altura de la, 'Tomando corno base su evaluaciOn, que constituy() una historia de la humanidad") con participación de la de susfirincipalescontribucionesalprbgrama,el prensa. Tambien formaron parte de la campafia debates ,Instituto del Caribe para la AlimentaciOn y Ia NutriciOn _entre los pifiosde escuela y grupos de la comunidad, asi juzgó, quelaeampafia de alimentaeAnpnor ,ileche 59 214.. materna-habiu 8ido:un exit°, yllego a la .cOnclusiOn de /las ventajns de Ja_alirRentaciOn uon leche materna 4 4 'quer.;1-aS- Partes integriPitei de la camparm deberián desde el punto de vista de la nutriciOn. cOnvertIrse en earacteristicas permanentes del progra- La Catypa Fat de A Inc ntaciein con- Leche -111Wria ma de educación eri nutrición dP Trinidad y Tobago. Trinithul y Tobago sera objeto do un libro que Reafirmo taMbién la eficacia del enfoque de Orgamis de publicard proximamente del Dr. 4errick'B. jelliffe y difusiOn mtiltiples y el equipO.ree_omendo ademOs. que E. F. Patrice Jelliffe sobre la alimen,tación con leche etrdichos Ofganos se dedicara aOn más tiempo/Y espacio materna en el mundo mO'derno. oaeStit cuestiOn de vital-importancia. Las esta6ones de radio donaron alas tiempo del que originalmente habian prometido para 'los anuncios .t.SPECTOS,QUE MERECEN DEST`iNGARSE: brevesenlosque sepromoviOelproyecto de alimentación con leehe materna. La,esposa del Primer Ministrofle Jamaica, Exemo. Sr. Manley, respaldó la campaiYa de alimentaeión del nifio con leehe Materna en ,dna conversaciOn con la RE FE RE NC I AS: 'presidenta de. la Asociacidn. do. Amns de Casa de Trinidad y Tobago grabdda'deantemano. Posterior- "The Trinidad and Tobago Breastfeeding Campaign", Jnente se diO publicidad a esta eonVersaciOn en apoyo ;Alison White, poneneia presentafla en la IX ReuniOn ala e:ampaha..' del Grupo Tãenito del Caribbean Food and Nutrition / hkstitute, Kingston, Jamaica, setiembre de 1976. , Se invito a los padires de los nifids a una función en ej,P i)ja del Padre, ,en la que se discutieroplas ventajas de Ia leehe mateeria para la alimentaciOn. a 'Sp proyectaron a las nmdres y enferme).a's en las Clearinghouse on Development COmmunicatien elinicas; .b.reves peliculas eA las clue se demostraron Junio de 1977

ef). NUTRICION

PROYECTO EXPERIMENTAL DE NUTRICION

Brasil

BENEFIPARIOS: Eabitantes de los pueblos del Nordeile del Brasil

OBJETIVO: - Establecer un dialogo en la comunicidd en torno a la nuericiOn como primer peso pare la acciOn comubitaria MEDIOS DE DIFUSION: Afiches o carteles, fotografias y pizarras de frinela o franel6grafos DONANTES-PATROCINADORES: La Divisi6n de Ciencias de la NutriciOn de la Univerisidad de Cornell DURACION: Se inici6 y concluy6 en 1974 TARA MAYOR INFORMACION, DIRIJASE A: Therese Druinmond, Director for Nutrition and Rural Community Education, Agricultural Missions, Inc..475 Riverside Drive, Room-624; New York, New York 10027; U.S.A.

DESCRIPCION:

Este proyecto tuvo por finalidad determinar el grado bebé carnino acementerio cuadro corrnin en la de _receptividad por loshabitantes de pueblos; con zona, proporcionó la oportunidad para hablar del distintos tipos de organización comunitaria del método hecho de -que los bebés mueren con frequencia y para de Paulo Freire tal corno se utiliza para la educación en examinar ese hecho criticamente en vez,de aceptarlo con el campo de la nutrición. Este experimento, realizadô en fatalismo. En otros Aches aparecia unä mujer ama-; 1974, tuvo por fin hacer participar a los habitantes de mantando a un bebé, una madre dando a su hijo lospueblos, analfabetos o semianalfabetos, en una alimentación complementaria, o un niflo afectado por campana, destinada a poner de manifie.sto que la una desnutricion avanzada. desnutriCión constituye un *problema, y a instituir formas simples con las que el individuo puede comenzar RESULTADOS: a aliviar ciertos aspectosjle la desnutrición en los nifios pequenos. _ Las transcripciones de las cintas grabadas de rnuchas La primera partedel programa, de cinco semanas de delas ,reuniones en los pueblbs revelaron que-1os Auración, estuvo dedicado a yisitar los 1204-hogares habitantes participaron con sumo interés en las reunio- aproxirnadamente, que integraban los pueblos 6bjeto del nes y en la discusión de los problemas. La transcripción estuCliö.Prescindiendo deliberadarnente deluso de de sus comentarios y preguatas revela.también que estos formularios y cuestionarios, la Sra. DrUmmOnd ConverSo habitantese comenzaronadudar desuarraigado informalmente con' los habitantes de los pueblos para fataliSmo .y,ala.inYersa,reconocieronsu prepia determinar lo que pensaban sobre la alimentación y la capacidad para inejorar -sus vidas. Las anotaciones de nutrición de sus hijos. Mas especialn-iente; hizo pregun- las reuniones también sugieren que en las discusiones de tãs la incidencia de la enfermedad y muerte entre grupo que formarOn parte de este proyecto, los habitan- los niflos de corta edad y sobre el niimero ,de ninos tesdelospueblos que anteriorniente no estaban menores de cuatro albs que tenian un peso inferior al organizados no habian sido afectados en forma positiYa o normal. Recogio, además, nombres, fechas de nacimien- adversa por sus eXperiencias anteriores. to e informaciiin sobre practOs deeai-namantamiento, Como resultado directo de estas reuniones, los pueblo' s distribución por edades, y 'habitos ahrhenticios, datos seleccionaron a una persona pan cada diez hogares, la que anotó en simples cuadernoscon los cnales estaba cual se haria respOnsable del bienestar nutricional,,de los familiarizada la poblción local. . 4,*niffoi del ,grupo. Se formularok también planes para 'En las reuniones de grupo celebradas después de las haCer -frente a laS distintas emergencias en materia de visitas, se utilizaron afiches o earteles para estimular la salud que se presentasen. Sin embargo, -11.9 se tomó diséusión._ _ Por ejemplo, un dibujo de un ataild de un,' medida alguna para determinar si los participantes de - este proyecto hicieron lo necesario para clite sus hijos fueran dernasiado limitadas en cuanto a su referencia, continuaran recibiendo proteinas en cantiddeS'stificien- ni demasiado enigmaticas._ tes y, si, entre otras cosas, fueron inoculados contra las Alegando una'mala mernoria, la entrevistadora hizo enferrnedades de la nifiez. un esbozo de gran parte de loque observ6. Estos dibujos captaron la atención de los participantes del '1ASPECTOS QUE MERECEN DESTACARSE: pueblo y los tranquilizO; de este modo se simplific6 la obtenciOn de datos sobre salud y demografia. En una reunion en la que se preguntO si deberia En el transcurso de una reuniOn, un pescadot: declar6 efectuarse un "estudio" de los nifios, los habitantes del que, en general, las reuniones eran una buena idea. Pueblo que asocian el estudio con la escuela Dijo que ni una sola vez en los ocho afios que habla entendieron que el experto en nutriciOn pensaba vivido en el pueblo en cuestiOn se- habian reunido sus establecer una nueva escuela en su localidad. habitantes para resolver o tratar problemas comunes. Para trasmitir la idea del peso adecuado que deberian tener los nifios pequefios, se utilizó una 'reproduccion REFERENCIAS: de la tabla de pesos "Mor_ely". Cuando los padres llegaion ,a comprender el -significado de la gama de "Using the Method of Paulo Freire in Nutrition: An pesos que deberian tenerlosnifios Ilarnada Experimental Plan for Community Action in North- "Caminho da Satide", o "Camino de la Salud", se les east Brazil," Therese Drummond, Cornell Internatio- entregó una copia mimeografiada del cuadro._ nal Nutrition Monograph Series, -No., 3,Cornell Entre los carteles utilizados en las charlas se hallaban University, Ithaca, New York, 1975. ,fotografias o cuadros sacados de fotografias. El fondo de los cuadros se bort-6 para evitar interferencias. Se Clearinghouse on Development Communication tuvo también cuidado en seleccionar fotos que no Junio 1977

62 NUTRICION- PROYECTO DE.NUTRICION POR MEDIOSDE COMUNICACION MASIVA

India

^ BENEFICIAKIOS: Lideres de la Opinión ptblica, cabezas de familia, amas de casa, maestros y en edad escolar en zonas rurales y en pueblos pequeilos de Uttar Piladesh y Andhra Pradesh (aproximadamente 250.000 persona) OBJETIVO: Determinar la eficacia de una campana utilizando medios mixtos de comunicación para aumentar el nivel de coneientización y conocimien- to acerca del embarazo`y el destete entre la población rural, en iu mayoria analfabeta MEDIOS DE DIFUSION: Radio, materialesimpresosi, peliculas, calendarios,.pantomimas, carteles, carteleras, murales y forros para libros escolares DONANTES-PATROCINADORES: La Agencia de los Estados Unidos para el Desarrollo Internacional, CARE-India DURACION: Se planeó en 1969; se estableció en 1971 y se OM) a cabo de abril a junio de 1972

- PARA MAYOR INFORMACION, DIRIJASE A: Sadhna Chose, CARE-India, P.O. :Box 3064, New Delhi-3, India; Ronald Parlato/Margaret Burns Parlato, 4915 Albemarle St..N.W., Washington, D.C. 20008, U.S.A; Dr. Lakshmir Krichnamurthi, CARE- India

0 DESCRIPCION:

El proyedto de informacion sabre nutricion lanzado equipo dnvestigadores pnso seis meses identificando poi- -CARE en la India en 1972 luego de tres arios de problemas econennicos, nutritivos, sociologicos, y investigaciem y preparaciem se base) en dos premisas relacionados conel- enmercio, obstdeulos para principales. La primera fue que las técnicas modernas obtener los cambios beneficiosos eli los_habitos utilizadas en camparias urbanas de medios masivos y. Esta investigaciOn precedie) e influencie) la selecciem andlisisl de mercado pueden tsarse con éxito en la de los beneficiarios, los ocho sitios elegidos" (dada uno soluciem de los "problemas y necesidades del. habitante compuesto de tres comunidades y un pueblo), los medios rural en el Tercer Mundo., La segunda fue que una de comunicación que seusariAn para irnpartirel cornbinaciem bien seleccionada de medios de comtinica- mensaje y el contenido y el lenguaje esPecifico utilizado diem., es más efectiva que cualquier medio Unico de en los inismos, La investigacion se base) en los resultados difusiem utilizado para alcanzar grupos de beneficiarios deestudiosde -diversasdiseiplinas,incluyenclola diversos, dentro de una determinada poblaciem. Más investigacion realizada para otros proyeetos de nutri- especificamente, sediserie)el proyecto experimental diem y comunicaciem, e incluye) un estudio previo a la para. probar la eficacia relativa de los mensajes positivos camparia de una muestra de 2.400 respondientes. y -negativos y para promover dos mensajes determina-- La camparia de diez semanas que fue producto del dos:.uno relacionado al impacto de destetar al nirio en la resultado de la investigaciem utilize) una variedad de forma y en el momento adecuados sobre su salud a largo rnedios rnasivos,sin intentar deslumbrar a los beneficia- plazo, y otro relacionado con la importancia de corner rios con innoVaciones. En carnbio; se usaron thensajes hojas y hortalizas verdes Para la rnadre y elnirio simples diseriados para despertar emociones básicas y durante el ernbarazo". tradicionesarraigadas delapoblación. En Uttar Se otorge) alta prioridad dentro del proyecto CARE- Pradesh, donde se ,utilize) el enfoque positivo, algunos India a la investigacion preliminar y al diserio del carteles mostraban a un- nirio pequerio alabado por su proyecto. Para evitar que a los habitantes se les instara maestro y otros rnostraban a un nirio del pueblo que a cornprar alirnentos que no estUvieran disponibles o recibia un trofeo por su destrezu atlética. En Andhra fueran prohibidos (tabn) socialrnerite, o costosos,. un Pradesh, donde se adopt()elmétodo negative más controvertido, los carteles mostraban a u_n demonio (una para la carnpafia negativa fUeron del 70 por ciento y el figura reconoeible derivada de la tradiciOn mftica del 67 -por-ento, respectivarnente. Los diarios y anuncios sur de la India) que arnenazaba el bienestar de dna radiales no tuvieron efectP en. ambas campafias; Menos madre ernbarazada, en un saso, y de un nifio pequefiO en del 17 por cieen Uttar Pradesh y menos del 21 por el otio...,,Se usaron las rnisrnas _tácticas y los mismos ciento en Andhra Praddsh recordaron arnbos medios. A mensajes en anuncios en la prensa, carteles, murales, pgar de que la campafia se disefiO Linicamente para peliculas cortas en blanco y negro, anuncids de radio, elevar el nivel de concientización y comprensiOn, pareee ediciones especiales de periOdicos, calendatios, folletos e ser quetambien se influenciaron las actitudes favorable- historietas cOrnicas. Debido a que la carnpafia se disefiO mente. En tres de cuatro casos (el Thensaje sobre el expresamente para determinar la eficacia de los medios destete en A.P. y el mensaje sobre el ernbarazo en ambas rnasivos unicarnente, las intervenciones interpersonales .provincias), -virtualmente no hubo resistencia en la no forrnaron parte del esfuerzo general, aceptaciOn dela inforrnaciOn , de la campafiacomo creible. En el cuarto caso, la resistencia expresada se RESULTADOS: cree reflejó las diferencias en la dieta: el pan quebradizo que se come en U.P. puede -haber sido más dificil de Ls resultados dela evaluación de lacarnparia, visualizar en forma pulverizada que otios tipos de basados en una encuesta basica (2.500 entrevistis)y una alirnentos, tales como el arroz, que se comen en el,sur de encuesta posterior a la campafia (2.500 entrevi-stas) la India. indicaron que Una -carnpafia 'mixta de medios puede irnpartir con éxito nuevas ideas y eonceptos al pLiblico ASPECTOS QUE MERECEN DESTACARSE: rural remota Parece ser que ,ung. 'cOmbinaciOri de medios diSefiada especialmente para llegar a diferentes Los folletos preparados para los maestros llevaban subaudieiwias puede, por medio de un llamado directo, cartas de aprobación y recomendación -firmadas .por saltarbarrerassocio-económicasyculturales.La los principales funcionariOS de educaciOn de los dos encuesta mostrO que tanto hombres como, mujcres de estados. Ademds, aparecieron estrellas populares de todas las edades, asi corno de diferentes niveles de peliculas en hindi y telegu por un Minuto de respaldo educaci6n, ocupación, ingresos y castas respondieron con al final de cada pelicula. igual entusiasmo ante la campafiade,nutrición, aumen- Se descubri6 que laradio no tuvo efecto enla tando su puntaje de conocimiento por el mismo numero campafia, por lo general, ya que. relativamente pocos de puntos. En relaciOn. al embarazo, por ejdmplo el en los `sitios seleccionados poseian o,tenian, acceso a puntaje de las amas de casa aurnentO de 53 a 84, una radio. mientras que el de los habitantea más influyentes de la cornunidad subi6 de 63 a 95. En general, los miembros Se llev6 a cabo un estudio sobre temas especificos de analfabetos de las castas "más Thajas aprendieron 16 la nutrici6n como parte previa a la campafia. mismo que los Brahmins más educaclos. No se verifidldurante la campafia la teoria del flujo \.Para respaldar eLargumento que un sacución love es de la informaci6n en "dos etapas." La información un agente yalioso .para prornover el aumento de la especializad ymuy detalladaue se clistribuY6 entre concientización y compreriSión de ideas nuevas se sefiala los maestros y personas de influenpia por medip de que el 100 por ciento de loshabitantes expuestos a los folletos no fue diseminada a la población en-genei-al.` mensajesexpresadosnegativamenterecordaronla Se descubri6 que la pantomima, que se habid pensaclo campafia, mientras que un 91 por ciento recordaron el estrechamente relacionada con las glanzas tradiciona- mensaje positivo. De forma similar, el pUblico de ,4as les de la India como comunicación no verbal, fue campahas en Andra Pradesh recordaron mejor determi- demasiado abstracta para la mayoria del püblico. nados medios de comunicación, alcanzaron Un puntaje más alto en las pruebas de conocimiento posteriores a la El informe de los resultados de CARE-India sobre eampafia y recordaron mejor losdatos especificos este proyecto de informaciOn SobrenutriciOn incluye, recalcados durante la misma que sus contrapartes en _ más que unsimple relato del proyectp., un modelo Uttar Pradesh. Los investigadores especularon qUe la para sjecutar una campafia de educación sobre 4a campafia negativa puede haber siclo más efectiva porque nutrición y una presentación exhaustiva de los temas fue más singular desde un punto de vista creaclor y más sociolOgicos e informáticos que cleben efectuar los a tono con la cultura de la eoffuniclacl. trabajaclores y funcionarios de la campafia. _La .evaluación de la eficacia de los varios rnédios de comunicacióri, mostr6 que las personas que estuvieron REFERENCIAS: expuestas solamente a los medios gráficos de entretenimiento aprenclieron tanto como aquellos que estuvieron "planning for Nutrhion Education: The Application expuestos a todos los Medios de cornunicación. En la ofMass Media and ExtensiontoSocial- Action ,eampafia positiva como en la negativa, se recorclaron Programs," Ronald Parlato, CARE-India, 1973. mejor las peliculas y carteles; la mitacl de los encueSta- "FoodAttitudes- inAndhra Pradesh andUttar dos en Uttar Pradesh recorclaron lás Pdlictilas y 65 Poi' Pradesh," CARE-India, 1973. ciento los carteles, miehtras,que las cifras comparativas

64 "Breaking theCommunications' Barrier,". Ronald Clearinghouse on Development Communication Parlato,. CARE-lhdia,,1972. Enero de 1978 "Breaking the-CePi-muniCations Barrier: A Report of- Results," Margaret BurniParlato, CARE-India", 1973.

6!;::

65 223 NUTRICION, CAMPASIA PV,I3LICITARIA'SOBRE-NUTRICION POR MEDIOS DE COMUNICACION MASIVA

Filipinas

. BENEFICIARIOS: Familias de bajos ingresos de las provincias rurales (aproximadamente 2,5 millones de habitantes) OBJETIVO: poner a prueba la eficacia de técilicas modernas de comercialización y puhlicidad dirigidas a cambiar elcomportamieilti, actitudes y coriocimientos en cuanto a nutrici6n y salud infantil MEDIOS DE DIFUSION: La radio y la comunicación interpersonallimitada DONANTES-PATROCINADORES: El gobierno filipino,la Agencia de los Estados Unidos para -el Desarrollo Internacional y el Centro Nacional para la Producción de Medios de Información Pablica de Filipinas DURACION: Desde fines de 1975 a fines de 1976 PARA MAYOR INFORMACION, DIRIJASE A: Dr. Fiorentino Selon y Dr. Josefina Patron, National Nutrition Council, Ministry of, Health and Nutrition, Manila, Philippines; Candy Forma- eion, Department of Nutrition, Univerlsity of Iloilo, Iloilo City, Iloilo, Philippines; and Thomas M. Cooke, Manoff International, Inc., 1511 K Street, N.W., Washington, D.C. 20005, USA ,

DESCRIPCION: La Campana Palieitvio sabre Nutrieicin Usando que el equipo eitadounidense y sus contrapartes locales Medios de Commicación Vasiect se inició en reconoci- hicieran un viaje exploratorio al lugar seleccionado miento del lamentable estado nutricional _de muchos cmi una poblaciOn rural de 700,000 niriOsfilipinos y delaineficaciadelesrnétodos habitantes).Lasvisitasinicialessehicieronpara tradicionales utilizados para ofrecer orientacióri a las recogerimpresionesmientraS quelasincr,ursiones madres de nirios de peso subnorMal. Conociendo.el éxito posteriores formaron parte- de unaencuesta controlada obtenido mediante el uso de técnicas de difusiOn y de madres cuidadosamente selecmonadas. La encuesta comercialización para llegar a la poblacion.desnutrida de referencia revel() que Unicamente un 3% de las de la India y del .Ecuador, que incluia consejos prácticos madres del lugar seleccionado habian oido de la prdctica en cuanto a una dieta adecuada y su preparación, los de ailadirle aceite àl Ilfgate'y que ninguna de ellas lo nutricionistas filipinos del Consejo Nacional de Nutri- habia hecho. Otras madres (5 y 17%, respectivamente) ción decidieron ensayar en enfoque similar. La meta habian probad6' ariadirlehortalizaS y pescado a la especifica consistia en lograr que las madres filipinas mezcla. enriquecieran el plato de arroz acuoso (higaw), que les El desarrollo de los mensajes publicitariosla segun- daban a los nifios para suplementar la leche materna, da etapa del proyectose llevf) a cabO de acuerdo a los ariadiéndole hortalizas picadas, aceite y pescado.. La principios seguidos en la publicidad comercial. Los labor disimulada más dificil aUn que la difusión de diseriadoresdelosmensajes supusieron que para mensajes-7-consistia en terminar con algunas costurn- despertar interés en un concerito dado se requiere que`el bres profundamente arraigadas ,e incorrectas, aunque que lo propone cuente con la simpatia del public% rnuy diseminadas, relativas a las necesidades riutricio- _haZaria" que supone asegurarse que el portavoz del nales del recién nacido. mensajeproyecte una imagensensata,agradable, Se` iniciaron las actividades del proyecto en 1975, autoritaria y digna de respeto. También se ,esforzaron cuando la Agencia para el Desarrollo Internacional por asegurar que el cambio propuesto no fuese percibidd,: accedió a suministrar los fondos para.contratar una corno más arrollador o desconceriante de lo que era en firma especiarizada 'en publicidad y com-unicaciones realidad. Estas y otras opiniones compatibles sirvieron Sociales de los EStados Unidos para que colaborara con de base par'a las seis dramatizaciones breves de 60 los planificadores filipinos en eldiseilo, ejecución y segundos de duración que eventualmente fu,ekon des- evaluación de la campaiia. La primera etapa requiriO arrolladas, ensayadas', revisadas, grabadas y enviadas. las estaciones locales de radio. 6 7 2 Ls seismensajespreviainente grabados fueron fueron incor/ibrhclas en tos guiones y metighjes_d&las' trasmitidds en rotaciOnclosde15 estaciones por la trasmisiones. "._ - marlana y por la noche, hora-s-en qu&las-familias rurales Loa tr"abajadoreg 0;41e-fen salud y nutriciOn sirvieron generalmente esC4chan radio. Luego de daer comienzo a d&anfitriones:.y gulas para el grupo de enumeradoreS. las trasmisiones, log trabajadores del proyecto cOntrata- Para mUchoS deel1os, lai,encuesta- proporcionó la dos localmente se dedicaron a la distribución de la primera oijortnnidad que hablan'tenido.en meses para inforroaciOn sobre los Coneeptos que se fomentaban y visitar lugares reruotosy:hajpreonqa polVaciOn. a la sobre la campaña misma a los centros de rehabilitaciOn que estaban supuesios'aserig-t.",:-- . de la salud y nutriciOn en la zona deVproyeeto. También Durant& losprirnerosrpeseg -1.c1anpana el se proporcionO a las estaciones de radio información y relacionada con el terna, en otro contexto, que se habia... "Mensaje sonbre-las'Hortalizas con -M4diWresente" se preparado cob la_colaboraciOn de medicos filipinos pare- tragmitiO con más frecnencta que-el "Mensaje sobre'el ser distribuitla a -solicitud de loS oyentes. Las trasfnisio- Usd del Aceite con nedlco Presente": sencillhmente nes continuaron sin interrupción durante un alio. porque los jefesde- la estaciOn radiodifusora no comprendieron .que cada mensajedebia recibir la Dado que se ponia a prueba=l'a .eficacia de los mtsma exposiciOn que cada -uno de ellos. era radiomensajes por sj solos para carfibiar los he.bitos importante y diferente. El problema fue resuelto con alimenticios,- noseinedrporaronotrasactividades una reuniOn con tos jefes de las estaciones: educativas especiales durante el periOd.o .experimental. Se les informO a los medicos, enfermeras y trabajadores La misma firma estadounidense que dirigiola sociales sobre la razOn fundamental de la campafia, pero campaiia en Filipinas, Hew') a cabo proyectog similares no se les pidiO que llevaran a cabo ningtin programa en Ecuador; Nicaragua y la RepUblica Dominicana; educativo especial. asi como tambien,otros proyectos de comunicaciOn social en los Estados Unidos. RESULTADOS: Se seleccionO el formato 'de minidramas debido a que la"radionovela" ,esextremadamente popularen Conelpropósito de evaluar elimpacto de esta Filipinas y porque, puede, asimismo, dar cabida al camparia se examinaron los resultados de una encuesta conflicto que siempre'se crea cuantlo se presenta una idea desconocida. prevta -al proyecto, Una encuesta realizada, durante la , ejedirciOn del mismo en mayo de 1976, y un cuestionario 'Segim la firma publieitaria a cargo de la campalia, posterior al proyecto. -La encuesta de mayo de 1976 las 'virtutles de los mensajes cortos son muchas; los revel() que elporcentaje de madres que agregaban costos son bajos, permiten Ilegar al oyente pasivo, los aceite al lugaw habid aumentado de 0 .a 23 en ocho mensajes se pireden trasmitir durante los programas rneses. El nOmero de madres que anadian hortalizas 'más populares o entre los miginos, no cansan a los subió de 5 a 15 ipor ciento y el correspondiente a las que oyentes, como es el caso frenente con las tonferencias utilizaban pescatio aumentO del 17 al 27 .por ciento. Las y las discusiones. cifra,s correspondientes calculadas con posterioridacl a la encuesta final eran de 24, 17 y 27 por eiento para aceite, .REFERENCIAS:. horthltzasT peScadO;-fespectivarnente.s, Las entrevistas realizadas después de finalizado el "FiveNUtritionProjectsthat USe Mass Media," proyecto revelaron que el papel desempenado por la Joanne Uslie, Development Com»llinicoami Report, radio como niediodedifundirinformaciOn sobre setiembre de 1977. nutriciOn,quedaba más que comprobado conlos "Whose Milk Shall We Market Over the,Mass Media?" informes en cuanto al uso de aceite pot parte del pnblico Richard K. Manoff and Thomas M. Cooke, Manoff seleccionado. Por otra parte. la participaciOn en los International,Inc., League for International Food programas y el conocimiento sobre esos programas de Education, Newsletter, setiembre de 1977. nutriciOn y servicios de salud existentes estaba intimamente asociada con la adicióh de hortalizas y pescado; "InnovativeUsesofMass Mediafor\ Food and temas tradicionales de la educación nutricional. No se NutritionPromotion," RithardK.Mairoff.= paper encontró relación alguna entre la adición de aceite y delivered at the Ninth .Technical Group Meeting On estos programas, lo que sugiere que dicha innovación 'Nutrition and the Mass Media, Caribbean\ Food and. puede ser atribuida a los mensajes radiales. Nutrition Institqte, setiembre de 1976. \ Una encuesta separada y realrzada por trabajadores "Changing Nutrition and Health Behavior Mirough de salud comunitaria en la zona seleccionacla corroboró the Mass Media: Nicaragua' and the Philippines, An. los resultados de la encuesta de hogares. Interim Report," Manoff International. Inc., \setiembre de,1976. ASPECTOS QUEMERECOI DESTACARSE:, Las frases y los modismos ntilizados por las machts en Clearinghouse on DeVelopment Communichtion lasentrevistaspreliminarespreviasalproyecto Julio de 1978

68 ^

PROYE(TO POSHAK

India

- Niños en edad preescolar, mujeres embarazadas y madres en pertodo de lactancia del area rural de Madhya Pradesh (uhos 13.000 niños y -2.500 mujeres 'entre 1971 y 1975), . '-'-Mejorar-las condieiones alimenticias de los beneficiarios poniendo a su

y disposiciOn suplementos alimenticios, brindando educaciOn a la niñez y aumentando la atenciOn m4dica en clinicas establecidas MEDIOS DE-DIFUSION: Peliculas,diapositivas,representaciones teatrales, demostraciones, franel6grafos y comunicaciOn interpersonal DONANTESTATROCINA-'1)(74ES:-4ARE;la Agenda de los Estados Unid6spra el Desarrollo Internacio- e?' 1;-1a..ICEF, el Gobierno Central fde la India y el gobierno estate .de Madhya-Prklesh DURACION: Corneni6 en 1971;.finaliz-6-cn--1975 PARA MAYOR INFORMACION, DIRIJASE A: Tara Gopaldas, Care-India, B-29 Greater Kailash 1, Nueva Delhi- 110048, India; Margot Higgins, 106 Third Street, N.W., Washington,' D.C. 20092, USA; Tina Grewal Safighvi, Office of Nutrition; Agency for International Development, SA-18, Department of $thte, -Washing- tori; D:C. 20523, USA

DESCRIPCION: El Proyecto Poshak fue llevado a la practice en el alimenticios. La tercera senala que se obtiene un bten estado de Madhya Pradesh en 1971: con el objetivo innato al involucrar a la madre y a la familia en el primordial de demostrar la factibilidefl de utilizer la programa 'deahi que resultebenéfigo der más red de salud püblica existente enel estado (450 Centos alimentes al niflo en su nogar en vez de ofrecérselos en de Salud Primmlios y centrossatélites secundarios) para un marco 4nstitucional. Las tres4pipO1esis expuestaS distribuir suplementos alimenticios, brifidar educación quedaronreflejadas enlosobjetivosprácticosdel

.a la nifiez y prestar mayores servicios medicos con el fin'. proyectO: compensar las deficiencies de una infraestruc- de mejorar las condiciones alimenticias de niños en edad tura inadecuada haciendo que el punto final de entrega preescolar, mujeres embarazadas y madres en periodo de los alimentos sea el hoger en vez de la clinica, educar ,de lactericia. Su propósito secundario era prober el a lasfamilies de losbeneficiarios de manera que costo/beneficio de diversos tipos de actividades progra- comprendan la importancia de ofreder los suplementos máticas y niveles de supervision. El proyecto compren- alimenticios a quienes-deben recibirlos, e integrar los die una fase de Planifieación, una fase exploratoria, una servicios de salud. fase ,igle extension y una ültima fase de 'actividecles El entrenamiento del personal del programa consisti6 intensivaS a gran escala. La fase exploratoria se lleve a en sesiones de una semana de duracien, seguiclas de cabo en cuatro distritos,la extensive en siete y la entrenamiento en el trabajo. Se dictaron en total cuatro intensive (orientada hacia la investigación) en uno. sesiones formales: la primera para pediatras y otros Tres ideas sirvieron de base informative para el profesionales en el campo de la medicine altamenta ProYecto Poshak. La primera sostiene que los programas capacitados, y las otras tres pare personal paramedic% alimenticios efectuados en colegios, ho'spitales o clinicas personal sanitario y enfermeras, y para enfermeras- repercuten muy pOco a largo plazo en los -hdbitos parteras auxiliares. Estos cursos, disenados en parte alimenticios de los beneficiarios si no estan respalclados para Ilener una brecha en los prOgramas acedémicos de por programas de educación nutricional. La segunda las facultades de medicine, estuvierdh estructueados de afirma que, teniendo en cUenta que frequOntemente es tal :forma que se diera el máxiMo de prelación a la más importante le caliclad --y no a la cantidad de los discusien,laparticipacien y la asimilación de la alimentos que requiere un niños-preciso convencer a informacien. Los participantes en, los cursos recibieron loA padres sobre losbeneficios de los Suplementos también mayores conocimientos sobre losaspectos dieteticos antes de inscribir a sus hijos-en programas prácticos relativos a la conduccien de programas de salud ,cornunitarios. Entr,e los termis tratados se desta- ASPECTOS QUE MERECEN DESTACARSE te, can la compoSlciOn, preparaciOn y uso de los alirnentos que se ,babrian tie distribuir. el empleo de equipos, y Al comienzo del programa de planificaciOn familiar, drogas para mejorat; la caliclacl de los' servicios medicOs elprarOcinio de_ 6ste por parte del gobiernb fue el manejo de los .niedios de comunicación para la recibido de una manera bastantenegativa.Sin educaciOn. embargo. esta situación cambi& eompletamente a los Durante 1i fase preparatoria del proyecto se distribu- pocos meses de iniciado el prograMa tie nutriciOn: El yeron folletos destinados a despejar las cludds 'de los personal del Centro de Salud atribuyó esto al mayor posibles participantes sobre los motivos que animaban entendimiento Mutuo, a-las visitas a los hogares y a la al personal del proyecto y a aumentar el interes en el disponibilidad db allmentos y educaci6n en los Centros mismo. En la rase operativa, el personal .pararnécico que de Salud. visitaba quincenalmente a cada una d6 las familias del De los alimentos distribuidos a los hogares, entre el 30 programa. empleaban ayudas-yisuales seneillas. Se tuvo y el 50 por ciento fue consumido por nirios en el grup0 cuidado de que las fotografias,. totofolios, y diapositiVas de edad de 1 a 3 afros, el 10 por ciento por beb6s de 'tzepresentaran objetOS familiares (por ejemplo, una vaca menos deLin,. afio de edad y elresto por otros y un balde en vez de una botella de leehe, para miembros de la familia. Las mujeres embarazadas representar la leche). La presentación de diapositivas consumieron tan4:)lo el 25 por ciento de los" alimentos por medio de proyectores, a bateria- fue 'una medida que les fueron entregados y las mujeres en periodo de popular, pero la carencia de camionetas, generaclores y lactancia Onicamente el (l0 por ciento. otrOs equipos, hizo prácticamente imposible- utilizar Tres estudios realizados como parte de este experi- peliculas de eine. mento abarcaron(1)los efectos comparativos de cobrar por los suplementos alimenticios y de distri- RESULTADOS: ,buirlos gratuitamente, (2)laeficacia relativa de `. utilizar como centros de distribución las escuelas En los cuatro anos de duración del Proyecto Poshak, el rurales en vez de las clinicas, ,y (3) las ventajas y consurno de alimentos de sus beneficiarios aumentO desventajas de arecer raciones alimenticias para constante y _apreciablemente. Se obtuvieron, además. ingerirenlasclinicas,en comparaciOn conla beneficios ihdirectos, For ejemplo, la imagen de los distribuciOn de raciones' para lleVirr al hogar. auxiliares sanitarios adquirio una nueva dimenslOn ante Aunque explicitamente invitadas a inscribirse en 01 los ojos de los aldeanos, rnejoró la asistencia a los centros programa; muchas mujeres encintas rehusaron hacer- de salud ,primarios y más personas particiParon en puesto que temian que el -admitir el embarazo les campatia6--de vacunaciOn y en programas de planifica-. atraeria el "mal de ojo", no deseaban ser examinadas cion familiar. . por medicos- de sexo masculino o P0.ntendian la La mayoria de los problemas'que afectaron a quienes necesidad de nutrirse mejor durante el embarazo. realizaron el estudio de factibilidad fueron de_ orden logistic() y administrativo. Entre ellos figuran la apatia, El estado de Madhya Pradesh fue seleccionado corno sitiopara ejecutarelproyecto enparte porque de los beneficiarios y de lo s. trabajadores del proyecto, la representa un medio de condiciones adversas.' Gran falta de personal, la pre,ocupción del personal médico parte de Ia tierra es esteril, su escasa poblaciOn se por ejecutar programa's curativos y de planificación encuentra muy diseminada y ecie dificil acceso y su familiar, descuidando lOs programas de MitriciOn, y los promedio de ingresos figura entre los mris b'ajos de la cambios en la composición de los alimentos distribuidos como parte del Programa: El clima y las caracteristicas geografic'aS de la region ,también ocasionaron problemas, algunoede ellos casi insdperables. REFERENCIAS: Aunque,es discutil-de, el Proyecto Poshak se considera un éxito en .la,medida en qtle, eorrio consecuenciadirecta "The ,','Poshak Nutritiqn Project inIndia", Margot de 61, un apreciable nOmero de mujeres y nios pobres y Higgins en. Nonfornial Education mut the Rural Poor, desnutridos de más de500aldeas =.situadas. en12 Richard. 0. Niehoff, ed., Michigan State University, distritos gozaron de mejor salud. Sin embargo (dado que 1977.' ci objetivo principal del experimento era probar la Project Poshak: An'Negrated Health-Nutrition Macro factibilidad de utilizar una determinada estructura de Pilot Study for Pre.,400l ChNren in Rural' and servicios)loscriterios adecuados para evaluarlas Tribal Madhya Pradesk.(dos volOmes),--CARE-India, repercusiones del proyecto son su eficacia, su costo y las \ posibilidades de duplicarlo. A primera vista, parece que 1975. el proyecto tuvo éxito también en este sentido, ya que los Nutrition Planning Vol. 1, NO, 1, febrero de1978. muchos obstkulosue se presentaron no impidieron la distribuciOn eficaz de alimentos, del material educativo y suministros loque constituiaelobjetivo del Clearinghouse on Development,Communication experimento. Enero de1979

70 2') NUTRICION

CAMPARA DE PUBLICIDAD SOBRE NUTRICION

,Ttinez

BENEFICIARIOS: Las farnilias de escasos r:ecursoi-err, las zonas deprimidas rurales y urbanas OBJETyth -Comprobar la eficacia de combinar el sistema de educaci6r; sietual 'de persona a persona con un programa de educack5n sobre nutrIch5n por radio, que es más econômico - MEDIOS DE DIFUSION: La radio S. comunicapiones hiterpersonales DONANTES-PATROCINADORES: La Agencia de los Estados Unidos pars el Desarrollointernacional y el Instituto Nacional de Nutrick5n (MN) de TOnez DURACION: Concebida; en 1975; se concluy6 su etapa piloto en 1978; contintia bajo el patrocinio del NIN PARA MAYOR INFORMACION, DIRIJASE A: . Sara J. Munger, Synectics Corporation, 4790 William Flynn Highway, Allison Park, Pennsylvania 1511)1yU.5.A:; Dr. Zouhair Kallal, 'Direc- tor, National Institute of Nutrition and Food Technology, 11 rue Aristide triand, Bab Saadoun, Tunis, Tunisia A

DESCRIPCION: 4 Un estUdio nacional sobreautricion Ilevado azabo por programas de debate prolongados-Esta decision se base el Instituto Nacional de Nutrición (NIN) de Rine en en _parte en experimentos previos ilevados a cabo en 1576 mostró que existian vari4 problemas serios de Nicaragua y Filipinas que clemostraron que los mensa- nutrición en la mayor parte de la póblación de escasos jes simples. que se repiten pueden ser efectivos para recursos de Ttinez. Entre los más graves se eneontraban, educ.ar_a-hts..póblaciones numerosas sobre la nutrición.. las deficiencias vitaminicas, producto'de la crianza dada LosJnensajes radiales se desartölldFaniisteniatia'arnen': a los nitios, ya que se los mantiene fajados y se evita su te y se probaron on anterioridad .en las clinicas locales exposición al sol, no se les proporcionan suplementos de Salud Materno-Infantil (MCH): tos miembros de la nutrItivos.ademds de la leche materna y no se dan a los Emisora Nacional de Radio agregaron la mtisica' y las rnihos alimentos ricos en proteinas. La verificackin de introducciones. . estosproblemasneveaqueelNIN considerara Seleccionaron cince temas Ipdsicos: la importanica patrocinar una campatia a través de los medios de de que elnifio este expuesto al sol,la necesickad de difusión para que los padres de los nifios se informen de proporcionaralimentossuplementariosduranteel yracticas nutritivas sencillas que pudieran corregir las primer afio de vida de los nifios, hi importancia de los deficiencias. identificaclas y motivarlos- a probar tales huevos y los alimentoS' proteinicas en laS 'dietas .de Tas prdcticas. Al.mismo tiempo, la Direccion de Apoyo al madres y de los infantes sanos, la adicion de hortalizas Desarrollo de la AID de EE.UU. habia,contratado una en la dieta de la macire y del -nitio y la importancia de firma estadounidense de consultores para Ilevar a cabo amarnaatar al bebé. El tema de las "frut4. y hortalizas" un proyecto experimental para determinar formaSccle fue tratado, por ejemplo, dd siete formag diferentes y el combinar el uso de los medios de difusion masivoS con '`ti'so de proteinas" en nueve segmenios. El- portador de los programas existentes de educación no convencional. estos mensajes es el personaje ficticio y ahora amplia-, Luego de examinar a Colombia, HondUras y Ttinez como mente conocido.clel "Dr. Hakim," una figura.respetable sitias potenciales para este proyecto, la AID seleecionii a 0 0 que brinda cOnsejos practicos (y cuyo nombre significa ttinez porno el más representativo y receptivo de los en arabemsabio").. paises para realizar el proyecto. Fa proiram'ación de las trasmisiones fue organizacla Se seleccionOla radio como el medio para esta para asegurar que' tanto-los padres como las madres cainparia porque pareció ser el mejor para Ilegar al puedan, escuchar los mensajes. Primero, se ernitieron nUmero más elevado de madres en zonas rurales. En los dos mensajes '(-de uno a dos minutos de cluracion cada comienzos delproyecto,losconsultores y el NIN uno) tres veces aldig. Pero durante las primeras decidieron utilizar mensajes radiales cortos, en lugar de

71 2:20' -semanas del programa, la eritiea de Lunecines'educados nadas preguntas en el cuestianario, Ia informacióri de rnovió a los prograrnadoreS a redueir el Milner() delas clinicas de un aumento en el uso de SAHA, un' programas a da's par d(a. La critic:a se basalla en la falta alimento suplernentaria recomendado en los programs de accese a ,Algunos alirnentas meneionados 1`1, los radiates, sugiere que el eanacimiento de las madres programas y reflejaban -también la creencia de a gunos quizás hasta su eandueta Neron influenciados positiya- `tuneeinas de que los mensajes cortas y, repetideS a mente por el programa. Si se acepta que muchas de las menudo eranun-insult()alainteligenciade los indicadoresObjetivospuedenserimperfeetos,los tunecinas: Sn eripargo, estas eriticas se redujeron aumentos autoreportados sabre la exposición de los cuando los paes vecinos OM pezaPon, a expresar interés niflos a la luz solar a una edad más temprana es un en duplicar el programa tuneeind,y cuando erpersonaL,.signo pesitiyo de un posible kite. Quedan par responder del NIINV respond° directamente a laS eriticas publica- muchas preguntas acerea de lh eapacidad de las das y se obtuvo consecuentemente el apoyede la prensa: comunicaeiones para alterar realmente la forma en que la población tctüa, y este programa substancia adn más Se investigó el inipacto de la campatia edueativa par la neeesidad de eneentrar estrategias más creativas e medio de entrevistas con las madres que asistieron a las innoyadoras para medir los resultados obtenidos. clinicaS materno-infantiles. El proyeeto seleceionó 16 clinicas: 8 de las cuales presentarian un seminario de media dia para parteras y enfer:fneras paNt reforzar la ASPECTOS QUE MERECEN DESTACARSE: enseflanza noacanyeneional sabre' nutrición qUe,ya estaba en progreso y echo elinicas en las que no se suplementa- Aunque este proyeeto se llevó a eabo ean la ayuda de rian la§ programas radiales conlos seminaries. "Se consultores, las deeisiones básicas estuvieron en las preparó un cuestionario y se le probó,, con anterioridad manes de los mismos tunecinos.. para ser utilizado al fin de los seis meses deradieemi-- 41, No s;:'-pudo ejercer control alguno sabre la expos(eión skillpara determifiar los conacimientos, _actitudes y a los Uensajes radiales. (La mayoria de las familias en prdcticas de los pariticipaates en relación con los eine° Tünez poseen por lo menos Una radio.) tems recaleados en el proyeeto. ' 'La firma iunecina "El Amouri Intitute in Applied Psychology"(InstituteelAmouri dePsieologia .RESULTADOS: Aplicada) fue subcontratado para ayudar a desarro- Ilar,el mensaje y a reunir los dates. El 'kite del program'a más claramente demostrable Los programas radiales se trasmitieron en drabe, de ha sido la adopción, de los medias de difusión comp , modeque aunque fue algo limitada la contribución estrategia continua para la oducación sobre la nutrieift del contratista al contenido del mensaje final,el por parte del Institute Nacional de Nutrición de Thnez. mismo no sufriô de los "efectos de tradueción.y El' proyecto emana delainversionrelatiyarhente pequeila en capacitación y deshrrollo de programas y I! Los programas radiales no consistieran en anuncias tiene lugar en un media en el eual prácticamente no rapidos, ,sina en confei encias eartas sabre temas existe la:publicidad. Este compromise de continuar el seleccionados'relatiyos a la nutrición. pograma de comunicación demuestra, quizás de forrba En un sentido estricto, el diseflo del proyeebaes ydlido ras 'tangible que cualqufer eStadistica de eyaluación, la solo si exist& dos grupo s. diferentes para el experi- vonvieción .del personaIdel Institute Nacional de que Las mento, la eual no ocurrió on este case dado que los eemunieaciones representan una contribación importan-' profesionales medicos hablaron con los grupos de .te para extender la instrueción sobre la nutrición a control. grandes ndmeros cle,habitantes on las zonas rurales de escasos rectarsos. El efecto podereso de la radioemiskin prebablemente se debt() en parte al heehe de que.el ambiente enel Los dates proyenientes de una variedad de fuentes, cualse trasmitieronlosrhensajes no euenta con incluyendo los eamentaries anbcdótices y entreyistas muchosmedias de difusión., detalladas, indican que el personaje central del programa el' Dr. Hakim es 'una figuraairmliamen Los seminarios y eventos Opeciales fueron,diseados reconocida en TUtfez. Un 88 par ciente de las madres para motivar alosprofesionales' medieos a slue entrévistadas identificaron al Dr. Hakim cuando se les relacionen los esfuerzos educatiyos existentes con los preguntó quien daba los menSajes sabre nutrición par la programas radiales. radio.Graciasal'Dr. Hakim, lanutriciónse ha conyertido en un tema de preocupación general en todo REFERENCIAS: el pais. Ha quedado finalmente establiecida la capacidad 0 que tiene el programa del Dr. Hakim de llegar a la "Mass Media and Nonformal NUtrition Education: sociedad tuneeina. Final Study Report," Sara J. Munger, Document° C- La cornplejidad de reunir una informacIón confiable T0696-Y, Synectics Corporation, octubre de 1978. la para, la evaluación de los cambios especificos en DocuMentos del proyecto que no han side publicados, 0 .conducta do la poblacion en materia de la nutrición hace 1976-1978. que las conclusiones sabre el kite delpiagrama sean menos concluyentes. Junto con las respuestas adete?mi- "A New Voice inthe Village Radio Nutrition

72 2 J a C?,)

Education , in Tunisia," William Smith, una produe- ' drearinghouse,' ". i'Development. bmimunication . . . . -ción en video einta Preparada por la Acadernia Data el. Abril.. de 1979' , Desarrollo Educativo para la Agencia de los'Estados Unidos Para el' Desarrollo Internacional, 1979, % .. .

- ......

13 0 NUTRICION MEDIOS DE DIFUSION MASIVOS VS. PROGRAMA DIRECTO DE EDUCACION

Mexico

BENEFICIARIOS: Las padees de nifios de hasta cinco afios de edad OBJETIVO:" Probar la eficacia de las técnicas de difusión, masiva en comparación "con los, métodos directos de educación para trasmitir los conceptos básicos de higiene, salud y dieta MEDIOS DE DIFUSION: La 'radio, folIctos, carteles o afiches, comunicación interpersonal DONANTES-PATROCINADORES:El Instituto NaciAal de la Nuti'lción, Consejo Nacional de Ciencia y Tecnologia de Mexico DURACION: 1976 PARA MAYOR INFORMACION, DIRIJASE A: Maria Tereia Cerqueira, Investigadoifla Principal, Division de Nutri- CiOh, Instituto de NtdriciOn, Avda. San Fernando y Viaducto.tlalpan, Mexico' g2, D.FA Mexico

DESCRIPCIOIV:

En 1976, Mexico pu'strz,:n ejecución un proyecto para sernana de dos horaS de duracion cada una, presentándo- comparar la eficacia de los Medias ae Defusion Masi,cos se y discusión en un dia, y la demostraciOn vs. La Educación Directa para trasmitir iftformaciOn y.practica en el siguIente. Se dictaron un total de cOatro 'sobre la salud y la nutrición a las Madre's en las zonas uniclades; cada una neve tres semanas para completarse: ruraleg que, tienen hijos de hasta cinco ahos de edad. La. Unidad 1 explic6 como presupuestar loslondosyara seleccionaron tres coMunidades rurales para el proyec- una dieta adecuada, agregando frutas y hortalizas y to: una recibiria información sobre nutrición Inediante preparando platos de altO contenido nutritivo y bajo el formato tradicional en las aulas; la segunda lo haria a costo. La Unidad 2 trate sobre la alimentación del %ayes de los mediqs ,de difusión masival y la tercera infante, putrición, leche materna, alimentos sOlidos, Y serviria como grupo de contrOl.. Se cOmpletarmi estudios,'' alimentos de bajo costo para nihos. La Unidad 3 de la comunidad para garantizar pob1aciones hornoger present6 dietas durante el embarazo, variedad en las neas,que reunieran los siguientes criterios: 1) bconernias mismasa tabties alimenticios. La: Ultima' unidad trate basadas en la agricUltura; ,2)-poblaciones de tan-lay-10 gobre, lahigiene durante ellavado, preparaciOn y similar; 3) acceso iguAl a los centros urbanos od de almacenajesie aljmentos y utensilios usados. mercado; 4) servicios pUblicos equivalentes, tales como La campaha a traves de los medios de difusien agua, electricidad, educacien y recepción radial; y 5) masivos tarnbién tuvo lugar durante el mismo periodo falta de servicios medicos. Las tres comunidades se de' 12 Serhanas. Se utilizaron anuncios radiales, folletos y encuentran en el mismo estado, a unos.150 kilemetros al carteles;para cubrir los mism9s temas de las cuatro Geste dela ciudad de Mexico. unidades educacionales. Los anuncios radiales consistie- Se llev6 a 1cabo una encuesta4 del mercado para ron en cuatro canciones de tres minutos de duración identificarlOsalimentos disponibles localmente. Se cada uha. Se distribuyeron tres folletos a las madres realize ,una encuestapara, determinarloshabitos incluidas en la muestra y en escUelas, iglesias y tiendas alimenticios de una rbuestra al azar de 120 madres con locales.El primer folleto trate sobreladieta, las nifips de hast.a cinco arms de edad. Por Ultimo, se les die combinaciones alimenticias yla importancia de la uji cuestionario a las madres incluidas en la muesira variedad en el consumo de alimentos. El segundo abarce para determihar su 'grado de conocimientos sobre la nutrición infantil y preparación de alimentos. El tercero nutricien. Cada entrevista dur6 unos '20 minutos y mostr6 como preparar un pure de frijoles ymazade estuvo 'a cargo de tres estudiantes de nutricien del &, tortillas. Los tres folletos estuvieron disponibles por un Ultimo curso. mes cada unp. Los cuatro carteles se_diseharon para El programa direct:o de educaciOn (en las aulas) fue coincidir con las cuatro unidades. Cada ttno de los dictado por tres estudiantes 'de 'nutrición durante un afiches o carteles fue distribuido a las, rnadres que peril:N:10 de 12 semanas, y Consisti6 en dos clases por participaban ,en la muestra de la población y Se, los

75 .

expuso en las eScuefas, Iglesias: tiendas y otras areas clifusiOn masivos para que escucharan las trasmisiones eopiunldria: Los afiches se distribuyeron radiales. Esta "repercusi6n del merisaje puede ser -eada, tr* lemati'as enla misma -secuencia que las responsable del aumento de los conocimientos en un 19 unidades de instrucciOn. por ciento. Una vez 'clue eornpletO la- eamparia de 12 semanas, Tanto los habitos alimenticios de los grupos en el aula se llev6 a cabo un estudio en las tres comunidades para como los que recibieron los medios de difusión masivos deteYminare lacantidad deinformación que cada cambiaron de manera positiva.El grupo del aula comunidad habia retehido. Se adrninistrO nueVarnente el inforrnO que eslaba_comiendo tres veces ma's .fruta, ctiestionario previo al programa pero colocando las .pescado y aceite miettrasel grupo que recibiO. la preguntas en un orden diferente. para determinar el einform6tiOn a traves de los medios dadifusión cuadru- eambio en los nive'les de nutriciOn en las tres cornunida- plicó.el consumo de pescado, fruta y hortalkas. Ambos des, En total se administrO el cUestionario cuatro.veces: grupos disminuyeron el consurno de manteca, maiz y inmediatamente antes y despues del proyecto, una vez bebidas gaseosas. Como ,nota de' interes, el grupo de más al eabo de tres mesesy por ültimo un ario después control tambien modificó sus habitos alirnenticios, pero del programa. Junto con el illtim0 cuestionario se tom() para empeorarlos: Aurnento el consurno de alimentos tarnbién 'una encuesta.dietetica para definir los habitos rnasPrestigiosos y menos nutrttivos tales comb el 'alirnenticios de la población. Palo que el euestionario azticar, pan y bebidas gaseosas, mientras disminuyeron media el cambio en ,el- conocimiento nutritivo y la eonsurihor,,daiknentos nutritivos tradicionales como eneuesra dietetica Media el cambio en los habitos de los frijOl y el- chile. eonsumo, el proyecto pi:1(10 tomparar Ia eficacia de las d9s cam-pa/1as Para producir un Qambio de actitudes y ASPEGTOS QUE MERECEN DESTACARSE: comportamiento: / -La egonomia' puede haber influenciado el cambio en RESULTADOS: los habitos alirnenticios. ya que durante el alio en que se llevO a cabo el experimento, el precio de Thanteca 'Tradiciorralmente se ha pensado que los medios cl casi se dupficO, mientras los' precios de los aceites difusión masivos impersonales, no 'podian:eompetir con vegetales sepantuvieron ccinstantes. la comunicaciOn interpersonal para producir un cambio Tradicionalmente no se comia ni pescado ni hortalizas a largo:plaza, en las, actitudes intirnas y eli el comporta- anteSde campana. miento. por plemplo.la alimentaciOn. Asi que se pudo habe,r esperadY que el grupo en el atria recibiria un spuntaje rmis alto en el conocimiento yadopeiOn de los REFERENCIAS:- habitosealimenticios nutrieivos. Sin embargo. en esta camparia, tanto el grupo en el aula eomo el que YecithO "A Comparisonof Mass Media Techniques and Direa la información, a traves de losmedicos de difusiOn Method for Nutrition Education in Rural Mexico," masivos aprendieronjos conceptos nutritivos igualmente lowicild- 007 utrition Ethical imt,Vol. II,,No. 3. Julio- bien. El grupo err el aula aumentO sus conbeimientos setibmbee de 1979: pp. 133-37. 'Aobre nutrieiOn eh un 5pyr ciento, mientra.s que el "Lcis medios masivos de comunicación: Un instrumen- grupo que loS recibió pOr'medios de difusión masivos los to Otil en la enserianza de la nutr106n,"Cifadernos de. aumentO en lin 54 por ciento. Sorpresivamente, elgrupo NutriciOn,Vol. 3, julio-agosto-setiembre,de 1978, pp, de contrOl aumentO sus conocimientos en un 19 por. 287-95. ciento Aurajue no fueron seleccionados para recibir informaciOn sylire nutriciOn de programa rilguno,se encOntraban lo sufientemente cerca de la comunidad Clearinghouse on Development ComMunication

'-due reeibio, la infOrmatiOn a tray& de los medicos de Abril de 1980 t, . 4

Cs POBLACION E3ROYECTOL I MODELO DE PLANIFICACION FAMILIAR EN ISFAHAN' "/t ,

. Iran

$4 - I3ENEFICIARIOS: Mujeres de los distritos urbanos y rurales d'e Iran OBJETIVO: Aumentar la aceptaciOn de -.Iosanticonceptivos por parte de las mujeres, y promoyer su uso continuo por parte de las que inicialmente, participaron en los "programas de ,planificacion familiar MEDIOS DE DIFUSION: I3anderines, correipondencia, pelicUlas, radio, televisi6n, prensa, exposiciones . DONANTES-PATROCINADORES:Oficina PoblaciOn y PlanificaciOn de la Familia en Iran; Ministerio de Salad de Iran . La etapaodelo dur6 desde junio de 1972 hasta junio de 1974; en otras partes de Iran se estan introduciendo ahora proyectos similares PARA MAVOR INFORMACION, DIRIJASE A: Dr. Medhi Loghmani, Deputy Director, Ministry of Health, 212 Abbas Abad St., Isfahan, Iran;C. Treadway, Roy. Illinois State University, Normal, IL 61761, U.S.A.; Robert GillesPie, Director, Population Communications, 295 West Green Street, pasadena, CA 91105, U.S.A.'

.DESCRIPCION:

El Proyecto Mddelo *de PlanificaciOn Familiar.es un cios de la planificaoión familiar y el uso de los metodos ejemplo de un,OifOque integrado para la planificación anticonceptivos. Ainiliar. El proyecto, que tuvOlugar en Iran entre junio Algunos representarites de agencias gubernamentales de 1972 y junio de 1974, utilizó simultaneamente cinco y sernigubernamentales (The'Red Lion and Sun Associa- niedios para Ilegar a la poblaciOn que se trataba de tion, The Imperial Organization for Social Seivices, y beneficiar: clinicas publicas y privadas; 2) farmacias otras) trabajaron en intima colaboración con el personal locales y centros. de abastecim(ento; 3) funcionariós del Proyecto Modelo, en la organización de 20 centros de medicos y paramedieos, en el campo de la planificación colocación de dispositiyos. intrauterinos'y de 49 centros familiar; 4) agentes comunitarios que trabajan a tiempo de distribución de pildoras y condones en 41 pueblos. parcial; y 5) medios de comunicación. Todas,i,las facetas delprograma sehabiansometido a -Prueba con anterioridad, en los distritos de estudio de Najafabad y Shahreza, y estinwlaron,;en distinto grado, la acepta- RESULTADOS: ciOn de la planificacion familiar.. Los disefiadores del proyecto buscaban la mejor combinación de sus distintos En general, se ha considerado que el Pro yecto Modelo componentes. Ae PlanificaciOn Familiar fue un exito: el ntimero de El programa Nacional de Planificación Familiar de mujeres casadas entre los 15 y los 44 anos de edad que "Iran, que fueiniciado en1967, y 'elProyecto .de utilizaron metodos anticonceptivos aumentO de un 6 a un ComunicaciOnes de Isfahan, que comenzó en agosto de 21 por ciento entre junio de 1972 y junio de 1974. Las 1970, prepararon el camino para el Proyecto Modelo. En tasas de abandono (23 por ciento .para las usuarias de el segmento de planificacion familiar del Proyecto de dispositivos intrauterinos y 20 por ciento para las Comunicaciones, que durO ocho meses, se-titilizaron la ..usuarias de pildoras) resultaron ser bastante elevadas, radio, peliculas, exposiciones, el correo; folletos, bande- pero efectos motivacionales y educativos del proyec- rines, la prensa y anuncios en revistas, y una furgoneta to, al parecer, tambien fueron alentadores. Casi todas qtie proporeionó infOrmación familjar a fin de crear las mujeres que participaron en el estudio (96 por nuevas demandas para servicios de planificación. Al ciento) conocen la existencia y disponibilidad de los mismo tiempo, el General Functionary Project (Proyecto anticonceptivos, y un 48 por ciento han probado, al Funcional General) promovi6 )as metas del Proyecto de menoonn metodo. Comunicación, educando aun ntimero seleccionado de De acuerdo con los evaluadores, el personal medico y miembros delgrupo- beneficiario _ en:losaspectos paramédico fue el que mayor influencia tuvo en la ''socioecorl6micos del'erecimiento demOgrafico, los benefi- aceptación por parte de las mujeres de los métodos , 77 anticonceptivos. El papel desemperiado pot- .ras comtini- "zQue es mejor, tener dos o tres niflos?" y "zQué cacionesdernasa,enfortalecerlacomunicación método esmejor, eL dispositivointrauterino,la interpersonal --- los Mensajes recibidOs por los amigos y pildora, o el método permanente?" familiares que, a su vez, los transmitenlas mujeres continua siendo una clave variable, aunque desconocida. Durante la campana a través de losmedios de Los e4tudios posteriores no fueron disenados para medir difusiOn, un equipo, patrocinado por la UNESCO, la eficacia de las peliculas, folletos, anuncios breves por proyectOlapelicula: Mass Media and the Field radio, y ahuncios en revistas y periodicos en términos de Worker que trata sobre la manera en que los medios lograr apoyo para el Proyecto Modelo o para el propio de difusiOn reforzaban Ia oomunicación interpersonal mensaje. . - en esta actividad. Se pueden obtener copias de esta pelicula dirigiendosea:Division Of Development Application of Communication, UNESCO. 7, place de ASPECTOS QUE MEREAN DESTACARSE: ' v' Fontenoy, 75700 Paris, France. .Sebuscólacolaborackin delosagentes dela comunidad local ,maestros de escuela, lideres de los REFERENCIAS:-, pueblos, parteraslocales, agentes de divulgacion agricola, barberos, agentes de alfabetizaciOn y con- "The Model Family Planning Project inIsfahan, ductores de taxi-- con el fin de aumentar el ntimero Iran," Roy C. Treadway, Robert W. Gillespie, and de personas que acêptaran las pildoras, condones y Medhi Loghmani, Studies in Family Planning, Vol: 7, dispositivos intrauterinos. Estos agentes, la mayoria No. 11, New,York, New York, noviembre de 1976. . de ellos voluntarios, reclutaron solamente a un 20 por ciento de los nuevos usuarios de los métodos anticonceptivos, pero el apoyo y credibilidad que dieron al Clearinghouse on Development Communication programa fueron esencia1es para sufixito. Junio de 1977 Todoslosrnensajes transmitidos k través delos órganos de difusiOn se concentraron en dos-preguntas: POBLACION

Jr, LA CAMPARA DE PLANIFICACION FAMILIAR (HAVE A HEART) TENGAN CORAZON

-Jamaica

BENEFICIARIOS: Hombres y mujeres en edad reproductiva de Jamaica OBJETIVO: Convencer a la poblaci6n del efecto que puede tener la planificaci6n familiar sobre la calidad de la vida y destruir o rechazar la creencia de qué la fecundidad es una muestra o imdgen de virilidad o feminidad MEDIOS DE D1FUSION: La radio y la prensa DONANTES-PATROCINADORES:La Junta Nacional de Planificaci6n Familiar DURACION: El programa fue instituido en 1975 y continua aun PARA MAYOR INFORMACIDN, RIJASE A: Norma Soas, National Family Planning Board, 5 Sylvan Avenue, P.O. Box 287, Kingston 5, Jamaica

DESCRIPCION: La Gampana de PlanifidaciOn Familiar, Have a forma en que debian de seleccionar un método de Heart, (Tengan Coraz6n), fue establecida cuando el control de la natalidad; sobre cômo explicar la reproduc- Gobierno de Jamaica comprendio que era necesario cift y la anticoncepcion a los niflos sobre el desarrollo fortalecer su programa de planifiCackin familiar a fin delnirio enel0tero materno, sobre cômo obtener de controlar la escasez de alimentos, el hacinamiento, el servicios de asesoramiento, y cômo evitar y detectar las subempleo y el desempleo. El proyeeto complement() enfermedades venéreas. una serie de actividades patrocinadas por el gobierno La fase actual de las actividades de divulgacion, que iniciadas en 1970 para aumentar el conocimiento de los complementan la campafia Have a Heart, gira en torno anticonceptivos y la receptividad de su uso. Si bien las a los anuncios de toda una página en la prensa local. Las camparias anteriores tuvieron temas como "Planifique fotos y eltexto refuerzanlos mensajes anteriores, su familia, mejore su vida" y "Muchacha, .no tienes que extendieAdo la discusion de la planificacion familiar a quedar encinta"6 y hacian hincapie en los beneficios que temas como el alaiiso de los niños y la fisiologia de la laplanificacionfamiliarleofrece alindividuo,el- reproducción hurnana,generan miles de solicitudes de proyecto !lave a Heart subray() otros aspectos y la informaciOn. inquietud por el-futuro, asi como el interés propio., La: parte correspondiente a la informacion publica de .RESULTADOS: la campafia Have a Heart comenth en 1975 con breves anuncios en la radio y la prensa destinados a familiari- Nueve meses después del e3ornienzo de la eampana: se zar ala poblacion delpais con toda la garna de 'promulgo un ,sistema viable de comercializacion de productos anticonceptivos; a fomentar el uso fiela anticonceptivos con el cual se llego a muchos hogares, pildora y elcondón enpartiCular, y a crear una que antes- habian quedado al márgen de ,campanas conciencia generaldel .papelquelaplanificacion previas de control de la natalidad. Las distintas marcas familiar tiene en el desarrollo personal y nacional. En de anticonceptivos recomendadas y distribuidas por el una serie de 34 transmisiones por radio, de cinco proyecto no solo captaron una buena parte del mercado, minutos de duraciôn, titulada Family Life Education sino que lasyentas de anticonceptivos en general (Educaciôndelavidafamiliar),setrataronlas .alcanzaron altas cifras. Más aun, como resultado'directo funciones y estructuras de la familia, la nutrici(m. la de la campaiia, se estableciO una Oficina de Asesora- importancia de la privacidad erf el hogar y diez o dOce miento (a la cual podian escribir, telefonear o venir las otros temas yelacionados con la familia. personas y solicitar consejo personal) enla Junta En programas de radio Posteriores se trat() la vida Nacional de PlanificaciOn Familiar. sexual y la planificacion familiar más explicitamente. El empleo por la campana Have a Heart de los.medios Entre otras cosas, se inform() a los radioyentes sobre la de difusiOn, constituy() tal éxito, que las actividades de la

79 23 Junta Nacional de Planificación Familiar programadas contact° con cada grupo, teniendo en cuenta sus hasta 1980, seguiránlineas, amilogas, ampliandO el caracteristicas especiales. enfoque hasta incluir un usomils completo de los medios Más- del 75 pOr ciento de los encuestádos recientemen- de comunicación basados. en la comunidad. te por elInstituto "Mass Communications" - de la Universidad de las Indias Occidentales declaró haber ASPECTOS QUE 'MERECEN DESTACARSE gceptado la planificaciOn familiar como un elemento positivo para el desarrollo de Jamaica. Los condones se" comercializaron con el nombrer de "Panther", mientras que los anticonceptivos orales se -,REFERENQIAS: vendieron cog di nombre de "Perla". Ambos product:Os se envasaron atractivamente y en su empaque Se "jamaiea's FaMily Planning- COmmunication Pro- tuvieron en cuenta las ideas prevalecientes del papel', gram Now Based on 'Have a_11.earC,I./EC Newsletter, que corresponde al varOn y a hi mujer. No. 25/26, East West Center, Honolulu, Hawaii, USA, Se utilizaron anuncios comerciales tipicos junto con 1977. anuncios ,breves por radio y materiales impresos que "Use .of Community Media Resources in a Communi- incorporaron discusión por parte de los usup.rios: cation Enterprise", Norma Soas. Caribbean Food and, Parafacilitarladifusión ckIainformaciOn.el Nutrition Institute, mimeo. J-113-76, Trinidad, sep- personal encargado de la campaiia identificó cuatro tiembre 1976. grupoS' 4de beneficiarios basicos: la "nOva -genera- cióe, la "generaciOn mal informada", loOideres de la opiniOn", y los nifios de edad escolar. SQ. estableciO Clearinghouse on Development,Communication Junio de 1977

80 POBLACiON

METODO DE ANALOGJA AGRICOLA PARA LA PLANIFICACION FAMILIAR

Filipinas

BENEFICIARIOS: CaMpesinos filipinos- OBJETIVO: Introducir la planificaci6n familiar entre los campesinos sin utilizar términos técnicoS desconocidos para elios MEDIOS DE DIFUSION: Cuadros de hojas movibles, revistas cémicas, comunicaei6n interpersonal DONANTES-PATROCINADORES: El Instituto Internacional de Reconstrucci6n Rural (IIRR) eon fondos procedentes de SCAIFE Charitable Family Funds, Communication Foundation for Asia (CFA) y Family Planning International Assistan- ce DURACION: El proyeeto comenz6 a Principios,de 1974; actualthente estat en vias de evaluaci6n PARA MAYOR INFORMACION, DIRIJASE A: Dr. Juan Flavier, International Instibite of Rural Reconstruction, Silang, Cavite, Philippines; br. Hans troot, IIRR

DESCRIPCIO1

El trabajo fundamental para la producciOn ,cle, loos . Planifiivc iOn Pam iiiär : se subrayó el "por qué" de la cuadros de hOlaSmovibles ylasrevistas cOmicas, planificacion familiar, antes de explicar "que" Y el utilizando el ccincepto de Metodo de knalogia Agri cola "comb". Las revitas córnicas, due se publican mensual- para la PlanificaciOn. Familiar fue realizado en 1974 mente Y constan cle,16 paginas. coda una,:\eontienen cUando el, Ifistituto internacional de 'ReconstrOcción historietas-gue girab;en torno a un tema agricola tinier) RuralyIa"Communication Foundation ,'-forAsia" asi como aria porciów central concebida de forMa gue decidieron utilizar fondosde la FPIA para desarrollar y relacione el temacon la planificaciOn familiar:\ En los produeir conjuntamente,materiales- aptos para auUdros dehojas ,moviblesse presentan pares de los 'enrelación_con,, laeducaciOn enplanificaciOn ilustraciones, una para representar una actividad de familiar.Especificamente,convinieronencrear y planificaciónfamiliar, y otra para representar una sometex ?. pruebas previas una serie de doce, revistas actividacf agricola; unidas ambas ,por un rótulo o cOmicas y cuatro cuadros de hojas movibles con los que leyenda. Los paralelismos y ,,temas' especificos que Se, complementar el "método de analogia agricola" para el abarcaron fueron seleccionados cuidadosamente despues aprenclizajé. de que ,el personal encargado del proyecto pas& una El método de analogia agrieolapropiamente clicho fue semana con .los eampesinos y pescaclores a los que estaba eoncebido hace algunos culos por el Dr, Juan Flavier del dirigido, el proyecto. IIRR, con fondos de SCAIFE, como rnedio de famlliar1- Despues de- coneebideS y sorneticlos a prileba Jos zar a la poblaciOn rural con nuevos conceptos 'sin Materiales fueron distribuidos a través de unos veibte neeesidad de introducir términos que el pueblo jarmis centros rurales' de salud de la provincia de Cavite. Se habia escuchado. Los componentes principales de este enviaron y distribuyerOn 50.000 ejemplares -de cacla métbdo agricola consisten en utili-bar paralelismos o niimero de las revistas cómicas asi como 200 jileges de analogias sacadas del ambiente agricola como medio de 15 piezas de los cuadros de hojas movibles, con el'fin de explicar nuevas'icleas, en utilizar a la propia poblacian someter a pruebalanociónde que mediante la ruralpara laformulaciOn de estasanalogias, en ..distribución de los medibs de clivulgaciOn al pOblico en celebrar debates en grupos constituidos por siete a cliez "general era posible ampliar considerablemente la esfera miembros cada uno para discutir las analogias, y en de influencia de Un agente de planificacion familiar: subrayar Ia importancia de la responsabilidad persOnal También setrató de evaluar la forma en .quela y comunitaria. poblacion rural aceptaba los órganos de difusión, el En los amenos materiales preparados como comple- lenguaje y ejemplos eon los que estaban familiarizados mentodelMetoda de. Analogia Agricola para la para la introducción de un tema que les era desconocido.

81 RESULTA DOS: aumentarsus conocimientos sobrelaplanificación, familiar. De acuerdo con los informes preliminares del IIRR, las tasas de,fecundidad entre las mujeres de Cavite han ASPECTOS QUE MERECEN DESTACARSE: descendido como resultado del e`xperimento-en el que se emplearon analogias sacadas del medio agricola para En intentos previos para ensefiar la planificadidn introducir- los 'conocimientos -sobrelaplanificación familiar en las Filipinas, se empleó ingles_hispanizado familiar. Aun cuando lastasas de fecundidad han y palabraS recién aculladas, con lo cual se cord-undid y descendido tambien entrelasmujeres que fherpn aliend a los participahtes de esos..programas., entreVistadas'`por loagentes de pjanificación familiar El uso de encabezamientos en verso aprovecha la gran utilizando tacticas más convencionales': esa reacción afición de la población rural de las Filipinas por el fue mucho menos espectacular que la lograda con el bolagtqsan (debate en verso) y los duplos (pareados), grupo experimental. dos formas de arte popular.

. Los órganos de difusión utilizados en la campaha El "método agricola" foe sugerido inicialmente por ..fueron evaluadoS por entidades istintas: La firma J. una campesina en una conversación conel'Dr. Walter Thompson, una 'compahia publioitaria, celebrd Flavier. tUd. menciond ovarios, ovo, Otero; y sincera- tres series de entreviStas en cuatro' 'pueblos de Cavite mente, esas palabras no significan nada para mi", para determinar elefecto que habian tenido las revistas dijo; "pero las entiendo en términos de porotitos cómicas. A raiz de la evaluacidn, se constató que estas verdes, cuyas semillas salen de la vaina y crecen en revistascemicaslograban transmitir conocimientos tierra fértil." sobre la planificaciOn familiar y sobre su forma de actuar y sus razones, pero ejercian poea influencia sobre Las analogias, se derivaron de cuatro categorias: las actitudes de las madres hacia supractica. Se plantas, animales, articulos del ,hogar, y creencias. coristatd, ademas, que sibienlasrevistas cOinicas transmitian el mensaje de planificación de la familia. su REFERENCIAS: eficacia haGa sido mayor si hubiesen, incluido discusiones sobre los efectos secundarios que entraha el uso de "Agricultural Approach to Family Planning", Deme- Ids distintos modos de control de la natalidad. En su trio M. Maglalang, Communication Foundation for evaluación de los cuadros de hojas movibles, la Universi7 Asia, Kanila, Philippines, 1976., dad de las Filipinas canstate que clic* medios eran más efectivos que los dispositivos didacticos convencio- Clearinghouse on Deyelopment Communication nales. para estimular el interés de la población rural y Junio de 1977

c 2:3J 82 r,

LOS HIJOS DE. MI HERMANO

Nigeria

BENEFICIARIOS: Habitantes urbanos relativamente afluentes entre ids nueve millones Yorubas de los estados del Occidente y de Kwara OBJETIVO: Fomentar la planificacion familiar, presentándola en el contexto de la cultura indigena tradicional MEDIOS DE DIFUSION: Peliculas,,materiales impresos y comunicación interpersonal *DONANTES-PATROCiNADORES:Consejo de Planificación Familiar de Nigeria; Federacion Internacio- nal de Planificación Familiar DURACION: 'Concebido y ejecutado en 1971 PARA mAy9R INFORMACION, DIRIJASE A: W: Ogionwo, Family Planning Council of Nigeria, P.O. Box 12657, Lagos, Nigeria; International Planned Parenthood Federation, 18/20 Lower Regent St., London SW1V4PW, England

DESCRIPCION:.

En 1971 el Consejo de Planificación Familiar de familia; que IQS hombres tienden a medir su virilidad en Nigeria se asoció a la Federacion Internacional detérminos del nUmero de hijos que sus esposas traen al Planificación Familiar para,pateocinar un programa de mundo, y que la reducción de la poligamia en Nigeria educacion en planificación familiar, cuyo exponente (con la acostumbrada separación de los hoinbres de sus principal lo constituiria una pelicula. Luego de consul-esposas mientraéstas amamantan a sus hijos) ha , tar entre si, los dos organismos decidierondirigir laafectado adversamente los esfuerzos para controlar la 'campafia hacia los pueblos Yoruba, debido a que los población. materiales edUcativos debian formularse, teniendo en Cuando coneluyólapreparacióndelguión,los cuenta las costumbres regionales y culturales especifi- productOreS colaboraron con dos especialistas Yorubas cas de la tribu, para lograr el irnPacto deseado entre el uno de los cuales es un actor de, renambre en la 4pUblico. Otros dos factores que influyeron en la seleccion elaboracióndel libretofinal. luego una compania de dichos beneficiarios fueron la presencia prolongadaprofesional local film() la version pulida de la obra en del Consejo en el territorio de Yoruba y el éxito de sus una comunidad Yoritha. Finalmente, en base a las servicios clinicos é instalaciones en Kwara y en el estadorespuestas obtenidas luego de una presentación de Occidental., prueba, se editó la pelicula. Ambas organizaciones contrataron los servicios de Lapublicidadlanzadacon.anticipaciOnincluia una compania cinematografica comercial de Graninformes periodisticos, entrevistas para la radio y una Bretana para producir la pelicula "Los hijos de mi trasmisión televisada de la misma. Cuando se distribu- Hermano" ("My Brother's Children'). Dicha compailia, a yeron 34 copian' de la pelicula durante la Semana de la su vez, subcontratO a otro organismo para efectuar una PlanificaCiónFamiliar,endiciembre de1971,se encuesta basica de las opiniones de los pue_blos Yorubapresentarondos' versionesdel guión en forma de sobre el papel aceptable que pueden desempenar lashistorietas cómicas. Tanto la pelicula como las historic- mujeres, las estructuras familiares, y el tamailo de lastas se publicaron en inklés y en Yoruba. Otros tipOs de familias. Con base en esta encuesta, los investigadorespublicidad incluyeron afiches, earteles, y la información Ilegaron a la conclusion de que los miembros mayores de trasmitida directame,nte, por el personal de campo del las familias (se trata de farnilias más extendidas queprograma nigeriano de planificación familiar. nucleares) determinan las actitudes y el comportamien- "to de la misma; que los miernbros de la familia asumen De manera tipica, la pelicula se exhibia en una clinica la responsabilidad por su bienestar; que las esposasde planificación familiar y era seguida por un debate ocupan una posiciónInferior y dependiente de losbajo la dirección de uno de los trabajadores de campo. intereses de sus esposos; que las mujeres contribuyen en Dicha persona luego estithulaba alosasistehtes a forma sustancial, aunque erratica, a la economia de laexpresar sus opiniones sobre Ia pelicula para luego

83 23,1 \ pasar a formular planes de acción en base a dichas otros medios dramaticos no estaba'asociada con los reacciones. Otras, exhibiciones de la pelicula, tanto en mensajes y los ritos sobre la fertilidad 6 la virilidad. Nigeria como fuera- del 'pais,fueron, ante grupos Con \el fin de redUcir al minirno la posibihdad de 'clue compuestos de estudiantes universitario% personas que los videntes pudieran encontrar autoritariaOsermo- participan en programas de desarrollo, personal'médico neadolla." la pelicula, no se permitie que el personaje y empleados de gobierno. principal fuera objeto de burlas. Para evitarlo, -este personaje actue de narrador y relato la historia dela RESULTADOS: fecundidad irresponsable y descontrolada de su her mano. Un sociOlogo nigeriano encargado de estudiarla El actor princfpal de la pelicula, Kola bgunmola, validez del medio de difusión y del efecto causado por los obtuvo .una,copia de la misma y Ia incluye entre sus mensajes neve) a cabo una evaluacien de la pelicula "Los representaciones personales. Hijosde mi Hermano". Se le pidie que comparara la efectividad dela pelicula por si sOla con la del resto de Se seleccione'una audiencia urbana bajo la suposición los programas educativdS. Para llevar a caboclicho' de que seria 'la más receptiva. Se consider() que las estUdio,elsocielogoidentificea dos comunidades parejas urbanas serian más ecudnimes en términos de demograficamente comparables de tribus Yoruba con toina .de decisiones y estarian más dispuestas a acceso relativamente fácil acentros urbanos; una de las comprender que el cambio es necesario, que debe comunidades rurales serviria de sede al experimento y experimentarse con nuevas costumbres y que, a la otra de control-. Después de distribuir cuestionarios en diferencia de las parejas campesinas, no contarian con ambas comunidades y tie ekhibir la pelicula en una, el los nifios para que\les proporcionaran' fuentes adicio- investigador midi() lacapacidad de retención del pUblico nales de ingresos. 'vidente,los cambios de actitud' y la aceptacien del Algunos videntes conSideraron que la pelicula no era mensaje en la pelicula. muy realista, como por ejemplo, cuando ,uno de los El sociologo concluyo que la pelicula casi no habia venerables ancianos de la comunidad aparecia dando afeetado las actitudes de,'os que la vieron un resultado largos consejos a una novia, en lugar de' darle su verificado, por los especialistas en el campo que la bendición en la ocasiOn de su boda. usaron cada vez menos después de la oleada inicial de exhibiciones. Una posible exPlicacien del por qué no se logro. cainbiar la actitud de las personas mediante el uso REFERENCIAS: de la pelicula podria ser el caracter extrafio del medio y del equipo usado Rara exhibirla, la complejidad del "FamilyPlanningEducationinAction:Some mensaje incluido en la misma, la presentación distorsio- Co'rnmunity-Centered Approaches,", IEC Broadsheet nada de algunas costumbres locales y lafalta de No. 8, Judy el -Bushra and Susan Perl. International receptividad entre los nigerianos ante cualquier mensa- Extension College and International Plarfned Parent- je que pueda considerarse como negativo o como una hood Federation, 1976. amenaza. "Family Planners Find Tradition and Child Mortality Barriers to Acceptance of Programs in Rural Nige- ASPECTOS QUE MERECEN DESTACARSE:, ria," World Education Reports, No. 8, enero de 1975.

Se escogie la pelicula corncr rnedio principal paraosta camparia porque podia incluir la oratoria del tradicio- Clearinghouse on Development Communication -nal drama diciactico Yoruba, pero a diferencia de Abril de 1978

84 POBLACION

EL PROYECTO JAMU

Indonesia

BENEFICIARIOS:. Hombres en edad fecunda de Java y Bali OBJETIVO: Fomentar la aceptación de conceptos de planificación familiar y la yenta de condones 0 MEDIOS DE DIFUSION: ,Programas radiales, material impreso y comunicación interpersonal DONANTES-PATROCINADORES:Prosperous Indonesia Foundation (YIS); World Neighbors; Agenciatie los Estados Unidos para el Desarrollo Internacional DURACION: Desde 1974 hasta el momento presente PARA MAYOR INFORMACION, f, DIRIJASE A: Prosperous Indonesia Foundation (YIS), Jakita, Indonesia; Lukas Hendrafta y David Piet, Council. of Churches in Indonesia, P.O. Box 2357, Jakarta, Indonesia

DESCRIPCION: En 19V. el Consejo Nacional para la Coordinación de problemas de salud. Latra mitad de la linea de laPlanificaciónFamiliarenIndonesia (BKKBN) productos se compone de articulos relacionados con el decidiO fomen1ar las tareas de planificación familiar en sexo (cosméticos y articulos qUe supUestamente aumen- Java y Bali, ejecutando sus labores fuera del ambito de tan eideseo sexual y el rendimiento). Se esperaba que la la red de clinicas, dirigidas por profesionales de la asociaciOn de la salud con el arnor y la sexualidad medicina, en cada una de las cuales se atiende a un ayudaria a interesar .enla planificación familiar a mAximo de 35.000 persobas. En esta decision quedaban aquellos hombres que rara vez se acercan a las clinicas reflejadas dos hipótesis: que las clinicas existentes no de planificaciOn familiar. podian atender en forma adecuada las necesidades de El Proyecto Jamu utilizó varios medios de difusión. una clientela tan voluminosa, y que las labores relativas En programas radiales habia curias que anunciaban una a la planificación familiar deberian formar parte de las pócima paralavirilidad ("Tome SEKHOT" "sexe tendencias culturales generales. ardiente") seguidas por una invitaciOna "usar los La segunda de estas hipótesis, unida a informes sobre KARET KB" (los condones distribnidos como parte del el exito de prograMaS conexos -en oti-os lugares "del proyecto) "Disfrute plenamente y demuestre su vir mundo' erdesairollo,llevóalosplanificadores a lidad mientras brinda placer ,a.su pareja y la protege de considerar la comercializaciOn de condones a través de embarazos no deseados." Los afiches y folletos utilizados un sistema comercial establecido para la distribución de por la YIS para la promoción contienen un mensaje medicamentos. Los programas de planificación familiar sobre planificación familiar y muestran a una familia de la India, Sri -Lanka y Kenia habian utilizado ya en feliz y saludable, con, dos hijos. En cada paquete de forma satisfactoria sistemas de distribución comercial. condones se incluyen instrucciones ilustradas para su, Sin embargo, en cada uno de estos casos se habia ideado ,uso. un nuevo sistema de distribución destinado especialmen- La actitud del vendedor cleIproductos jama hacia el te a la distribución de anticonceptivos. La "Prosperous comprador ha sido descrita como amistosa y personal. Indonesia Foundation" contemplaba, por el contrario, Para vender sus articulos la mayoria de los vendedores una labor de distribución comercial integrada a una red de jamu e valen de charlas informales con sus posibles conocida y establecida. clientes. La YIS seleccionó para participar en "este proyecto a un solo productor de jamu, nombre que hace referencia a un tipo de hierba medicinal tradicional todavia RESULTADOS:. empleada en forma generalizada en Indonesia. La mitad de los medicamentos del pioductor de jama que fue Desde 1974,la yenta de condones ha _promediado escogido para participar en el programa son curas para menos de 1.000 gruesas al mes, cifra que' la ComisiOn

85 Internacional para Investigaciones Aplicadas en Mate- Proyecto Jamu mantuvo bajos los costaS de distribu: ria de Población ha Suzgatio como "muy por debajo del ciem, pero también perdie) foriosamente cierto poder nivel necesario para alcanzar la autbsuficiencia del decisorio:- los empleados de la compaiiia consideran programa." Solo un 40 por ciento, aproximatjamente, de que saben mucho más que el personal del proyecto los vendedores minoristas de jamu vendian KARET KB sobre técnicas d& coniercialfzación y no se sienten en el mes de setiembre tie 1975, Por consiguiente, con el , obligados a recibir consejos de liarte de novatos. fin de mejorar las Yentas y fomentar el entusiasmo en el Tradicionalmente, el jamu era preparado Onicamente producto, elProyecto Jamu .emprendió una interda por dukuns (herbolarios) locales, conforme a recetas - campana publieitaria entre octubre'de 1975 y rnarzo de tradicionales. Hoy en dia, los grandes productores de 1976. Tan solo en los meses de oetubre a diciembre, 100 jamu son organizaciones modernas cuyas Yentas emisoras radiales difundieron más de* 50.000 curias al alcanian promedios de millones de dólares al alio. especto. Los puntos para la distribuciOn final de los productos raiz de la propaganda intensiva, se inform() que las jamu son vendedoreS callejeros, camionetas para la yen as mensuales habian aurnentado a más de 1.500.. yenta ambulanfe y pUestbs a la orilla de los carninos. grues y que el poreentaje,desninoristas dedicados a.la yentae los condones habiá subidb del 40 al 49 por Se dice quela expresiOn "Usted es un vendedor de cienta.o obstante, al finalizar la campana, las Yentas jamu" significa "Usted habla mucho". descendie .on a su, antiguo nivel. De Un total de 625 ft Los planificadores consideraron que la relación de minoristas ntrevistados recientemente en Jakarta, el 70 tipo "eantinero" que el Yendedor de janiu trata de por ciento co sidera _que el precioIS'ajo.y subvencionado establecer con sus posibles- compradores puede ser del producto las consiguientes sospechas de mala Inds eficaz que la educaciem mas eonvencional s e calidad)consti uyen unaimportaritebarteraque inhibitoria que imparten las clinicas eon rniras a obstaculiza el auento en las Yentas.: Sin embargo, los interesar,a los hombres en la planificaciem familiar. heehos , en otros p ises demuestran que los condohes subvencionados s&enden biensicuentan conel REFERENCIAS: respaldo de una cam aria publieitaria sostenida-, Por ende, los directores de proyecto estan investigando la "Jamy and KARET KB," Information, Education posibilidad de lahzar una camparia de este tipo. Cdinmunication in Population, No. 21/22 East-West Center, Honolulu, Hawaii, 1975. .1\ ASPECTOS QUE MERFCE\ii DESTACARSE: "Advertising Aids Condom Sales", ICARP No. 1, setiembre de 1978. El esquema para Ia corrierciqzación de jamu fue el primer proyecto resPajdado poi* Prosperous Indone- "KARET KB and how An Integrated Approach to sia FOundation (YIS), organizaci'On privada estableci- Condom Marketing," International Development (Re- da por ley en febrero de 1974 eon el FropOscto de view, Volume 4, David L. Piet y Lukas Hendrata,, "aumentar el bienestar del pueblo iatIonesio mediante 4974. la ejecución de programas en los campos de la salud, población y desarrollo comunitario." Al escoger a una comparlia bien arraiga ay de mucho Clearinghouse on Development Communication éxito para comercializar los condones, el personal del Enero de 1979

5 POBLACION PROGRAMA DE COMERCIALIZACION DE CONTRACEPTIVOS PREETHI

Sri Lanka

BENEFICIARIOS: Poblacion de Sri Lanka en edad reproductiva, (aproximadamente cinco millones de personas) OBJETIVO: Poner a prueba la eficaeia de las prlicticas normales de comercializa- ,. ciOn mediante una extensa distribuciOn de condones, con el fin de incrementar el ntimero de parejas que practican la planificaa6n familiar MEDIOS DE DIFUS1ON: La prensa,e la radio, eleine, diapesitivas, material impreso y la comunieaci6n interpersonal DONANTES-PATROCINADORES: Federaci6n Internacional de Planificaci6n Familiar (IPPF); Associa-' ci6n de Planificaciint Familiar de Sri Lanka (FPASL); y Servicios de PoblaciOn Internacional (PSI) DURACION: Se inici6 en 1973, y atin continua PARA MAYOR INFORMACION, DIRIJASE A: Family Planning Association of Sri-Lanka, Buller's Lane, Colombo 7 Sri Lanka; S.O.N.. IlaPugalle, 10/12 VicIyala Place, Colombo, 10, Sri Lanka; T.D.X. Louis, Population Services International, 16 Aloe Avenue, Colombo, 3, Sri Lanka e

DESCBIP6ION:

El Pro)rama de ComercializaciOn de Preethi se lanz& El programa se inicik en mayo de 1973. Durante los para ayuclar a controlar el crecimiento demografico de primeros seis meses, un equipo administrative de dos Si Lanka, facilitandole 'a la poblaciOn el acceso a los personas del PSI que contaba con, la ayuda a tiempp contraceptivos. La FederaciOn Internacional de Planifi- parcial de un consultor en mercadetecnia de Sri Lanka, caciOn Familiar (IPPF) encarg& alosServicio de disefiO el plan de operkciones y encang6 a instituciones PoblaciOnInternacional(PSI)lainiciaciOndetin sociales y a companias privadas locales la preparaciOn programa de comercialrzaciOn de contraceptivos en Sri de estudios de rpercado, la distribución, Ia realizaciOn de Lanka, que contaria con la'colaboraciOn de la AsociaciOn camparias Publicitarias y la impresiOn de materiales. La de PlanificaciOn Familiar de Sri Lanka (EPASL). La oficina .de evaluaciOn de la IPPF colaborO conla meta del programa consistia en demostrar que las administraciOn del PSI en -el diserio de los métodos de técnicas de compréializaciOn podrian aurnentar en gran evaluacien, y al mismo tiernpo, el PSI se encarg6 del medida el ntimero de parejas que utilizan metodos control, revisiOp y evafluaciOn del programa:. contraceptivos modernos y confiables, y, asImismo, que El primero de octubre de 1973, se iniciO la ,distribu- el costo por unidad podria ser igual o mas bajo que el de ciOn a nfvel nacional.y la prom'ociOn por tpedios masivos. los programas que funcionan por medio tie clinicas. Se planeO que la introducciOn del programa llevaria doi Antes del establecimiento del programa, el PSI llevOa ariosel lierripo requerido en. Sri Lanka para afianzar cabo un estudio de factibnidad para determinar que un nuevo preducto dentro de los sistemas de distribuciOn pais mas se prestaba para edemostrar el potencial de la obtener aceptación por parte de los minoristasefectu- comercializacion social de contraceptivos. Cinco paises, rar las mod1ficaciones ,tie.distribuciOn y Ilegar al usuario se consideraron apropiados para este propósito, (Bangla- principal. Se previô que durante el periodo posterior a desh, Sri Lanka, Indonesia, Malasia y Samoa Occiden- la introducciOn se obtendriá la aceptaciOn por parte de tal). El Criterio principal para la selecciOn de Sri Lanka 'segmentos adicionales de la "pobalcion fertil. Durante el fue la existencia de (a) un sistema eficaz de comunica- 'primer mes del periodo de introducciOn, 3.177 minoris- cionesnacionales;(b) un altonivel de alfabetismo tas,,adquirieron mas de meclio millOn de condones marca (definido eprno la habilidad de leer y escribir un ptirrafo Preethi que luega eran vendicios por vend,edores viajan: sencillo);(c)una buena infraestructura de locales 6 la firma distribuidora. comerciales: (d) una politica gubernamental hospitala- Durante dieho 'periodo se utilizaron tres diferentes ria: y (e) una alta,proporción de parejas ca.sadas en la niveles ., la economia de castas. de educación y publicidad, a saber: (1)

87 213 .4_premocion _por todes los medies; de ;las ventajas que' podria ser de inter& al Introdueir programas similares ofrecian 10preductoss Preethi,,dirigida al,grupo elegido. en los cuales el costo congtituyen fatal- importante". corrib objetiydo beneficiario4rincipalmente- por medio de la, prensa, la radio, el eine y la otposicióri de los ASPECTOS OUE MERECE4)ESTACARSE: productos en los lugares, de yenta; (2) la educación y .motivación de los comerciantes que fendian los Preethi,' Preethi significa felicidad t nto en Sinhala come en mediante visitas, mdestras y'folletos; y.(3) mediante dna Tamil,,los doaidiern,as que iredominan en Sri Lanka. carripaila por correo; se suministró información sobre el prokrama" a4.500personalidades selectasconel En mayo de 1975, el. PSIle(entregbIa administtación proposito de obtener su aprobación del programael del programa al director de proyectos asignado por la Método empleado y Ia marca del producto. IPPF, quien anteriortriente fue`director ejecutivo de` la PPASL., En aquel memento -el programa estaba Al 31 rparzo de 1975 (18 meseS despues de comenzar totalmente dotado de personal de Sri. Lanka. el period°, de introduccit4 ya se habian distribUido casi 5.9 millones de condones, de log cuales _5.6 millones Uno de los aspectos esenciales del programa fue la fueron vendidos a mas de 4.000 minoristas, 114,000 utililaciOn de uha ;cad'ena existente. de _mineristas-efi fueron vendidos por correo y 124,000 fueron distribuidos todo el pais pare la distribuciOn de Preethi al mayor corno muestres gratis. LaNenta per correo comenzó en nürnere de.parejas en edad fértil en el menor tiernpo enero de 1974 y casi el 2 por ciente de las yentas posible. El empaque y la distribuciOn del producto efectuadas "entre octubre de 1973 y fines de marzo de importado estuvo a cargo de Reckitt y Colman 1974 se efectuaron de este rnanera. (Ceylan) Ltd., firma mineri.5,ta bien establecida de diversos precludes de uso domestice. RESULTADOS: En, 1977, se informó que a pesar de que la radio constituiaelmedio de mayor alcance, no podia El 'kite obtenido con el Programa de Comercializa- utilizarsepor estar prohibidalapropaganda de cion de los Contraceptives Preethi hace que se recomien- contraceptives que incluya la marea de fabrica. Las de la ineluSion del condon en los programas'de métodos yentas podrian haber aumentado en gran medida si multiples, El uso del condon ha mejorado la protección hubiese estado disponible este medio de difusiOn. No que ofreee "el, método del ritmo y ha suministracio una obstante, el director del programa ha ofrecido platicas alternative confiAble pare aquellas personas'que descon- per radio, durante las horas de maYor autliencia, tinuan el use de,la pildora odel clispositivolntrauterino. sobre temas come. "PlanifiicaciOn pare el Progreso", El prOgr2ma paralaclistribuciónde, los condones "El Desarrollo Naci0onal y la PoblaciOn", "Las"Comu- Preethi ha logrado aumentar el ndmere tie practicantes nicaciones y el Desarrollo" y "La ComercializaciOn de la. planifieación familiar de una manera rdpicla y a Social". dn bajo,costo per unidad. El Director del programa se reune`menSualmente con Se anticipa que el futuro del programa sera. alentacior. los distribuidores y empleados de' las agencies de En.1977.°en una conferencia celebrada en Ttinez, sdbre publiedad para estucliarelprogreso alcanzado y la "Disponibilidad "de los contraceptives en las alcleas y asegnrar el love de los objetivos del programa. en el hogar", elSr. S.D.N. Hapugalle (Director del programa Preethi 'des& junio ,de 1975) inform() que las REFERENCIAS: yentas de condones Preethique ascendieron a un promedio de 300,000 unidades mensuales durante los "Measuring the Effectiveness of ContracePtive Mar- primeros dos afieshabian alcanzada un nivel superior .. keting Programs: Preethi in Sri Lanka, " John Davies a laa 500,000 unidades mensuales al_ finalizar el tercer and Terence D. J. LouisStudies in Family Planning affe despues de la introduceión inicial. En 1976, el Vol. A, No. 4, abril de 1977. consumo per capita de condones Preethillegaba a 0;5, o International Planned Parenthood Federation (IPPF) sea. eine() veces el nivel alcanzado en 1973. Report to Donors, 1974. La acepteióndel producto Preeth'i por parte del 8 por "Planned Parenthood and Community Based Distri- ciente de las parejas _en edad fértil de Sri Lanka, bution Sri, Lanka Model,"preseritado en 'Una durante 'el primer ano del programa, (a un costo de eonferencia sobre "Disponibilidad de contraceptives dnieamente US$2-.16 por p`articipante). k el incremento en las aldeas y en el hogar", auspiciado per The en un' factor (le cinco observado en la utilizaciOn anual BattellePopulationStudyCentre :YlaOficind per capita de este contraceptive; sugieren que los que Nacional de Planificaeitin Familiar y Poblacien de estableeenlaspoliticasenlospaisesenviasde Tdnez, Lt. Col. Denis Hapugalle. marzo de 1977. desarrolle ciebieranconsiclerar una utilizacien mas difundida`cle la comereialización social para -mejorar la planificaciónfamiliar. Aderrids, con este modelo de comercializacien 'generalmente se logran precios mas Clearinghouse on Development Communication bajos por unidad con el pasar del tiempo. Este aspecto Abril de 1979

88 POBLACION -PROGRAMA. DE PLANIFICACIONFAMILIAR APROFAM

Gnatemala

BENEFICIARIOS: PohlaciOn ladinae indigena dy Guatemala, particularmente en las zonas rurales OBJETIVO: Increinentar los conocimientos y el uso de prácticas de planificacion familiar, especialmente entre pobjaciones rurales y,étnicamente diferentes del pais MEDIOS DE DIFUSION: La radio,televisiOn,car(cles,anuncios en la prensa, materiales impresos y comunicaciOn, interpersonal DONANTES-PATROCINADORES:La AsociaciOn Pro-Bienestar de la Familia (APROFAM), la Agencia de los Estados Unidos para el Desarrollo Internacional (AID) y el "Pathfinder Fund" DURACION: El Programa de Información, EducaciOn y ComunicaciOn (I-E-C) de APROFAM comenzO en 1976, y twin cofitimia

PARA MAYOR INFORMACION, osr. DIRIJASE A: Roberto Santiso, Director Ejecutivo de APROFAM, Apartado Postal 1004, Guatemalh City, Guatemala; Dr. Jane Bertrand, 7722 Panola St., New Orleans, La. 70118; U.S.A.

DESCRIPCION:

Durante 1977-78, la AAociaciOn PiO-Bienestar de la. Los- mensajespor la radiomedio esencialdel Familia (APROFAM) asociación privada guatemalte- .programa I-E-Cfueron puestos a prueba entre los ca, dedicada a actividades de planificaciOn familiar. miembros de las'poblaciones seleccionadas. Los mensa-, Jlevo acabo unprograma de información sobre jes radiales dirigidos a Jos ladinos se prepararon en planificacionfarniliar que abarco todo elterritorio espanoleincluian informaciOnexplicita sobre Ia ,nacional, mediante la utilizacion de todos los medios manet'a de obtener servicios de planificacion familiar: masivos y lcomunicación interpersonal y se extendió a Los mensajes dirigidos a layoblaciOn indigena fueron comunidades ladinas e indigers, especialmente en Araducidos a dos de las cuatro lenguas principales las zonas rurales. Guatemala cuenta con una población (Quiche y Kekchi) y se cornentaban en los aspectos más de casi siete millones de persoaas de las cuales una elementales, tales como el hecho de que la planifiacion mita& corresponde a ladinos de habla espanola y la otra familiar existe, es voluntaria, es reversible ,y puede los indigenas o indios. Ambas poblaciones difieren en vedundar en .beneficio de IS familia. Se diseno un juegö gran medida en cuanto a aspectos tales come disposicion de cuatro afiches dirigido a la ,poblaciOn indigena y para aceptar cambios, lenguas tradicionales, manera de aunque en ellos figuraban familias 'que vesUan trajes vestirse,nivel de vida y cultura. La campaila de tipicos, el mensaje fue escrito en espanol. Un afiche informatión sobre planificación familiar se bag") en un dirigido a la poblaciOn ladina recalcaba la importancia estUdio i.ealizado en ciertas zoñas ruralesque APRO- dela, Oomunicación entre marido ymujer.. Otros FAM efectuó en 1976, con el. proposito de estabrecer las componentes,de la campailaconsIStieron de ua'inensaje diferencias entre los grupos ladinos e indigenas en televisado una vez a la semana .durante cineo,meses y relación con sus conocimientos, aceptacion y practicas dirigido a la poblacion dirigente del pais; 'um folleto deplanificacionfamiliar.Los resultados de dicho simplificado sobre el Contraceptivo de tiSo más comiln, estudio demostraron que la aceptation realy potencial diSenado para elpliblico de Ascasos conoeimientos; del concept°, asi corno elinterés en obtener mayor adernds de anuncios ocasionales en la prensa, con lä , información al respecto, eran mayores entre la pobla- " intencion de contrabalancear cualquier critIca periodls7 ción ladina más "occidentalizada". Sobre la base de estos tica y fomentail la ,utilización de métodos de planifica:-, resultados, APROFAM disenó un programa de Infor- ción familiarfx, macion, Educación y Comunicacion (I-E-C) que abarca- ba ambos grupos rurales, y pondria especial énfasis en Conjuntamente con estas actividades de comunicacion, ° Ilegar a la población indigena menos asequible. APROFAM atispiciO varios proyectos comunitarioS de distribución que sirvieron como vehiculo para" Ilevar,a

'89 eabo actividades de cornunicaciOn interpersonal, tales ejecuci9n de_ cuidadosas pruebas preliminares de la como pequehos grupos disctlión, visitas domiciliarias aceptación y cOmprensiOn de los mensajes y el material, reuniones ptiblicas. Estas actividades del I-E-G, sin basado en la comPrensiOn de las necesidades y motiva- eMbar-go, 'no estaban previstas para cubrir a un 'gran tiones de los indigenasi 2),21a utili-zaciOn de enfoques porcentaje de la PoblaciOn beneficiaria, como era el caso diferentes rnenos"directos -que contengan de 1ps medios masivos. informaciOn menos explicita sobre planificaciOn familiar, présentalbs'.en combinaciOn con otros temas que los indigenas corisideren de interés direct), (por ej.: salud RESTULTADOS: infantil, nutriciOn);.y 3) un mayor uso de las comunica- A mediados de 1978, APROFAM Hey() a cabo una ciones interpersonales, dado el caracter intimo que el' encuesta comPlementaria de investigadiOn,en colabora-,-tema supone para los, indigenas y la mayor necesidad de (lion con eKommunity andFamily Study 'Center de la establecer Ain cierto grado de confianza entre el que da y Universidad de' Chisagocon el propOsito de obtener el que reeibe el rnensaje. retroalimentacion s'obre las actividades del I-E-C determinar si los cambios previstos se habian efectuado ASPECTOS QUE MERECEN DESTACARSE: en los dos sectores de poblaciOn a set. beneficiados. Las diferenciasétnicasenrelacionaaPlanificación Se estableciO el programa de distribución comunitaria familiar puestas en relieve err el estudio de APROFAM para aumentar la disponibilidad de contraceptivos de 1976, fueron subraYadas en base a la encuesta de bajo costo y eliminar algunos delos problemas 1978. Los resultados mostraron glue_ al finalizar el asociados con On sistema exclusivamente basado en periodo de dos ahos, hubo un aumento considerable en el .clinicas, tales corno un horario limitado para .ofrecer conocimiento y las practicas de planificaciOn familiar servicios de planifiaciOn familiar, las distancias, y el -ger parte de los ladinosn eStudio. Por el contrario, costo que suponenlosviajes.El ,empleo de un \ entre losindigenas, -aunque se. notO .unainarcada distribuidor indigena, adernas, reduciria la degcon- disminución en la oposición a la planificaciOn familiar, fianza que le inspiran a los indigenas ros empleados no hubo mejoras en cuanto al conocimiento de métodos ladinos. de las clinicag: Otro modelo de distribaciOn especificos,y el uso de contraceptivos.permaneciO casi en Comunitaria .'que se esta' iniciando entratia el empleo cer9.. Un porcentaje mucho mayer de ladinos que de de promotores de planiflación familiar para trabajar indigenas habia, estado expuesto al concepto de la con varios grupos agricolas que han expresado interés planifieación fainiliar a través de uno o mas medios en establecer programas de planfficaciOn familiar masivos o canales interpersonales, y los ladinos recorda- a para sus trabajadores. ban -con mayor facilidad las palabras de los mensajes C6mo resultado del estudio se lograron disipar ciertas (especificamente aquellos transinitidos por la radio), ideas, estereotipadas sobre la planificaciOn familiar en rrepltiendo, en algunos casos de memoria, las' formas Amei.ica Latina: Los catOlicos, por ejemplo, no eran las frases publicitarias. Entre los ladinos; el uso de menos reacios que otros en cuanto a conocer, aceptar y contraceptivos era mayor ,por parte de los que habian practicar la planificación fain iliar, aunque la gente de escuchaclo, losmensajes; y, de igual modo, la comunica= cualquiersecta,queseconsideran comb "muy cion informal entre ellosmismos acerca de la planifica- religiosos", eran mucho más reacios que los menos don familiar aumentó a través de los medios de diftisión religiosos en los tres aspectos. Asimismo, es posible y los eanales de comunicacibn interpersonal. En el caso que tanto los homliires como las mujeres hayan oido de la población indigena, dsta eJaciOn existib Unicamen- hablar del tema, lo acepten y deseen obtener más te en lo t9cante a canales interperson,ales. informaciOn. Finalmente, en vez de ser la gente joven El-96.3,por ciento de los ladings que habian escuchado la más receptiva, se determinO que el interés y la los mensajes radiales de planifiaeiOn familiar aprobaron practica de, la planificación familiar era mayor entre losrnismosy el 100 por ciento de los tine habian visto un las personas de 30 a 34 andS, y que en las personas mensaje televisado tenian preferencia. por el tema y el mayores o menoreS que las de eSte grupo habia menos -raetojo de comunicaciOn. Solarnente un 60 por ciento de tendencia a conocer,o a utilizar contraceptivos. los indigenas estaban de acuerdo con la difusión de rriensajes por la radio; ninguno de -ellos habla visto el' mensaje televisadO. Un 81,4 por ciento de los Minos REFERENCIAS: deseaban mayor información sObre laplanifIcaeion de la ." lo que sucedia bnicamente con un 37,4 por Gammunicatinb Family,Planning to Rural Guatema- eientb de Tos indigenas, cuya principal objeciOn era de la, por Jane T. Bertrand, Maria Antonieta Pineda, y indole religiosa. Fidel Enrique Soto. AsociaciOn Pro-Bienestar de la Familia, Guatemala; y el "Community and Family. Del resultado de la investigación sedesprenden varias- sugerencias, algunas de las cuales tendrán consecuen- Study Center," de la Universidad de Chicago, 1978. leias directag sobre un proyecto piloto que hsido "Ethnic Differences in Family Planning Acceptance IniCiado recientemente en regiones indigenas. A medicb, 'in Rural Guatemala," por Jane T. Bertand, Maria què las aetividades del I-E-G pierdan su aplicabilidad Antonieta Pineda, y Roberto Santiso G., Studies in ' entre laspoblaciones indigenas,setiaranecesario, Family Planning, Vol. 10, No 8/9, agosto/setiembre desarrollar 'nuevas estrategias y métodos; a saber: 1) la 1979. a "A., Research-Based System for Improving Family la," resefia., en Developineht Comnuwication Report, Planning Adoption: The Guatemala Study," por Jane No. 27, juliosie 1979: T. Bertrand y Donald J. Bogue, en Intercom. Vol. 5, No 1, kern de 1977. . - Clearinghouse. on Development Communication "Communicating Family Planning to Rural Guatema- Setiembre de 1979

2 91 SALUD

EL HOMBRE ES SALUD(MTU NI AFYA)

Tanzania

BENEFICIAR1OS: Aproximadamente un MillOn de adultos, habitantes de pueblos OBJETIVO: Proporcionar a esos adultos informaciOn básica sobre enfermedades, su control y Ia relaciOn existente entre el medio ambiente y la salud MDIOS DE DIFUSION: La radio, aparatos de cassette, materiales impresos, comunicaci6n interpersonal, cuadros de hojas movibleS, y carteles o &fiches DONANTES-PATROCINADORES:El Gobierno de Tanzania con el apoyo de la Oficina Sueca pars el ,Desarrollo Internacional DURACION El programa fue concebido en 1971, se desarrollO en 1972 y se IlevO a cabo en 1973 PARA MAYOR INFORMACION, DIRIJASE A: C. Zikambona, Planning and Research bepartment, Institute of Adult Education, University of Dar es Salaam, Dar es Salaam, Tanzania; Budd L. Hall, International Council for Adult Education, 29 Prince Arthur Ave., Toronto, Canada M5R 1B2

DESCRIPCION: El proyecto El Hombre es Salud se coneibió a finales' gobierno. De estas discusiones sabre salud y saneamien- de 1971 como una camparia en gran 'escala, destinada to surgieron proyectos de trabajos comunitarios concebi- principalmente a educar a los habitantes de los pueblos dos y realizados por los grupos de estudio en sus propios sabre los sintornas, la prevalencia y los origenes de cinco pueblos. enfermedades potencialmente controla.bles: El objetivo secundario de quienes disefiaron el proyecto consistió en RESULTADOS: proporcionar a los adultos recién alfabetiados la oportunidad de practicar sus. habilidadeslingilisticas. Bajo Unos dos'rnillones de adultos de Tanzania dos veces " los auspicios .combinados de los Ministerios de Salud, la cifra que habian esperado los funcionarios partici- Educación y Desarrollo Rural de Tanzania, la campafia paron en el proyecto de El Hombrvs Salud. Ademas. la constituyó un esfuerzo de desarrollo integrado. tasa general de asistencia de quienes participaron desde El proyecto fue apoyado e iniciado por el Unica partido el principio fue del 63 por ciento, este fue un logro sin politico de Tanzania (la Unidn Nacional Africana de -precedentes para una camparia de tal magnitud.,Un Tanzania), el Instituto para Educación de Adultos, unas tercer indice del éxito es también tangencialmente seis agencias gubernamen tales y Radio Tanzan ia. Funcio- estadistiéo: tan grande fue el impacto de Ia campafia de narios de todos los niveles se familiarizaron con la salud que los evaluadores del proyeeto tuvieron que importancia y los pormenores del proyecto; se pidiO a las reclasificar algunos de sus grupos de control como, industrias que fabricaran prendas de vestido con el lema ,grupos experimentales. del proyecto; y a los locutores y periodistas se les encargó La campafia tuvo sus criticos. Algunos comentaron que mantuvieran al pdblico informado sabre todas las que no habia logrado integrar los servicios de salucl actividades e ideas relacionadas con la campafia. existentes en su "programa". Hubo quienes se quejaron de la confusion enla distribuciOn de los textos y En 'maya de 1973, unos 18 meses de planificaciOn, materiales. Sin emb'argo, por todas partes pueden verse organizaciOn-y capacitaciOn culminaron en una oleada pruebas con_cretas de los efectos de la campafia en la de actividades educativas y desarrollo de Ia comunidad. calidad de la vida de los pueblos. En particular. cientos Todas las semanas, durante diez Semanas, cada grupo de miles de letrinas fueron construidas por los indivi- de estudio. integrado por 15 a 60 participantes, se reunió duos que escucharon los programas de radio, las yentas extraoficialmente con un lider de discusion capacitado de redes para protecciOn contra los mosquitos aumenta- para eScuchar las transmisiones de radio y discutir ron_ considerabiemente en algunas zonas, y los habitan- simples textos complernentarios proporcionados por el tes de pueblos de la costa rellenaron muchas de las

93 lagunas pa taoaiue habian servido de lugares de' Algunes grupos de estudio diagnosticaron enfermeda- cria para inseetos portadores de enfermedades después des que afligian.a miembros del grupo y enviaron a de los periodos de lluvias. las victimas a hospitales cercanosionde se confirmaron los diagnosticos y se trata a los padentes. ASPECTOS QUE MERECEN DESTACARSE: La red de lideres de grupos de estudio establecida en la campaha de salud se -reactivó para la Minpalia Cada grupo >deestudiodejO,eomo minimo, un nacional de nutriciOn, El Alimenta. esVida,- .que, "rnonumento" a la camprifia,. El Hombres Salud". comenzó en junio de 1975. Entre los proyectos tipieos figuran la construccien de pozos y la limpiezá de zonas habitables de toda REFERENCIAS: vegetaeión infestada por insectos. Algunos grupos de estudio continuaron reuniéndose Afya: An Evaluation," Budd L, Hall y: C. durante meses después de finalizada la camparia de Zikambona, Inst,itute of Adult Education Studies, No. salud. 1.2, Dar es Salaam, 1974. La confianza de loslideres de grupos en varios "Radio for Education and Development: Case Studies." distritos reforzó el sistema de förmar células a gruPos Val. 2, Peter L. Spain, Dean T. Jamison, y Emile G. tie diez hogares coino media de estimular la pación en MeAnany, editores, Department of Education, The el desarrollo. World Bank, Washington, D.C., mayo 1977. Se imprimieron textos y guias de estudio en prensas de los perk:dims. Se distribuye un'Tnillen de ojernpla- res. muchos de los cuales' fueron compartidos pot Clearinghouse on Development Communication varias:perSonas.. Junio de 1977

94 2 .1A, ,J1 SALUD

EL PROYECTO PILA

-Guatemala

BENEFICIARIOS: Las obreras de una hacienda en Guatemala OBJETIVO: Enseñar a las mujeres métodos básicos para mejorar la nutriciOn y la salud en el hogar MED1OS DE D1FUSION: Audiocassettes DONANTES-PATROCINADORES: La Organizacion Panamericana de la Salud DURACION: Proyecto concluido. La fase operativa del proyecto se realiz6 en tres semanas en 1975 PARA MAYOR INFORMACION, DIRIJASE A: Royal D, Colic y Susana Fernandez de Colle, Department of Communi- cation Arts, Cornell University, Ithaca, N.Y. 14950, U.S.A.

DESCRIPCION:

La Organizaciem Panamericana de la Salud patrocin6 Una jovendelalocalidadse encargaba de la el Proyeeto Pita, experirnento que duró tres sernanas y,;distribución de los cassettes, llevándolos diariamente a reajizO.en 1975, para examinar formas"de transmitir las pilas y supervisando su uso. Ella misma efectuaba a las obreras de una hacienda en Guatemala informa- los ajnstes necesarios al horario, de las retransmisiones ciem básica sobre la salud y. la nutrición. Los directores de acuerdo con Ins horas en que las mujeres se halittban del -proyecto, Royal D. 3;:::"-Susana Fermindez de Cone, presentes emlas pilas. Otraseintas se disti.ibuyeron para seleccionaron como el lugat'de'su estudioiafinca Maria que las mujeres las escucharan en sus casas utilizando de Lourdes, una plantaciem de café en la 4ta del tm grabador prestado por la oficina.de la hacienda. Pacifico. La encuesta de eValuación realizada .posteriormente Se decidió 'dirigir la campalia hacia las mujeres ya mostró que las mujere de la hacienda escucharon con que son ellas las que generalmente se encargan de las gustolascintas,encontraronOtii lainformación decisiones sOre alimentación e higiene en los hogares, especifica proporcionada y sintieron mucho la termina- de Guatemala. Up-estudio preliminar demostró que las cion del proyecto. Cuando se les preguntó quê parte.' del mujeres deja hacienda trabajaban .casi continuamente proyecto jes}labiagustado más,dijeronquelos durante el dia. Asi que el proyecto se concentrO en las "consejos" sobre los temas de salud y nutrición mucho pilas (centros de lavanderia de la cornunidad), lugares más que la müsica o las radio novelas. donde las mujeres podian aprender de modo informal La encuesta también revel() cambios de "comporta- sin interrumpir su trabajo. miento. Cincuenta y Ocho por ciento de las mujeres Los audiocassettes fueron es6ogidos como medios de entrevistadaS habtan probado una receta mencionada en divulgacion por su bajo precio, su facilida4 tie opera- las cintas. La hacienda Maria deLourdes registró una eidn, y porque pueden tocarse en cualquier momento. Se tasa de 92 por ciento para las segundas vaeunaciones contrataron actores no profesiorfales para producir contra la poliomielitis y la difteria, mientras que solo un programas de 30 minutos de duración. Egos combina- 60 por ciento .de _los niftos de una hacienda de control tan información sobre la salud con müsica.. radio recibierOn inoculaciones., novelas y diversos anuncios breves. La programación se El programa demostrO también que los audiocassettes hizointencionalmenterepetitivade modo quelas mujeres alentrar yn salir de las pilas tuvieran la eNstitulah un medio lo suficientemente flexible como oportunidad de, escuchar y retener mensajes especificos. para llevarelmensaje correspondiente a un gran En dias suceivos se ampliaban con frecuencia los temas niimero do mujeres. Cuando cambiaban las horas de trabajodelas delosprogramas anteniores.Además, en algunos mujeres. entonces siMplemente se prognmas se drecian recompensas materiales- (tales transmitián las cintas en horas diferentes. El equipo como pollitos)a lasmujeres que aprendieran de result() ser adecuado y .no hubo problemas tecnicos. memoria ciertas leceiones.' Mediante los actorqs no profesibnales y los téenicos, se

95 logró pr.oducir programas delta calidad utIlizando En una cinta se prometia un pollito a toda persona equipo de bajo costo. que aprendi.era_de memovia -el procedimeinto para evitar la enferynedad de Newcastle en los pollos. Más Royaly Susana Colle sacaron 'fresconclusiones de 100 personas aprendieron la frase y recogieron los genjrales de su experimento: Priniero, no es preciso que la tecnologia de comunicación 'sea rnuy compleja para pollitos el primer dia en que se ofreciti la recompensa. ser efiCaz. Segundo, los proyectos de esta indola'deben adaptarse a las caracteristicas individuales del ambien- REFERENCIAS: te social del grupo al que estan dirigidos. Finalmente, la población rural a menudo no logra un mejoramiento de "The Communication Factor in Health and Nutrition su condiciOn debido a una "falta de información". Programs: Aease Study from Guatemala", por Royal. D. Colle y Susana 'Fernandez de Colic, documento para la Organizacion Mundial de la Salud, enero de ASPECTOS QUE MERECEN DESTACARSE: 1977.. Cada programa de radio de ,30 minutos conteniti "The Pila Project; CasSettes Reach Rural Women". müsica. anuncios, charlas breves, historietas' y un . Deve/opment Communication Report, abrilde 1977. episodlo de novela.

_ Uh andlisis más detallado del efecto producido por el Crearhighouse on Development Communication proyecto fue cancelado debido al terremoto ocurrido Junio de 1977 - en Guatemala en 1976.

/ 96 SALUD

TELEMEDICINA EN ALASKA

Estados Unidos

BENEFICIARIOS: Poblanos esquimales, indios y aleucianos OBJETIVO: Melorar-'" 6,.. el acceso y la calidad de los servicios desalud en las zonas r'utales de Alaska, MEDIOS DE DIFUSION: ATS-1radio interactiva por satelite; ATS-6televisión por satélite, videocint; registros de salud computarizados DON A NTES-PATROCINADORES:Departamento de Sakai, Educación y Bienestar de EE.UU. (El Servieio de"Salu.d para los Indios y el Centro NaciOnal Lister Hill para ComunicacionesBiomédicas),laAdminiStración Nacional de la AeronAutica y del Espaeio do EE.UU. (NASA.) DURACION: El servicio via'satélite ATS-1 eomenzó en 1971 y continuará hasta que sea reomplazado por otro sistema (tentativamente,-a fines de 1977); la transniisión via satélite ATS-6 comenzó en1914 y termin6 un Mb" más tarde 'PARA MAYOR INFORMACION, DIRIJASEA: Dr. Dennis Foote, Institute for Communication Researeh, Stanford , University, Stanford, CA 94305, USA; Dr. Heather Hudson, Academy for Educational-Development, Inc., 1414 Twenty-Second Street, N.W. Washington, D.C. 20037, USA

DESCRIPCION: Los expierimentos en la utilización de la telemedicina aviones de evacuación aIlegar rdpkIamente a los comenzaron`en Alaska bajo los.auspicios del Servicio de pacientes que se encuentran_en condiciones criticas. Salud para los Indios (uno de los departamentos del Los asistentes de salud de las comunidades, capacita- Servicio de Salud POblica de Estados tirtidos encargado dos como parte de los experimentos', en telemedicina son de prestar servicios de salud a los habitantes nativos de nombrados por 5us comunidades, y reciben 16 semanas Alaska). Confrontados conla necesidad de prestar de capacitación del Servicio de Salud POblica tanto-en el servicios a pequeflos pueblos -diseminados en regiofies hospital de campo como en el trabajo mismo. Cada remotas, y obstaculizados por la falta de comunicaciones asistente egresa del curso intensivo equipaclo con una en el monte, la agencia consider() que la telemedicina valija de medicinas, in manual de referencia para seria la solución, en la esperanza de que las consultas- diagnósticos, instrumentos, y nuevos conocimientos. En sobre una liase regular mejorarian los servicios de salud la comunidad, elasistente prencle la radio todos los ,dias de los pueblos. a una hora senalada a fin de recibir la "visita medica" La telemedicina IlegO a ser parte de la vida cotidiana del hospital regional. Durante la consulta por radio, el de 17 comunidades en la region de, Tanana cuando la asistente informa sobre los sintomas, responde a las NASA, asociada alServicio de Salud (IHS) en el preguntasdelmedico cuando 'Ostenecesita mayor experimento de te1emedicina, puso a su disposición el informaciOn, recibe -consejos profesionales, y ayuda al Satelite de Aplicacion TecnologiCa 1 (ATS-1) en 1971. medico consultor a determinar si los pacientes deben ser ,Estesatklite,que en1977 contindafuncionando, evacuados. rep'resentaba un medio de comunieación para voces A pesar de que los asistentes de salud siguen siendo la , tinicamente, con apoyo de equipo terrestre sencillo y ba'se del programa de telemedicina en- Alaska, éstos económico: radios para taxis modificados y antenas de jugaron tin papel de menor importancia en un experi- malla metalica de tres metros de didmetro. Al propor- mentoode un aho de duración que se Ilevó a cab() entre 'cionar Canales de comunicación confiables enfre 1974 y 1975. El experiment° ATS-6, basado en el uso de comunidades y el hospital del distrito, el ATS-1 funciond un satelite mucho más complejo y potente que el ATS-1, como un sistema . de apoyo medico: permite alos tenia -un componente adicionat'cluepermitia a los asistentes de salud de las comunidades prestar servicios medicos diagnosticar los casos dificiles por rnedio de la de salud bajO la supervisióri de un medico, y ayuda a los 97 television. El experimento, en el que dos clinicas bien ASPECTOS QUE MERECEND\ESTACARSE: equipadas de dos pueblos relativamente, grandes estaban vineuladas con un hospital -de eamparia y un Algunos asistentes invitan a si..*acientes a escuchar hospital de referencia. se neve a cabo mientras que un las consultas a larga distancia. sistema de registros medicos computarizadA (Sistema de Información de Salud) se estaba estableciendo en 11- Los medicos enlasregiones remotas tenianlt oporturidad de participarn una erie de discusiones Alaska. Se recogieron los registros 'aetualizados de los: de mesa redonda via satelite, pero el program'a no pacientes en un lugar central, seingresaron ala tuvo mucho éxito _porque Ios- me icos del IHS en computadora. y se pusieron .a disposieien de todoslos Alaska tenian una carga de casos an pesada que no ,sitios. La computadora tambien permitia a las enferrne, podian seguir un horario tan rigido Sin embargo, se ras itinerantes identificar a los habitantes qife necesitaban pruebas PAP. vacunas, exrimenes de la vista y de ofreciO un curso de cardiologia via s télite a enfermeras en los hospitales regionales, un c irso que fuemuy los oidos, etc. bien recibido. La mayor parte de los asistentes de s, lud son mujere, RESULTADOS: de la comunidad que tienen conociminitosadeeu- dos Desde la introducciOn del ATS-1, ha tuinwntado la del idioma inglOs. capaeidad de las instalaciones de salud para atender los Debido al heeho de 'quo las comunidad cionan af casos de emergencia. resolver problemas administrati- sus propios asistentes de salud,Ia )taciOn del VOS y responder a solicitudes' de ayuda, y los servicios programa tiende a 'ser elevada, y marcada la ban mejorado. Adernds, los habitantes de los pueblos estabilidad,del personal, demuestran una mayor disposicitin a pedir consejos Ademds de apreciar losservici medicps, los pobla- medicos y de Segulr los -tratamientos recetados. Actual- nos valoran el sistema porque es permite mantenerse mente hay mas pacientes que encualquier epoca en contacte. con otrospi los,eSpecialmente con anterior" que reciben' losbeneficios delosconsejos amigos y parientes hospi alizados. medicos y que reciben tratamiento para enfermedades diagnosticadas. Adennis. el ndrnero de eqntactos entre :Cuando se les preguo si habianaPrendido algo al medicos y asistentés, de salud ha aumentado en un 100 escuchar una consia. seis de los nueve aSistentes de por ciento durante el primer alio del experimento. salud enlascclunidades conectadas ua satélite .mencionaron ehos especificos relaeionados conla En general ha sido dined demostrar ,una relaciOn salud. Ningi 10 (Ie sus contrapai-tes en los Pueblos de entrelasestadisticas agregadas delos'cambios en control po Ia recordar informacien especiaca alguna mortalklad y hospitalizaciOn'por una parte y las mejoras relacion da a los casos: en comunicaciqnes pot' otra. Sin embargo, la mayor parte de las.evaluaeiones de los experimentos del ATS-1 han sick.o pOsitivas, y, en parte, como res-ultado de estas REF ,RENCIA, evaluaciones, el Estado de Alaska y el Sei'vicio de Salud Pdblica estan- por Eralmit ion0.1' the Use of A7'S-I for BiA,nallical instalar un sistema ior satélite Commawiration in .1luslnp0iOswaldo comercial telefenieo. otros. Institute for Communication Research Pniver- El experimento ATS-6 tambien rue Ji.izgadd .efectivo sidad de Stanford. 1971., porlossuministradores de servicios de salud(plc "Telemedieine in Ala,ska: Health Care for lolated participaron en 01. Pero a pesar de que los participant Conudpn 'croon quo el componente de televisien en la telemedic' a Areas," por Dennis Foote, newtopmci?i tian Report No. 17, enero de 1977. en cierta medicla les pormitia ampliar y _mejora,los Telemedieine in Alaska: The ATS-1; Satellite BiOmedi- .servicios de salud, muchos dudaron que las ijuras .. debidas a la televisien contrapesaban los gastrs y las cal Demonstrationpor Dennis Foote, Edwin Parker y inconveniencias eausadas por este medio. En e ntraste. Heather Hudson, Institute for CommmlieatiolRe- estas mismas personas ,aprobaron por unan,imidad ol search. Universidad de Stanford.7.1976. - sistema computarizado para miuitener mV registros "Medical Communication in Alaska by Satellite' por desarrollados en conjuneien con el experirnento. y .el Heather Hudson y Edwih Parker, Nor.Rnjf Ind IHS espera utilizar este sistema en todo el ,stado. .lommal of diciembre do

Clearinghouse on Development Communicati Octubre de 1977

98 "s-N SALUD

tf, "ZAA NA UWATUNZE

Kenia

BENEFICIARIOS: Residentes de Kenia dentro de la esfera nacional de radiodifusi6n OBJETIVO: Mezclar el entretenimiento con la, edueación, difundir mensajes vitales sobre la salud, especialmente sobre.salud matetno-infantil MEDIOS DE DIFUSION: Radio DO 'NANTES-PATROCINADORES: UNICEF, el Fondo de Naciones Unidas para Actividades Demogrifi- cas, La Voz de Kenia .y el Ministerio de Silud de Kenia. DURACION: El programa comenz6 en febrero de 1'975; la fise piloto cOncluy6 a mediados de 1976; continua bajo los auspicios del Gobierno de Kenia desde 1976 PARA MAYOR INFORMACION, DIRIJASE A: Abigail Krystall, Bureau of Educational Research, Kenyatta Univer- sityCollege, Bbx 43844, Nairobi, Kenya; Dr. Albert Maleche, Bureau of Educational Research, Kenyatta University College; Mark Hai-ris, UNICEF, Communications and Information Office for Eastern Africa, P.O: Box 44145, Nairobi, Kenya,

DESCRIPCION: En 1975, la UNICEF, el Fondo de Naciones Unidas Zaa Na Uwatunze(que popularmente se conoce como para ActiVidades Demograficas, y la Voz de Kenia el "show" de Kiroboto) se difunde en Swahili. el idioma llegaron a un acuerchi pa.ra co-producir programs de oficial de Kenia, una vez por semana. Los programs edueación para la salud que fueran entretenidos para son de 15 minutos solamente, pero se difunden en horas ser transmitidos por radio. La serie de programas que de mucha popularidad (los-domnigos por la tarde, y a result() de esta colaboraciOn,Zaa Na Liwatana (El veces los sabados por la ndehe).::No se usan guiones en la Nacimiento y Cuidado de sus Hijos) presenta a artistas producciOn de los programas, ahnque los educadores de conocidos en una comedia episOdiea. Las presentaciones, salud y un consultor de Naciones Unidas trabajan en modernas y divertidas, eubren materias de interés el estreeha eolabbración eon los aptores, y el presupuesto es valor nutritivo de los huevos, los peligros de dejar a los suniamente modesto. Un elemento que compensa por la bebés al cuidado de sus hermanitos'. la necesidad de las falta de iêcnicas costosas de producciOn es la esporacjnei- vacunas, etc. permiten (pie los oyentes se identifi- dad. El programa se graba en los estudios que 'estcln quen tanto con las situaciones como con,los personajes. repletos de adrniradorQs askpie 1os acteres actnan para Como sueede en todas las "radionovelas"; los persona- el phblico y la reaceiOn inmediata de estos estimula sus actuaciones. jes "en 'Z'actNa Uwatanzeson estdreotipos, y sus actos predecibles son redimidos por sus gestos aagerados. El El programa es un experimento en radiodifusión Pape] de Mzee 'Pembe es el de un borracho. Es un abierta (la cual, non definiciOn, va dirigida a un phblico picato, que con gran descaro no se preochpa de las que no tiene interés particular en la materia 6 en -la neeesidades "y problems de sus 16 hijos. Kama Njeri,"la ayto-educaciOn), vinculada con actividades educativas protagonista, es la mujer de Mzee Pembe, y completa- formales y no formales para adultos. Su estructura mente diferente en su carkter. El bienestar de sus hijos episOdicac suspersonajes, ylasalusiones a teMaS, requiere casi toda su atención, y ella tiene que "educar" tratados en proglarnas anteriores, pareeen dar a los a su marido, que es .un cabeza dura y conservador. Sti oyentes.ith sentido de continuidad y progreso. Adermis, tarea dramaica coniste en conIncerle de episodio en los progranms reiteran los temas discutidos por los episodic), y un eambio a otro, de que es por pl bien de educadores de salud ylos trabajadores -de eampo, la familia-que êl debe adoptar nuevas actitudes y clue algunos de los (males asesoran al personal de produe- abandonp algunas tradiciones. En este trajin diario ciOn. recibe 'la ayuda de terceras partes, todas ellas represen- tadas por un solo actor de sum. Versatilidad.

99 RESULTADOS: amenaza con venderse asi misma siSu marido continda vendiendo 'las tan necesitados hutwos .cle familia para ir a comprar cerveza. El impacto de los programs Zaa, No t watu5 ha , . calculaclo primOrdialmehte en terminos del ni-miero de Se han recibido cartas dirigidas a Mzee, Mama y los oyentes, su capacidad de retener la informefon sobre Ia otros personajes de oyentes de otros paises de Africa salud, y so familiaridad con los persoyajes. No se ha Oriental ademeis de Kenia. tratado de estudiar is efectos lograd.p4or el programa en relaciOn a las preicticas de saLud, los conocimientos , Las tramas se basan en una formula my cothun en la pubhcidad. El objeta consiste en idear una situacien adgoiridoS, los cathbios o las ac/tifudes. en la coal el pdblico se identifica con el personaje La informacien. obtenkla -4, las evaluaciones ha siao serio que aclopta ideds sensatas, y se rie del tonto qua "extraida de euatro "fuentes: el pdblico qua asiste a la sigue creyendo en las costumbres por el mero hecho grabaciOn en elestuchO,' las cartas enviadas Por los de que san convencionales. admiradores, on eioestionario distribuida alfh-ial: del primer 'alio de difosión 'de Zaa Na Uwatunze, y dos La serie Zoo Na Uwatunze se ha eopiado en Tanzania grupos de expertos del gobierno que.estein trabajando en y Zambia, aparentemente jon éxito. educaciOny desarrollo rural. Merece destacarse.que la Se grabaron algunos- de los episochos de Zaa No opinion file estos experlos fue diferente a la obtenicla de Uwatunze para ser usados en foros auspiciados por la las otrris fuentes, ya que nlgunos expeRos insisten qua FAO, donde se escuchan grabaciones en .ea8ettes, en los4rogramas deben tener un tono mcis serio, y el conjunciOn con los programas de Mejores Condiciones Alico aplaude la mezcla de mensajesy la hilaridad.. de Vida Familiar que se estdn presentando en Kenia. Un resultado 'deIa encuesta entre- 510 personas, También se están usando las .eintas grabadas en las realizada en diciembre de 1975, quizcis explique esta clases .de economia domestica en las escuelas y en los diferencia de opiniOn: los ciudadanos de más educaciOn programas de capacitaciOn de los trabajadores de parecen reaccionar menos a ios programs, ostensible- campo. mente Porque Ia información incluida .en la comedia,no Es posible que la .UNICEF presente una pelicula representa ningona "novedad" para eiio. Otros resulta- corta sobre,. las técnicas de producciOn de Zaa=?Va dOs.de Ia encuesta incluyen' el hecho de que el 92% de los Llwatunze, para promover el uso de radiodifusion8 que respondieron el euestFonario conocian el programa. entretenidas como .apoyo a loS proyectos de desarrollo. .el descubriMiento de que el tiemPo que ekutharon era ^. igual para las personas clue hablan el SWahih como REFERENCIAS: segundo idiom como para las que lo hablan como idioma nativo, el hecho de que la propiedad de una radio "Health Messages Through HUmor," Susan Hostetler, estii directamente correlacionada conelntimero de ICIT Repart..No. 16;.Clearinghouse on Development . oyentes. yla revelación de que los programas parecen CommuniCation. julio de 1976. gustar de manera casi igual a personas ''de todas las edades (menores de 25 arios, de 26 a'50 arms, mayores de `Popular -UNICEF Radio ShowinKenya Gives 50 años). Dacla-la naturaleza"de este experimento en fa HealthTipsinSituationCOmedy,"MichaelT. radiodifusión,la conclusionmcis importante dekis" Kaufman, New York Times, 16 de noviembre, 1975, evaluaciones Clue sé han realizado al principio indica "TheKenya Radio Series which Teachesasit que un poco Ms de la tercera parte de_los oyentes .dicen Entertains, and How You Can Do It," Mark Harris. que eseuchan el programa princibalmente porque es' United Nations Children's Fund, Nairobi, abril de divertido mientras que .la mitad dice que lo escucha 1976. porque area que ha aprendido algo de sus programas Traducciones varias de guiones de Zoo No theatunze, numoristicos. ineditas y sin fecha. i ASPEGTOS QUE MERECEN DESTACARSE: Los personajes en Zoo No Uwatunze nO son ceremo- Clearinghouse on Development Communication niosos. En uno de los epiSiodios, la muy sufrida mujer OCtubre de 1978

100 2 z SALUD

RADIO DOCTEUR (Médico pot- Radio)

Haiti

BENEFICIAR1OS: Adultos haitianos de edad reproductiva (unos 2.500.000 hombres )/ mujeres). OBJETIVO: Brindar informaeiOn y asesoramiento sobre planifieaeiOn familiar, \ nutrieiOn, enferniedades comunes, salud materno-infantil, y temas \ conexos MEDIOS DE DIFUSION: Radio, cassettes, materiales impresos y ayudas visuales \ DON A NTES-PATROCINADORES:Ministerio de Salud de Haiti, Ministerio.de EdueaciOn, Raflio Nationale .,- Radio Lthniere DURACION; Iniciado en 1961, continua en la actualidad PARA MAYOR INFORMACION, DI RLIASE A: Edith Hollant, Centre d'Hygle.ne Familiale, 10, Premieee Impasse Lavaude, B.P. 430, Port-au-Prince, Haiti; Dr. Ary Bordes, Centre d'Hygiène Farniliale, 10, Premiere Impasse Lavaud, B.P. 430, Port-au- Prince, Haiti

DESCRIPCION: /. El programa Radio Doeteur (Medico por Radio) fue Dos veces al dia, seis W.:as per semana, los haitianos concebido en 1967 por el Dr. Ary Bordes (actual director pueden sintbnizar Radio "Doeteur ya sea en la Radio del "Centre d'Hygiene Familiale" y Jefe de la Division Lumib.e o en la Radio Nationale en Creole, idioma local. de Higiene Familiar del- Ministerio de Salud), cuando el Los mismoS, han convertido en personajes familiares en Huractin Flora temporalmente interrumpiO todas las todos los hogares.a Fanny y Ti Jo, éstos"mantienen un -trasmisiones en Haiti, con excepciOnde una estacien: la dirilogo sobre la salud pretendiendo representar una "RadioLumiere."Eldesastreinspireuna nueva variedad de papeles en pareja: esposo-esposa, paciente- apreciacien deL alcance nacional que podia ofrecer la medico o paciente-enferomera. Una canciOn pegadiza radio cuaado funciona y el Dr. Bordes prometie que atrae al publico y los libretos cambian de aeuerclo al dia utilizariaalmaximo esta capacidadluego dela dela semana. Los mensajes sobrela planificaciOn inundación. Al cabo de unos pocos meses despues de la farniliar se presentan los I6nes y miércoles, los consejos .tormenta, comenzaron las trasmisiones de Radio Doe- sobre Ia salud materno-infantil se trasmiten los makes y teur. las noticias nacionales e internacionales sobre la salud A titulo de prueba se prepararon 20 monelogos de 10 son trasmitidas los dias jueves. Los viernes se uS'an para minutos de duraciOn cada uno sabre cuatro ternas: hablar delossintomas delas enfermedades mris atención prenatal, la nueva mama, la salud infantil y la corrientes ylos&Wades paralaprevenciOn yel planificacion familiar. Se trasmitieron toc los mensa- tratamiento de las miSmas. jes sin interrupciem en las salas de espera de las icas. La radio parbcie ser un medio natural para propagar Poco a poco, se tuvo la reacciOn del priblico que llev informaciOn sobre la salud asi come recOmendaciones de los creadores del mensaje en el Centro de Higiene los medicos de Haiti. Aunque nb se conocen estadisticas Familiar a cambiar su enfoque. Tomaron en considera- precisas sobre el mitnero de radios que se poseen (las ciOn el potencial que ofrece la radio y la falta de interes estimaciones del mimero de transistores en elpais inspirada por el formato del monelogo, dividieron los varian entre 85.000 y 300.000), 900 de las 1.500 escuelas mensajes en segmentos de hasta un minuto, cambiaron rurales de la nacien cuentan con radios, Y es comün ver .el formato al dialogo y ampliaron la variedad de temas al haitiano con dna radio transistor en mano. presentad9s. Respondiendo a la reaccien del priblico, también se revitalizaron los mensajes sobre planifica- RESULTADOS: ciOnfamiliar para destacarlosbeneficios que se obtienen al espaciar los nachnientos en lugar de usar el El impacto nacional de Radio Doeteur no ha sidO enfoque más negativo de disminuir las presiones de la evaluado hasta ahora, Un estudio de una comunidari de población. 4.000personas- que ha escuchado lastrasmisiones ?.

101 durante 8 aniis indica clue" el conoeimiento sobre los Los .organismos gubernamentales patrocinadores y el qemas presentatios en los programas ha aumentado Centrb de Higiene Familiar (una organización priva- dramaicamente. Sin 'embargo, en este estudio no1ia da). mantienenexcelentesrelaciones.ElCentro hecho ningUn esfuerzo para separarlos efectos de loS desarrolla, ensaya los materiales y busca formas programas de educación sobre la salud resultantes de efectivas de trasmitir los mensajes que el gobierno otros programs diferentes. Verificaciones hechas al azar incorpora en sus programas. y otras pruebas o iMpresionesSugieren que loshabitan- Tanto la Radio Lumiere como la Radio Nationale son tes han aprendido de memoria los mensajes, perd la operaciones sin fines de lucro y el Ministerio de Salud relación entre los conocimientos sobre la 'salud y su no tieneque pagar por .la trasmisiOn de-los progra- puesta en práctica continua sin analizar. mas. Otro tipp de medida del impact° del Raltio Doeteur es Otro proyecto de la Radio Lurniere min en etapa elexito nue ha tenido su derivalo escolar, Classe piloto, se propone utilizar radios bidireecionales para d'Hygieue (elaSe de Higiene). Está dirigido a 30.000 promover el desarrollo 'rural integral. El objeto es nifios de qui* y sexto grados (la mayoria entre los 10 y alentar a IcVgranjeros, amas de casa y a la juventud a 15 afios de edad). Se trata de un coneurso o eertamen que expresén sus quejas y opiniones y grabar sus educâcional. El Pro'grama se trasmite desde noviembre palabras en cintas cassette para ser retrasmitidas, hasta marz o. de caNcla afio, y ya tiene nueve afios en el aire. Los participantes esCuchan doce lecciones sobre la La red actual abarca 16 estaciones afiliadas, un salud, eada una de las cuales se trasmite tres veces por numero suficiente como para garantizar una cobertu- semana en frances (el idioma de instrucción en Haiti). ra nacional. Luego de eada trasmisión, los\ estudiantes .eontestan eineo preguntas, escrito,,_ y reciben dos puntos por REFERENCIAS: cada respuesta eorreeta. Se otorgan premioa.V certifiea- dos tanto a los participanteS sobresalientes como a las "On the Air," 'EdithHollant, Salubritas,Vol., 2,, escuelas en base al puntaje .obtenido al fin del termino Ntimero 2, 1978. escolar. La participación en este programa ha aumenta- "Two-way Radio for Haiti," ACTION: World Associa- do eada afio desde su incepción, habiendo aumentado el tion for Christian Communication Newsletter, NUme- niimero de respuestas enviadas por 'Iosalumnos de ro 28, marzo de 1978. quinto y sexto grado de 444 en 1970 a 20.064 en 1975. Information, Education and Communication (Manuel Despues de 1975: el programa de Radio Daeteur fue d'Introduction en Education Sanitaire), Edith Latai- institueionalizado a través.del Departamento de Educa- Ilade Hollant y Laurent Eustache, Centre d'Hygiene ción para que Ilegue tanto a los maestros como a los Familiale, 1978. alumnos de las escuelas primarias de todo Haiti. "'Radio Docteur': Health f]ducation Radio Program of theCentre d'Hygio.neFamiliale," EdithHollant, ASPECTOS QUE MERECEN DESTACARSE: ponencia inedita, febrero de 1977. Junto eon otras aetividades educativas, el Centro de Higieneprddueematerialesimpresos,peliculas, y programas, de cintas grabadas ydiapositivas. ('learinghouse on Development Comnuinication grabaciones folkldriCas. Además conduce seminarios y Enero de 1979 MINOSde udiestramiento para especialistas en salud.

102 SALUD

PROYECTODE LAS COMUNIDAD8S RURALEg DE KAVAR

Iran

BENEFICIARIOS: 16 comunidades rurales en la zona de Kavar A OBJETIVO: Brindar servicios médieos adecuados a comunidades rurales por medio del adiestramiento de especialistas de salud pars comunidades rurales MEDIOS DE DIFUSION: Materiales impresos y comunicación interpersonal DONANTES-PATROCINADORES:Universidad Pahlavi, Centro Internacional de Investigaciones para el Desarrollo de Canada (CIID) DURACJON:\ Desde febrero de 1973 a enero de 1976 PARA MAYORINFORMAC ION, D1RIJASE A: \ Dr. ,.HossainA. RonaghV,.. Chairman, Department of, ,Community Medicine, Pahlavi University School of Medicine, Saadi Hospital, Shiraz, Iran; Dr. SteV:en Sober, Department of Community Medicine, Pahlavi University School of Medicine, Shirah, Iran

DESCRIPCION:

El Proyeetodo ComunidadesRicrales de Karar fue Antes de seleceionar y adiestrar a los auxiliares, se uno de dos proyectos pilotos que \se iniciaron 'para Ilevarorr- a cabo estudios de base para determinar la solucionarlaescasez creciente de \personal medico prevalencia de enfermedades,ladisponibilidadde calificado y el problema de acceso liM1tado a servicios habitantes quo supieran leer y escribir y de atenciOn medicos modernos en las remotas zonas rurales.de mCdica. Los estticlios mostraron quo la mayoria de las El objetivo inicial Tue mejorar la 8alqd de la población quejas expresadas en las clinicas medicas mOviles eran rural de Iran incrémentando los servieibi.del Cuerpo bastante simples y quo un eauxiliar de salu,d podia tratar Medico que en 1973 proporciono clinicas\.médicasy adeetiadamente la mayorta de los casos y referir el resto equipos móviles que abarcaron unas 6.000 (un 12 per un 10 por eiento al centro médie6. Adernds,..se llevó ciento) de las 55.000 comunidades rurales enJran. El cabo un (stud io de 200 hogares seleccionados al azar sobre programa clel Cuerpo Medico se ampliO por niedio del los conocimientos, actitudes practicas Telativas a la adiestramiento de auxiliares de_salud para las cOmuni7 salud individual y pOblipa en la comun,idad. Seobtuvieron dades rurales. \ tambiOn datos del censo sobrenaeimientos, fallecimien El estudio comenzó en enero de 1973 bajo la direeción tos, matrimonios, diyorcios, inmigraciOn y poblacion total del Departarnento de Medicina Comunitario (Universi- para usarlos comb base para el desarrollo de objetivos dad Pahlavi,' Facultad de Medicina) y recibió financfa- relativos a la conducta que debian observar los especialis- miento del Centro Internp,cional de Investigaciones para. ' tas de salud: cqntrol de enfdrmedades trasro isibles; salud' el Desanrollo (CIID). Seseleccionó un lugar de adiostra-' ambiental,- nutriciOn,educaciOncomunitaria,salmi miento enKaYar, un pueblo pequefio situado 56 materne7infanti I, y planificaciOn familiar y tratamiento. kilOmetros al sudeste de Shiraz. En Kavar se encdntra- Dichos objetivos proporcionaren la bth,c bara laelabora- ba una estaciOn .delCiierpo Medico, uno de los 400 ciOn del prograina de estudioS y los materiales quo debian centros sanitarios similares en las zonas rurales de Iran. .editarse en persa para el curso. Se abarcan ternas sobre Se seleccienaron 16 corrAmidades rernotas en )a region. Crecimiento y desarrollo, anatornia y fisiologia, nutriciOn, de Kavar; en cada2a--de ellas se eligiO a un habitante enfermedades trasmisibleS, relaciones entre el paciente y -que supiera ler-y escribir de entre un grupo de el \especialista, salud rnaterno-Mfantil y planificaciOn voluntarios.Lol once-hombres y cinco mujeres represen- y salud pOblica rural. qabari u,na-gran yariedad de edades (de 16 it 45 anus), , En agosto de 1973 comenzO un cursotde adiestramien- personalklades,yantecedentes sOcioeconOmicos. Su ltdlestramiento consistió en sesiones en el aula, demos- tointensiyo de 6Meses de duraciOnctiandolos traeiones, y capaeitaciOn cliniea. Luego de completar el aux Wares se reunieron en Kavar. El objetiVo principal burst), retornaron a sus respectivas comunidades para dql curso fue prepararlos para sus labores en medieina desempefiar el papel de auxiliares médicos,asalariados preventiva y educativa en sus ,comunicladeS correspon- y, de tiempo en tiempo. tomaron cursos adicionales para dientes. Miembros del personal del Departamento dd- refrescar sus conocimientos. 163 Medicina Comunitariapersonal medico del Cuerpo ASPECTOS QUE MERECEN DESTACARSE: Medico, y eidirector delproyecto de capacitaciOn dictaron los cursos, integrando la teoria y la practica ,% Gran °parte de los medicoe,.,,,tradicionales de Iran se -dandoles oportunidad di-aria a los estudiantes de poner opusieron o por lo menos se mostraron muy criticos de, en practica en el eampo o 'en la ..ctinicalo clue imbian este esquema. SoStenIan que lam viclas y la salud dela' aprendido en elaula, Se dictaron ,clases en la casa poblaciOn estarian en peligro si "estabanen manos de .alquilada quo sirviti tambien''como resideneia deIds para-médicos y auxiliares de salud,,Semi-ealifica"dos. practicantes, mientras quo el trabajo practico y clinico Cuerpo Medico mds cercano, La estructura social de las comunicladeg cause) ciertos,. . se realize) en la estaciOn del problemas. Pon ejem4p, los 'auxiliares que tuvieron . Se dividiO; al personal en adiestramiento en coatro mas dificultades enstfac'eptados fueroa,aquellos quo , grupos dirigidos por Dna partera de la clinicaddel Cuerpo eran Wen cohocidos en la comunidad o clue pertene- Medico, un asistentedcl Cuerpo Medico en la clinica de clan a-facciones o famihas identificadas -con cierlos trataMiento. on asistente especializado en farmacologia valores. Las costumbres y Presiones sociales taMbién- 'del Cuerpo Medico y on m'édico del Cuerpo. Caga grupo influenciaron el reclutaMiento, de mujeres, tenia a so cargo una de las siguientes areasuimciples: Parcce sex clue la-experiencia de prestar servicios en salud materno-infantil y planifiCacion fami iar; trat4-" miento, ineluyendo tecnicas de. esterilizacien, mikados comunidades y pueblos pequentis en organizaciones ãcnicas 'de tales coma el Cuerpo Medico, no iaduce a los"médicos para dar inyeccionek vendajes y otras a permancrcer en-las zonas`,reinotas. Losmedicos del primeros auxilids; indicaciones, contraindicaciones. dOeis Cuerpo Medico tienden, mas bien, a regresar a los y efectos seeund arios tie los medicament*chnfo tomar el- historial medico, examenes fisicos, .y WalitaCiOn del centros urbanos importanteS al cumplir su periodo de paciente. Todos los,,estudiaMtes adquirierup experiencia servicio. ,en las euatro areas por med 10 derotaciones semadales,,,Los fltro pragrama piloto ciCe se lanze) al mismo tiempo Ultimos tres meses del adiestramichto se dedicarom a clueel Prayed() de las Camonidades Rnrales th tecnicas elinicas. Aprendieron métodos para evaluar los fue el Proyecto de Especialistas de Salud de problems clinicos rurales más importantes y a &termi- Intermedio in Marvdasht. El especialista de salud dc nan si on -paciente debia ger tratado en lacomuniclad o nivel interniedid(iehdar) tiene, entre .9,y 11 aiios do debia Teferirse al medico en Kavar o Shiraz. Aclermis de eclocaciOn basica y se lo adiestra por etiatro anos. Se examinar y trata'r a los pacientes en la estacien del CuerPo anticipa la ereaciOn de on sistema detres etapas, coa- Medico,los nuevoe -auxiliares reaUaron numerosas el L"behdar" Como vincolo entre el auxiliar y el medica Visitas de Campo en las comunidades vecinas., o hospital. .i REFERENCIAS; RESULTADOS: "Medical PrAlernS of Developing Nations: An At- Durante los seis meses se efectuaron,evaloacianes tempt ta Bring Medical Care to Rural Communities in periklicas de las técnicas y conocimientos aclquiriclos Iran," A. Ronaghy, British Medical journal, 31 de . . porelpergonal .adiestrado por medic), de examenes enero de 1970. escritoe- y observaciones. Una comisiOn de medicos "VillageHealthWorkers,"H.A.Ronaghy,Y. observe) al personal adiestrado en clinicas y en el'Campo Mousseau-Gershman y A. borOznyski, International y evaltio su competencia en cadaarea del trabajo. Development Research Centre, publicaciem NO. IDRC- Estuclios de las evaluaciones indicaron quo elpersonal 074e; 1976. asi; capacitado fue bien recibido por los habitantes ycite "The ,Auxiliary Worker in Iran," H. A.2Ronahgy y influenciaron las practicas,sanitarias de los habitantes, S.L. Solter, The Lancet, 25 de agosto de 1973. de las comunidadee. Durante los'primeros seis meses de las visitas de pacientes a las "Problem of Rural Healtif Care DeliverY in Iran: Is su trabajo -en el campo, Exportable?" H.A. instalaciones clinicas fueebn 4.875 pacientes dedna theChineseBarefootboctor poblaciem .de 9.152 y el porcentaje demujeres entre las. Ronaghy y S.L. Solter, abril de 1974. edades ,cle15 y 44 aims quo uSaron métodos de "Project Summary and Description,", IDRC File No. planificaciOn..familiar aumente del 8,8 a 21.4 por ciento. 3072-1113. Aclernaslos auxiliares han logra,clo motiVar a los "Sucess Story, from Iran," Future, Vol. 4, No. 1, 1977 habitantes para que lleven a cabo mejoras sanitarias (condensado por A. Doroznyski en, F14th Care for thv quo se necesitaban urgentemente,incloyendo la coils- Most People IDRC Reports, Vol., 51No, 3). tr9cciOn de retretes' sanitarios y el mejoramientode los . existentes, la separación del lu`gar en 'donde viven, los animales delaviVienda para los seres humanos, -construcción de fuentes de agua pOtable (bombas- y pozos) y elmejoramiento de las "casas de,barios" eNistentes o la construCcien de nuevas donde,fuera Clearinghouse oh DevelopMent-CommUnication necesario. Abril de 1979 'SALUD

EDUCACION SANITAIIIA NIEDaNTERADIONOVELAS,

Sri Lanka

BENEFICIARIOS; .La poblacifaf adulta de habla sinhala y tamil en Sri Lanka - OBJETWO: Utilizar nn formato de radiodifusiOn proporcionando entretenimiento para irasmitir informaciOn sobre la salud y la planificaciOn familiar MEDIOS DS DIFUSION: Radio y tarjetas'postittes- .. DONANTESTATROCINADORES:El Ministerio de Salud, el Ministe Informacian y Trasmisi6n, el . Gobierno de Sri Lanka; el Fondo de las Naeiones Unidas para. Actividades de Población y el Fondo de las Naciones Unidas para. la o Infancia (UNICEF) D CoMenz6 en 1973 y terrain() en 1977 PARA MAYOR INFORMACION, DIRLIASE A: , Piyasoma Medis, Sri Lanka Foundotion Institute, 100 IndependenCe Square, P.O. Box 1203, Colombo 7, Sri Lanka; Marty Rajandran, Program Officer, UNICEF, 5, Queens Avenue, Colombo 7, Sri Lanka.

DESCR1PCION;

En 1973, el Gobierno -'de Sri Lanka y el FNUAP .''trataba tie Una familia con cuatro ninosy un padre siti organizaron y °ejecutaron un proyecto multifacetico de ernpleo. Luego de confrontar una serie de problelinig A planificacOn familiar que cost() 6 millones-de- &lures. retacionadOs con el' peso de mantener una familia, el Se finariciarOn 11 progyairias interrelacionados para padre aprende la importancia que tiene la planificación alentar la planificación rarniliar, incluyendo educación familiar. secundaria, educación, médica, presiación de servicios medicos, educaciOn sanitaria, educaciOn del trabajador y Los programas en arnbag series fueron trasmitidos medios de comunicaciOn Masiva. Dentro del cornponente uha vez por semana de jUlio de 1974 hasta julio de 1975, de cornunicación masiva se. crearon dos series de el. periodo oficial ,delproyecto. Lue.go se creel una radionovelas. Se seleccionO la radio como medio porque comisiOn de representantes del Ministeriocle Salud, del un 72-:por ciento de la población total tiene acceso a la Ministerio de Informacion' y Trasmisión y UNICEF radicni Se utilizO el drama como método debido a que Pararealizar un formato para la expansiondel Ocupa el segundo puesto de popularidad despues' de la programa.La comisiónconsiderOlaplanificaciOn rnusica entre los oyentes. familiar conio una parte:de la salud familiar y pens() que los guioneS podiun ser ampliados parainCluit ottoS Afines de 1973, UNICEF y la Sri 'Lanka Bro4d- Mensajes de salud. Se harian preguntas al final de cada casting Corporation (SLBC) negociaron un acuerdo por programa parasolicitarrespuestasutilizando Una, élcualla SLBC produciria y tcrasmitirialas dos tarjeta postal, una técnica posible debido al 'alto grado radionovelas, una enelidiomay)fiCial de sinhala, de alfabetismo en Sri Lanka, que es un 78 por ciento. hablado por un 72 por ciento de la población, y el otro en Co,n esta repercusion, se podria evaluar la reacciOna los tárniL hablado ptir tin 20,5 por ciento de la población. A mensajes de, los programas. Las dos-. series nuevas cambio de ello, UNICEF proporcionaria a la SLBC comenzaron en marzo de,1976 y se- trasmitieron una vez 'eqUipos de producción por valor de 13,000 dOlares. por semana hasta diciembre de 1976: UNICEF y el Ministerio de Salud se encargarian de propordionar la información sobre planificaciOn La nueva serie de novelas eh sinhala, Pahan Siluwa, continuó eon la misma trama. Se amplió el contenido que:serfaincluidaczie.ntro de la trama de la serie: educativo para incluir medicina infantil, higiene, y historia en sinhala trataba de una familia con 14 Kan Kanda Theirain; la serie en tarnil adoptó hilos.7 Los problemas de una famulia numerosa se una historia nueva debido a. que la original- habia comdararon con los de una familia vecinaque solo tenia Ilea& a)Tha'concliiSióri lOgica. La historia en tamilse euatro hijos; la trami recalcaba los beneficios que gozan ..cetitrO alrededOr de un médicosu fmiIia que viven en Ips nifkos de la familia más pequeña. La historia en tamil. una comunidad rural cerca de una plantacion de té.

105 Dentro de este escenario. SO pudieron presentar tnias las 17.00 y las 23.00 hs.; 3) la mayoria' prefirin los ; sobrela saludrelativas alasfamilias de escasos programas de entretenimiento, aunque una minoria / recursos de las plantaciones. quienes hablantamil. Los sustaneial(39poreiento)indien qUe preferialos / personajes de la historia presentaron información sobre programas educativos: 4) la, identificaciOn de la hora en/ la salud , por medio de libretos humoristicos y habiles. que Se traSmitieron' los programas y de los tjersonajes Formaron parte integral de las dos series los tenias pcincipales demNtraron una gran lealtad a las series, religiosos y masica animada, aunque pocos de los eneuestados habian escuchado todosi los programas de la serie: 5) los entrevistados expresa7 ron que la información sobre la salmi fue para ellq RESULTADOS: nueva y de valor: y 59 por ciento de los oyentes, de la serie en sinhala pudieron reeordar algunos Para evaluar la eficaciayla aceptacihn de las series. niensajes; mientras que el 100 por ciento de los oyentes se tomaron muestras al azar de aquellos que habian de la Serie en tamil pudieron recordar m'ensajes sobte la, enviado -contestaeiones por medio de las tarjetas. Esta salud. muestra de la .poblaciOn recibió un cuestionario y un sobre con la direeción y los sellos postales ya colocados. ASPECTOS QUE MERECEN DESTACARSE:: De nuevo, se pudo ,utilizar este cuestionario auto- administrado debido a la,alta tasa de alfabetismo en' Sri Entre el 33 y ef 50 por ciento° de las madres que Lanka. Se formularon 30 preguntas con varias contesta- asistierona lasclinicassanitarias enhkszonas clones posibles. que examinaron la Información,demo- seleceionadaS al azar habian escuchado el pri5grama y grafica. el uso de losmedios de difusiOn, y el conocimien: pudieron mencionar algunos de los mensaiq trasmiti- to especifico de la información sanitaria. El euestionario dos. , no trató de averiguar 81 la información sobre la salud se / . estaba poniendo en pmf.ctica. Es deeir, el propósito del Un 95 por oiento de las tarjetas postale /clue fueron cuestionario era saber si los que respondieron'al mismo enviadas eh respuesta a la pregunta sol/re la salud entendian o podian recordar los mensajes sobre la salud, formulada,alfinalizar cada programii contenian Se respuestas correctas. no si habian adoptado buenas practicas de salud. 1 suponia (fuera ésto viable o no) que silos oyentes Se continnó la trasmisiOn de.PahanSilufra.gracias a recordaban los mensajes sobre la salud de manera un patrocinador privado, que excluyO!los mensajes espeeifica,ésto indicaba una alta adopción de ° los sobre la salud de los libretos. . mismos. Se recibieronaproximadamente 2000 tarjetas A pesar de que el cuestionario fue enviado a una postales durante la irasmisión de las se:ries. En un dia muestra nurnerosa (1.1000 en sinhala y 300 en tajnil), el se Hegel a recibir hasta 1.000 tarjetas./ mu es treo _ei...a_pareiaLdebida..a:que_se_Sel eccionaronlos radioyentes que habian mandado tarjetas. Este significó REFERENCJAS:' que aquellos que estaban predispuestos positivamente y que sabian leer y escribir participarian en la evaluación. Health Messages Thrmigh .Radio Dr( ma.,1 SAi Laiiku Sin embargo, teniendo poco tiempo ydinero.los Piyasoma Medisy 'tarty, Rajandran. evaluadores decidieron concentrar su estudio en ague- Experience, UNICEF, Colombo, Sri ,Larika197/7, llos oyentes conocidos. El porcentaje de respuestas a los . ,cuestionarios fue excelente en ambas series. Se recibie- "Sri Lanka Soap OperaS,"No;et r'opportt Communi- , ron 800cuestionarios en ,Sinhala (73 por ciento) y 180 cations Newsletter (PSC),Vol. 1. No. 3, Information cuestionarios en tamil (60 por ciento). A continuaciOn Division. UNACEF, Nueva York, 1\1;Y. sigue un resumen de los resultados: 1) la mayoria de los entrevistados' fuerohimujeres solteras. sin empleo y ,I menores de 30 afios, con alguna educación secunclaria;2) Clearinghouse on Deyelopifient Communication Abril de 1980 el 88 por ciento de lOs oyentes escuchaban la radio entre ,

106 2 6 REFERENCIAS

ACCION CULTURAL POPULAR (ACP0), 17 Ver las siguientes referencias: AGRICULTURA America Latina, Audiovisual, Asistencia a la RadiodifusiOn 'Colombia, Desarrollo Rural Rural, Afganistin, 7 .Integral, Financiamiento Local o EducaqiOn Bisica Rural, Auto, ImOresiOn, Interpersonal, 'Guatemala, 1 Pelicula, RadiodifusiOn El Proyecto Piloto de Foros Agricolas ppr Radio, Tailandia, CULTURAL POPULAR HONDUREiA, 49 3 Ver las siguientes referencias:, La Escuela en el Aire, India, 5 America Latina, Educación y Masagana 99, Filipinas, 13 Recursos Humanos, Financiamiento Programa de AdministraciOn de Local o Auto, Honduras, ImpresiOn, Tanques de InmersiOn para RadibdifusiOn Ganado en Kipsigis, Kenia, 11 , Radio Educative/Proyecto PilotO Afganistin en Medios de ComunicaciOn para Asistencia a la RadiodifusiOn la EducaciOn'de AduItos, Rural, Agricultura, 7 Senegal, Agricultura, 9 Africa Alaska Campaha de Publicidad Sobre Telemedicina en Alaska, Estados NutriciOn, Tianez, NutriciOn, 71 Unidos, Salud, 97 Centro de Ensehanza a Larga Distancia de Lesotho, Lesotho, America Latina Educación y Recursos Humanos, AcciOn Cultural Popular (ACPO), 41 Colombia, Desarrollo Rural El Hombre 'esSalud (Mtu ni Afya)', Integral, 17 Tanzania), Salud, 93 AcciOn Cultural Popular Laedza Batanani, 'Botswana,, Hondureha, Honduras, Educación Desarrollo_RUral Integral, 19 y Recursos Humanos, 44 Los Hijos de mi Hermano,_Nigeria, CampAha de Leche Materna, Trinidad y Tobago, Nutrición, Población, 83 a Programa de AdministraciOn de - 59 Tanques de InmerosiOn para EducaciOn Bisical Ganado en Kipsigis, Kenia, Guatemala, Agricultura, 1 El Proyecto Pila Agricultura, 11 Guatemala, Proyecto de Igualdad de Acceso a Salud, la EducaciOn para MujereS y La.Campaha de.PlanificaciOn Nihas, Alto Volta, Desarrolio Familiar (Have a Heart) Ten.gan Rural Integral, 25 -CoratOn, Jamaica, Población, 79 Radi-bEducative/Proyecto Piloto La Television Educativa y IA en Medios de ComunicaciOn para Reforma de la EducaciOn, El la EducaciOn 4e*Adultos, Salvador, Educación y Recursos Humanos, 33 Senegal, 9, Tele-Niger, Niger, Educación y MatemAticas por Radio, fticaragua, Necursos Humanos, 51 Educación y RecursosAumanos, Unidad de Cursos por 35- Correspondencia, Kerria, Medios de Difu0On Masivos vs. Educación y Recursos Humanos, Programa Directo de EducaciOn, 45 Mexico, Nutrición, 75 Zaa Na 11watunze, Kenia, Salud, 99

107 Movimiento de Educaci6n Basica,' Proyecto de NUtriciOn 'por Medias Brasil, Educaci6n y Recursos de.ComunicaciOn Masiva, India, Hutanos, 57 Nutrición, 63 Programa de PlanificaciOn Proyecta Poshak, India, Familiar--APROFAM, Guatemala, NutriciOn, 69 PoblaciOn, 89 Proyecto Experimental de. ASISTENCIA A LA RADIODIFUSION Nutrición, Brasil, NutriciOn, RURAL, 7 61 Ver las siguientes.referencias: proyecto Radio Primaria Rural, Afganistan, Agrqultura, Asia, Paraguay, "EducaciOn y Recursos Cassettea, Donantes..Internacional, Humanos, 55. Interpersonal, Radio Radio bocteur, (Medico por Radio), Haiti, Salud, 101 Audiovisual Radio Menaaje, Ecuador, AcciOn Cultural Popular (ACP0), Desarrollo Rural Integral, 23 Colombia, Desarrollo Rural Radio Santa Maria, Repilblica Integral, 17 Dominicana, Educación y Campana de Leche Materna, Recurisos Humanos, 37 Trinidad,y Tobago; Nutrición,

Asia EducaciOn Basica Rural, Asistencia a la RadiodifusiOn Guatemala, Agricultura, 1 Rural, Afganistan, Agricultura, El Hombre es Salud (Mtu ni 7 Afya),Tanzania, Salud, 93 Campana Publicitaria sabre,. -El Proyecto Modelo de Nutri;ciOn por Medias de PlanificaciOn Familiar en ComunibaciOn Masiv, Filipinas, Iafahan, Iran, Población, 77 Nutricaln, 67 Masagana 99, Filipinas CapacitaciOn de Maestros: 'Agricultura, 13 Programa SITE, India,Educación Metodo de Analbgia Agricola para y Recursos Humanos, 39 PlanificaciOn Familiar, EducaciOn Sanitaria mediante Filipinas, Población, 81 Radionovelas, Sri-Lanka, Salud, Programa de Administracion de 105 Tanques de Inmersi6n para El Proyecto Jamu, Indonesia, Gandado en Kipsigis, Kenia Población, 85 Agricultura,11 El Proyecto Pilot° de Foros Programa de ComercialdzaciOn de Agricolas por Radio, Tailandia, Contraceptivds Preethi,,Sri Agricultura, 3 -Lanka, Población, 87 La Escuela en el Aire, India, Proyecto de Igualdad de Acceao,a ,Agricultura, 5 la EducaciOn para Mujeres y Masagana 99;' Filipinas, Ninas, Altd,Volta,Desarrollo Agricultura, 13 Rural Integral, 25 Metodo de'Analogia Agricola para Proyecto de NutriciOn Oar MedLos_ la PlanificaciOn Familiar, de ComunicaciOn Masiva, India, Filipinas,l'oblaciOn, 81 qutriciOn, ,69 Programa de ComercializaciOn de Proyecto Experimental de Contraceptivos-Rreethi, Sri Nutr'iciOn, Brasil, Nutorición, Lanka, Poblack6n, 87 61, Proyecto de Desarrdllo Rural Proyecto Poshak, India,

Integral de Shadab, Pakistan, . Nutrición, 69

Desarrollo Rural Integral, 27 . Radio Docteur (Medico por Radio), Haiti, Salud, 101

108 Botswana, Tanzania,'Salud, 93 Laedza Batanani-, Desarrollo Rural El Proyecto Pila, Guatemala, Integral, 19 Salud, 95 PrOgrama de Administración de, Brasil .Tanques" de InmersiOn paha_ Movimiento:de EducaciOn_BasiCa, Ganado en Kipsigis, Kenia, EducaciOn y Recürsos Humanos, Agricultura, 11 57 Radio Docteur Nedico por Proyecto Experimental de Haiti, Salud,101 Nutrición Nutrición, H61 Radio Mensaje, Ecuador, Desarrollo Rural Integral; 23 ,çAMPAADELECHE MATERNA, 59 Ver las siguientes referencias: CENTRO DE ENSENANZA A LARGA America Latina,'Audiovisual, DISTANCIA DE LESOTHOT-Al Financiamiento LOcal o Auto, Ver las siguientes referendias: Mujer'es en Desarrollo,NutriciOn Africa, EducaciOn y Recursos Pelicula, Tobaio, Trinidad, Humanos, Donantes Internacional, Radiodifusi3On Financiamiento de Gobierno Nacional, ImpresiOn, Interpersona CAMPARA DE. PUBLICIDGAD SOBRE Lesotho, Mujeres en Desarrbilo, RadiodifusiOn Ver-las siguientesreferencias: Africa, Donantes Internacional, Colombia Financiamiento de Gobierno AcciOn Cultural Popular (ACP0), Nacional; interperSbnal, Mujeres, en Desarrollo Rural Integral, 17 Desarrolld NutriciOn,, - Radiodifus)n, TOnez Correspondencia , EducaciOn Basica Rural, CAMPAIIA PUBLICITARIA SOBRE Guatemala, Agricultura, _1 NUTRICION POR MEDIOS DE La Escuela en el Aire, India, COMUNICACION MASIVA, 67' Agricultura, 5' -Ver las siguientes referencias:. Radio Educative%Proyecto Piloto Donantes Internacional, en Medios-de Comunicación para Filipinas, Financiamiento de la EducaciOn de Adultos, Gobierno Nacional, Interpersonal, Senegal, Agricultura, 9 ,Nutrición, RadiodifusiOn Unidad de Cursos.por Correspondencia, Kenia, CAPACITACION DE MAESTROS:-PROGRA1A Educa-ciOn y Recursos Humanos,

SITE, 39 , Ver las sigutentes referencias: Asia, EducaCiOn y Recursos Humanos, DESARROLLO RURAL INTEGRAL Financiamiento Gobierno National, Acción Cultural Popular (ACP0), ImpresiOn, India,,_Interpersonal, Cblombia, 17 Mujeres en_Desarrollo, Experimento de TelevisiOn ParticipaciOn de la Agencia-para el Educativa via Sat6lite,'.India, Desarrollo Inter4haci'ona1,, 29 , RadiodifusiOn, Satelite, Laedza Batanani, Botswana, 19 TeledifUion Proyecto de Desarhbllo Rural Integral 'de Shadab, Pakistan, Cassettes. 27 Asistencia a la RadiodifusiOn Proyecto de Igualdad de Acceso a Rural, Afganistán, Agricultura, La Educación para Mujeres y 7 -Nifias,, Alto Volta, 25 El Hombre es,Salud -(Mtu ni Afya),

109 Proyecto para.'. el TerritCrip ,de domunicaciOn Masiva, India, Inferibr del YUkon (Skyriver), Nutrición, 63 stados Unidos, 21 Proyecto Experimental de Radio Mensaje, Ecuador, 23 Nutrición, Brasil, Nutrición, 61 Donantes Internacional Proyecto Roshak, India, Asistencia a la Radiodifusion0 Nutrición, 69- Rural, Afganistan, Agriculturar Proyecto Radio Primaria Rural,

7 . Paraguay, Educación y'Recursos

Campana de Publicidad sobre- . Humanos, 55 - NutricOn, TUnez, Nutrición, 71 Radio, Educative/Proyecto PiLoto Centro de Ensenanza a'Larga' en MeOoS de ComunicaciOn para Distancia de Lesotho, Lesotho, la EducaciOn de Adultos,

Educación y Recursos Humznos, ' 'Senegal, Agricultura, 9 41 Tele-Niger, Niger, Educación y -EducaciOn Sanitaria mediante Recursos Humanos, 55 Radionovelas,-Sri Lanka, Salud, Zaa Na Uwatunze, Kenia, Salud, :99 105 El Hombre es Salud (Mtu ni Afya), Ecuador Tanzania, Salud, 93 RadiO Mensaje, Desarrollp Rural EL Proyecto Pila, Guatemala, Integral, 23

Salud, 95 , El Troyecto Piloto de Foros EDUCACION.BASICA RURALr 1 Agricolas por Radio, Tailandia, Ver las siguientes referencias: Agricultura, 3 Agricultura, America Latina, La TeleliisiOn Educativa: y la AudiovisUal, Correspondencia, Reforma de la Educación, El Financiamiento Gobierno,Nacional Salvador, Educaaión y Recursos Guatemala, Interpersonal, Humanps, 33 ParticipaciOn de Ja Agencia para el- Los Hijos de mi.Hermano, Nigeria, Desarrollo Internacional', Población 83 Radiodifusix5n Masagana 99, Filipinas, Agricultura, 13 EDUCACION SAWITARIA MEDIANTE

Método de Analogia Azricola para RADIONOVELAS, 105 . la Planificación Fath'iljsr, Ver las siguientes referencias: Filipinas, Población)'81, Asia, Donantes Internacional,

Movimiento de,Educacién-Baeica, Fi-nanciamiento de Gobierno - Brasil, Ed4e.eci, ón y.Recursos- Nacipnal, RadiodifusiOn,

Humanos, 57 , Salud, Sri Ianka ,Programa de Administracion de Tanques de InmersiOn para EDUCACION Y RECURSOS HUMANOS Ganado en Kipsigis,.Kenia, AcciOn Cdleural Popular AgricUltura, 11 Hondureña, Honduras,49 Programa de .Comercializacién de CapabitaciOn de Maestros:. Contraceptivos Preethi, Sri Programa SITE, Indi.a, 39 Lanka, Población, 87, Centrb de Ensehanza a Larga, -Proyecto de Igualdad de Acceso Distancia de Lesotho, Lesotho, ja.--Educac'iOn para.Mujeres y 41 Niftas, Alto Volta, DesarroIlo La Televisión Educativa y la Rural Integral, 25 Reforma de la Educaci-On, El Proyebto de las Comunidade Salvador, 33 Rdrales de Xaliar, Ira Salud,, -Matematica,s por Radio, Nicaragua, .193 35 Proyebto de Nutrici)5r por Medios 'Movimiento de gducaciOn,Basica,

110 Brasil, 57 El Salvador Proyecto Radio Primaria Rural, La TelevisfOn 'Educativa y la Paraguay, 55 . Reforma de la EducaciOn, ,Radio SaRta, Maria, RepUblica Dominiana, 37 EducaciOn.y Recursos Humanos, 33, Tele-Niger, Niger, 51 Unidad de Cursos por Estados Unidos ,Correspondencia, Kenia,,45 Proyecto para el Territorio Inferior del Yukon (Skyriver), EL HOMBRE E&SALUD (MTU NI AFYA), Desarrollo Rural Integral, 21 93 - Telemedicina en Alaska,- Salud, 97 Ver lassiguientes referencia Audiovisual, Africa, Cassettes, EXPERIMENTO DE TELEVISION EDUCATIVA Donantes Internacional, VIA SATELITE, 29 Financiamiento de Gobierno_ Ver las siguientes referenciaS:. Nacional, ImpresiOn; Desarrollo Rural Integral, Interpersonal,,Mujeres en Financiamento de Gobierno Nacional, Desarrollo, Radio de Doble Via, India, Satelite, TeledifusiOn Salud; Tanzania Filipinas ,EL PROYECTO JAMU, 85 Campana Publicitaria sabre. Ver las siguientes referencias: NutriciOn,por Medios de -Asia,'Financiamiento LoCal o Auto, , ,Comunicación Masiva, Nutrición, ,Indonesia, ImpresiOn, 67 Interpersonal, Mujeres en Masagana 99, Agricultura, 13 , Desarrollo, Población, Metodo de Analogia Agricola para .RadtodifusiOn la PlanificadlOn Familiar, Población, 61 EL PROYECTO MODELO PLANIFICACION FAMILIAR EN ISFAHAN, 77 Financiamiento Auto Ver las siguientes referencias1 Ver las siguientes referencias: Audiovisual, Financiamiento,de Financiamiento Local Gobierno Nacional, ImpresiOn, Interpersonal, IrL1, Mujeres en Financiamiento de Gobierno Nacional Desarrollo, Oriente Medio, Campana de Publicidad sobre Pelicula, Población,, NutriciOn, Ttanez, Nutrición, RadiodifusiOn Campana Publicitaria sobre NutriciOn por MedioS de EL PROYECTO PILA, 95 ComunicaciOn Masiva, Filipinas, Ver las siguientes referencias: ' Nutrición, 67 -- America Latina, Cassettes, CapacitaciOn de Maestros: Donantes Internacional, Guatemala, Programa SITE, Indda, Educación ,Interpersonal, Mujeres en y Recursos Humanos, 39 Desarrollo, Salud Centro de Ensenanza a Larga Distancia de Lesotho, Lesotho, . EL PROYECTO PILOTO DE FOROS Educación y Recursos Humanos, AGRICOLAS POR RADIO, 3 41 , Ver las siguientes-referencias: Educación'Basica Rural, . Agricultura, Asia, Donantes Guatemala', Agricultura, 1 Int'ernacional, Financiamiento de EducaciOn Sanitaria medlante Gobiernc Nacional, ImpresiOn,., Radionovelas, Sri Lanka, Salud, RadiodifusiOn, Tailandia 105 El Hombre es Salud (Mtu ni Afya), Tanzania, Salud, 93

111 El.Proyecto Modelo de PlanificaciOn Familiar en la EducaciOn de kdultos, I.sfahan, Iran, PoblaciOni'77 Senegal, Agricultura, 9 El Proy.eoto Piloto de ForOs Radio Santa Maria, Reptablica Agricolas por,RadiO, Tailandia, Ipominicana, EducactOn y RecursoS Humanos, 37 Agricultura, 3 , Experimento de Television Telemedicina en Alaska, Estados. Educativa via Satelite, India, Unidos, Salud, 97 Desarrolo Rural Integral, 29' Tele-Niger, Niger, EducaciOn y La Campaha de PlanificaciOn RecurSos Humanos,.55 Familiar'(Have a Heart) Tengan Unidad de Cursos por CorazOn, Jamaica, PoblaciOn, 79 Correspondenci'a, Kenia, La Escuela en el Aire, India, EducaciOn y Redursos Humanos, Agricuttura, 5 45 La TelevisiOn Educativa y la Zaa Na Uwatunze, Kenia, Salud, 99 Reforma de la EducaciOn, El Salvador, Educación y Recursos Financiamiento Local o Auto AcciOn Cultural Popular (ACPO), Humanos, 33 'Los Hijbs de mi Hermano, Nigeria, Colombia, Desarrollo Rural PoblaciOn'83 Integral, 17 Masagana 99, Filipinas, AcciOn Cultural Popular Hondurena, Honduras, EducaciOn Agricultura, 13 MatemAticas por Radio, Nicaragua, y Recursos Humanos, .49 Campaha de Leche'Materna, 'Educación y Recursos Humahos, .Trinidad y Tobago, Nutribión, 35 Medios de DifusiOn Masivos vs. 59 Indonesia, Programa .Directo de EducaciOn, El Proyecto Jamu

- Mexico, Nutrici6h, 75 Laedza Batanani, Botswana, Metodo de Analogia Agricola'para Desarrollo Rural Integral, 19 la PlanificaciOn Proyecto de Igualdad de Acceso a Filipinas,'Población, 81 la EducaciOn para Mujeres y. Movimiento de EducaciOn Basica, Niftas, Alto yolta, Desarrollo Brasil, Educación y Recuraos . Rural Integral, 25 Humands, Proyecto Poshak, India, Programa de AdministraciOn de NutriciOn, 69 =Tancid'es de InmersiOn para Radio Docteur, (Medico por Ganado en Kipsigis, Kenia, Radio), Haiti, Salud, 101 AgriCulturaI 11" Radio Santa Maria, Republica" ProyeCto de Desarrollo Rural' .Dominicana, EducaciOn y Integral de Shadab, Pakistan, Desarrollo Rural Integral, 27 Recursos'Humanos, 37 --Proyecto de Igualdad de Acceso'a la EducaciOn para Mujeres y Guatemala EducaciOn BAsica Nihas, klto Volta, Desarr011o Agricultura, 1 Rural Integral, 25 El ProyectoPila, Salud, 95 Proyecto Poshak, India, Programa de PlanificaciOn Nutricion, 21 Familiar--APROFAM, PoblaciOn,, Proyecto Radio Trimaria Rural, Paraguay, EducaciOn y Recursds 89 .Humanos, 55 Haiti Radio Docteur, (Medico 'por Radio Docteur,- (Medico por Radio), Haiti, Salud, 13 Radio), Salud, 101 Radio Educative/Proyeco Piloto en Medios de ComunicaciOn para

112 Honduras Integral de Shaiiab, Pakistin, AcciOn-Cultural Popular Desarrollo kiral Integral, 27 -Hopdureha, -EdUca'diOn.y, Recursos Proyecto de Igualdad de Acceso a Humanos, 49 la EducaciOn para Mbjeres y Nihas, Alto Voita% Desarrollo ImpresiOn Rural Integral, 25 AcciOn Cultural Popular (AdP0), Proyecto de 14S Comunidddes Colombia, Desarrollo Rural RUrales de Kavar, Irn, Salud, _Integral, 17 103 AcciOn_Cultu.ral Popular Proyecto. de NutriciOn por Medios. Hondureha, Honduras, Educacion de ComunicaOiOn Masiva, India, y Recursos Humanos, 49 Nutrición, 63 CapacitaciOn de Maestros: Proyecto Radio Primaria Rural,. - Programa SI,TE, India, EduCaciOn Paraguay, EducaciOn y Recursos y.Recursos Humanos, 39 Humanos, 55 Centro de Ensehanza a'Lárga Radio Docteur, (Medico por Distancia 4e Lesotho, Lesotho, Radio), Haiti, Salud, 101 EducaciOn y Recursos-Humanos, _Radib Santa Maria, RepUblica 41 ' Dominioana, Educa06n y El Hombre es Salud (Mtu ni Afya),. Recursos Humanos, 37 Tanzania, Salud, Telemedicina en Alaska, Estados El Proyecto Jamu, Indonesia, PUnidos, Salud, 97 Poblaci6n, Tele-Niger, Niger, Educacion y El Proyecto MOdelo de Recursos Humanos, 51 PlanifiCabiOn Familiar en Unidad de Cursos por I.sfahan, Irn, PoblaciOn. 77 Correspbndencia, El Proyecto Piloto de Foros Educación y Recursos Humanos, Agricolas-por Radio, Tailandia, 45 Agricultura, 3 La Campaha, de PlanificaciOn India Familiar (Have a Heart). Tengan CapacitaciOn de Maestrbs:, CorazOn,.Jamaica,,Población, 79 Programa SlTE4 EducaciOn y- La TelevisiOn Educativa y la Recursos HuManos, 39 Reforma de la EducaciOn, El Experimento de TeleVisiOn Salvador, EducaciOn'y Recursos Educativa via Satelite, Humanos, 33 .Desarrollo Rural Integral, 29 Los Hi-jos de mi HerMano, Nigeria, La Escuelaen el Aire, Población, 83 -Agricultura, 5 Masagana 99, Filipinas, Proyecto de NutriciOn por Medibs Agricultura, 13 de qomunicaciOn Masiva, Movimiento e EducaciOn Bisica, Nutrición, 63 Brasil, EducaciOn y Recursos Proyecto Poshak, NutriciOn., 69 HuManos, 57 - Programa 4e Administracion de Indonesia Ta ques,de InmersiOn para .E1 Proyecto Jamu, Población, 85 G ado en Kipsigis, Kenia, Agricultura, 11 4nterpersonal ProgrAma de ComercializaciOn de" AcciOn Cultural Pbpular (AC20), Contraceptivbs Preethi, COlOmbia, Desarrollo Rural Lanka, Poblaci6FITU7-- Integral, 17 Programa de PlanifiCaciOn Asistencia a la RadiodtfusiOn Familiar--APROFAM, Guatetala, Rural, AfganistAn, Agricultura, Población, 89 7 Proyecto de Desarrollo Rural Campaha de Publicidad sobre

113 Nutriaian, Tinez, Nutrición, 71 población, 89 Campana publicitaria sobre Proyecto de Desarrollo Rural islutriciOn Oor Medios de Integral de Shadab, Pakistan, ComunicaciOnMasiva,,Filipinas, Desarrollo Rural Integral, 27 NutriciOn,,67 Pyoyecta de Igualdad de Aaceso a CapacitaciOn'de Maestros: la EducaciOn para Mujeres y Programa SITE, India, Educación, Ninas,' Alto Volta,- Desarrollo y Recursos Humanos, 39 V Rural Integral, 25 Centro. de Ensehanza a Larga Proyecto de las Comunidades - Distanaia'..de Lesotho-, Lesotho Rurales de Kavar, Iran , Educahión'y Recursos Humanos, 103 , Proyecto ExPerimental de EducaciOn Basica Rural, NytritiOn, Brasil, Nutrición, Guatemala, Agricultura, 61t El Hombre es Salud..'(Mtu ni Afya), Proyecto para el Territprio Tanzanla,' Salud, 93- - Inferior deI Yukon (Skyriver), El Proyecto Jamu Indonesia, Estados'Unidos, Desarrollo Población,7185 Rural Integral, 21 El Proyecto Modelo de Proyecto Poshak India, PlanificaciOn Familiar en Nutricf5T7-6-g ., Isfahan, Iran-, Población, 77 Proyecto Radio Primaria Rural, El Proyecto Pk-la, Guatemala, Paraguay, EducaciOn y Recursos Salud, 95 ' Humanos, 55 La. Campana de PlankficaciOn Radio Educative/Proyecto Piloto Fathiliar,(Have a Heart) Tengan en Medios de Comunicacien para Corazon, Jamaica, Pablación, 79 Ja EducaciOn de Adultos, Laedza-Batanani,,, Botswaha', aenegal, Agricultura, 9 Desarrollo Rural Integral, 19 Radio Mensaje, Ecuador, , La Television Educativa y'la Desarrollo Rural Integral, 23 Reforma de_ la EducaciOn, El , Radio Santa Maria, ReptIblica Salvadar, Educación y -11.cursos Dominicana, Educación y -Humana's, 33 Rectirsos Humanbs) 37 Los"Hijas de mi Hermano Migeria, Tele-Niger, Niger, Educación y PoblaciOn, 83 Recursos Humanos, 51 Masagana 99, Filipinas,- Linidad de CurSos por Agricultura, 13 Gorrespondencia, Kenia, -Medias'. de 'DifusiOn Masivos vs. "Educación y Recursos Humanos, -Programa Direqo de EducaciOn, 45 Mexico, Nutric:16n,:75 Zaa Na Uwatunze, Kenia, Safud, 99 Metodo de Analogla kgricola para -la PlanifioaciOnrfamiliar, Iran Filipinas,YoblAciOn, 81 El Proyecto Modelo de Movimiento de EducaciOn Basica, PlanificaciOn Familiar en Brasil, EdUcaci4n y Recursos Isfahan, Población, 71 1Humansas, '57 Proyecto delas Comunidades Programa de"AdministraTiOn,de Kavar,'Salud, 103 .,Tanques &&'InmersiOn'Apara Canado en Ki.psigis: Kenia, Jamaica Agricultura, 11 - . La Campana de PlanificaciOn Pagrama :de ComercializaciOn de Familiar (Have a Heart), Tengan Contraceptivos Preethi, Sri CorazOn, Jamaica, Población, 79 Lanka,,Población, 87 Programa de PlanificaciOn' Kenia Familiar--APROFAM, ,Guatemala, Programa deHldministraciOn de

114 Tanques de InmersiOn ara Ganado en Kipsig_is, ME8AGANA 99,13 Agricultura, 11 Ver las siguientes referencias: Unidad de,Cursos por Agricultura, Asia, Audiovisual., qorrespondencia, EduCacion y Donantes Internabional, Fjlipinas, Recursos Humanos, 45 Financiamiiento de Gobierno. Zaa Na bwatunze, Salud, 99 Nacional, ImpresiOn, Interpersonal, RadiodifusiOn, TeledifusiOn LA CAMOAkA DE PLANIFICACION FAMILIAR (HAVE A HEART) TENGAN MATEMATICAS_POR RADIO, 35 . CORAZON, 79 Ver las siguientes referencias: Ver las siguientes referencias: Aterica Latina, AudioviSual, America Latina, Financjamiento de Educación y Recursos Humanos, Gobierno Nacional, ImpresiOn, Financiamiento.de Gobierno Inf,erpersonal, Jamatca, Mujeres ep Nacional, Impresión, InterperLmal, Desarrollo, Población Nicaragua, ParticipaciOn de la Agencia para el Desarrollo LAEDZA BATANANI, 19 'Internacional, RadiodifusiOn,, Ver las-siguientes referencias:, Africa, Botswana, Desarrollo Rural Medjos Integral, Finaliciamient(1 Local o-- Ver las siguientes referencias: Auto,'Interpersonal, Mpdios Audiovisual, Cassette8', FolklOricos, Mujeres n Desarrollo -Correspondencia, Impresión, 1 Interpersonal, Medios FolklOricos, LA ESCUELA EN yL AIRE, 5, Pelicdla, Radio de Doble Via, Ver las siguieptes'referenci,as: RadiodifusiOn, Satelite, kgricultura, Asia, Conrespondencia, 'TeledifustOn- Financiamiento de Gobierno Nacional, India, RadiodifusiOn Meaios FolklOricos Laedza'Batanni, Botswana, LA TELEVISION EDUCATIVA Y CA Deparrollo Rural Integral, 19 REFORMA DE LA EDUCATIdN Los Hijos de mi Hermano, Nigeria, Ver las siguientes referencias: PoblaciOn,- 83 America Latina, Donantes Medios de Difusión Masjvds vs, Internacronal, Educación y Recursos Programa Direct° de, EducaciOn; Humanos,E.2. Salvador, Nutrición, 75 . 'Financiamiento'de Gobierno Metodo de Analog-la Agricola para Nacional,' ImpresiOn, Interpersonal-, la'Planificaci6n Familiar, Participación dela Agencia para el FiliTinas, Población, 81 Desarrollo Internacional, Proyecto de'rgualdad de Accesso a TeledifusiOn. la EducacOn para, Mujeres.y Ninas, Alto Volta, Desarrollo Lesotho Rural Integral, 25 Centro deEnseflanza a Larga Rroyecto de'NutriciOn por Medios Distancia de ,Lesotho,'Educación de ComunicaciOn Masiva, India, y RecursosHumanos''41 NutriciOn4 63 Proyecto Poshak, India, LOS HIJOS DE MI HERMANO, 83 Nutrición, 69

Ver las siguientes referencies: a Afrioa,-Donantes Internacional, MEDIOS DE DIFUSION MASIVOS VS. Financiamiento'de Gobierno PROGRAMA DIBECTO:DE EDUCACION, 75' Nacional, ImpresiOn, Interpersonal Ver las siguientes referencias: MedioS,Folkl'Oricos, Mujeres en America Latina, Financiamientde 'Desarrollo, Migeria, Poblaci6h Gobierno Nacional, Interpersonal,

115 \ \

Medios Fokkl&ricos, La Campana de Planificacion, Nutrición,\RadiodifusiOn Familiar (Have a Heart) Tengan .CorazOn, Jamaica, Población, 79, METODO DE ANALOGIA AGRICOLA PARA LA Laedza Batanani, llotswana. PLANIFICACION FAMILIAR, 81 Desarrollo Rural Integral,19 Ver las sigujentes referencias: Los Hijo de mi Harmano, Nigeria, -Audiovisual,\Asia, Donantes Población, 83 Internacional, Filipinas, Metodo da Analoga Agricola para 'Financiamiento de Cobierno la PlanificaciOn FaMillar, Nacional, Interpersonal, Medios Filipinas, POblacIón,.81 FolklOricos, Mujeres en Desarrollo, Proyecto de. Igbaldad de'Acceso a Población la EducaciOn para Mujeres y Ninas, Altd Volta, Desarrollo Mexico ,v Rural, Integral, 25 Medios de DifUsion Masivos vs. Proyecto de NutriciOn por Medios0- Programa Dir\ecto de EducaciOn, de ComunicaciOn_Masiva, India, Nutrición, 75 Autrición, 63 . 1 \, Proyecto Experimental de MOVIMIENTO DE'EDUCACION BASICA, 57. Nutrición, BraSil, Nutrición, Ver las siguienteS referencias: 61, 'America Latina; Brasil, DonantéS . 'Proyecto para. el Territorio. Interhacional, EdUcación y Recursos In:feninr del Yukon (Skyriver), Humanos, FinanciaMiento de Gobierno Estados Unidos,Desarrollo Nadional, Impresi6h--Interpersonal, Rural Integral, 21 , RadiodifusiOn ProyeCto Poshak India, Nutricaii7-6g, MTU NI.AFYA ,v Radio DocteUr, (Medico por Tanzania, El Hombre es Salud Radio), Haiti, Salud,101 Salud, 93 1 Radio Mensaje,;Ecuador, besarrollo Rural Iritegral 23 plUjereS.enDesarrollC 'Radio Santa Maria, RepUblica qatnana de Leche Materha, - Domi'nicaba, Educación y, Trinidad .y TObago Nutrición, RecurSos Hudanos,'37 59 Telemedicina an Alaska, Estados Campana de Publicidad Sabre ,Unidos, Salud, 97 NutriciOn, Nutrición, 71 Unidad de Cursos por Campana Publicitaria\sobre Correspondancia, Kenia, NutriciOn por,MediOs de Educación y Recursos Humanos, Comunicaci6h Masiva, 'Filipinas, 6 45 .. Autrición, 67 Zaa'Na Uwatuhze; Kenia, Salud

. CapacitaCiOn 'de MaeStros: PrOgrama SITE; India, Educación Nicaragua y Recursos Humanos, 39 Matamiticas por Radio,'Educación Centro de Ensenanza a Larga y Recursos Humanos,-35 Distancia de Lesothoi Lesotho, Educación y Recursos Humanos, Niger 41 Tefe-Niger, Educación y Recursos El Hombre es Salud (Mtu ni Afya), Humanos, 51 Tanzania, Salud, 93 El Proyeoto Jamu, Indonesia, Nigeria Población;:n7 Los Hijos de mi Hermano, 1 Yroyecto Modalo de PoblaciOn, 83 Planificación Familiar en Isfahan, Irn, Población, 77

116 '27 Nutrición 'Campana de Leche Materna, Programa SITE., India, Educación Trinidad y Tobago, ,59 y Recursos Humanos, 39 Campana de Publicidad-sq_bre _ EducaciOn Basi'ca Rural, ftutriciOh, Tilnez, 71, Guatemala, Agrictatura, 1 CamPana PubliCitaria sobre" La Television EdUcativa y la NutriciOn por Medios de .Reforma de la- EducaciOn; ComunicaciOn.Masiva, Filipinas, El Salvador,EducaciOn y ,- Atecursos Humanos, 33. Medios de DifusiOn Masivos vs. 'Matematicas por Radio, Nicaragua; Programa Directo de EducaciOn, Educación y Recursos Humanos, Mexico, 75 35 -Proyecto de Nutricion por MedLos Programa de PlanificaciOn "de CoMuni,caciOn' Masiva, Familiar--APROFAK, GuateMala, . 63 PoblaciOn, 89' Proyecto Experimental.de Proyecto 'de NutriciOn por Medias NutriciOn, Brasil, 61 de CorquniCaciOn Masiva; India, Proyecto Poshak, Nutrición, 63. Radjo Mensaje; Ecuador, Oriente Medio -Desarrollo Rural Integral, 23 El Pro,yecto Modelo de Unidad de Cursos por RlanificaciOn FamiLiar en Correspondencia;Kenia, Isfahan, Iran.; Población, 77 'Edupacion y Recursos Humanos, ProyeCto de las Comunidades 45 AUrales de Kavar, Irn, Salud, t103 Pelicula AccfOn CultUralPopular (ACP0) PaiseS Colombia, Desarrono Rural yer las siguientes referenCias: Integral, 17: Afganista'h, Alto Volta, Botswana, Campana de Lecbe Materna, Brasil, Colombia, Ecuador, El . Trinidad y Tobago, Nutrición, Salvador,-Estados Unidos;: 59 Filipinas, Guatemala, Haiti, El ProyeOto Modelojde Honduras, Indda,'Indonesia, Iran, PlanificaciOn Familiar en JaMaica, Kenia, Lesotho, Mexico, Isfahan, Iran, PoblaciOn, 77 Nicaragua, Niger, Nigeria, Programa. de AdninistraciOn de Pakistan, Paraguay, Rep6bLica Tanques de InmersiOn para Dominicana, Senegal, Sri Lanka, Ganado en KipSigi, Kenia, Tanzania, Tailandia, Agricultura, 11 Trinidad, Tobago, Tlanez Proyecto de Igualdad de Acceso a la EducaciOn para Mujeres y Pakistan Ninas, Alto Volta Desarrolld ,PrOyecto de Desarrollo Rural Rural Integral°, 25 ,--..Integral de Shadab, Desarrollo Programa de ComeroTal,i.zaciOn de 'Rural Integral,'27 Contraceptiv,ps"Preethi, Sri Lanka, pbbfTe1-157 ParaguaY Proyecto de NutriciOn Medios Proyecto Radio.Primaria Rural, de ComunicaciOn Educación y Recursos Humanos, Nutrición, 63 55 Proyecto para el Territorio Infer,ior del Yukon (Skyriver), Par6.cip'ación de la Agenciapara el Estados Unidos, Desarrpllo Desarrollo Internacional Rural Integral, 21 CapacitaciOn de Maestros: Proyecto POshak, India, Nutrición, 69

117 272 Radio EduCative/Proyecto Piloto, -'INTEGRAL.DE SHRDAB,'-27 en Medios de C6muniCaci4n _Ver las siguientda-i-eferencias: la EducaciOn de Adu1to,s4 Desareiallo Rural Integral,'.. Sehegal, Agricultura, 9 Financiamientode Gobihrno .Nactonal, Impr.esiOn, gifit'O'personal, POBLACION Paktstan. t , El Proyecto Jamu, Indonesia', a El _Pro:Siecto Modelo 'de , PiOYECTO DE IGUALDAD DE ACCESO-A LA -P1anificaci6n Familiar en EDUCACION PARA MWERES Y NIRAS, .Isfahan, Iran, 77 La Campana de P1anif1icaci.6n, Ver. las Siguientes.Teferenci'as:' Familiar (Have a Heart)'Tengah. Africa, Altb Volti,AUdiovisuai, CorazOn, Jamaida, 79 Desarron4 Rural integral, - DonaeS Los-Hijos de mi Hermano, - Internacional, Finaneiamient'o Local 83 o Auto,. Financ.iamiento'qe'GobiernO Métbda de Analogia para'la Nac1i)onal, rmpresi6n, Interpersonaa-, TaahificaciOn Familiar, Medios FOlkl6ricOs_,::Mujeres en , , Filipinias, 81 DesarrolIo., 4,piodieuo6n Programa cfe Comercializacion da Contraceptivos-Preethi, PROYECTOAW LAS-COMUNIDADESRURALES Sri Lanka, 87 DE KAVAR; 103"".' Programa,de PlanificaciOn Donantes, Internadional, Impresion, Familiar--ARROFAM; ,Guatemala, InterpersOnal, Iran, 0:riente Medlo,. Sal*, ,-

PROGRAMA DE ADMINISTRACION pE ° PROYECTO DE NUTRICION POR MEDIOS'DE 1ANQUES 'DE INMERSION PARVGANADO , .COMUNICACION MASIVA, 63 EN XIPSIGIS, Ai: Ver las siguientes referencias:. Ver. las Siguientesreferencias: Asia, Audiovisu'aL, Donante Agricultura, Africatidiovisual, Internacional, itnpresiOn, .GassetteS, Donantes qnternaci,onal, Médios FolklOricos, Mujere8 en Financiamiento de'Gobierno Desarrollo, Nutt lción, f4acidnal, ImpresiOn, InterOersonal, Part'icipaCiOn, de ,la kgencja para el ' Pelicula Desarrollo Internacidnal, Pplicula,

RadiodifusiOn ' PROGRAMA'DE COMERCIALIZACION DE -GONTRACEPTIVOS PREETHI,A7 PROYECTO EXPERIMENZA DE NUTRICION, Ver las siguientes referencias:. 61 Audiovisual, Donantes Ver las siguientes referencias: Internacional, IMpresiOh,, Amercica Latina, AUdiovisual, O Interpersbnal, Pelicula, Población, Brasil, DonantesInterhacional, RadiodifusiOn, Sri Lanka Interpersonal, Mujeres en

a 'Desarrollo, Nutrición PROGRAMA DE PLANIFICACION FAMILIAR-, -APROFAM, 89 PROYECTO PARA EL TERRITORIO Ver las,Sigiiientes refer;enciaS: INFERIOR DEL YUKdN (SKYRIVER) ,21 Atherica Latina, Guatemala,: Ver las siguientes referencias: ImpresiOn, Interpersonal, Desarmillo Rural,Jntegral,Estados*° ParticipaciOn da la-Agencia para el Unidos, FinanciamientO de Gobierno Desarrollci Internacional, Nacional, Interpersonal; MUjeres en PoblaCiOn, RadiodifusiOn, : Desarrollo, Pelicuia, Skyriver TeledifusiOn PROYECTO POSHAK,' 69 PROYECTO.DE DES,ARROLLO RURAL Ver las siguientes referenciaS.:''

118 2 ? Asta, Audiovisual, Donantes' Guatemala,',AgricultUra, I,' , Internacional,,Financiamiento Local EducaciOn Sanitaria mediante . 0 Atito,'Financiamiento de Cobierno RadionoVelas, Sri Lanka, Salud,

Nacional, India, Medios , . 105 . ,Folkloricos, Mujeres en Desarrollo, '- El Proyecto Jamu Indonesia, Wutrición, Pelicula PoblaciOn,-W, El Rroyecto ModelO,de ., PROYECTO RADIO PRIMARIA RURAL,'55 PlanificadiOn Familiar en .Ver_Jas siguientes referendias: Isfahan, Iran, Población, 77 ,Au44:ioa Latina, DOnanes' El Proyecto Piloto de Foros Internacional, Educación y Recursos Agricolas pOr Radio, Tailandia, Hdmanos, Financidmiento de Tobierno Agricultura, 3 A -,Naaionol, ImpresiOn, Lriterpersonal, :La Escuela en el Aire, India, ' Paraguay, Radiodifusión .Agricultura, 5 Masagana 99, Filipinas, RADIOAMCTEUR, 101 Agricultura, 13 Ver las siguientes referencias,: Medios de DifustOn_MasdNos-Ns America Latina, Audiovisual, ---Proga_DIrecto de Educación,- CassetteS, Financiamient_a_Local-o---- 14--exico, Nutridión, 75 _,..Auto,Financiamiento-de Gobierno Movimiento-de EducaciOn Jiacional, Haiti, ImprésIón, Mujeres Brasil, Educaeión y, Recursos Salud, RadiodifusiOn HumanOS,' 57 Programa de ComercializaciOn de Radio de Doble Via 'Contraceptivos Preethi, El'Hombre es 'Salud (Mtu ni Afia), , Sri Lanka,:Poblii7-87 Tanzania, Salud, 93 Proyecto de Igualdad de Acceso a ' Telemedicina en Alaska,',Estados la EducaciOn. para Mujeres UnIdos,,Salud, 97_ AltO Volta, Desarrollo Upidad -de'Cursos -por Rural Integral, 25 Correspondencia, Kenia, Prosrama de' P,)anificaciOn Educaci6n y -Recursos Humanos, , .45 Fami4ar--,APROFAM, Guatemala Poblaoión89 Proyecto Radio Primaria'Rural, Radiodifupi6n ParagUay, Educación y Recursos Idción Cultural Popular (ACPO), Humanosi 55 A Colcrilbia, Desarrollo Rural RadiO Docteur .(Medico por Integial, 1T RadrO)7-77T Salud,:101 AobOn CUltural Popular Radio Educative/Rroyectd Piloto / ,Horidure6a,.Honduras, EducaciOn en Medios de COmunicación para y Recursos Humanos, 49' la Educación de Adultos, POistendia a la EadiodifusiOn Senegal, Agricultur Rurar,.Afkanistin,'Agricultpra, je, Ecuador, Desarrollo Rural jntegral, 23 Campaña de Leche Maternai Radio Santa Maria, RepUblica - Tritii-dad.y-Tobago,NutriciOn, Dominicana, Educación y 59 'Reeursos Humanos, 37 CapacitaciOn de Maestrds:;' Zaa Na Uwatunze, Kenia, Salud, 99 Programa SITE, India, Edudacieln, -* TRecursdi-RUManos, 39- RADIO EDUCATIVE/PROJECTO PILOTO EN tQd nOe6atz* a-1 Large !-- MEDIOS DE-COMUNICACION PARA LA Distancia de Lesotho, Lesotho,. . EDUCACION DE ADULTOS, 9 Educaeión y ReoursOs HuManos, -Ver'las.siguientes referencias: - . 41 Agricultura; Africa, D9nantes edueaci6n Bisiba Rural, , Internac.ional,'Financiamiento de Gobierno Nacional, Interpersonal, HUmanos, Nutri ión, Población, Pelicula, RadiodffusiOn, Senegal Salud

RADIO MENSAJE, 23 Senegal Verjas siguientes referencias: Radio Educatve/Proyecto Pilot() America Latina, Cassettes, en Medios e ComunicaciOn para Desarrollo Rural Integral, ECuador, la Educacin'de Adultos, Interpersonal, Mujeres en Senegal, Aricultura, 9 besarrollo, Parttci.padiOn de la' Agencia para el Desarrollo Skyriver InternacionaladIodifuSiOn Proyecto par el Territorio

. Lnferior dl Yukon, Estadoa RADIO SANTA MARIA, 37 Unidos, De arrollo Rural Vet las siguientes referencias: Integral,_ 'America Latina, Educación y -----:----_:, ReCurso8 Humanos-TFinanoiamiento .Sri Lanka Local a_AutoFinanciamiento de' EducaciOn S nitaria mediante GOhlerno Nacional, ImprealOn, Radionove as,,Salud, 105 Inherpersonal, Mujeres en Programa de/Comerciàlizaciôn de DeSarrollo, RadiodifusiOn, Contracepi ivos Preethi, -Rep(blica Dominicana Poblaci61, 87

RepUblica Dominicana Tailandia I Radio Santa:Maria, EducaciOn y El Proyecto'Ptloto de Foros Recursos Humanos, '37 Agricolaispor Radio, 0 Agricultura, 3

sAup_,- 1 EducaciOn,Sanitaria mediante Tanzania Radionove.ilas, Srl Lanka, 105 El Hombrees Salud (Mtu ni Afya), ,E1 Hombree Sa--1-u-d----(-Mtu ni Afya), Salud,' 3 Tanzania, 93 r-- . 'El PrOyectq Pila, Guatemala, 95 TeledifusiOn Proyecto 1 laa Comunidades Campafta de Leche Materna, Rurales e Kavar, Iran, 103 ,Trinidad y Tobago NutriciOnr Radio Docteur; (Medico por 59 Radio), tiaiti,101 CapaCitacion,de Maestros: , Telemedicina en Alaska, Estados, . : PrograTia SITE, India, Educación. - Unidos9 97 TRecUrsos HumanoS, 39

., Zaa Na UwatUnze, Kenia, 99 Experimento de Television ----.------EducatfivaVia Satelite, Satélité, , Desarrollo. Rural Integral, 29 CapacitaciOn de Maestros:' La Tele isiOn EdUcativa,y Ia Programa SITE, India, Educación Reforma de la EducaciOn,. i y ReCUrsos Humanos, 39 El Salvador,- EdUcación y Experimento de TeleVisiOn Recursos Humano, 33 Educativa via Satelite-, India; Masagana 99, _Filipinas, DeSarrollo Rural Integral, 29 AgriOltura, ,13 Tele/Medicina en Alaska, Estados - Prograirla de PlanificaciOn Unidos, Salud, 97 & FamOirar--APROFAM, Guatema a,, ,- Población, 89 Sector' Tele-Niger, 'Niger, Educación y Ver las siguientes referencias: RecUrsos Humanos, 51 Agricultura, Desarrollo Rural , Integral, Educación y Recursos

120 TELEMEDICINA EN ALASKA, 97 Ver las siguientes referencias:_ Alaska-, Estados Unidos, Financiamiento de Gobierno Nacional, Impresi&n, Mujeres en Desarrollo, Radio de Doble Via

1 Salud, Satelite

TELE7-NIGER, 51 ,Ver-las siguientes refer'encias: Africa, Donantes Internacional, Educación yitecur-sosH-unia -Fri-ie-TirnTento de Gobierno Nacional, ImpresOn, Interpersonal, Niger, Teledifusión L.O4go ) Campana de LeChe"Materna, Nutrición,, 59

Trinidad Campana de Leche Mater,na, Nutrición,

Tanez Xampana de Publicidad sobre Nutrición, Nutrición, 71,

UNIDAD-DE CURSOS POR CORRESPONDENCIA,.45 Ver las siguientes referencias: Africa, ,Correspondencia, EdUcación y Recursos Humanos, FinanOiamiento ,de Gobierno NaCional, Impresi6n, Interpersonal, Kenia, Mujeres en DesarrollO, Participacion de la Agencia para eloDe-sarrollo. In'ternacional, Radio de Doble. Via

ZAA NA UWATUNZE, 99 Ver las siguiéntes referenciaS: Africa, Donantes Internacional, Financiamiento de Gobierno NaCional, Interpersonal, Kenia, Mujeres en Des'arrollo,_ RadiodifusiOn, Salud

121 Pmfils de Pr Ojet

a ETUDES DE L'AGENCE DES ETATS UNIS POUR LE DEVELOPPEMENT INTERNATIONAL DANS LA TECHNOLOGIE DE L'EDUCATION ET DANS LES COMMUNICATIONS POUR LE DEVELOPPEMENT

Office of Education° Bureau for Scie.-11.m and Technology US.Agency for International Development Washington,D.C. 20523 ,USA 'Tel. (703) 235-9063

ISBN 0-89492-049-9

Préparé par: CLEARINGHOUSE ON DEVELOPMENT COMMUNICATION 1414 22nd Street, N.W. Washington, D.C., 20037 USA C- (202) 862-1900 4",

operated by the \ACADEMY FOR EDUCATIONAL DEVELOPMENT and supported under a co.itract from the e() U.S. AgencKfor International Development

2 7 -,AKANT-PROPOS

Les PROFILS ,DE PROJET sontrediges 'etpublies par laClearinghouse on Development Communication. Ces etudes de cas succinctes font etat d'utilisations valables des commUnications dans divers domaines-r-agrkulture, "developpement integre, education et ressources kumaines, nutrition; population, et sante. En rue de faciliter la comparaison entre lq-différentes approches, tous les PROFILS adoptent le mew format. Afin de garantir l'actualite et la precision des renseignements, nous avons envoye des avant- projets de PROFILS au personnel des divers projets, puis iiwus leurs suggestions et les explications qu'ils nous ont commUniquees. Enfin, nous awns fourni des references aux documents pour que lesperson,nes interessees par le sujet puissent approfondir leur lecture en se procurant directement les exemplaires dans la section "Contacts". En fait, la Clearinghouse s'efforce, en publiant cette 'section, de mettre en relation directe les personnes particiPant a la planification des projets. - A l'infention du lecteur, 'nous avons prepare run repertoire detaille des PROFILS DE PROJET. Cet index se trouve d la fin du present mlume. Les PROFILS DE PROJET sont classes par centre d'interet. utilisationdes medias, zone geographique, etc. On peut egalement se procurer des PROF-11LS en anglais, .arabe et espagnol. Nous serions heumx de recevoir voS commentaires sur l'utilité de ces PROFiLS.et de l'information fournie su les projet1e cammunication, lesquels sont susceptibles d'être mentionnes dans des publications ulterieures de la Clearinghouse.

--February, 1982

t6,

2 7 ,s TABLE DES MATIERES

AGRICUFURE

Education de base dans les villages (Guatemala) 1 Ecole-sur-les-ondes (Inde) ' 3. Projet pilote utilisant les radio-clubs,dansIe cadre de l'exploitation agricole (Thallande) 5 Projet pilote d'enseignement par la radio des'-iii-e.dwarel!bihrrinnitation,pou4.4'.01ducationAlgaa.clplths (Senegal) . .. r,.,,,,. Aide a la radiOdiffusion en milieu rural (Afghanistan) 9 Programme de gestion de balnéation du bétail a Kips4.,ib ( :e..nya) 11 Masagana 99 (Philippines) 13-

DEVELOPPEMENT INTEGR-E

L'action culturelle populaire (ACPO) (Colombie) 17 Laeciza Batanani (Botswana), 19 Projet du Yukon inférieur (Skyriver) (Etats-Unis) 21 Radio-messages (Equateur) 23 Projet pour l'egalite d'acces desjemmes et des jeunes filles a l'éducation (Haute-Volta) 25 Projet de développernent rural ihtegre de Shaclab.(Pakistan) 27 Experience d'enseignement télévisé par satellite (SITE) (Inde) 29

EDUCATION ET RESS.OURCES HUMAINES

Radio-Mathematiques (Nicaragua). 33 La television educative et la reforme de l'enseignement (El Salvador) 35 Radio Santa Maria (Republique Dorrkinicaine) 37, Unite de cours,par ccirrespondance,(Kenya) 39 Pormation d'enseignants par-satellite (SITE) (Inde) 43 Centre d'jnstruction a distance.du Lesotho (Lesotho) '-'-- 45 Tele-Niger (Niger) 49 Action culturelle populaire du Honduras (Honduras) 53 Projet d'ensgnement radiophonique en milieu rural (Paraguay) ,. 55 Movimiento de Eclucacao de Base (MEB) (Brésil) 57

NUTRITION

Oe Projet d'expérirnentation en nutrition (Brésil) ,. 59 Cam pagne pour l'allaitement naturel (Trinidad et Tobago) 61 Projet de communication de masse sur la nutrition (Incle) 63 Campagne publicitaire des medias de masse sur la nutrition (Philippines) 65 Projet Poshak (Inde) ,, ,67 Campagne de Puplicité sur la nutrition (Tunisie) , 69 Programme des.medias de masse ou programme d',.OuCation 'cfirecte (MexiqueY 73. POPC LAT1ON

Campagne de planning familial sur le theme "Ayez J.)on coeur" (JamaIque) 75 Dernonstration,de planning familial a Ispahan (Iran) / 77 Approche comparative entre des principes d'agriculture et le planning familial (Philippines) 79 Les enfants de mon frere (Nigeria) -.:" 81 .1 ., 83 Le projet Janca (Indonesie) ,. Programme de commercialisation ,cle Preethi (Sri Linka) 85 Programme APROFAM de planning-familial (Guatemala) 87

SANTE

L'homrne est la sante Mit Ni Afya)(Tadzanie) 91 Le projet Pila (Guatemala) 93 Télérhedecine en Alaska (Etats-Unis) 95 Zaa Na Uwatunze (Kenya) 97 Radio Docteur (HaTti) 99 Le projet de village de Kavar (Iran) 101 Radio-Drames sur l'éducation sanitaire (Sri Lanka) 105

1 AGRICULTURE

EDUCATION DE BASE DANS LES VILLAGES

Gua,temala

AUDIENCE-CIBLE: Les fermiers ipdiens et ladinoS au Guatemala. OHJECTIF: Modifier Ies pratiques agricoles et aceroitre la production par ruttlisation efficace des methodes de communication. , MEDi Communications interpersoiinelles, 'Radio-Club, máteriels graphi- clues. , BAILLEOISIPROMOTEURS: Le Bureau pour l'Amerique Latine de l'Agence des Etats-Unis pour IcDeveloppement International et les"Ministeres de I,Education et de l'Agriculture du Guatemala.

DUREE: Lane0 eit 1.9_7_3;_en A:ours.

CON'I'ACTS: Prof. Mario R. Dardon, Project Director, 'Programa de Edueaci6n, 2a. Avenida 8-53, Zona 1, Guatemala City, Guatemala; Dr. Howard Lusk, Chief of Education, Science and TechnGlogy. Latin America Bureau, U.S. AID. Rm 2245, New State, Washington, D.C. 20523, - USA.

DESCRIPTICTA'CI: Le Projet ..crEducation de Base dans les villages est communautés rurales pros de Momostenango clansIes une entreprise de cinq ans qui a pour but d'utiliser des regions rnontagneuses. moyens de communieation.-,pour familiariser lesfer- miêrs du Guatemala ayec les pratIques modernes de La radio fut choisie comme moyen principal. pour l'agriculture. Son but secondaire est d'accroltre l'effica- faire connaltre les nouvelles techniques agricoles et pour cite des encadreurs de faon a ce gulls puisSent aider changer les attitudes. Deux stations de radio transmet- resoudre les problemes agricoles et régionaux. Le pjan tent huit heures par jour, de ging a neuf heures et de de tester la rentabilité de divers "dosages" de moyens de seize a Vingt heures. du lundi au samedi. Pour attireF et communication fut congu par "l'AcademT for Educatio- conserver un nombre important d'auditeurs. le person- nal Development" sous contrat de l'Agence des Etats- nel du projet chargé des programmes introduit dans a Unis pour le Développement International (dont la peu pre's 80 pour cent du temps imparti, de la musique, contribution au projet finira par etre de l'ordre de des emissions, de variété et d'autres programmes sans ,1.650.000 dollars (soit 8,250,000 francs) a lafin du rapport avec Tagriculture. Les heures qui restent sont consagréesa desdiscussionssurl'agriculture.Le projet.. Le plan primitif prévoyait d'abord 'trois puis "Journal quatre types de moyens de communication differents programme agricoleprincipalinclutun représentant des niveaux de contact accrus avec les Agricole" de 30 minutes, des feuilletons radiophOniques. familles rurales "dans deux milieux tres différents de une période de questions et réponses avec un agronome PagricultUre. par- leur geographic et leur culture." et de 30 a 40 annonces ayant trait° En 1973, le projet fut mis"'- en oeuvre chez les Ladinos Le premier des quatre moyens de cominuniCation parlant l'espagnol (Metis) dans la region du sud-_est du différents consiste en des messages transmis seulement Guatemala. EnvIron 18 mois iplus tard, l'entreprise fut par la radio. Le second ajoute le "moniteur" de village --- elargie de fagon a englober les regions montagneuses de sélectionné et entrdine sur place pendant environ un l'ouest pour,atteindre le segment indien de la population triois qui se rend chaque semaine a quatre ou cinq parlant Quiche. Un etude faite par le personnel du villages d'environ 200 families et qui organise des radio- projet- en 1974 démontra que .le taux d'analphabetes clubs en fin d'apres-midi au cours deSquels on écoute les atteignait 64 pour cent dans la vallée Yupiltepeque du messages enregistré% sur, magnetophone. Le moniteur Sud-est du Guatemala et66pour cent dansles utilise des feuillets volants et des affiches pour stimuler C.+ les discussions, i1 distribue dos feuillets A emi)orter chez A NOTER: soi et fait parfois des demonstrations d'agriculture. troisieme approche fournit l'assiSlanceAechnique d'agro-; Ea 1976, relict do tnanque de ploic sur les rOeoltes nomes, qui s'oceopent chacon crenviron 600 farnills. rut accru par one sechoresse pendant lap6riode Lagronome-d06gue do projet trAvaille avec les moni- critique de joilletsepternb7. teurs dans les villages, fait des demotistrations, aide A Le projet fut interrompu par le tromblement de terre identifierles problèmes liteaux concernant eertaines do fevrier 1976. Pendant on mois. lesrmsournesJu roltesOc et donne des cons'eils aux fermiers. U supervise projet forellt utilisOes presque exclusivoment your des et encadre aossi les'moniteurs et joue Me lmbortant-. activites de secoors. daRs transmission,, dos reactions des, villageois". quatrieme approehe. ajoutee en1975.eTh.ploiedes L'introduction de la s&riographie en '1976 produisit moniteurs s&uls. dans lesr&gions i'naecessibles aux de graphiquesdemeilleure mualitO,eliminant programmes radiophon hjues. l'ennueuse. methode de'copieIa main Jt. donna aux. artistes plus th! temps pour integrer les concepts requs R E SI, ur par les rOponses aux nouveaux matOriels illustrés. _ . Contrairementce qu'on attendait et probablement cause do fait quo les progrtimmes avaient Ot6 elabores REFERENCES: en fonctum dos besoins locaux, la radio settle semble avoir co le plus grand offet sur le coniport&ment dos 'I'he Basic Villate Education Project: Third Interim fermiorCe systbmo partieulier crOa. certains, on -Report, Field Operations,' .lone 1975-1976, Academy ensendile-elargi'de conmmnications entre les personnes forEducational1)evolopment.Washington,D.C., &bit wtv le resultat plus traditionnel et impersonnel 1976. des etnishins. Aussi,.moniteurs et agronomes semblent "The Basic Village Education.Project: Third Interim avoir renfore6 l'efricacit& des &missions radiophdnitates. Report. Evaluation Component, Universitvpf Florida, Les radio-clubs attirerenties fermiers d&jit disp-os'e A July 1976," Academy for Educational Development, adopter des pratiques agricoles Olos modernes. Mais Washington, D.C.-, 1976. certains fermiers qui n'y vinrent pas changèrent aussi Ieurs mOthodes agricoles. l,n changement essentiel rut laselectioncrone semencr inalsplus saineet d'engrais pendant la floraison etles. se- mxUbsL'utilisatam d'insectichles augmonta aussi chez Clearinghouse on IYevelopn le tit Communication beaucoup de fermiers locaox de facon moins evidente, -Juin 1977

4.0

1 2 AGRICULTURE

ECOLE-SUR-LES-ONDES

Inde

AUDIENCE,CIBLE: Fermiers indiens. OBJ Ecri La transmission systérhatique de eonnaissanees en agronomie aux fermiers auditeurs par l'intermediaire de la radio-diffusion. MEDIAS: Radio plus correspondance. a BAILLE1.1RS/PKOMOTEPRS: All India Radio.

DU E: Projet mis en route en malt 1975; eh cours actuellemnt.- CONTACTS: Dr. ,Pradip K. Dey (Directeur de Projet), FarM Radio Officer, All Radio...Calcutta:India.

DESCRIPTION RESU LTA TS:

En 1975 All India Radio a cOneu tine strategic pour tien ,que,..All IncLiaRadiopense citronnombre s'occuper du probleme complexe de la transmission imporamt de fermiers nit beneficié deS transmissions,. rapided'informationsagrieelespardessyftenws radiophoniques. seules 11,4 persennes partieiperent de adaptes a la population agricole rurale du _Bengale de facon active au cours-par corre§pondance 00 la "lerc . l'ouest. La station de radio ehoisit comme auditeurs des armee scolaire Celles-ci furent interrogees a la fin de fermiers lettrés et lour transmit une serie dlemissions chaque' séance d'entrainement de fawnftdecouvrir d'information sur l'agronomie, le principe &ant que si leurs interCts et buts, et lour pOtentiel Aur devenir des des connaissances agronomiques étaient donnees de fermiers-liaison. La plupart des participants avaiefit fawn systematiqueacesfermiers.ilspourraient entre20et29ans,avaient rev une 'education devenirides "fermiers-liaison': et enseigner les nouvelles secondaire et jouissaient d'un status social moyen. A peu methodes d'agriculture aux villageeis incapables de pres 53 pour cent etaient cultivateurs tandis que 35 pour comprendre. ou n'ayant pas acces . aux informations cent etaient etudiants ouenseignants.La plupart traitant de l'agrieulture moderne. declarerent qu'ils ecoutaient les lecons sur leurs Propres postes de radio etils montrerent une partICipation L'Ecole-sur-les-Ondes pour les fermiers. transmit six ,sociale accrue apres avoir écouté les emissions. eours entre la fin de l'année 1975 et le debut de l'année 1976. Chaque cours comprenait cinq lecons d'une demi- iJs participants .suivirenttine moyenne,de trois tours heure. Le programme fut établi avec l'aide du Départe- sur les six offerts pendant la periode d'apprentissage. ment Agricole du gouvernement du Bengale de l'ouest La majorite des auditeurs s'intéressa.plus Pailieuliere- qui sélectionna aussi les enseignants pour les .emissions. ment aux cours sue la culture du WC et du Ha. les deux . récoltes d'hiver les plus repandues et les plus remunera- trices du Bengale de roues t;fl5 deciat.epont xiri-lour Les instructeurs preparerent les lecons ei-ies iirent motivation premiere pours particIper au emirs avait eta la_radie_chaque dimanche entre 19 heures et 19_heures d'amaorerleurs connaissances en agrorroniie mais que 30. La lecture était lente afin que les fermiers puissent le désir de réaliser des'benefices venait en second. prendre des notes. Les points important§ et les chiffres furent répetés plusieurs fois au cours dela transmission. Apres le dépouillement des resultats'cle la l'ef.e annee '6.A.lafin de chaque emission, des questions étaient par les membres 'du Département de l'Agriculture du posées.Avhnt quelesauditeursn'envoientleurs Bengale de l'ouest,le programme de l'Ecole-sur;res- réponses a la station, on repondit a leurs demandes de Ondes 1976-77 fut modifie de fawn renforcer les clarification sur certains points des emissions. Chaque themeS les plus populaires et l'horaire des transmisSlons devoir était note, et a la fin de Pannée, chaque auditeur fut change. En consequence, les programmes 197677 . recut un cerfificat avec ses notes. attirerent un plus grand nornbre de participaut§:actifs (155 a 180, scion le eburs). Scion le direeteur du projet, ,monCtaire ctimme la seconde raison rde recoute des revaluation montra clue les meilleurs participants pour emissions, une enquCte-subséquente montra quo cette .les Cours sur les Ondes ravenir_seraient les enta- espCrancv de profits disparaissait-pentlatit ou aprbs le , dreprs agrkoles --_les fermiers de liaison potentials. . /*S. - A NOTER: REFERENCES:, Pour 6valuer le potentiel des auditeurs a devenir des, "Agricultural -BroadeastiOg: 'A Novel,' Approach irl fermiers -de liaison, les en'quèteurs comparerent les ' Calcutta," Pradtp- K. Dey, Conthrowl. No. 34, Janvier.- cailacteristiques s'oeto-personnelles 'des participants Mars 1977. , avec celles reconnues chez les fermierS plus avancés. `...4dentification of Participants of .the School-on-the- Les 'etudes ne démontrent pas qu'Une reponse des Air for Farmers," Imlian Agriculture, Vol. 20, No, 2, auditeurs ait change les emissions suivantes iii clue les 1976- encadreurs des emissions aienf demande direetement aux auditeurs de; metire les nouvelles informations radiodiffusées a la diS'Oosition des fermiers desavan-- tagéS", ----..Clearinghouse on Development Communication, Alors qu'au dehut. e J-Oin-1.977

-^ <14

2 AGRICULTURE

PRO,MT PILOTEUilLISANTLES RADIO-CLUBS DANS LE CADRE DE L'EXPLOITATION AGRICOLE

ThailTtde

A CDIENCE-C1BLE:. Les fermiers de Thailande et les services de vulgarisation agricole. OBI ECTIF: Tester l'efficacité du concept de.radio-club en vue d'aceroitre le dialogue entre les fermiers et les repr6sentants du programme de vulgarisation agricole thailandais. MEDIAS: Radio et. publications, renforcées gar les communications interpersonnelles.

BA I LLEURS/PROMOTE Le Département du développentent agricole (DCiAE) du Ministere de l'A.griculture. les CooperativeS du GoUvernement Roygl Thallandais. et le Service tIe Deyeloppernent des systemes de communication PNED.'' DUREE: Conen en 1968; lere, realisation en 1975; en voie d'expansion, il teouvrira-cing provinces en 1977 et quinze ptovinees en 1978.. CONTACTS: Monsieur Pote Churnsri. Département du Developpement Agrieole, Ministere de l'Agri6alture et des,CoopérativeS,- Rajadamnern Ave- nue, Bangkok, Thailande.

'DESCRIPTION: Bien 'que le Projet Raclio-Club Agricole ait,ete coricu clues et` les brochures furent utilisees pour Opondre 'en 1968. son applicatiOn fut retarclée plusieurs annéKh' certaines quesOons. Le personhel deala DOAE et les cause de la reorganisation du DOAE. En 1975, un-projei specialistes c6ncernéS i:;isiterent les villages en vue de pilote avait déjà été établi envue de tester l'application resoudre d'autres problenies. Enfin des groupes entiers de et'? concept clans les regions a etuclier. Des groupes allerent visiter cleamagasinsde grains, et des centres de d'aUclition furent formes avec la cooperation, du chef de 'recherche. universitaire .ou des terrains de clegionstra- chaq-be village. II y eut ensuite une selection de quatre,tions, et participerent a de courts serninaires illustres dirigeants clans et par ch.4.écin des huit 'groupes de pardes seances de projection. villages du projet.Finalenient, des rirogrammes de' formation pour les dirigeants furent mrS en,oeuvre. RESULTATS: Quand tout fut en filace, des prograNnmes hebdoma, daires de radio furent, trarismis.- Apres chaciue emission Le PrOjet. Radio-Club Agricole permit d'augmenter d'une demi-henre. les groupes d'écoute de Chaque village . les commupications entre les fermiers et le s. encadreurs discuterent le contenu du programrhe et les brochures agricoles. Ceux-ci comprirent l'importance d'un contact de renseignementS supplementaires préparées par. le frequent et regulier avec les fermiers et apprécierent Ic pCIAEI Leurs commentaires sur .les programmes et les 'sens 'de continuité apporté par le programme. De leur brochures menereqa.des applicatiOns pratiques locales cöté, leso fermiers se rendirent compte que les enca- des idées et techniques exposées. Les problèmes qui ne dreurs s'occupaient de leurs prdblernes et 12esoins sle pouvaient pas etre résolus par les groupes d'auditeurs facon reguliere. Ils en vinrent.a compter plus reguliere- furent rnentionnds dans les rappo,yts hebdomadaires ment stir les agents agricoles. De plbs, parce que les prepares- par les ditigeants du projet pilote et rapportés messages se rapportaient a des problemes precis, les a l'agent de la DOAE,et autres personnes pouvant etre ,fermiers s'en souvenaient. Decette façon, les agents agricolestrouVerentleurtravaildeplus enplu's La reponse' aux groupes d'écoute radiophonice prit satisfaisaht, Ett..bref, un systerne dynamique de renfor- trOig formes principales. Les.,transmissions radiophoni cement s'ela:13'

. Conclusion:1,e projet permit- d'organi'ser des groupes Leschefs de village furent recrutés din de cautionner d'interet en* VIA, do resouilre des problemes commons et le projet et les etudiants de l'uni,versite locale et du de démontrer refficacité du renforcement des messages College Agricole furent recrutes pour les enquetes sur coritinuspar , divers moyens de communication.II le terrain. demontra aux agents agricoles que le projet etait Le succes do projet Radjo-Club Agricole mena le rettlisabk? et aux fermiers qu'ii etait benefique. Les gouvernement de Thallande ft considerer rintegratiou fermiers des regions voisines s'informerent et demande- ce programme a crautrei activites. Ce projet mena.:, rent des programmes similaires. aussift une evaluation par le gouvernement de sa propre capacite de juger des projets semblables. . A NOTER:,

Le projet Radio-ClubAgricole s'inCegra de maniere REFERENCES: .satIsfaisante ft un projet de la FAO pbur rameliora- tion do l'irriga6on dans la region (nord-est sle la "Summar;V Report on the Radio Farm Forum Pilot Thallande. En, recherchant la cooperation de phi- Project, (RB No. 336), Supalak Purnasiri et Robert sieurs departements goovertiement (Ministere do S. Griffin, UNDP/DSCS, Bangkok. Thallande, No- Commerce. Bureau des Projks de Culture du Riz.* vembre 1976. "etc.) et de plusieurs agenc43 internationales, ce projet a pu auSsi outtir ou raffermir les lignes de commtini- cation idtra ou inter gouvernementales. Les Clubs de discusSion sur ragriculture so diversifie: rent lorsque d*a4res problemes locaux furent misft Clearinghouse on Development Communication rordre du jourd Juin 1977

t 4 2S,0 6 AGRICULTURE

PROJET PILOTE D'ENSEIGNEMENT PAR LA RADIO DEPS MEDIAS DE COMMUNICATION POUR L'EDUCATION DES ADULTES,

Senegal , .

A 01)1 EN(t-e BLE: Exploitants, producteurs de betail, pocheiirs et mitres., ,Senegalais, (environ (Ieux millions de personnes). . OBJ ECTI F: Donner aux produeteurs du secteur alimenttiire .des informations pratiques etl'oceasion. d'expritnerlent' ',oPtition Irlthe maniere sYstematique et efficace; dispenvr une formation technique. . ,9 M EDI AS: Radio, correspondanee, 'desfilms et communieations interpern- nelles. s . ; BA1 L L.EURS/PROM O'I'E II R S: Les autorités sénégalaises (parrain unique depuis 1973) et l'UNE5C0 (jusqu'en 1973); les autoritéseanadiennes preliminaireS.

,pURF;E: Commence en 1968; aetivites en emirs. . cpNTACTS:, Boubacar Sock, EARO' UNICEF, P.O. Box 44. 114 Nairobi, 'Kenya: Henry R. Cassirer, Lea Moulins, 74290 Menthon SI...Bernard, France; et Radio edueative. Office de Radio/Television: dt, Senegal (ORTS), 13,13.4765, Dakar, Senegal,'.

DESCRIPTION':

'.Le Senegal a eté le seul pays africain A aecepter', 'au La cdmplexite de'son mandat et les nombrenx goulets debut des années soixante, l'ofIre de PUNESCO clestinee d'etranglement administratifs imputables -A la .bureau-: créer tin "centre pilote pour la produCtion et l'essai des cratie sénegalaise. ont empeche la composante radio de documents et de Pequipement audid-visuels utilises.pour .fonctionner A temps complet,- avant 1968, lomitie Ic Pe'clucation des acipltesm. en Afrique. Le projet qu) en`a --President Senghw en personne est intel-yend,,Senghw"d,'-, résultéavait deuk dimensions:laradio educative 'fait Appel a la réorganiSation. et A la"coopération dcs villageoise(tout-simplement aPpelee desorMaiS Radio pouvoirs-publics, et a fourni Pelement qui manqualt; une 'educative). et tine .compOsante television d'une durée de autoritCengagée. Grdce A.ses conseils, Radio educative cinq ans (qUi a pris fin en "1968).. Les emissjons'de est devenue un canal &informations.' un agent. de television qui cornptent 212'programmes.'s'a1ressaient changement-et-un hien de garde dp PadminIstration. '450 femmes* Dakar, et sont restees-,rrgoureusernent au _niveau experiMental. En revanehe...les emissions radio7 Dans le cadre de la congeption du 'projet.lipalement` Phoniques étaient, a l'origine. dpstinéps a un auditoire this en-Oeuvre. on a organise 57 grouDes d'auateurS de's event:pet de.., 890.000-- personnes(la; populatiOn des programmes dans les provinces-piloteS de Thies etttte,'' exploitations des trdis.regions de lang'Ue NVolof. touchées' .Diourbel, dans leSine Saloum': LaprograMMation ', (7, par leS émissions-pilptes), ét on t été par, ht suite diffusees devAA se cdneenteer sue' des sujets,UrgefitS et dInterCA dAnstout le, pays.Les buts - essentiel'sdu .projet local savoir la produCtion et la commereialiSafion de cOnsistaient A: tester l'utilisation d'e moyens modernes de l'ar'bfchide; la reponsedes.. .organisme.spublics, cornmuniCations dans le 'contexte de Teducation des idesoins des paysans exploitants; les yrooec1ure4 au titt.e adultes enAfrique. créer un ,centre de démonStration desquelles 'leg dettes Sont confractees et honorees _dans, susceptiple d'être utilise par les.. autres pays en develop- les villages; et autres inoblémes.. Critiques,' sociank

pernent. :dormer aux autochtones une fopmation de sanitaires. Des ..,'MembreS du .pergonnel ona dni r technicien et de produeteUr, ainSi qu' aider l'Africain geaientlesgroupesdu departdmeqt; moyen a tetrouVer,-un sentiment de capacied :personelle, rurale''(qui, _a. *Ids fusionne' avec d'autres, ci Mine pat des décennies de colonialisme. partements de l'adMinistration) cm, par des itrii..tpaWtit's

0 `" recrutés, a titre ,de volontaires. dans le village. fhaeun On' enregistre en dehors du studio ores de 70,pour d'en tre. euxyantilvi Un cours troisjours 'portant ,cefit des programmes de Radio, editcatiYe. sur lafdynaMique de'groupe. : La° diffusion en wolof, que parlent maints villageois ,Le troisieme element du systeme de communication. senegalais, a represente des problefiles,particuliers au la retroaction des exploitants,.s'est concretise .sous la modérateur manquant d'experience assigne un forme d'enregistrements sur 'place et de lettres. Les groupe. d'auditeura, car le_wolof a tine caracteristique membres des groupes d:auditeurs de la radio dictaient speciale:un: codedetransinission 'demessages des lettre's a une poignee de membres sachant lire qui uniquement destine aux oreilles des initiés. s'acquittaient de la double fonction en tant que scribes. -d'une part, qnvers les hauts- foncti-onhaires 'des pouvoirs Trois concepts wolof utilisCs afin d'interproCerles publics et, d'autre part. covers le Président. lui-même.. declarations des xillageois .sont "TAWAr',(reclama- Dans les lettres en questien. les villageois formulaient tión). "DIGUAT", (discussion) et '.71110W" (creel- des leurs doléances, faisaient état de ce qOi, aleur avis, était 'histoires autour d'tin problema imputable l'inaptitudedespouvoirs,...p.ublics'qui soutenaie tine politique injuste,ou peu perspicace, Les Certainsfonctionnaires sosoot ',plaintsdeRadio `villageo s ont agi sans erainte de la censure et a'vee educative, en pretendant soil:Th.14e les Willageois n'ont l'intentiokde se faire entendre-. . pas 'besoin d'ecrire aux pouv.oirs pablics quandleurs representants sont la pOur'les OcoUterrou quec'est un Manque de respect et qu'il estinproductir de'contester la hierarchic administrative en place. 'RESULTATS: En- 1977 à Dakar., lois d'une conferenee pan-Africaine lapliissignificativedela. prendre La preuve sur les communications,lePresident Senghor, du incidence de Radio educative-est probablement son effet Senegal a declare' que "la Radio edtleative,doit avant nationale. Consequence cliz'octe surlapolitique tout ,aiderles villageoiSa cultiverlesvaleurs "dialogue radio": une avalanche de lettres,adreg`sees auX africaines les plusauthentiq'ues; courtoisie. goiltdIn bureaux de l'administi:.ation a incite en definitive.'le dansl le meme toMps prix,i.clonne aux travail ot sons de lia.solidarite .President. Senghor nurmaliser-. le qu'elle lour inspire Je sens,cle l'econoinie..derorgani- producteurs d'arachide (au grancI avantage deg prodOc- sation.etdelametfiode,qualitesqui sOntOlus, teurs situés ,clans les zones elaignees et qui avaient et& partiquliere.ment europeennes.",-, evinces du. marché) et a annuler en 1970 les dettes contractées . parlespaysans pour leurs achats de Au cours des premieres années de mise en oeuvre qu. graines. cequipement agricole et de fournitures. certains Sene4;.alais 1e consideraient comme un L'expansian'et :la- poursuite deremissionRadio laboratoire de ITNESCO pour les moyens educative est une,seconde'preuve de sa valeur. DePuis tandis que les employes de l'UNESCO 1973, Radio 'educative fonctIonne sans aide, etrangere. avaient tendailee a le considerer comme.une entre- Bienque certaing observateurs pensent que la multipli- priseenparticipationsusceptibledebeneficier cation'desPersonnesquiParticipent aux groupes mutuellement ;lux .ehercheurs ,de l'UNESUO .et d'auchteursn'a, pas suivi l'accreisseinent ,du nombre d'auditeurs individuels. et que le potentiel des emissions destinées a promouvoir la participation cle la collectivité n'a_donc pas eté atteint, la -,reaction d'ensemble selon toutes les estifnationa est restée excellente. Plus de.500 REFERENCES: villages.ont envoye deg milliers de lettres-et le "malaise paysan". donne.')des sirnes de regression, devant les "Radio 'inan Afripn 'Country: a Description' Of incitations a l'action et a la participation. Senegal's Pilot 'Project," Henry R: Cassirer,,dans La radio pour reducation et le cleveloppement: ettldes.de Avec le temps, les auditeurs se.sont eparpillés, et leg cas, Volume II, 'document de ; ti-availN0., 266 des groupes d'auditeurs ont 60 templaces parl'écOnte services de.la Banque Mondiale, mai 1977. . ,Cependant, cette evolution s'explicpie par la cessatiorf ,d'activité de l'Animation rurale, l'absence. "ComMunication and Rural Development," Juan E. de personnel a Radio edUcative, Ic maii-que de transport Diaz Bordenave, UNESCO, Paris,.1977. et l'avenement des transistors bon marché. Toutefois. 'Senegalese Experience in Using Radio Broadcasting l'orientation presente n'a ni restreint l'impact du pr6jet, for. Animating and Educating Basic Communities ni réduit la retroaction.- . with a 'View to Development," Houbacar Sock, tine' presentation a la conference de l'IEC.sur l'instruction a distance, Dartington, Angleterre, septembre 1977. A NOTER:

Puisque toute personne qui comprend le wolof puisse écouter avec profit les emissions de Radio educative. le nombre reel des auditeurs a toujours eté superieur Clearinghouse on Development Communication celui des béneficiaires. De surcrolt, des programmes , peul, malinke et autres sont en preparation. Avril 1978

8 AGRICULTURE

AiDEA LA RADIODIFFUSIONTNIMILIEU RURAL .

Afghanistan

';" AUDIENCE-CIBLE: -Exploitants des provinces afghanes de Wardq, Logar, Kundni-et Herat (pres de 17.500 personnes).

. . OBJECTIF: Arnéliorer la radindiffusion rurale comme moyen de soutien des activités de dévelOppement rural et de Wst des possibilitég decréation - en Afghanistan d'iin systeme de pominiinication comprenahtla radio, les cassettes et le recyclage des exploitants. MEDIAS: Radio, magnétophone a bande et a cassette, et communication interpersonnelle. BA ILLEURS/PROMOTEURS: Orginisatiiin des Nations Unies pour l'alimentatimi et l'agriculture; Ministeres afghans de l'agridultuie et de l'education; FFHI.AD d'Australie et Radio Afghanistan. DUREE: A débuté en 1973; mis en oeuvre en-1976;.Phtse I acbevée en,1977;. Phase II en cours. CONTACTS: Trevor L. Stockley, spécialiste de la, radiodiffusion rurate, Ministere de l'agriculttire, Kaboul, Afghanistan; Abdullah Naik, president general du Departement de vulgarisation, Ministere de l'agriculture; Kaboul, Afghanfitan; S.Y. Wasiq, Directeur, Radio Afghanistan, Kaboul, Afghdnistan; et Fazel Rahim, vice-ministre pour l'agriculture, Kabout, Afghanistan.

DESCRIPTION:

Laide au projet de radiodiffusion rurale a pris forme a-t-on. achete des magnetophones et unecentaine de .en 1973 a la suite de rencontres en Afghanistan entre les bandes afin de mener une enquête destinée ãdéterminer pouvoirs publics et le'chef dé la Branche des communi-' 1es genres d'information desires et utiles aux egploi-f=' cations pour le soutien au developpement de la FA0.Le tants. En décembre 1976, on a fait circulert dans deux projet avait pour, but de traduire le désir des autorités, provinces les bandes enregistrées produites en tenant 'afghanes de continuer a tenir les exploitants au courant compte des résultats de l'enquete. des ameliorations en techniques de production agricole La cemposante radio du système de communication et animate et de leurfaire preridre conscience de etait- déja bien établie dans la zone du projet quand l'existence et de la disPonibilité du credit, de moyens celui-ci a été lance. Maints afghans possèdent un poste equitables de répartir Jes eaux d'irrigation et de la de radio, etle département de vulgarisation et de possibilite de former des cooperatives d'exploitants. Au developpement chi Minist!re de l'agriculture a parrainé moment oilles obstacles politiqUes et logistiques a la une diffusion de 20 minutes qui s'insère dans l'émission mise en oeuvre se sont diss,ipes, soit en 1976, e prpjet nocturneintitulée"Village,foyeret. agriculture." avait acquis une seconde dimension, celle d'un système Cependant, les membres du corps de production, tout de soutien des communications pour la réforme agraire comme les auditeurs, étaient loin d'être satisfaits de la nationale alors en progres. qualité et de la teneur des emissions. Afin de rehausser Les directeurs du projet ont abandonné les premiers l'effjcacité des programmes, on a fait venir, un consul- plans visant a créer, puis e'n tester la factibilité, une tant, étranger auprès de l'Unité radio du Directorat tribune radiophonique rurale en Afghanistan et ont generaldel'informationetdelapublication du decide qu'un système de communicatiOn fonde sur la Département de vulgarisation et de développement, afin radio,les cassettes et la retroaction des exploitants d'instruire sur place, Pendant un an, les sept membres satikferait mieux les besoins locaux que ne pourrait le constituant le personnel a temps complet de l'unité. faire une tribune radiophonique conventionnelle. Aussi Dans le même temps, on achetait un équipement rrenrogistrement ci, ron se procurait On vehicule deftine - maniere, plus nu moiilsunaniMe que "Village, foyer et au personnel pour accomplir des voyages d'observation agriculture" s'etait ameliore d'une facon Ix& Sensible et recueillir le§ impressions des exploitants. rannee do' l'essai.L'enquete (revaluationa egalement sou ligne que la moitie des ex`ploij.anls, On a selectionite 56 agents de vulgarisation issuS:de 8, avaient untendu' lesbandos,.. ecoutait regulierement alit& de yulgarisation pour partiejper au projet. Apres remiss'ion radiophonique, contre 30 'pour icent pqmi avoir Cie brieVement formes et avbii:4recus:-.1,es radios. ceux qui n'avaient pas entendu les handos. L'bypothese ces agents ont, (rune part organise les ,.1.6 repniofis qui Vonlant, que plus une technique specifique recommandep ont servi d'enquêtc_preliminaire projet, et d'autre est iulaptee aux besoins loeirox, plus elle esi susceptible part visiteles villages le mercredi (quarul d'etre mise a ressai, rYItC 'OrifiOe qdp pour trois stir foyer et agriculture" etait diffuse) aNn de susciter de einq des variables mises ii. repreuve. rinteret pour:les emions radiophoniques, tjc distri- t. huar.deS_easSettes Wardak et A Logar seuleMent), et , . rich solliciterlesdrm-cmdes,critiques,questionset NOTER: commentairyS des exploitrints. Traduisant 'A la fois les efforts et les difficult& qu'pnt Uenqu'ete qui a -precede remission'- a revele qu'e les affrontes les membres du personnel dans le Projet en exploitant's avaient tendance a s'ii-iteresser ftdes sujets , questiOn, les plans incertains dp prolongation du 'projet saisonniers, locaux' et se, rapportant aux decisions au-dela de la phase pilote pre'cisent que la poursuite tIe i prendre. Fn termes precis, les cassettes rassociation. radio, TbagnetophOe a cassette et 'agent de ont engage un transmettaient des informations sur la lutte contre vulgarisaaonsoit maintenue; quel'on rivraie, la muffle et hi nielle qui affectent le ble, sur technicieh Ogalement --charge de rentreteien, que le relagage des arbres fruitiers et sur, la lutte contre les , perkinnel de runiteradio soit experiment& snit en, agricitIture soit efi vulgarisdion, quo l'on ajoute une mulots. composante film A rassortiment de medias, eL qu'a LeS missions cretuderealisees au titre do projet l'avenir l'on consaere plus de temps a mesurer le.rythme etaient Inin d'etre (I.es .periples-eclairs. Certaines ont

'auquel les exploitants adoptent les pratiques ameliorees.* dure jilsqu'A 25 jours. . Les recherchcs poste,riNires au projet ont indique que R ATS: la receptivite O remission etauxmessages enregistres n'avait rien S voir awe l'Agc de l'exploitant; et clue le Lts compiles rendriu* conservespai:les ifgents de niveau q;Cducation ebrrespondait S rempresseMent vulgarisatiOn ThdiqUent q'ire3.883 sur los quelque 17.500 apporte a l'essai d'une nouvelle methode dans sfeule- exploitants de la zone-cible avaient -eboute au mins une ment rune des ping variablosMcsurees.: bande; tonstatation confirm& par.une extrapolation du Les consultants engages par la FAO, qui ont realise .chiffre (22,5potirpent),ortteintItir§de l'enquete rappreptissage sur place pPUr- les membres de runite d'eValuation. En revanche, 'dans la region; deux exploi- radio; ont elabore un manuel de formation, "NoteS sur tants stir trois avaient entendu' les. PrograThmes sur la la communication par le biais de Ift radio," ci un .reforme agraire pationale et 80, pour cent qui- avaient glossaire tie termes techniques, entendu le message pensaient'que.totites lours queStions Les provfnees de Wardak et de Logar ont ete -ehoisies avaient rectl une 're'ponse satisfaisante. cpmme ieux d'essaides cassettes parce quo des Outre la confrontation au media et au message, on a programMes de vulgarisation agrieole y fonetidn- etudie. raccroissement des connaissances la correlation aalent..dejk les exPloitants a les responsables' des

-0 descontacts(avecdesbandesetdesagents de villagesetaient prets .participer auprojet,les vulgarisation) avec les, habitudes d'ecoute radfophoni- 'autorites locales avaient iwomis de cooperer,.d'autre§ 'que, le rapport entre fa specifieation du 'message et la pr'ojetsdedeveloppement etaientifiaugures,on Vraisemblance de so misc S 'zcution par les auditeurs, pouvait identifier des groupes de pont:rale A des fins le rapport entre les teadanees-a. fournir une retroaction experimenales et retat des routesrpermepient de et A' agir ,en fonction de donnees recemment acquises, laisser passer toute ranneelun vel-iiPule a quatre roues ranalogig,- entreroPportuniteChimessage et motrices. yadoption des conseils II West pas surprenant que. la,,croissance -des idees se REFERENCES: soit revelee plus facile A contr.:61er que la diffusiOn des pratiques agricoles.ameliorees. De.surcrolt an a Tait peu "Assistance to Rural Broadcasting-Afghanistan, Ter- d'effort, pbur mesurer revolution 'des techniques cultu- minal Report," T.F. AFG.10(FH), Tr,evor L. Stockley; rales 'Puisque les .ressourPes tin projet etaient- Organisation des Nations Unies pour l'alimentation et Toutefois, les vecherches (Pit demontre ewe les exPloi- ragriculture, Rome,' juillet 1977. tants participant A l'eXperience thitacquis des informa- "Development ;Communicationinthe Province of tions eonsidéraient utiles, qu'ils avaient tendance . . Tardak, -Logar, Kunduz and Herat," projet FAO, il.attaeher plus de valeur aux informations transmises Rome, octobre* 1977. parles cassettes(par opposition' aux informations tranSmises verbalement par les exploitants) -A mesure Clearinghouse on DevelOpment Communication qu'ils s'habituaient- au media, et ont' soutenu d'une Avril 1978 ' AGRICULTURE-

PROGRAMME DE GESTION DE BALNEATION DU BETAIL A KIPSIGIS

Kenya

:.. . . . 'AUDIENCE:CIBLE: Les exploitants laitiers de Maneret Pres de Sotick'et de Kipsigis'(otal

, d'ehviron 290 personnes).

OBJECTIF: Utiliser de mbdestes rnoyens de communication dansk but de fOurnir . aux eleVeurs de betail des informations éducativcs et de"motivation dans le cadre d'uo prOkeamme pour l'éradication des tiques. MEDIAS:- .Magnétophones a cassettes, affiches, des exposes photographiques,: des photographies, des films, des gravures et des echanges .de donnees subjectives. . . .N. .. . BAILLEUBS/PROMOTEURS:' Corps de la Paix des Etats-Unis; les autorites -.Kenyh.

: DUBEE: Commence en 1970, activités en cours. CONTACTS:, Bruce E..et Alisa 1C.A. Lundeen, Projet de technologie appropriée de Arusha, P.O. Box 768, Arusha, Tanzanie; Joseph Kenyua, Responsa- ble du Programme de balnéation, Soticir, Kenya.

^ o

DESCRIPTION: Xn91970, le Corps de la Palx des Etats-Unis a entamé Ia portée de la balneatidn du betail pouele contrôle des le programme de gestion des propriétes farniliales de tique.s.IIa 'éte egalement mis' en évicIence que les balneation des bovins a Kipsigis pour accroltre a lutte exploitants qui avaient saisl ieprogramme, hésitaient eontre des souches fatales des, maladies teansmises aux s'acquitter des droits debalneation tivancl Ia teneur- cle bovins par la tique qui soht-tres,repanclues au Kehya. :la 'solution ehimicfue etait trop faible 'pour que le bain L'essentiel du programme destine a l'éclucation des sOitefficace.Eien quelesagentsôtérinairede adultes a ete ulterieureinent revise puis elargi des qu'il vulgaeisation aient essay& de remédier a cq problernes, est apparu sans équivoque que le programMe avait en se mettant-craccord avec-cleS groupes d'exploitants et avorte.Des activitésd'Infcirmation supplémentaires avec :des meml?.res 'de, la cooperatk;e,leur" manque s'impopient, étant donne qu'un.grand nombre d'exploi-, d'experience en matiere d'éducation periscolaire desti- tantslocaulx,, n'avaient assimild la' portée ,dela née auk adultes, les incitait ,a-réprimancler les exploi- balnéation du betail dans la lutte contre les tiques,,ni les tants peu cooPératifs. raisons pour lesquellesla -halnéation ..ne. peut etre Afin de eomblere vide 'en matière crinforrhation, .effitace que Si elle est:administrée regulierement. En orps de la Paix ont participe, avec faibertainsTxPloitants in'ont pas baigne leurs bovins, deux volontaires du certains de/maniere irreguliere et d'Autres ont, les, agents vétérinaires de vulgarisation, .a la mise au uniqUement baigne leurs atiirnaux de qualité superieure point d'alburns ,cle photos (avec légendc efl swahili et et ont laissé 'le jeune tfoupeau de zebus indigenes narration dans,. la langue locale enregIstree sur bancle), exposes aux attaelues de la tique Dans le meme temps, de maquetteS ,de demonstration a",jrois Ifitn'enSions, ct les installations .de balnéation n'étaient paS entretenues; d'airtres moyens atidio-visuels ã Utiliser au sein des de maniere adequate et les responsables de la coopéra-.. installations de balnéation,_ainsi que dans.les. reunions . tiVe tle Kipsigis n'ont pas obtenu le produit chimique en d'ekploitants et les.sessions du Conseil de layoopérative.' quantité suffisantd _pour maintenirlasolutim;\ çle A tcps ces activites'd'enseignement. on prencl soin balnéation a son'degre de concentration nécessaire. 0 de fair6 pailieiper les Wa,zee.(oti "venérables ancieqs").-:-

. En fonction des discussions avec les exPloitants et le\ On fait appel aces vieux exploitants pour qu Hs .travailleursvétérinaireslocaux,l'hypotheseaété .rappellent les pratiques oubliées de zootechnie, ce qui confirmée, a savoir que les exploitants n'ont pas compris permet aux autres eXplditants d'admettre plus rapide- moot los changements (par exemple: l'adoption (rani- chaque exploitant. Ces comptes -rendos,accompagnes maux classes). et Jours repellcussions. tors des reunions, de calendriers ont particolierement aide les kploi- chaque participant est libre soil de poser des qt ,stions. , tants illettips. De macro% ces documents soulignynt suit de l'epondre, et de mettro en Commun I forma- l'importancC des periades de hains clans une planifica- tions...I-1es consultant* participent ft cos deba . mais ils ti(m efficace. s'efforcent de ne pas presenter de nouvelles donnees tant -Les problemes linguistiques, ajoutes aux difficultes de guy les autochtones_ne sout pas prets et antes a les production. ant limit& refficacite du film 16mm. assimiler.. Les'vpports audio-visuels mis au point dans le cadre ' En dehors inions, le principal moyen d'expres- (10 progl'amme de balneation (10 hetailftKipsigis Sion est le'Magnetophime ft cassette, L'utilisation tb refletentlosdc'eaucertes d'AndreasFuglesartg,ft magnetoP'hone, pbrmet aux- resPonsables du proigt,soit savoir que les photographies en noir, et blanc.aveccles ,de eel-maitrelesreactions des exploitants (Veins insigni-liants caches.- fournissent-sonvent plus activites educatiws, suit de communiqiier les debats de (le renseignements 'AN( personnes analphabetqs, que ces reunions aux exploitants qui n3, ont Qas asisCe.ainsi des silhouettes, des graphes 00 des photographies non que d'enregistrer des recits ayant trait it l'agniculture. retouchees. -" Ce programme ne requiert ti dessnlos sombres. ni RESULTATS: (I;s projecteurs.etant donne que l'im-expose en plein jour .des diapositives inserees dan:Ddes depliants en Par le biais des debats,ila été mis au *hit des plastique. : procedures qui incotporaient fibi lois les cannaissances A Kipsigis, les etudiunts' do secondaire Ocoutent les inherentcs a la collectivite et: Ijs nouvelles jnformations handes et regardent les exposes pbolographiques destinees au besoin et aux autivites des explOitants. realises pour les exploitants tie Manarbt. A insi, les- Le cantrale des bains est devenu plus efficaee: on a deux groupes restent en contact, malgré les .cHfle- insiste davantage stir le maintieil (rune, comentration rences. d'fige et d'interets sociaux. chimique ,rigoureuse; on a perfectionne le syste,me de tenue des registres qui a ete miS en-pratique:on,a ortfin repare teS installations de balnétion. operation qui ,Ctait RE 1' ERENC ES: pecessah:e. Un grand nembre d'exploitants oat com- niencé ft baigner regolierement ,taus lours beVins etont "The Potential of Locally Produced Materials and .egarement, adopté d'autres pratiqaes d'economie ani-, Small pedia in Community Development," 13roce E. 'Male. A lasuite de, ces changements, les registres Lundeen et Alisa K.A. Lundeen, etude non publiee, eterinaires lndiquent quelamortalite des bovins decembre 1977.. engendree par les maladies transmises par la tique "Kipsigis Homesteads," Bruce E. Lundeen et Alisa accuse one regression nap negligeableftpartir K.A. Lundeen, 'expose photngraphique non publie et mement oilla compasantC communieationdi( pro non date. , "gTamme a ete etablie. "Village-Made Edticational Materials: Three Ex peri- Monts that Worked," Bruce E. Lundeen et Alisa K.A. A NOTER: Lundeen, Development fommunieution Report, Nome- ro 23, ClearinghouSe on Development Communication, 'A partir de 1979, les journees d'eclucation Pratique se juillet 1978. sok tenues dans la region0s de Sotick. Ces journees ont permis aux --exploitantsd'aocroltre leurs connaissances en matiered'epizdotie et de pratiquesdiecono- Clearinghouse on Oevelopment Comtnunicatiorr, mie animale.- -,Juillet 1978 Alin de prouver le concept-qu'une solntinn faible ne tuera pas les tiques, le personnel du programnle mene une demonstration simple utilisant .one eProu- (Bienqu'ilsuit de coutume au Clearinghouse de vette, un Tiquide cok)re et des vacbes jouets. (lemander ailx .Personnos faniiliarisees avec les projets Les comptes fendus ecrits, conserves comme partie (Writs dans -lapresente sCrie, d'examiner letexte inthrante du prografnme, precisent ies explaitipits preliminaire des profilslesefforts ardus visantft qui onf baigne leurs bo'vins au cours d'une semaine obtenir de tels commentaires: avant la date de'. publica- donnee, ainsi que le nombre de bovins baignes par tion, se .sont en l'occurrence reveles vains.).

c/.s'

4-4 12 AGRICULTURE

MAAGANA 99 r a

Phihimiines

AUDIrNC'EXIBLE: Les' producteurs (Ie riz de 59 provinces des Philippines ec.nviron 900.000 exploitants, scion les estimations officielfes)., - OBJE47cIF: ,Accroitre Aes rendernents rizicoles e'n mettant a la disposition des exploitadtn des prets, des facteurs de production agricoles et.des informations'appropriées sur les concepts et lesspratiques agricoles. ff MEDIAS: Radjo, dessins humoristimies, livrets, brochures publicitaires, bulletins,' reyues en langue du pays, journaux, iffiches, television et communications interpersonnelles.

I. . BA I f..LEURS/PROMOTEURS: Le Conseil, hational des Philippines pour l'alimentation et l'agricul- (ure (une Organisation composee'de 17 organismes et banquen d'Etat des Philippines); l'Agence des Etats-Unis pour le developpement *international et l'Institut international pour la reehérche rizicole. ,c DUREE: Projet pilote et recherches men& de 1971 a 1973; phase de mine en oeuvre commencée en 1973: activités en cours. 'e CONTACTS:I' Dr. Arturo ,Tanco, Ministre (Ie l'agriculture, QUezon, Philippines; */:. Domingo F: Panganiban, Directeur, Conseil national pour l'alimentation et l'agriculture, Quezon, Philippines; J.D. Drilon, jr..Directeur, Centre,regional,de l'Asie du Sud-Est pour,les etudes superieures et la recherche en agriculture, U:P. a Los Ratios, College, Laguna, Philippines; Kenneth F. Smith, OHP USAID Korea, cio American Embassy, Seoul, APO S.F., California, 96301, USA.

DEkRIPTION: Le Président Marcos a mis en oeuvre. en mai 1973, le cherch% 2) un programme de production et de distribu--' .projet Masagana 99 lors d'Une céremonie televisée dans tiond,e semences; 3) un ,systeme de distribution et 't6utlepays.Marcos a surnarnme leprojet "un d'allocation;4)une campagne deltittecontreles programme de s'urvie" A la suite d'une inondation ravageurs et les maladies des plantes; 5) ufi progrAmme regionale en. 1272 et d'une sécheresse nationale en, de. credit; 6) un programme pour la distribution de 1972-73, et il a fait appel A la nation afin de Goopérer pompes d'ivrigationetl'ameliorationdes systemes un programme de .riziculture destine A redresser le d'irrigation; 7) un programme Pour l'augmentation du marasme economique qui menagait d'epuiSer les devises nombre d'agents mobiles de vulgatisation agrlicole etde du pays, et de causer d'autres problemés sur le plan leur disponibilité; 8) une campagne kbase de médias de economique. L'impression ,d'urgence _tradulsait'le fait masse créee dans le but de propager les infomations et ,que la penuriè de riZ, cette année-là, avait éte estimée d'instrUirelepublic en matiere de concepts et de 700.000 tonnes. 'Le projet armoire par Marcos etait le, pratiques agricoles et 9) un- sYsteme de soutien des pri; plus iMportant et le plus exhaustif de l'histoire du pays . associea un programme d'achatetde stockage en termes -du nombre d'exploitants impliques; du degré céréaliers...Lts deux dernieres phases d'ordre adminis- de collaboration des secteurs public-ei privé; du champ tratif et intersectoriel, sont: une concentration sui des geographique couvert; de l'utilisation des rnédias de z6nes eibles determinées avec Soin et une unite de masse; de, la propagation des nouvelles technologies de g'estiorichargée de la mise en-oeuvre, de la planification riziculture; duisoutien-apporté par des agents formes en, et du cohtrôle de l'en'Omble du programme. 0 vulgarisation et de la hausse des rendements La radio est la pierre angulaire de la composante Masagana 99 comporte 11 phases. Celiesci compren- medias de masse du.projet Masagana 99. L'utilisation nent:1) un ensemble .technologique- base sur la re- tres .répandue de' la radio traduit les résultats des reelierehes qui prOuvent atteint jusqu'a 85 pour attenue mais le nombre d'exploitants participants a cent cle la population et (pie troi,exploitants philippins cliMinue pour atteindre 249,000, et Vinflatien aipsi que Sur quatre .Possèdent un poste '. de radio. Plus de 224 le rencherisSement des nuts' des facteurs de production stadons de radio diffusent dix fois par jour des conseils, agrieoles ont réduit en partie les benefices realigs ,par des chansons publicitaires et des-pieces satiriques.axées la majorité des participants'. stir ragriculture, tandi que 125 stations cliffusentplus L'impaet .desmoyens de ,communicationetdes. de 50 programmes- locaux d'agriculture..Les principaux messages utilises clans leprojetillasagan099 n'a paS elk media de soutienenglobent. des bandes clessinees evalue,' mise a part rincidence-generale du projet stir la pédagogiques; des livrots et des bulletin's clans les huit production ol4enue et la hausse des revenus.. dialectes principaux du pays; des journaux (qui. de !cur4, 6 pleiri gre, consacrent de longues colonnes au projet); et 1\10TER: des affiches peciagogiqueS de propagande. Le rifik de la .frteleviSion a 60 limité et a consiste essentiellement Le motmasaijanaSignifie recolte plantureuse et le couvrit'ilacereernonie . d'ouverture du projet et des ehiffre 9.9 du titre du projet se refere au rendement ;activitéS fortuites sur le terrain. vise de 99 cavans (un cavan equivalit a 44 kg en Les' commenkateurs impliques 'dansle- debut de programme mais Odepuis ete arroncli a- 50 present prole remplissent d'autres fonetions .que celles kg). de presentateur de disques. Il font office de fonction- LInstitutinternationalde recherche sur leriz. naireS des informations dans les Comiees provinciaux l'Uni.VerSité cleS Philipes a Los Banos et le .Burc-lu d'attion (les unites .administratiVes 'de base du projet), . philippin de Pinctustrie des .végetaux ont rtien6 Ics répondent aux demandes des. auditeurs, enregiStrent reeherches -fonclamentales "sur le prOjet en question. les.6entrevues aA7ec les fournisseurs et les iililisateurs ka phase pilote a etC mise en oeuvre par le Conseil cl'inforination, menent des reeherches relatives aux nationalpourValimentation; etl'agriculture-ctu emissions et se joignent a des activités de .1a collectiVite Departernentdel'agrieultureetdes nessources liees a la production alimentaire. En dutre ils tiennent naturelles. dont les,,efforts ont eté appuyes par le leregistre quotidien des, emissions, assistent ia des Bureau de vulgcarisation .agrjcole, l'IRRI, le BPI et rétinions en vue de planifier et d'étudier -la pr6gramma: l'Agence des Etats-Unis pour le cleyeloppement inter- tion et suivent de pres les activités liées a rinformation national. et a l'éducation de tous les organismes de cleveloppement , agricole et rural. , Le Systeme de gestion des informationsi(SGI), mis point en 'parallèle avecMaswjana 90,a eté concu dans. En 1977, l'aceent a été mis sur l'importance que le but d'aider. le 'directeur de projet ft surmonter les. alasagana99, accorderait a l'intensification des rencle- nombreux problemes .administratifs qui, en regle mentS et A la participation d'un .nombre toujours accru. generale, assaillentles projets agricoles: faiblesses de families d'exploitants. Depuis, le Projet est eonnu dans les liens entre les sotwees cPinformations etles ' sous le nom deillaa.gana 99+10. decisions; difficultes kdistinguer les facteurs clétermi- nantde la production de,ceUx qui sont accessoires;.et RESULTA'f'S: les problemes -portant sur la coherence et la fiabilité des informations recueinies a de ,nombreuses soui'ces. Malgré des problemes de transport, le mauvais temps, Le SG.I aclopte corriprend 'des clonnees de base; des des clilstributions ralenties et une infestation 6de para- indicateurs types sur les donneeS; des donnees -en sites,lesrendementsrizicoles 'clanslaregionde provenance continue dirl tevain; des enquetes regu- Mascigana.99ont accuse une hausse speaaculaire: 28 jieres par,sonclage; 'vri ensemble de proCedes appli- pour cent de 1973,A 1974, un polar centde plus en 1975, qués i al'analysedesdonnéesP:- laretroactionet et un complement de 10 pour cent en 1976. Par exemple, revaluation; des hypotheses de fonctionnement' défi- eh 1974-75, les rendements ont atteint une moyennede nips avec soin; 'et- d'autres outils analytiques néces; .3,3 tonnes par: hectare dans la zone du projet,et'0,77 saires aUx prises de decision., : II était tonne dans lés zones non couvertes' par le projet Le--per-son-nel--Sbn-le-tei e et e au-Funetionnaii prévoir que ressor de la produc_tionen fsinetiond-eprovincial du progi.amme qui resume les commen- augmenterait de taires. et les transmet; d'aborci par radio, puis -p.ar maniere non negligeable les revenus bruts des exploi- courrier, au Personnel du comité de gestion. tants; Ainsi,alafindelapremiere année du programme, une etude fait ressortir queles .exploitants Les achats de biens c-de consommation du genre des trois provinces participant au projet (proYinces oilla cuisinière,réfrigerateur,etmotocycletteparles superficie des propriétés était en momenne legerotnent .familles d'exploitants impliques dansMdsagana 99 supérieure a deux hectares) ont bénéficié&tine hausse oni tenement progresse dans certaineS regions que la de leurs revenus qui s'est chiffree 118 pour cerit- nouvelle variete de riz est parfois' surnommee: Riz Depuis 1976, la récolte globale n'a cessé des'aecroltre et Honda. a lafit-1 de l'année 1977, les Philippines ont exporte 25.000 tonnes en Malaisie et au Vietnam. On prévoit que REFERENCES( les eXportations globales de riz, y compris celles de1977 et 1978, s'éleveront a .149.000 tonnes. Leprobléme du ''Masagana 99: An Integrated Production Drive in the remboursement qui a tourmenté le programmesest Philippines," J.D. Drilon, ,Jr., etude presentee au

14 29 ISeminaireI sur le développement agricole accéleré et troisième Atelier .sur la recherche et les médias- du prosperite rurale, 'Univ,ersite de Reading, septem- Conseil philippin pour la recherche agrigole, Davao, bre 1976. acnit 1975. . "An '.AgricuiturtaLManagement-Information-Systaff- "Masagana 99 Program: Farmers', Technie,ians', and Lessons from Masagana 99," Kenneth F. Smith; Credit Agencies'. Viewpoints," EUsebio P. Mariano, PAS1TAM, notes de projet, N" 7,-mai 1976., etude presentee a la première conference de politique ."A Communication Behavior Study of Small'Riee agricole potn- deséiudes cle'politique et de developpe- Farmer: Diffnsion and Feedback in the Masagva 99 ment, Universite des Philippines a LoS BaTios, 1975. Rice Production Program in the Philippines,' Her- j. . nandq V. Gonzales 11. these de M.A. nOn Publiee, Universite d'Hawaii, décembre 1977. . . "Masagana 99: a Renaissance 'in Agricultural Com- Clearinghouse' on Development Communication munication," Vicente C. de Jesus, etude presentee au Qctobre 1978

(t:

15 2 p. 9 DEVELOPPEMENT INTEGRE

LiACTION CilLTURELLEPOPULAIRE (AC170)

Colombie

AUDIENCE-C I BLE: Les petits fermiers de Colombie.

OBJ ECTIF: Donner aux petits fermiers une education de base. <, MEDIAS: Radio, materiel imprime, communications interpersonnelles (avec aide de diapositives et de films)... ,_. BA ILLEURS/PROMOTEURS: 'L'ACP0 est virtieellement in'dependante du point-de vue financier; 7-- pour cent de son capital provient de sdurces..gouvernemenIales ou de programmes d'aide financiere ou techilque octroyes par l'Assistance. Internationale pour la PlanificatiOn Familiale et par' l'Education dans id monde.. PUREE: FOnde en 1947; en .coni's.' 'CONTACTS! Monseigneur 'José Joaquin Saleedo, Acción Cultural Popular,Apdo. Aéreo 7170, Nal. 3262Xal1e 20,!No. 9-45,_Bogota,:ColoMbia. 'Tz'

DESCRIPTION: L'Action Culturelle Populaire debuta en i947. Elle est qdecident l'horaire des xencontres, preparent des l'oeuvre d'un membre du clergé catholique de.25 ans, cornptes i.endus, dirigent les discussions et conseillent d'autres' membres des groupes: Les cellules d'apprentis9. . José Joaquin SalCedo, En essayant de donner aux iletits

ferthiersdes connaissancesindispensables. pouvant .sageutilisentsix manuels gratuits qui servent aider leur developpement personnel 'et' celui ,de leur documenter. defaq6fipermanente l contenudes communauté, ACPO commenqaémettre de la station retransmissions. Ces textes simples aident les' éleves de Su.tatenza acquerir le langage etle .Calcul de base etilsles Ce qui,fut-au debut une experimentation devint ilar la renseignent sor les "probiernes de developpernent de suitetale. Institution..L'Action Culturelle. Populaiye facon pratique. 1 trainsmet-a present des beurs d'éducation- de base, 4 d'alphabetisation, de calcul, de sante, de /construction, RESULTATS: d'hygiene, d'economie et' de développement pers&mel. un programme de formation pour son personnel; Une evaluation de l'ACP0 par l'organisation, elle-, 900 personnes, s'occupent 'de cominunicatioils et de rneme, effectuee en 19:76, montra que 23:pour cent des travail de developpement. Elle organise ,pn,,service de paysansinterrogesdanscinq commuhautés types corresPondance publie urn hebdornadaire ef Ore une partieipaient a l'ecole par radio, que ceux qui avaient 9 imprimerie; elle offre un choix de cars bras, d'intérêt ete contaetes par Radio Sutatenza la prefelaient P toutes immediat ou, local. Elle vend des centaineas de milliers les autres stations et que les ameliorations dans la de livres *chaque fannee,' a .prix col:Rant, aux 'petits communauté correspondaient%dans beaucoup de cas au fefrniers; elle envoie dans les :eal-ripagfies des camion- .'nombre des auditeurs de la radio scolaire. Elle indiqua, nettes avec du rifatérieléducatif et recréatif pour aussi,entreautre's, "qu'il .y aVait cplus .cl'auditeurs, montre desfilms et diStribuer du materiel imprirne. 9 terminanf les, cours de base qu'il n'y en atlait recevant Elle, developpe aussi regulierement de nouvelles techni2 des certificats. ques d'aide audio-visuelle et de nouveaux programmes, Les indices plus revélateurs. du succes de l'ACPO sont En ce moment, ACP0 fait aussi sa propre analyse et cependant sa survie pendant 30 ans, son independence s'occupe-d'une- campagnevourla-planificationfatnilial financiere, et sa croissance. Radio Sutatenza atteint appelee "Etre un Parent Responsable." present 140.009 paysans qui envoient entre 75.000 et. L'élement eentral de l'ACP0, la radio scolaire, touche 80.000 lettres et demandes A la station chaque armee.. 22,000 grouPes d'étude. Les groupes de' Radio Plus de 11.000 organisateurs. de la communauté sont Sutatenza sont organises spar les petits fermiers lqcaux passs par les instituts et sont retoutInes Chez eux pour

17 cornbattre la 'pauvret'e, ia Férosion, la crois- l'Occasion de poser 'des questions sur les.retransmis- sancedemographique excessive, le manque d'hygiene et sions et d"utiliSer leurs coniraissances linguistiques. II d'alphabetiSation. De .pais, .au moins 15 pays hispani; donne aussi .au personnel de. l'ACPO. des renseigne- ques ont Utilise' leprototype colomhien %pour leurs Ments,tres importants sur la teaCtion`cles paysans. propres progranitnes educationnels par radio. L'ACP0 maintientsonautonomiel'inaneièreen .partageantsastationiadioPhonique,sonstudia., d'enregistrement.- ct Wn: imprimerie avec des firmes A NOTER: commerciales. : Dans la Colombie r'tirale, la circulation du journal "E1'., Campesino" (e'nviroli 7Q.-000,lecteurs) est plyS "gran& REFERENCES: que cep de n'importe quel autre "Farnily -Planning Education Aetion: .Some Om- -"El Campesino"-Inclut regulierement en supplements munity-Cent-dred Approaches," Judy El-Bushra et d'inforrnationdesdepliantssurlaplanjfication SusanPeri; 'International' 'ExtetisionCollege 4and farniliale6t," l'Oducation. Ces depliantS- peuvent eti1re ,;- International Plannyd Parenthood rederation. Lon- affichésou plies comme brochures. dyes, Angleterre, niars 1976. , .DeS livres de la Bibliotheque des paysans, a l'usage 'de "Com on iccfc iOn, Educnchin No',t' Formal y DesarrotI() . ceux qui vierment d'apprendre ftlire leur cotltent Nacional: las Radio kscuelas Colodibia nos," Juan - environ 13. cents U.S. chacun:Depuis 1963, plus d'un Um on,Educaeidn Fundamental 'Integral, N". J . million de titres le plus populaire s'intitulant 3pey, .13(votd, Colombia" A ugust 1970. et Nnfant k tieouv,ent dans le6., foyers,ruraux., Les .vingt employé$ de l'ACPOreponelent a environ Clearinghouse on Devdopment Comthunication 200 latres har jottr. Ce service donne p..ux altditeurs ;Juin 1977

r 18 , DEVE-L PTEMENT*TEGRE

LAEDZA, BAI"ANANI

Botswana

, AUDIENcE-CIBLE: Les villageoisdela region Nord-Est du-Distrkt central de Bettswanai:, ' ;03JECTIF: EncOnrager la' participation defle eomtnunauté ,4 des efforts de développement, identifier la perception que les villagepis ont de leurs propres prOblernes et- ottenir leur soutien pour les projectS sous ,l'egide gouvernementale. EDIAS: Theatre populaire, drnme; marionnettes, dansephant, pOésie acconi- pagnée par battementa de taMbours. BAILLEURS/PROMOTEDAS: La Division de Services -Extra-Murattx du College ComMUnautaire' de Tutunie, le-GrOupe de' Services de Vulgarisation du Sous-District de Tutunie et le College d'ExIension depotswana:

DUBE: dommencé en 1974; en courS. CONTACTS: Ross Kidd, International Council ,for Adult Education, 29 ,Prinee Arthur Avenue, Toronp, Canida M5R 12 Martin Byram, Tutume CommunRy College, P/0 Tutume, Via Franeistown, Botswana; Frank Youngman, UBS/DEMS, Private Bag.002,2,Oaborone, Bots= wana.

DEkR1PTION: ""Laedza Batanani" (ce qui signifie "le,,,Soleil est déjà qu'il deVienne un.événement,,annuel.' Lévé,, done Viens et ,Travaillons Ensenible") est :tin projet d'eveil de conscience copmence en 1974, pour Chaque festival est- organise en projet "d'eclueation encourager les participants a s'entraider et a tirer profit integree, sans structure fixe.. Chq,que travailleur cies . de, tous, les projets de développement patronnés par le , serVices de yulgarisation de la region clevienrganisa- ,'governement. Organise avec l'aide de dirigeants locaux tem' regional et membre de l'équipe mobile d'acteurs- ét de travailleurs des seryices de vulgarisation et du animateurs. Chaque campaghe constittle aussi un effort gouvernernent, la campagne "eveil de la' communauté" 'eornmunautaird:, les représer4nts de la, ceinmunauté seprésente eOmme une serie de fetes du yillage Participentune séance de trlayail avant la eaMpagne, au cours delaquelle,.lest probleniesmajeurs, sont annuelles. 1 llsorganisen'tlefestivaletparticipent Le projet eut d'abord pour but cre montrer directement aux spectacles des fetes devilJag. possible, du thed.tre populaire par les travailleurs des services, de vulgarisationetilcoeserve encore un Chaque année l'equipe de la catripagne,visite les eing caractere empirique;l'époque de sa mise en oeuvre, la villageS leS plus importantsde la region a presente un communaute visée-était tre$ apathicfue résultat direct spectacle de 90 minutes qui cOmprend theatre, marion- de la dispersidn de l'habitat, ,de Ja negligence des . nettes, 'danse, chant et Poesie ponetuee de battements .de homnies travaillant en dehors de la region; et du tambour.. Apres chaque 8pOttacle, les acteprS et Jes daractere faible de l'autorité traditicfnnelle., Doric, lors travailleurs.,desservices .devulgariSationdivisent d'une conference sur des pr6blernes de' développement l'agsistance en troupes pour discuter les ProVemes qui eut lieu dans un village, quand des 'dirigeants présentés. Une innovatign récente est un programmei:, répondirent avec ethousiasMà ..des etudes de cas apres la campagne ouily a des derndhstrations dramatisées et recommenderent ie Pon donndt suite au 'pratiques,et d'autres activités (par'exemple, distribution programme, les organisateurs deciderent de répondre de graine) de façon a aider l'assistance a passer de la' discbssion,l'actioh. par une éanwagne mobile incorporant le theátre aux ,$ autres inoyens de communication,le premier festival,' Le rtioYén de ,communicationo esSentiel de 'ehaque eut beauccitip de succes et les participants Jemanderent festival..est' "le, theatrepopulaire,"' quireposestir ! l'improvisAion plutOt quo sur un texte &Tit et depend kNOTER:- plus de la grande familiarite qu'ont les acteurs avec les problems soulevés que de seaaces de ,repetitions. Dans "1,es petites pieces" les personnaos representant L'usage des mOts est minirne et le theme est repete des "problémes", sont nommes' par leurs vices et font continuellement pour aider ceux qui arrivent en retard. (ICA partie du patrimoine,ciu L'action codtinue sert a captiver l'attention des specta- L'utilisation des danses traditionnelles et de la poesie teursetla, 'participation(RIpublicestvivement poncLuée de battements de tambour comme moyens encouragee.. D'autrea moyens -rde communicatiop (ma7 de cpmmunication an cours des festivals s'yst aver& rioancttes, chant, danse et poesie) sent dtilises pour ext:3mement poptdaire et a demontre le potentiel du renforcer les messages transmis par le theiitre. folkloreetdesartistespour, communiquer des- messdVeS d'actualite: lies aux questions de doveloppe- RESULTAA moat. L'usage du thécitre populaire comic? "abiroir" qui "LaedzaMitanani"attireun grand nombre de permet,aux membres de la communaute de conside- personnes, dont beacoup n'avaient jamais participe rerleurs preoccripations journalibres, puis cleles --des programmes de developpement. Les fetes du village discutercollectivement, 'arnoiltrerefficacitede presentent des problemes locaux de facon attrayante et "LaIrdza Batanani." donnent -aux villageois4 la possibilite de forrnuler leurs faconinformelle maisclansun contexte fj griefs de REFFRENCES: ttpersorinel.Cesspectaclessontdes divertissements oulturelle de la region., excellents et stimulent "Laedza Batanani: Folk Media and Development: A Plusieuy changements positifs resulterent directe- Botswa'na Case Study," Ross Kidd et Martin Byram, ment de "Laedza Batanani": en paiticulier, la participa- Botswana ExtenSion College, Gaborone, Botswana, tiorr,a des rencontreS de discussiOn sur les problems. de juin 1976. developpernent augmenta,, le nombre de porteurs do Wopular Theater and Development," Ross Kidd et . Maladiesvéneriennes'qui,signaltrent leur maladie et se presentbrent pour recevoir un'traitement augmenta et Martiry Byranr, Convergence ,Vol. X, No. 2, 1977. les habitants créerent plus de jardins autour de leurs maisons. De plus, le succes du projet encouragea trois 'autres,distriets do Botswana a utiliser la mem tactique Clearinghouse on,DevelopMent,Cominunication de campagna d'éducation integree. Juin,1977

oc;

'13

20 0 s

DEVELOPPEMENT. INTEGRE

TROJET DU YUKONINFERIEUR.(SKYRIVE14)

Etats.Unis

AUDIENCE-CIBLE: "*,Esquimaux d'Alaska et fonctionnaires du gouvernement. 'OBJECTIF: Developper ün processus par lequel les Esquimaux pourraient identifier leurs besoins et lemr problemes, se mettre d'accord sur des actions appropriées et pith trouver des solutions.

.oMEDIAS: Film et video. . BA ILLEUR8'/PROMOTEURS: L'Office des Etats-Unis pour' le Développement Economique:

,DUREE: De 1970s 1972. CONTACTS: Tim Kennedy, Dcpartment of Communication Arts, Cornell Universi- ty, 640 SteWart Ave., Ithaca, New York 14853, USA-

DESCRIPTION: Grace 4, des forlds de l'Office des ntats-Unikpour le personnes interviewees en video et les bandesfurent Developpement Economi9ue, le "Vrojet Skyriver" debu- renvoyees a la communaute filmée.. LeS mêmes films ta, en 1970 avec tout just,e une equipe de cineastes furent aussi envoyes a Wautres villages pour,promouvoir travaillant Emmonak, village de la basse region du le concept d'utilisation de rencontres filmées en video. Yuko`n. Le projet fut organise comme une experience Les films 'ne traitent pas tpirs de problemes urgents. d'utilisation du 'cinema pour organiser les cornmu- certains moratraietslfies aspects plus positas -du mode nautés. , de vie des Esquirgrga et avaient pour but de,divertir et En premier ,tieu les'. habitants d'un village designe d'éduquer des p4sonnes d'autres cUltures. selectionnerent un organisateur de projet parmi eux. AU .coutT de rencontres,les habitants identifièrent' des RESULTATS: meneurs de la tommunauté et des problemes urgents - (par ekemple manque d'écoles danslaregion ou' Les films utilises dans le "Projet Skyriver" ameneFent niauvaises constructions). Ces meneurs furent encou- des changements majeurs dans la politique gouiierne- rages a discuter et presenter des ,solutions aux pro- mentale. Un film oirleEsquimaux;,se plaignaient blemes de leurs villages deyant 'la camera-, en utilisant d'avoir a enyoyer ,leurs enfants dans des pensionnats la langue, le cadre et la presentation de leur choix. (parcequ'il avaitpas .d'écoles aux alentours) Apres une.projection privée durant laquelle la personne. encouragea le Département de l'Education de l'Alaska interrogée pouvait a son gre retrancher ou ajontei des repenser sa strategie de développement scolaire;rniain- renseignements, le film ou la bande enrejiistree était tenant des lycées ont été bads dans les petits villages. soumis a l'approbation.de l'organisateur du 'projet,..ainsi, -Un `antre filmrmontrant la dureté de la vie dans les clue dela communauté afin de stirnuler plus de logements pour ,personnesa petits revenus, eut pour discussions et de clarifier certains problemes. Entre résultat le licenciement d'un ingenieur de planification temps, l'equipe de Skyriver fournit des renseignements .en.7construction et charigea 'Fa démarche de l'Etat en ce,. tels que les noms des agences du gouvernement qui; qui concerne les projet.S' pour les personnes a 'petits c s'otcupaient des problemes donnés ou les noms de ceux revenus. . qui prenaient les decisions finales. Graduellement un D'autre'sresultats duProjet Skyriver sontplus film émergeait qui reflétait le consensus de la cOmmu- difficilesamesurer. Les Esquimaux serendirent naute. compte de ce que le gouvernement pouvait ou ne pouvait Le filmacheve futprojetéa Juneau pourles pas laire pour eux. Ils devinrent moins isoles étant fonctionnaires du gouvetnemeht eet autres groupes davantage, au courant des problemes de leurs voisins interessés par les questions cle bien-etre social. L'équipe immédiats et des gens du village voisin. Cette connais- du -"ProjetSkYriver"enregistralesréponsesdes sancelesaida a proteker leur culture contreles incursionsdesinstitutionsoccidentales. En mettle véritablement les sentiments de la communauté et temps, 'les fonctionnaires de l'Etat recnirent-des .ternoi- leur. consensus. gnages, directs sur la dureté de.la vie rurale proVenant Parfois, le film était'préférable a renregistcernent par de persOnne s? qu'ils n'adraient: pas eu normalernent . . video pour les-entrevues. Les quelques .semaines l'occasion de rencolitrer:f nécessaires au développement des f:ilms donnaient aux Finalernent, en regardant les ,filmsz faits par. sujets l'occasion de- refléchir sur ce qfils Vaient Esquirnaux eux-mêmes, d'autres Américains apprirent declare et au besoin 'de ritih-des. modi-Tications. a mieux connaitre le caractere particulier de cette general, on peut direque le filrn.ot la videoront chacun culture et ses.efforts poor sauvegarder son identite. leurs inconvénients et leurs avantages. 7 A NOTER: REFERENCES:' Skyriver eta- des difficultés a.trouver ties cineastes et "The Sky,riverproject: The Story *of aVrocess,",Tim'. des opérateurs de video qui pouvaient7travai11er dans Rennedy, Accegs: N". 12,National Film Board of le cadrb partimlier du .projet oü la transcription, la Canada', mars 1974. distribution et le contenu de's films étaient 6ontrOles "Videotaping: Process in Community Development par les sujets eux-memes plutet que par l'eqUipe. Discussed, by 'Tim .Kenriedy at tenter Seminars," Pour son deuxieme films l'equipe de .S1.

22 'DEVELOPpEMENT INTEGRE.

RADIO-MESSAGES

Equateur a

AUDIENCE-CIBLE: Les Equatoriens adultes ruraux,_ -OBJECTI: Instruire les adultes ruraux ill'ettrés par l'intermédiaire de programmes de radio educative concus par et pour leurs pairs.

,MgDIAS: Radio et magnetophones a cassettes. .1! BA ILLEURS/PROMOTEU,RS: Projet d'Education Nonformelle:de l'Université du Massachusetts v. avec l'aide financiere de l'Agente des Etats-Unis pour le Dévettippe- ment International. A DUREE: En cours, a commence en aotlt 1972. CONTACTS: Padre Isaias Barriga, Director, Radio-Mensaje,Tabacundo, Ecuador: t-

DESCRIPTION: Des emissions enregistrees sur bande magnetique attire un grand nombre' d'auditeurs. Tandis que les p'roduites par, les petits paysans(Cam pesino)fu'rent auxiliaires se chargent d'enregistrer les bandes et de les in'corporées aux retransmissions dune petite station fu,urnir aux stations, les retransmissions ne sont meme regionale, Radio-Message, a la fin de l'année _1.972 pour plus tfanscrites,'engore moins presentees sous une forme atteindreune largeproportiondes 44.000 adultes bien definie'. Les programmes contiennent des conseils, illettrés clans la region de Taba:thlindo, Equateur. he des poemes, des chansons deS' lectures, des dramati- projet fut concu de façon a rallier la masse des auditeurs sations de problemes communautaires, des témoignages, par une retranSmission jibre et de charger en suite les des lecons de lecture et de mathematiques (retransmises auditeurs eux-mêmes de la programmation et de la en 'conjonction av'ec les emissions de radio scolaire déjà retransmission.Lesobjectifsimmédiats duprojet exjstanles). étaient de découvrir si des emissions radiophoniques d'un niveau tres simple, intéresseralent les auditeurs et RE SULTATS: seraient capables de retransmettre a la commu- nautélesinforrnationsfournies:dansleurpropre Un questnnaire distribué en 1971, 1972 et aussi 1973 langage. Les buts a long terms étaient (1) d'intensifier Tevela quo le nombre des paysans qui se contentaientde les sentiments d'amourTpropre des auditeurs, (2) de dépendre uniquement de "l'aide de 'Dieu" pour° les stimuler le developpement commundutaire et (3) d'ame- questions de developpement de la communauté était liorer Valphabetisation des auditeurs et leurS donnais- .tombe de 80 a-50 pour cent en un an dans la region de sances en calcul. Tabacundo. En même temps, le nombre. de ce,ux qui Grace a une modeste subvention pour les appareils, voulaient Ailiser des techniques de production experi- octroyée par l'Université du Massachusetts, le projet mentales passa de .56 a 84 pour cent. Cepgndant le rassembla 40 magnetophones et de nombreuses bandes. questionnaire ne'reyela aucune_augmentation d'amour- Le materiel fut distribue et des assistants d'enseigne- proprg des paysans. Des -observateurs noterent que merit, 'thus volontaires; purent se familiariser avec le néanThoins des changements d'attitude ndables avaient materiel dans'' 40 centres, de radio scolaire. Chaque pris plaCe. Le Pere Isaias Barriga, directeur de la auxiliaire utilise a preseni'ce materiel. poui enregistrer station, croit que l'utilisation des enregistrements a des bandes que Von passe chaque semaine au cours de ontre aux paysans "qu'un certain pouvoir 'dans le deux emissions d'une demi-heure. monde" leurest accessible et que les buts et les Les- émisSions "Message 'Campesino" (Message pour satisfactions de la vie a la campagne sont uniciues et les PaYsans) revelent que les paysans sont si'intéressés a valables. s'entendre, a ia radio qué ce type de prOgrammation tes4progres concernant les deux autres buts du projet soht relativement faciles a -mesurer et ont eté tres . Des remarques de caractere fres technique faite par marques; les reponses correctes a un questionnaire sur un agronorne bien intentionne mais un peu endehors dévelopliement communakaire passerent de 50 a 61,5 du contexte d'opénation, furent "tradaites" par un 'pour cerit de 1972 a 1973. Le nombre de ceuxqui paysan de maniere a ce que le groupe los comprenne. pensaient-qUetérosion etait une."chose facheuse" monta phfathlement. de 26 a 58 pour cent des personnes interrogées. De Une communauté enregistra le discours d'un fonction- nleme, le .nombre de personnesobtenant une note élevee naire responsable de prograrrimeS,de developpement (environ 55):a un test de langues et de mathernatiques, et garda l'enregistreinent conime doctimentation des donne ekre 1971 et 1973: s'accrut sensiblementLe promeSses avait faites. au peuple. hombre de .ceux qui abandonnerent le programme passa de 26 pour cent en 19711-1972 a 45 pour cent l'annee suivante mais ce ;déclinreflete ,probableMent des REFERENCES: facteurs externes (matNaises récoltes et migration pour ."Programming.by the People: An-Ecuadorian Experi- --cherCher _duitfavail, 7 qui fut,facilitée par tine nouvelle Educational Broadca8ting route qui dirhinua Clemoitiet le temps potir se rendre a ment," James Boxeng, International,Vol. 10, L Malt' 1977. Quito). "Tabacundo: Battery-Powered DialoeJames A NOT ER: Hoxeng, Valerie lckis, and Alberto Ochoa, Technical Notes on Nonforinal Education, Center for Internatio- Laisses a eux-mémes apres avoir recu 'des renseigne- nal ,Education, University of Massachusetts. Amhersf, ments pendant tine demi-heure sur le mode 'd'emplei Massachusetts, 1976. des Magnetophones, les..auxiliaires.apprirent vite a les utiliser'correctement et d'une maniere creative. . , Un groupe rural sans riiwnetophone-loua-uPe-voiture . pour venir att studio de' la statithi deradio de fawn a !: ce'queses membres puissent produire une "derrions- Clearinghouse on Development Communication' tration :ep direct" Juin 1977 1

4 a DEVELOPPEMENT INTEGRE

PROJET. POUR 17EGALITE D'ACCES DES FEMMES ET DES JEUNES FILLES A L'EDUCATION

,Haute-Vo16

AUDIENCKICIBLE: Les femmes et les jeunes filles des zones rurales de trois regions de, Haute-Volta. OBJECTIF:' Fournir une education pratique comme moyen d'ameliorer les normes de vie et la condition des femmes dans la collectivité; former des enseignants afin de perpetuer le mouvernent. Radio, films,diapositives'. thicuments imprimes, communications interpersonnelles., BA ILLEURS/PROMOTEUBS: Le governement de Haute-Volta (le Ministere de I'6Iucation et de la culture et d'autres ovganismes des 11 organisations volialques pour le developpement rural); l'UNESCO; le PNUD; l:OIT; la FAO et autres' organismes internationaux. publics et non publics.. . DUREE A ete projeté et a débuté en 1967; activités en couri au moinsjusqu'à 1981.

CONTACTS: , Mme. Scholastique Kompaore, Directeur de projet, Projet d'égalite d'acces des femmes et jeunes filles a l'éducation, B.P. 11, Ouagadou- gou, Haute-Volta; Mary Lynn Hanley, Information Officer, UNDP, One United Nations Plaza, New York, New York, 10017, U.S.A.; BreMla McSweeney., PNUD, P.B. 575, Ouagadougou, Haute-Volta.

DESCRIPTION: Le gouvernement de Haute-Volta et l'UNESCO opt occupées depuis le lever du soleil . qu'a son cotrcher. mis en oeuvre de Concert le Projet pour l'egalité d'acces n'avaient pas de temps A consacrer a des activites de_s femmes et des filles a l'éducation en1967dans le but educatives, la premiere phase du projet a consisté A "d'ameliorer les normes vie dans 83- yillages et faire adopter des equipements: destines a gagner du d'accroltre la condition feminine dans -la collectivite. temps, tels que puits, appareils de mouture, charrettes Afin de deposer les bases d'une réforme d'une envergure et dispensaires maternels. Dans le merne temps. on a de ce genre, le personnel du projet a adopte des objectifs egalement wait adopter des procedés de sauvetage intermédiairestresiirecis.IIa mené: des etudes programmes d'education dans les domaines do l'hygiene, sociologiques destinees a identifierles_obstacles a l'acces de la nutrition et de la sante qui visaient a soulager des femmes Al'education; a lance ',des camPagnes lesfemmesdesproblemespsychologiquesetdes d'alphabetisation-pour-les-fenime§-dg-zones-rurales; -fardeaux-physiques il crée des programmes de formation pour les educateurs Nils la mesure oü les trois projets pilotes n'ont pas de la collectivite et des programmes destines a.promou- démarre simultanement, le mon:lent oU les obstacles de voir les capacites executives des femmes; et a (irganisé temps et de sante ont été Suffisamment attenues pour des cours educatifs de base portant s-br 1a nutrition, permettre .aux villageois de participii a la formation ,l'agriculture, les arts menagers, la sante et la creation-- axéesurl'alphabétisationetlesaptitudespro- de micro-industries et de cooperatives d'artisanat. ' fessionnelles a varie (entre approximativement1970et En1967,on a effectue sur le plan national, une 1975).Toutefois, off avait distribue des radios et le,s evaluatioh des besoins préalables au projet. Kongoussi, groupes d'auditeurs 'étaient formes au debut du projet, Banforaet- PO trbiregionsdotéesd!elements' et les unes et les autres ont joué un role important dans ethniques et linquistiques différents et aux diverse§ les capipagnes visant l'agriculture et l'amélioration, des conditions economiques ont alors été selectionnees villages. Les tribunes des ondes sont-elles devenues l'un comme sites pilotes. Puisque les femme§ voltaiques, des deux modes principaux d'enseignement. (On a conçu eSsentielleMent pour-10S jeunes filles les programmes en Actuellement. le ,projetbst étendu, a tout le pays. Ses salle de clalise, .l'autre mode principal d'enseignement).'. activiteS seront mises en oeuVre par Ic Ministere de l'éducation nationale'et de la culture avec la collabora- 'Fp yegle generale. on prepare les programmes c.haqUe semaine dans les jangues. locates. Les .programmes .en tion des Ministéres du développement rural, de la-santé question englobent'cles discussions sur les réussites et les- et des affaires sociales; deSaffaires environnementales problemeS qui affectent les actiyites clu projet et les et,du travail. -a1.1 t res---prépee u pat ions-Ciesvillageoises,._puis _les _pro- grammes rasseMblent- les points de Vue des villageoises NOTER:, ainsi que les Chapsons composées par des musiciens locaux su les activites du..projet. D,urant la forMation, Les premieres anpées °du .projet on a selectionne des lesresponsables ,,férninines -duvillage organisent de enseignants dans les rangs des institpteurs qualifies courtes representations thedtrales et les villageoises des ecoleS prirnaires et secondaires. Ulterieurement, participent a ces representations culturelles mettant en certains ont obtenu des bourses d'etudes en .vue scene une suite de pieces. villageoises Ti.iyen de d'étudier a l'etranger des tethniques d'éducation non- , transmission traditional clans toute A'Africfue de corn- f9rmeHe. mentaires sociaux, de contrOlesocial et-de 'nouvelles de Les monitrices qui resident dans les villages seient . -la region. De surcrolt, des filMs et des presentations de de liaison entre les équipesregionaleset les responsa- diapositives préparees et presentees sur place sont suivis bles feminins (sage-femrnes et autres-).'. de debatS. Cet echange intervillageois interregional El -rural-urbain est encare,refiforee par .1a-distribution de Les radios et leS machines emoudre fo\urnies 'dans le- cadre du projet ont presenta des difficultés mécani- journaux dans la langue.du pays. ques frequentes.-Eh consequence, on a \incorpore au projet 14101 n ite de,technologie appropriée dans le ,blit RESULTATS: de* menerft'Wen. des .recherches .. et de faire des experiences viSant a aider les femmes a effectuer leur En 1974, lime cornMissiOn cornposee dereprêsentantS travail d'uneWaniere plus efficace et plus rapide. des autorites 'voltalques, du PNUD et _de l'UNFSCO, a effectué une evaluation du projet d'acceS qUi a identifie' La Haute-Volta est un des pays du mondele.moins les obstacles principaux a la realisation des objectifs du developpe sur le .plan économique, et-sa population ést rurale a 95 pour cent. .projet: des transports rudiMentaires, des inStallations n pree#es de bommunicationg, un manque d'installations Une équipe natiCnale de coordination .travaille stroite- de production et de distribution pour les dbcuments ment aYectroiséquipes: régionales,forMulecleS necessaires aux programmes cl'alphabetisation, et une programmes et courdorine les activites du projeau pénurie de formateurs pour les programmes d'alphabe-- niveau national. tis.ationet de développement* de la collectivité. Dans le Bien que la condition des femmes voltaiques soft- meme temps,le comité a émis l'iclee que les pro- infétieure a celle des hommes, leS differences régici- grammesd'alphabetisationdoivents'adresser .aux ..nales en matierecle.,,candition feminine ont contraint e hommes aussi bieri qu'aux fertimbs pour etre valables, .les otganisateurs du projet et leS reSponsables de. la danSla mesure oil des hommes analphabetes ne sont pas *conception, du programme d'études a adapter les . susceptibles-d'encouragerleurs femmes et leurs filles a documents etlesactivitesd'alphab&isation aux saisir desbccasioris dont eux-memes ne peuvent profiteir. besoins précis de b-haque groupe 'local. La rareté des possibilités d'emploi potir les femmes qui -paryiennent a acquerir une aptitude a lite et àecrire et des qualifications. professionnelles conStitute lepro-,, -REFERENdES: . t bleme le plus insoluble. 1,3'apres un rapport de l'UNES - _ CO, dark plusieurs caS la formation n'était pas appro- 'P.rojet experimental: egalite d'acces des- femmes-et--- deseunes filles a reducation," rapport de la Commis- priée etles employeurs persistent 'adéfavoriser 1es femmes. sionnationale voltalque pour l'UNS,Q0:- Ouaga- dougou, mai, 1974. Les activités entreprises depuis 1967 font l'objet d'une . evaluation actuellement en côtlrg; on prete particuliere- "A New Chance for Rural Women," Mary Lynn ment attention a.--Ximpact._ des technelogies surla Hanley, Action UNDP, janviei.-février 1975. maniere dont les femmes utilisent leur temps et sUr leur " "Le Projet d'egalité d'acces des'femples etdes jeunes productiYite. Les statistiques publiees en 1967 indiquent filles a l'éducation: 1967,1976," Ministere de l'éduca- que 109.042 villageoises ont patticipe au projet bn,dix tion nationale et de la culture, Ouagadougoil,novem- an8; pees de 100 .sage-femmes bnt eté formées, 427 bre 1976. latrines ont été construites en conjonction avec la composante hygiene,;. 95 groupes d'auditeurs ont eté- formes et 42 monitrices s'étdient installées- dans.42 Clearinghowe on Development Communica,tion villages. Jahvier 1976 t DEVELOPPEMENT RURAL INTEGRE

PROJET DE DEVELOPPEMENT RURAL INTEGRE DE SHADAB

' Pakistan

A1jD1ENCE-CIBLE: Habitants de 60 villages dans les environs de Lahore (pres de 184.000 personnes). OBjECTIF: Développer la production agricole et les opPilrtunites de commercialisation, encourager le ,développement des industriel-Titrales et les projets de logement, organirr des cooperatives et procedure-s--de:, credit, preparcr "le terrain pout: des mouvements d'entrakie, et d'assistance collectivd et orkanirr, des activités educatives. ,MEDIAS: imprimes et coMmunications interpe rsonnelles.

, . . - ,i . . . BA I LLEURS/PROMOTEDRS: Programme pour- ledémeloppeinentruralintegre (PDRI) du Pakistan, Association tie planning familial' du Pakistan, et Ministere de l'agriculture iii.r Pakistan. , , Lance en 1971; akivités en ctiurs.' e./. CONTACTS: M. Sadik Malik, 26-Hill Road, F 63, -Islamabad; Pakistan; John Rowley, International Planned Parenthood Feder;lion, '18-20 Lower Regent Street, J.,ondon, SW1Y 4PW, England.

DESCRIPTION: Le -Projet de Developpement rdrarintégre de Shadab'de dix assistants subalternes (diplOrnas do collWbs s'inscrivait dans la lignee d'une série de projets de d'enSeighernent agricblequiviehneot en aide aux développement integre qui avaient été bu mieux des exploitAnts agricoléset ortanisent lesactivités du demi-succes. De même que ses prédécesseurs manqués, conseil collectif). le projet devalt accroltre la production agricole. Mais "Pour les directeurs du Projet'Shadab, le developpe- la difference de ses préclécesseurs, ce projet touche ment rtiral consiste a donner AUX villageois les moyens pratiquement a tous les asp.eets de la viejurale. Les de définir ledrs proms prjoritéde developpernent. composantes du projet Shadab englobent l'anirnation Souvent; cela se limite a l'inforrriation. Mais dans le cas rurale, l'éducation et l'assistance agricole, les rhêca- contraire, les ténéficiaires, du projet ont recour a ces nisfnès de_banquet dg credit, lenseignernent elemen- rnêmes canaux .d'Information pour obtenir l'aide. qu'ils taire pour les adultes etles enfants,ainsi qu'une recherchent'ils Se rendent au markaz, bu les autorités et composarite, de planningfamilialmültidisciplinaire atitresbrganismes ont des représeritants en place.- Ces /allant de la formation professionnelle aux courS de 'centres administratifs servent également de, siege aux lecture en passant par letravail des jeunes. . cooperatiVes d'exi5loitants agricoles. L'organisation est aU coaur du Projet Shadab, lequel sert de modèle et de projet pilote: pour le PDRJ au Au niveauu village, les dix assistants' du directeur Ta'kistan. Les aUtorités chargées du developpernenf de projet distribuent les informations 'et fournitures, rural et les organisations semi-publiques, privégs, et aident les eriploitants agricoles a vendre et expedier cbmmerciales impliqiuées .se regroupent' sous un para- leurs produits, négocient leurs prpts' et Qrédit, montent pluie.dont les baleines sont9d'autant plus souples que ces deg lopins de démonstratio,n, ardent les exploitants organismes divers kont eloignes du pouvOir-ceritral. Les àgriisà organiser des foires et expositions agricoles, 60 villages du projet sont divises en dix Conseils et organisent des reunions. ieSte du temps, ils collectifs, tandis que le centre adrninistratif, le markaz, prganisent des clubs dejeunes, contrOlent la distribution assure' les serviees teChniques, educatifs etfournit le des soins médfeaux de base et organisent des cours materiel. Le système est sous la responsabilité d'un chef d'enseignernent pour adultes. de prOjet assisté 4 deux adjoints:(l'un pour les questions L'Associationdeplanningfamilialdu Pakistan techniques, l'autre ponr les affaires des coopetatives) et organise egalerrfent des cours pour adultes dans le cadre " du Projet. Par le -biais de professeurs sp6cjalement A NOTER formOS et-d'une documentation écrite, ces cours mettent l'accentuv les points egsentiels du planpingfamilial. Les 9 écoles prim'aires et 35 centres de formation pour Les agent du planning familial encouragent les adultes aclultes crees clans la region de Shadab suppleent aux de la regiona assister aux cours, tandis que des installations de la "People's Open" University:: des- participants aux cours -delectureet I d'ecriture se tinee soit a poursuivrela formatiop professionnelje,, preposent d'inciter les gens a, rnettre en pratiquelos technigyeou universitaire;soit adispenser des, cours riPinc irks du planning familial. de niveau universitaire a des habitants dos zones rurales qui 'en manifestent le spuhhit. Le directeur du Projet Shadab a pour objectif along terme de decentraliser les fonds-liblieS et lesrepartir Les "comités modeles" formes (leresponsables et des le par les markoz. Pour l'irnmediat,les plans A court terme autres persdnages cles des villages, se sont prevoieht la realisation de séminaires de foimation pour lancement du projet, revéles d'une importance criti- les agents sur [e terrain et le reerutement dc nouveatv quepourla reussite du projet Shadab. responsables locaux pour soutenir cette cause. . Qn a.estimé que 95 pour cent des villageois de la region .du projet Shadab étaient alialphabetes fors clii lancement du projet: RESUI;TATS: Orif s'attenclait iratialement que les organismes loca ux.- offrent spontaneMent leurs services au chef'd,e projet, II semble iiUe le prRjet n'a pas ete evaluCdo maniere mais la pluPart-cle ces,drganismes ont.faitclefautPar- efficce. systerbatique, N,eaumoins, nombreux sont eeuxquiont . manque de reSsokces ou d'organisaSion pu Aserver diroctement sesreussites et ses, echoes; la Selon les propos' du premier clireeteur de' projet, la ----composante du pkraning farailial 'a paradleurs ete "eoordination 'horizontale' duclevetoppement.TurAl a ev.:ilithe...quantitativement. "Ote freinee par lefait que les diverses hutorites faut noter le yoyaientclans le PDRI.une source de pouvoir et une Au hombre 'd,6_signes de succes,il souveraineté des au,tres agricole dans une" menace potentiellei Ala quadyeiPlenen0 deIii---,pr,odUction cleparthments. "Nous nous efforons de les convaincre region du projR a forte ploviRraetrie, le quadruplement departement, mais un benefiCjAireS, diiplanning que nous ne sommes pas un en un an. du nombre de a-t-il confie lorsqu'il etait en poste. familial (qui est passe de 719, en 1973, a3..1322-en: 1974 programme," et la construction d'une route A viabilite permanentequi a facilitéles .'echanges cOmmertiaux et permis aux --REURENCES: a!utorites d'acceder pour la premiere fois auxvillages . . eIdignés. Enfirr, certains exploitants agricolesaffirment, "FamilyPlanninkEducatidn in Action: Some faire deux récoltes "par an sur des terres qui n'en Community-Centered Approlehesi''..111dyel-Busbraet sUpportaiehtqu'uneauparavant,etatteindredes .Susan Peri, IEC Broadskeet.#8,Internaliara-I-Exten: rendements inesperés clans le-Litt recoltes. Sion College et IPPF, Londres; 1976. "Punjab's Pusi'j for Prosperity, John:Rowley, People, .La note pessjmiste coneerne les delais irrealistesdans Vol. 2, No. 3, IPPF Londres, . lesquels les- agents dO projet-esperaient 'Voir semulti- place, lorsquel'on "Description of Shadab Pilot Projet. Chung,". docu-', p,lierles succes enregistrés sot, clate. connait d'une partlalimitedes' disponibilites en -ment )ublie par les autorités.pak9tanaises, non ressources et en pdrsonnelforme, et d'autro part la resistance previsible de la bureaucratie a uneirdégra- 'tiOn totale. Cependant, des le debut de 1978,quelque 635 projets imités du projet Shadab etaientlances dahs les Clearinkhouse On DVVelopment CoMmunication zones rurales du Pakistan. Av rj I 1978 DEVELOPPEMENT NTEGRE

EXPERIENCE D'ENSEIGNEMENT TELEVISE PAR SATELLITE (SITE)

Inde

AODIENCE:CIOLE-.; HabRants de 2.400 villages d'acces difficile clans les zones Sous- développees de. six états.indiens, et téléspectateurs en zones urbaines et semi-urbaines a Delhi et Amritsar et dans leurs alentours, et dans la region Kheda de Gujarat. r . OBJECTIF: Développer et évaluer le potentiel d'un systethe d'enseignement

televise par satellite contribuani .au développement national grace a .. 4..., l'éducation formelle et ilonformelle.

MgDIAS: Diffusion dans ks-gillaRei-d'aii. 1 issionsAélaylisees.en direct par.___.!_i_!_t." .. et radio par relais terrestre en milieu urbain. .f . 1 BA1LLEURS/PROMOTEURS: L'Organisation de Recherche Spatiale- de l'Inde (ISRQ); le Ministere de l'information et de la diffusion; ile Ministere de l'éducation; l'U.S.

National Aeronautics. and Space Administration (NASA). .

, ...... DURFiE:; Avec satellite, un an (Limit 1975 A juillet 1976); .actuellement en edUrs, a l'aide de relais de television. tel en attendant que le satellite . indien soit pret en18 ,9.- I ----':- , i .... ; . . CONTAC"I'S: Professeur El'. Chitnis. Space Applications Centre, iskto., P.O. Bag. I I, Jpdphur Tekra', Ahmedabad -380909, Inde; Professeur Hella Mody, Institute 'for CoMmunication ReSeareh, Cypress Hall; Stanford '. University, Stanford, CA. 94305; U.S.A. . . .

DESCRIPTION:

F.Lp aodt 1975, apres .six.annees.de'prepiration, !Ind& enrepetarit rernission dans chaque langue soit en a une .-experience gigantesque de soutien Cu utilisant une seconcle bande doublee. Les emissions developpernentnationalconsistant enladiffusion revetaient: des aspects différents.: cours magistraux, d'érnissions*evisées par satellite. Le Satellite Instruc- entretiens,Arames, discussions de groupe, .chants et tional TelevisianEx.periment (SITE) ou Experience danseS,'rnarionnetties et reponses au courrier des tCIès, d'enseignement télevLse par satellite avait pour Objectif pectateurs. essentiel de créer des, programmes d'enseignement L'essentiel du temps d'antenne était consacre.a des formel, nonformel etculttirel pour les villages des zones ,cours pratiquessur ragricuiture, la sante, et,le 'planning ruiales difficiles d'acces. La"-NASA a pi-ête le satellite familial destines a une auilienCe generalement adulte.- AT)S-6 a l'Inde pour un an; rimingbilisant au-dessus de -Ces emissions. diffusees pendant deux heures et demie l'Ocean Indien. Lt satellite a per*: de diffuser des .chatiue soir, tomprenaient un ,journal d'informations emissions vers des récepteurs de teiesion collectifs nationales d'une, demi-heure en Hindi, entre 40 places dans 2.400 villages ehoisis pour cette,expérience -minutes et une. lieure de 'programmes orientés Vers le (soit:un potentiel de 2,8 millions d'auditeurS`r_jour). de-Keluppement regional, en Flindi, Telugu': Kannada et L'organisation de Recherche Spatiale de l'IrideSRO) Oriya. 'Les érnTas quiOueupaienHa--sec-onde était resbonsable. de requipement terrestre de l'e &- dans le temps d'aritenne.étaient destineus.it un&audience Hence; Doordarshan (l'Officenational detélévisio scolaire d'enfants de 5 a 12an's-,les' emissions se iildien) dela réalisatien de la plupart des'emissions; et le consacraient plutet a renrichissement -pedagogique qu'A. Ceintre d'applications spatiales de l'ISRO de l'évaluation 9 cours formels, insistant sur la- formation scientifi- du programme. que. Les ernissions scolaires duraient une heure et demie Les emissions étaient diffusées qUatre heures par jour, chaquj ur (22'minutes et dernie dans chaqueiangue)..; Len quatrelangues parmi les 14 principales de l'Inde, soit Les ensein. nts recevaient quelques-cOnsignes d'utilisa- den des lecons televisees et apprenaienti. A les replacer RESULTATS: dan-sreeTuitextede---ren-fmeevaient egarement avant chaque' emission un imPrimerOumanCre prw----Peut-'elre--les_lresultatsles. plus probants du 'projet. gramme, do syggestions pourdes aetivites et 'des SITE sont rencontres dans le suceeSdellieultaboration---,2 afiches -murales. Le troisieme programme, pardegi'e; entre les deux principales agenees publiques concer- crirtmortance, c'est-A-dire la formation .des enseignants, nees, et dans 4a demonstration eclat:ante 'des capacites prenait place pendant les yeriodes de vacancesscolaires techniques et operationnelles a grande echelle, em- 09, s'inseriVatt clans le cadre d'un cours deplus grande ployant des' technologies complexes dans un pays. du envergure; A base de plusieurSmedias et d'autres tiers-monde, Le Rrojet a donne la ppssibilite a une méthodes de communication pedagogiclue. population geographiquemenf et socialement eparse d'accederaunlargeeventaild'information. .Les. Au nombre cies aetivites aneillaires et "experiences au eonnaissaneo se sotit accrues de maniere statistique- seilr d'une experience," figuraient un prograMMe dc ment significative -Cipslesdomaines delasante formation pont. les agents de vulOrisation agrieole et la preventive,du plakaingfamilial,de relevage,'de creation crun laboratoire experimental sur le terrain rinformation'civiqUe efrde Ia modernisatiown general. destine ñ eprouver les techniques cle programmation au Biencivelesemissions televisees ne se soient pas niveau je pluS bas: Les eMissions exqrimentales en substituées aux autres medias,ellesont, accru.. les, raboratoireetatent .diffuséesclans un rayon de 40 contacts des- villageois avec les wents- de ''Vulgarisation kilometres dans la region Kheda a partir d'ynemerteur au ,niveau du village.D'une maniere' generale,les .terrestre conventionnel de 1 kw, .progrei au niVeau des connaissAnceS,c sont .reveies Le principal objeetif de l'Inde etaie d'acquerir une superieurs chez lesanalphabetes, lespersonnes du sexe de la femittin,les 'castesinf:Crieures,les grotMes faible experience globale du developpement, de ressai et suivre les emissions gestion(runsystèmecrenseignementtelevise.par revenu, et tousceitx qui ont affirme safellite, et de se preparer ainsiu fonftionnement de televisees de maniere reguliere, eild'autres termes, ceux son propre'satellite: A cette fin, oh amis au point et qui avaient mains aeces .auX autres sourcescrinforma7 produit en Inde rensemble du materiel terrestre,depuis tion. -` lesequipernents electroniques -jusqu'au contenu des volumemoyen..cle l'audience du soir a diminue de programmes. Du fait que le satelliteATS4i emettait-cles- 30, yersonnes le premier mois A environ 50 ou signaux plus puissants que les satellites anterieurs,il a personnes yar villageuneFoisrexcitationde,la etepossiblecleeréer une stationterrestre .moins ,nouveaute.,appaisee. L'importanee de raudienee journa- ppissante et moins calteuse pour transmettrele signal, Here .variait.selgn les niVeaux cractivitéagrie6le et les., que les Indiens ont puconstruire avec du materiel emisSionsannoncees pourle soh..L'audiencedcs ..eaentielleMent fabriqué sur place. De-meme, jes 2.400 programmes du soir se eomposait d'hômmesadultes, de iwstemesderéc:ePtionendireet,conseitues. crune femmes adultes et crenfants danslesproportions .antenne en forme de grillage detrois metres de respectives approximatives de 50,0 et 20 pour cent diametre, d'un transformateur et d'un, postede televi- en4on. Les p'etitg.explbitantsagrieoles, et les travail, II sion, etaient integraremenr fabriques en Inde, auprix de .leurs agricoles constituaient ressentiel çlc raudience., revient unitaire apProximatif de U.S. $1100.Des bases est apparu danseulle -posterieure quv ies emissions centrales speciales de production ont eteétablies instructives et cel les chargees d'un message avcdent plus etDelhiafinclerealiserles tie succes que les emissions purement'divertissantes.En ,Cuttack°, Hyderabad, emissions dans des langues et des zonesspecifiques sur ee qui eoncerne.,(es enfissions scoraires;leS enfants des bandes video de 2,54 eentiMetres. Danschacun des exposes aux emissions seolaires en.classe ontmanifeste six etats, on a CHO quatre centres d'entretien,charges des progyes considerablp dans leurmoyensd'elo6Ution. Maigre cola, ia television n'a,eu aucune incidence ni sur 'criL.cun de Veiller au fonetionnementde' 100 recepteurs. , point collectifs. les inscriptions ScOlaires ni stir l'absenteisme. Du -de vue teehnologique, la fiabilité deS récepteursvilla- SITE se earacterisait aussi, par lavive attention geois a ete superieure A 90 pour eentapres'resolution portée aux elements de recherche etcrévaluation: Des des problemes. initiaux. Les principales stationsrerres- ...etudOtl,de profil d'audiwe.; et ,s4Valuation des besoins tres etaient fiableS A 99 pour eent. etaient organisees: Unteertainn,Cimj.)retie -Prograrnmes t, pilotes etaient eongus et"iprouvés dans lesVillages. En reguliere- cciurs de diffusion, l'audience 'communiquait ANOTER: -ment ses reactions relatives A l'impaetde remission ainsi qu'aux conditiens dans lesquellesil lui était donne .rfrentelquatre jours avant le laneement des emissions d'y assister. Etablis dans des villages,sélecticinnés six SITE,4.Indira Ghandi a declarel'état d'urgenee mois avant le lancement de SITEjusqu'A trois .mois interne censurant Tensemble des medias. Laplus onf, melte des apres Sa amblusion, des antropologues grandepartie du temps l'antenne des journaux etudes exhaustives sUr les habitUdesculturelles et les du projet,sur televises a eté monopolisee pour la diffusion d'infor- modes de communication, et l'incidence Malions'sur retat.d'urgence. eux mêmes. Des sociologues ontrealise des enquêtes sur adultes des A On a installe 150 postes de television fonqtionnant sur l'impaet d'une annee de télévisidn sur les de villages. Enfin des psychologues ont étudiéles reacfions piles, dans un état, afin de tester un autre mode des enfants dans les éeples primaires ala télevisionb reception. On a,enregistre moins de ,malfonetionne-

, 30 ments sur ces postes que sur ceux fonctionnant sur "The Indian Satellite histructional TV Experiment: secteur: Its Origins, Organization. Messages, and Effects," de Le, plan de recherche. et d'évaluation du SITE a eV' I3ellaMody,'rapport- present& -11 laConyention approche sous On angle MultidiscIplinaire, avee Ia annuelle de rassociation internationale sot' la commu- Featia_ine_ de sociologues et nication; 1978. specialistes indiens des méchas. "SITE Teacher Training," Prqd dr projet, Clearjng- efr 4 Deux pour cent dacoilt total de SITE, soft environ 155 house on Qevelopment Communication. janvier 1978. 20 millions de dollars. sont, imutal,fles au materiel, 9 "SITE in India; High Learning Gains, Low Over- pour cent a la programmation, 6 pour centftla head:* Derelopmcnt-('nnnumication Report,n"19. gestion ainsi qu'a la coordination, et 3. pour cent a.la juillet 1%77. . recherche sociale et 4 revaluation. Development-ConlmunicationSoftware: Lessons from SITE," de Belta Mody. 1)el'elopnwni REFERENCES: Commiwieotion Report, N" 23, juillet 1978. "Planningfor, SatelliteI3roacicasting: The Indian Instrtictio.nalTelevision Experiment," de Ramesh Clearinghouse on Development Communication. 'Chancier et Kiran Karnik, UNESCO, 1976. 'Septembre 1979 .

31 ij .EDUCAT:ION,ET 'RESSOURCES HUMAINES

RADIO-MATHEMATIQUE8'

Nicaragua

AUDIENCE-CIpLE:- Lesenfants de l'école primaire au Nicaagua. OBJECTIF: Développer un systeme proiotype pour Tenseignement élémentaire (.1 u caleul.

MEDIAS: Radio, renforeee par des cours et une documentation &rite.

BA IL LEURS/PROMOTEURS: Le Bureau d'Assistance Technique de l'Agence des Etats-Unis pour le Développement International; le Gouvernement du.NicaraKua.

DUREE: Commence en'juillet 1971; en co.urs jpsqu'en juin 1979:

CONTACTS: Ms. Jamesinc Friend, Apdo, 122, Masaya, Nictragua; Dr. Barbara Searle, Education Department, World Bank, 1818 H Street, N.W., Dlt1-8, Washington, D.C. 20433 USA.

DESCRIPTION: - Le Projet Radie-Mathematiques est une tentativede activitésapreslenregistrement prennent jusqu'a30 prograinmer et de transniettre des lecons de mathéma- minutes et demandent l'ufilisation du tableau noir. tiquesaélementaires qui ehptivent l'interet des ,enfants. .JuSqu'en 1975, des feu Wes. d'exercices faisalcnt aussi Une partie du projet est l'élaboration de programme. partie de chaquc lecon. : Un autre aspect consiste en la -creation cl'un système d'evaluation du rendernent du programme de facon C. reviser et arrieliorer les lecons. Un troisieme aspeet est- RESULTATS: l'analyse des concepts' mathematiques en"seignés par les lecons. Commun aux troisactivites est le cleveloppement ' Lin test donne a la fin-de l'année en 1975.indiqua qui de l'utilisation de la radio comme moyen d'enseigne- les enfants des classes qui, avajent ecouté la seek des ment. programmes de mathernatiqueS a la 'radio ,avhient un Ce projet démarra en juillet 1973. Line fois que le taux de succes de 21 pour cent plus éleve qdde ceux qui ' personnel eut choisi l'endrOit,ilprepara un, plan de avaient étudie les mathematiques de facon plus tradi- recherches détaille. et testa ,des lecons-type clans cer- tionnelle. L'évaluation lors de la deuxierile..année révela . taines eeoles de Californie. Au milieu de l'annee 1974, le qu'il y avait une differenee encore 'plus" grancic, Les bureau nicaraguayén fut organise et prepara une serk écoliers de premier niveau avaient un rendement de 60 d'êtapes pour it programme et des tests. En 1975, 150 pour cent plus &eve que ceux slu grouge-eontrele tandis lecons commeheerent A etre utilisees dans 16 elasses que les éeoliers du second niVeatt avaient pris une expérirnentales. Plus de 85 écoliers des premier et avance de. 29 pour eent.A la flu& l'annéc volaire 1975, deuxierrie niveaux benéficierent des lecons de mathema- 73 Pour pent des instituteuys participant dirent que les tiques Pendant l'éte 1976. enfantS du programme Radio-Mathematiques appre- Chaque lecon de mathematiques comprend une partie naient plus gulls ne l'auraient falt dans des elasses1092 entegistrée d'une duree de 30 Minutes et une partie pour cent -declarerent souhaiter que Ic programme apres-enregistrement enseignee par un instituteur aide continue. d'un guide *de deux ou trois pages: Une lecon-type Graceal'aidedeI:USAID, Proetj Radio- consiste enpiusieurs segments d'instructionet de Mathematiques va etre continue jusqu/ en bin 1979:Des. divertissements,presquetousexigeantdes. éleves effortssont, encoursportant surlarevisiondes -environ quatre réponses actives par minute (reponse programmeS', sur l'experimentation de l'enseignement &rile, reponse orale, chant). ,Les lecons-dernandent peu par la radio Sans feuilles d'exercices pour rédUire les d'explications -directes, couvrent beaucoup de sujets et frais, et aussi.,sur. l'elargissement du projet 'de fawn a exigent des enfants plusieurs genres de réponses. Les atteindre les eleves des'niveaux plus elevés.

33 A NOTER: . gratuits' pour aider a'apprendre a coMPter.

REFERENCES: Une .des lecon. dans la serie Radio-Mathématiques - recut le Prix Jpon a l'occasion du C.oncours Interna- "The Radio Mathematics. Project: Nicaragua 1974- tional de Prog .ammes Educatifs; 92,orgtinisations. du 1975," Barbara Searle; amesine Friend et Patrick . monde entier avaient soumis leurk pyojetk Po Ur ce Suppes: Institute for Mathematical Studies in die _Concours. . , SociaI Sciendes, Stanford University, Stanford, Cali- LeProjet adio;MathématiquesfiJt .,,elargi, ala fornia, 1976, dernficle Ministére de rEducatiOn du Nicaragua "EvaluationoftheRadio MathematicsProject,!' pouri'épant relaradio. scolaire ;dans, froisdé- Barbara Searle, Paul Matthews, Jamesine Friend et partements c u pays, , Patrick SuPpes, non publie, actobre4.1976,_ Les élèvestd iivent répondre activement au moins une fois par Min ite et durant &ague pYogYarnme. Onutilisapendantles -clasges! descapsules- de Clearinghouse on DevelOpment Communication bouteilleseitd'autres objetsfaciles i. trouver et j.uin 1977

VZ.

34 EDUCATION ET RESSOURCES HUMAINES

LA.TELEVIgION EDUCATIVE ET LA REFORM DE L'ENSEIGNEMENT

El Salvador

AUDIENCE-CIBLE: Eleves de 13 a 15 ans d'El Salvador. OBJECTIF: Donner une education publique a tous lesjeunes de 13a 15 ans de facnn a augmenter la main-d'oeuvre deniveau intermédiaire au Salvador. MEDIAS: Television et brochures supplémentaires'imprirhées. BAILLEURS/PROMOTEURS: Le Gouvernement du Salvador (avee l'aide de l'Agenee des Etats- Unis pour le Développement International+l'UNESCO,d'autres agences d'aide internationale et les Gouvernements mexicain et japonais).,

DUHEE: Une période de plusieurs années. Débuté a la.fin des années 1960. A present en expansion de facon a atteindre les, premiers niveaux. On s'attend a ce que le programme aille du niveau un a neuf en 1980.

CONTACTS: Ms. Ana 'Maria Merino de Manzano, ETV-El Salvador, Ministère de l'Education, San Salvador, Salvador; Dr. Robert C. Hornik, Associate Professor, Annenberg School of Communications,. University of Pennsylvania, 3520 Walnut Street,Philadelphia, Pennsylvania 19104, USA.

DESCRIPTION: 7 s Le projet d'instruction par latélel;iSionau Sälvador, La television transmit. l'essentiel des programmes mis .en oeuvre a. la fin des années 1960, faisait partie , revises et ainsi contribua de facon majeure a alleger le d'un p'rogratnme majeur de l'éducation, Initiée par le fardeau des enseignants a partir de février 1969 quand P,résident Fidel Sándhez Hernández, réforme avait le nouveau systeme fut initialement utilise dans 32 pour but de donner a chaque habitant du Salvador la classes pilotes du septieme hiveau. Apres cela, de deux a possibilite de bénéficier de ses droitsoA 9 ans d'éducation quatre programmes de 20 minutes furent ,retransmis gratuite, d'accroltre la main-d'oeuvre semi-qualifiee et chaque semaine, couvrant cinqmatières:espiignol, d'améliorer le systenie scolaire. sciences sociales, sciences naturelles, mathematiques et Quand le programme d'instruction par la television anglais. Chaque lecon a la television fut precedee d'une flut introduit, on changea aussi plusieurs autres ele- séance de motivation ^ de 1.0riiinutes cdnduite yar ments qui modifierent l'impact de la television. Le l'enseignant et suivie par une séance de renfovement Ministere de l'Education fut reorganise et 'eut .une conduite aussi par un enseignant et durant environ, 20 autorité centrale plus forte. D'autre part il fut élargi de minutes, Les guides pour les instructeurs et les cahiers facon a contenir un.bureau de planification. En même d'exercices, pourles 'étudiants furent utilises pour temps,le système de suPervision des iécoles et les completer les, lecOns televisees. programmes d'enseignement furent revises. Les enseignants du troisième cycle septieme, huitierrye, et RESULTATS: neuvieme niveiux recurent des congés payes d'un an de facon apouVoirparticipera des activités de Les comptes rendus 'du sue& de l'utilisation de la recyclage intensif. Les frais scolaires furent abolis, des television comme moyen d'instructionau Salvador doubles seances furent introduites, et on établit aussi un varient, bien que le projet soit encore tres actif. Une systeine beaucoup plus liberal de promotion, de notatiOn analyse quantitative montra que les connaissances de cies examens. et , d'evaluation des etudiants. Toug ces base des étudiants des classes avec TV augmenterent de changements eneburagèrent,ou permirent un aceroisse- 15 a 25 pour cent par rapport a celles de leurs Ment considerable du nombre d!éleves dans les classes., camarades, qui avaient étudie dans des classes tradition- -nelles'ou reformees )40s sans TV. Les indices qtralita- relles. Cependant, lesresultat'S'~;eizr-niathematiqiiies tifa sont aussi positifs: lea-elévei.F(stirtout ceux qui sont - furent meilleurs qu'en scienc. es rutturelles et sociales. .desavantages et lents à apprendre) et les enseignants -Opposes au priticipe de la dependance Sur des eXperts donnerent leur appui au projet et furent enthousiastes etrangers pour monter lair nouveau programme de pour l'utilisation de la TV dans les salles de Classe. Bien TV, les dirigeants clu Salvador im-nsterCht pour quo In -clue l'enthousiasme nit un peu haisse apres que la . population locale' ait uneresponsabilite majeure des le nouveaute:de la TV. soit pasee peu °pres quatre ans debut. apres son, intiOduction), Jes programniealeS,plus vivants restent.populaires. En juillet 197:1; les enaeigrinritsdu (Salvador selnirent en greve. Quoique l'augmentation du travail clue en 'be'rtains"enseignants et'évaluateurs du projet de TV partie a l'utilisation de la television clans los classes ne au Salva0br .ci7eient que tout le potentiel clu -programme fut pas un element du conflit, certains enseignants n'apas. eneore ,étérealise. US plaintesles,plus 'prenant part a la greve mentionnbrent. ce fait. frequentes des enseignants sont que la qualite des .leons est inégale.. L.W.-evituatetnldeClalat quo_ lo projet du Salvador prouVait la ci'oyance qu'd vaut mieux utiliser REFERENCES: .!la television pour presenter de 11nformntion car le professeur ne _pent le faire lui-meme aussi bien (face a la. "TeformandInvestmentPrioritiesforFormal concurrence-7deIn.Ftélévision,certainsenseignanta Education in El Salvador," Arthur K. -Burclitt III,. comme "garde-enfants': tabdis que d'autres Princeton University, Princeton New Jersey;197.6 décident_ de ne pasl'utiliser du tout). Finalement, (non-publie). . .certains evaluateurs déclarent que cette Teforme 6cluca- !.`Reconsiderrng the Use of Television for Educational ' Live. nV pas ete assez ,bien incbrporee au plan de Reform: The CaSe of El Salvador." Henry T. Ingle, developpement general du Salvador, clue les élevea dans Educatimiqj Television: A Potall Critique mul Glide le programme ne peuvent pas trouver cle twail ou de for Developing 'Countries,Robert Arnove, editeur, place au niveau clJaclueation superieure le "Bachille- Praeger Pupshers, New York,.New York,1976." rato Divers if icado.". "Educational Referm With 'Television: The El Salva- dor Experience," John K. Mayo, Robert Cjlornik 'et Emile C.McAnany, StkinfordUniversityPress.

A NOTER: Stanford, California,1976. . La receptivite .des éleves pou r. l'instruction par la;- television rut..Plus glIude en anglais',et en ,sciences Clearinghouse on Development Communication socialea qu'en rp6thematiques et en :scieriC:es natu- Juin1977

4,0

r>. EDUCATION'ET RESSOURCES IMMAINES

,RADIO SANTA MARIA

Republique Dominicaine

AUDIENCE-CIBLE:' Adultes 4.e s couplies défavorisées en zone uebaine- et rurale de la WepubliqUe Dominicaine. OIPECTIF: Promouvoir un enseignement primaire et intermédiaire de meilleUre qualité et meilleur mantle que celui du systeme scOlaire traditionnel.- MEDIAg: Radio, imprint& et communication interpersonnelle. , BAILLEURS/PROMOTEURS: Subvient en grande partie a ses propres besoins, soutien minime des pouvoirs publics de la Republique dominicaine et apport de fonds prives. DUREE:. Commence en 1970; activités en .coui-s. q, CONTACTS: DirectorRadio Santa Maria La Vega, Dominican Republic. Dr. Robert A. White, Research,Director, Center for Study of Commerce and Culture, 221 Goldhurst Terrace, London NW6 3EP, England.

DESCRMTION: Lancée en 1964 sous ,l'egide de l'Eglise Catholique de religieuses augmentent son champ de -diffusion, RSM 14 Republique Dominicaine; Radio Saida _Maria (RSM) atteint clansla nation entiere. Chaque kir des cours sont aconcentréseseffortséducatifsintiauxsur un transmiS pour quatre classes différen:tes, d'une demi- programme d'enseiinement de base quia permis - heure' d'antenne chacune. Une.heure d'antenne .cornT d'instruire plus de 25.000 adultes en six ans. Une porte tjuatre- lecons de sept Minutes.. L'étudiant zelé evaluatiOn des besoins a permis de définir l'orientation iitilisera les temps morts pour approfonclir soh travail et suivre a partir de 1970: programmes délivrant des remplir leS, feuilles d'exercise. L'essentiel des cours est ,certificats d'etudes aux niveaux primaire et intermé- assure par des equines mixtes; les deux membres de l'équipe jouent le rOle de l'étudiant et du professeur, Inspirée du modéle de l'ECCA (Ent.isora Cultural de faisant une pause entre les questions et les réponses afiri .Canarias ou Emission culturelle des Canaries) l'école de laisser aux auditeurs: a domicile le temps de trouver radiophonique créee eh E$pagne en 1965, Ra(tio Santa les réponses. Maria fonctionne A l'aide, de trois supporth éducatifs: Le sarneai, les étudiants se réunissent a travers le sli-vt'es de classe, emissions radiophoniques et enseignants' pays, generalement par groupes d 20, pour des sean'ces surl,le terrain. RSM s'efforce egalement d'integrer les de deux heures dans un centre local avec: un enseignani principe's d'education 'continue au long de notreIe sur place. Les feUilles d'exercise ditment remplies sont l'application des enseignements.,dispenses a l'école se collectees (pour etre corrigees' et rendues la kmaine rapportant aux besoins de la vie dourante dans les suivante), les étudiants posent leurs questions et le programmes de cours traditionfiels. C'est ainSi que les theme centralestalpordé. Chaqué étudiant achete cours de mathernatiques,d'espagnol ,etinstruction finalement le paquet de six A huit feuilles d'exercices de civiqUe sont illustrés chaque semaine par des- "themeS la semaine suivante, moyennant U.S. 25 cents (dont 15 centraux" tires de la vie quotidienne rurale. L'exploita- sont destines A l',enseignant sur le terrain). tion et la dépéndande de l'homme ont été parmi les Mon une enquete menee en 1975, la plupart dest themes utilises. 20.000 etudiants inscrits aux cours de Radio Santa. Les cours du jour et du soir offrent dela muSique et Maria sont de jeuhes adultes eelibataires deOjeunes des programfnes d'education fonctionnelle en agri- de I.S.ans dont le potentiel éducatif est limité par leur culture, sante et planning familial Math les emissions envirpnnement rural.. Les enseighaqs en place sont diffusées entre 19 et 21 heures du luñdi au vendredi sont aussi jeunes que.. leurs êleves; mais ils aoivent avoir réservées aux cours superieurs. ices heures d'écoute, maltrise plusieurs années de formation superieure par oü cinq autre 'stations radiophoniOes cornmercialeg'et rapport au niveau enseighent.. La éthodologie mise au ' point parRadio Santa unitaire augmentent enproportionnelS du nombre Mariaselon les principes de la formatiOn permanente d'etudiants inScrits dans les Ccoles traditionnelles, c'est,.; esten Jupture li'veccelloplus conventionnelle de l'oppgse dans le eadre de Papproche radiophonique. Si Papprentissage par memorisation. Les programmes de 40.000 étudiants s'inscrivaient chaqqe 'anti& auRSM. RSMinsistent stir les aspectus de Péducation qui aident on estime que le prix de revient par etudiant tomberait Pindividu a affronter son environnement. Par Paccent en dessous de U.S. $20. Les .cotisations destud iants qu'elle met stirle contexte social de l'étudiant, cette (enyiron U.S. $7 par cours) financent 60 pour cent du approche 'contraint le persOnnel enseignant a s'écarter budget annueldieRSM.Le reste des depenses est des convent'ions et a se. comporter en égal ayec les submentionné par les poi:lofts publip et les- donation'S étudiants, cherchant et Clécouvrant ensemble au lieu de privecs. déyerser leflet de connaissanceS eux. On espere qu'tine telle experience scolaire renforcera la propre, A NOTER: estime de l'étudiant et facilitera son adaptatien l'environnement qui est le sien, Sachant, que l'investissement de chaque cours represente approximativement quatre ournées de travail au salaire Minimal, les etudiants bien conscients de RE SU I.:FATS: Petendue des responsabilites de leur instructeur sur le notIfier l'administration En 1975, une etude d'échantillons, Stratifies propor- terrain ne sont .pas longs tionnelS d'étudiants adultes a fourni une comparaison de centrale sice dernier ne corrige pas, les feuilles résultats obtenus par des étudiants deRadio Santa d'exercice ou tarde aen'Voyer les cotisations hebdorna- Mariaa.des examens type, et des adultes ayant stilvi des daires. coursconventionnels.D'une maniere generale,les Afin.de permettre au* coordinateurs du programme étudiants des cours radiophoniques (qui ont suivi des de conserver leur autonomie de decision strategique, cours adapt& a la vie rurale) ont obtenu a ceS examens on a limité la dependance financiere vis-à-vis des normalises des résultats equivalents ou supérieurs institutions internationales ã la mise en place de ceux de leurs semblables instruits selon des méthodes , Phifrastructure. Le materiel educatif est en grand conventionnelles. II semble que les programmes'innova- partie auto-finance. ,teurs deRSMaient stimulé la participation de groupe Le nombre de imprimer chaque sernaine est des étudiants. Les resultats des etudiants a Vexamen determine a partir des fiches d'inscription dela etaient directement lies ati niveau de competence des semaineprécedente, - afind'eviter,lesexcédents enseignants stir le terrain, ce qui donne a penser que les d'impression et de limiter les depenses. enseignants sur place, deRSMsont les outils indispensables du,matériel radiophonique et écrit. Les étudiants de Concentrée a l'Orrgine dans la region du Cibao, au RSMont besoin de moins d'heures- de cours car ils ont la centre-nord de larepublique dominicaine,Radio possibilite ad'apprendre a un rythme. acCélere. Un Santa Mariaostà present accessible en tous point du étudiant peut donc achever Pequivalent de }mit annees pays, a l'exception d'une zone de faible étendue au de cours en quatre ans. -. sud-ouest. Les coOts d'exploitation se sont maintenus a unniveau raisonnable grace a une organiSation centrale apparam- REVERENCE'S: ment efficace,composée d'undirecteuret de six responsables de programmes qui repartissent chaque "An Alternative Pattern of Basic Education: Radio semestre 12.000 étudiants eqre 520 enseignants sur Santa Maria," Robert A. White, Experiments and place et grace aux dispositions speciales d'hebergement. Innovations in Education, N0 30, UNESCO, Paris de diffusion, et d'approvisionnement de'fournitures.,Le 1976. systeme extra-colaire deRSMeofite U.S. $25 par étu-, diant .par alinée scolaire, alors que chaque étudiant. codte U.S. $39'dans, le systeme traditionnel d'enseigne- Clearinghouse on Development Communication ment pour adultes. Tandis que les prix de revient Octobre 1977

c38 EDUCATION' ET IIESSOURCES HUMAINES

UNITE DE COURS PAR CORRESPONDANCE

j(enya

AUDIENCE-CIBLE: Enseignants.kényens d'ecole priniaire, employes publics; membres du personnel d'organisations privées et autres adultes. OBJECTIF: Fournir tine insiruction en cours d'emploi aux ehseignants d'école primaire dotes de 'qualifications insuffisantes ou nulles, ainsi qu'i d'autres adultes ayant besoin d'une formation supplémentaire.

MEDIAS: Documents, 'radiodiffusion, communications interpersonnelles.. BA I LLEURS/PROMOTEURS: Autorités kényennes, UniVersite de Nairobi k Agence des Etatg-Unis pour le deVeloppement international (jusqu'en avril 1971).

DUREE: Commence en 1967; activités erveours Peter-Kinyanjui, Correspondence Course Unit, Institute of Adult Studies, University of Nairobi, P.O. Box 30688, Nairobi, Kenya; Simeon. pminde, Edueation Department University of Nairobi.

DESC4IPTION: L'Uniff, de emirs par corresPondanee (Gra-) a RC daque cours VCC se divise en quatre composantes. proposee en 1964 et creee en 1967, lorsqu'il est apparu L'une cönsiSte en divers documents imprimes, des clairement que le programme d'education pour ensei- guides d'etude, des textes, des cartes, etc., auxquels gnants du. Kenya d'apres l'independance ne pouvait s'ajoutent, des instruments simples et des jeux d'experi- satisfaire la demande croissante du pays en enseignants mentatiocientifiqUe. La radieqUi reprend e comple- qualifies. Apres que la Commission du Kenya pour mente la portee des documenits graphiques, represente l'éducation efit effectue une evaluation des besoins, la la seconde composante, tandis que la troisième domPo- priorite absolue deI'UCC a eté accordee aux cours sante se situe au niveau de la corresp6ndance 'avec les visant a perfectionner les competences des enseignants professeurs des' cours secondaires et de *.l'université d'ecole primaire, dont plus de 25, pour cent (10:500 a evaluant le travail, ecrit. La derniere- composante est 38.000) n'avaient ni les.moindres qualifications profes- l'enseignement face a face qui se deroule en majeure sionnelles ni certificats, et a les ,qualifier pour une partie au cours des sessions residentielles:qui se tiennent promotion. A ces emirs appeles Cours preparatoires, a l'Institut des etudes.pour adultes de l'Universite de l'examen du secondaire inferieur du Kenya (ESJK), s'est Nairobi, durant les congés scolaires. ajoutee en 1969 une autre série pour enseignants dépourvus de toute formation antérieure: le cours pour L'etudiani UCC effectue son propre choix quantza enseignants non qualifies (ENQ) comprend une phase l'emploi de la radio et des documents imprimes. En prélimipaire de formation aux rnethodes pedagogiques regle generale,lescinq heures hebdomadaires de et iffie phase secondaire consacrée a l'amélioration des programffies radiodiffusés sont destinées aux étudiants , connaissances d'anglais, de mathematiques, d'histoire ou plus lents ayant besoin d'une seconde occasion pour de geographie que possede le profesSeur. Les etudiants assimiler l'enseignement. Le professeur a, la radio oblige ' inscrits a la section ESJK etudient chez eux, a temps les éleves plus lents a,- resumer et Mettre l'accent sur les partiel jusqu'A ce qu'ils passent des examens dans cinq parties importantes de la matière, en anticipant parfois 0.*

. branches. Les éleves qui frequentent les cours ENQ les questions des étudiants et en offrant des exemples et suivent trois sessions breves en internat, durant les des explications supplementaires. Les étudiants qui ont vacances scolaires, au cours de deur preffiier`e année rnaltriseles cOnnaissances enseignées (mesurées en d'étude, et étudient seuls, a temps partiel, durant la fonction d'exercices d'auto-examen incorPorés dans les' Seconde année; les étudiants non formes ne doivent guides d'etude) ont le choix d'écouter ou non les passer des examens que dans trois brancheS. emissions radiephoniques. Toutefpis, la radio offre des ., ,

39 services indispensableS- tant aux eleves lents qu'aux classe s'etait am 6lioree grace a la formation I 'CC Cos .ftve'srapidest elle diffuSe des modeles corrects de, réstiltats ont ete -confirm& lors d'un sondage cduvrant prononciation pour les etudiants en langue, encourage les responsables de la formation des diplOmes ENQ, qui un rapport etroitentrie professeurs et etUdiants clans un ont precise que 95 pour cent des enseignants avaien1 .eadre 'd'apprentissage qui pourrait etre autrement enregistrkde progres urofessionnelsjmportants. A lour exempt crelement humain, et elle fournit un divertisse- ,tour, les etudionts des- enseignants recemment formes ment Musical. De maniere accidentelle, les elpis:0ns ont obtonn dos resultats supérieurs a leur collegues- lors UC( de li yolk du Kenya a en fait attire Ink audiende -des ekaMens au nivealt,national. cretudiants dont le noMbre approkimatif se situe entre Malgre ces resultats positifs, le programme ne pent 300.000 ,et 800.000 adultes) qui ne sont pas insenits, au etre juge no succes sans limite jusqu'aCc quitne etude programme et &nit renvergure a encoaage leg pro,: exhaustive soit effect:tiée sur les oapacites d'enSeigne- grammateurs //CC ivsatisfaire leurs besoins. ment de ses diolOrnes, nipsurees en salle de classe.. De Les programmes deformation en cows d'ernploi powr surcroit, saVoir Si les emir's- par correspondance rept, lesenseignants crecole primaire continuenont a Se sent k meilleur moyen crenseignement aux. professeurs ckvelopper Otant donne quo depuis r974 rensefgnement est une qudstioh sans repOnse. primaire.est gratuit pour tons les KenyenS. Tandis quo le nornbre d'enseignants pon qualifie'S'd'ecole pnimake avait ete,reduit a 12.000 en fin de.,1973, environ 25.000 personnes du: ny.;me genre avaierif.d11 etre engageeS "en A NQTER: 1976 (en Merne'temps que tons les enSeighantS qualifies disponibles) .Bien que le. Plan:de developpernent clu L'UCCdispOse de ses propres installations dimprime- Kenya*pour les .Onnees 1974-78 recommande radoption He,reproduction,neliureetd'expedition de ses d'une methode crattaque de force (connue sous le-nom do supports, de cours. Ses installations de production "ProgramMe de formation pour,enseignarits 1 -17 2 ") en compodent un studio cronregistroment et un petit 'vue desattsfaireces nouveaux besoins,ilprecise laboratoire'de science. egalement (vieles, "cours .par correspondance etles prOgrammes radiophoniques doivent rester, la 'pierne Une enquete meriee en 1968-'a revele quo 90 pour cent ang.ulaii.e de l'enseignement en dehors des etablisse- de tons los participants UCC etaient/des enseignants. ments scolaires." Le pourcentage restant comprenait des employes de bureau; des meres de famine, des agriculteurs, des ,représentants de "la police et, deS forces,armées, et RESULTATS: autres travailleurs. Une evaluation de' cinquieme an, née du projet (ICC LeS ;inscriptions "a, r UCC-sorit ouvertestoute rannee, e'ffectueepar un etranger,, et basee stirles clonnees et les etudiants ont la' possibilite de travailler plus ou obtenues par un qPestionnaire, a illustredu'enViron 60 moins aleur propiT rythme. pour cent des problemes relatifs a retpde, eprouves par L'etudiant typiqtile /ICC est age de 21 a /10ans, est les etudiants, etaiert imputes a rerMronnement. Ces mark, est pere de plus de quatre enfantsou fait vivre obstacles a l'etude couvraient l'absence de temps On des petionnes a charge et h'est guere susceptible.de trendroit adequat pour etudier, ainsi que, les problernes posseder une radio ow de nombreux Hynes, cracheter' personnels et familiauk. 'En revanéhe; 10 pour 'cent regulierement un journal ou de -posséder un domicile Otaient limites par des difficultes de nature peclagogi- que. Le merne eValuateur a determine que le taux ayant relectricite. d'abandon etait de rorclre de 15 a 25 pour cent, contre 70 -9 En reponse directe an succes'. connu par l'UCC, pour cent pour des etudiants inscrits aux écoles par plusieursorganisations 1tenyennesont decide de correspondrinCe situees en dehors du pays, mais fonc- parrainer conjointeMent une experience multi-medias tionnant au Kenya. faisant apPel a la nadio, aux films et aux-journaux en . , Depuis 1978,les performances de l'ensemble des .collaboration avec des groupes de discussion organises etudiants Subissant les examens ESJK ont ete compa- dans 'lesregions rurales. En cas de succes,' cette rees. Celles-ci ore revele que les participants .UCC experience denendra-un programme A long ternie au' obtiennent constamment des .resultats superieurs aux niveau national autres eandidats. Par exemple, en 1970, alors .que la L'UCC offre quelqueS CoUrs aux etudiants aveugles. moyenne de reussite se chiffrait ti.15 pour cent; le Ces etudiants'peuvent se procurer les 6Missions sur pourcentage des etudiants UCC passant avec succes cassettes ainsi que les documents &nits en braille. l'examen auquel ils se presentaient se chiffrait a 51 pour cent. Autant qu'on sache, aucun des diplomes de, l'UCC n'a change de carriere apres avOir acheve le cours. Au debut desannees1970,une evaldation du 'prognamme ENQ a ete conduite danS'de but .de Dans..le programme -actuel, l'emploi de la radio crune decouvrin si le niveau academique'et professionnel des part Perpetue la tradition orate de l'Afrique, et /. diPlömes du programme etait comparable a celui des d'autrepartprésenteune -amelioratiOnsurie diplomes des colleges pour enseignants. Lors d'une enseignements, sotwent desuets, dispenses en Afrique,. enquete 6ffectuee sur les ,Ctudiants ENQ, 99 pour cent de l'Est par les ecoles de correspondance americaines d'entre eux jugeaient que leur performance en salle de et britanniques.

40 REFERENCES: (BiengullsOitde coutpme au Clearinghouse .de demander aux personnes familiarisees avec les projets

décrits dans la.présente série, d'examiner le thxte "In.-SerVice Training of Teachers through Radio and preliminaire desprofils,lesefforts ardus visant Coi7respondence in Kenya,"-Peter E. Kinyanjui, Radio obtenir de tels commentaires, avant la 'date' limite de for Education and Development, V.olume 1, document 'publication, se s'ont en roccurrence revélés vains.) de travail dds services de la Banque Mondiale .1\1( 266, Spain, :Jamison et WeAtiany éditeurs, mai 1977. Correspondence EducationinAfriea, Kabuasa et Clearinghouse on DeVelopment Communication Kaunda, éditeurs, Routledge Kegan Paul, Ltd. 1973. Janvier 1978..

1:- ,j;

41 EDUCATION ET RESSOURCES HUMAINES

FOANIATION D'ENSEI6IANTS P4R SATELLITE, -(SITE).

Inde

AUDIENCE-CIBLE: 48.000 professeurs de science dams les écoles primaires des six états

. situ& dans la zone d'émission du satellite ATS-6.

= OBJECTIF. Améliorer l'efficaeité des méthodes d'enseignement des professetirs Be seience en introduisant la méthode scientifique, en enrichissant le contenu des programmes de science et en encourageant les travaux pratiques en classe. MEDIAS: Satellite, television, imPrimes, radM, communication interperson; 4!, nelle. BAILLEURS/PROMOTEURS: Centre pour la technologic pédagogique (CTP) rattache au Conseil national de la recherche et de la formation pedagogique en Inde. DUREE: 1975'4976, e. n utilisant le satellite' l'année des esiais; en cours (avec d'autres technologies de soutien).

CONTACTS: Professeur Vijaya Mulay,Principal, Indian Centre for Educational Technology, Sri Aurobindo Marg, New Delhi 110016, India; Pro7, fesseur Snehlata Shukla, Assistant Principal. CET.

DESCRIPTION: En aoOt 1975, l'Inde lancait une experience -cl'Oduca- Il a egalement mis en place un systeme c1e ,formation tion de massee qui devait durer un an, diffusant par simultanee d'enViron 24:000 enseignants. A cet effet, le satellite une série de. programmes de developpement CTP a fait appel a 60 persdnnes familiarisees avec la 'televises. L'Inde a emprunte l' ATS-6 de la NASA, qui a philosophie et le materiel du, i?rogramme pour former jmmobilise le satellite au dessus de la Mer des Indes en les 3.000 tutetirs (et s'assurer qu'au moins 2.400 d'entre un, poiot d'oiil pouvait attelndre six des vingt-deux eux seraient prets) qui a leur tour, auraient la tache de états de l'inde;',2400 villages situes dans des zones former les' enseignants. ruraleS d'acces'difficile ont participe a l'experience La journée de forrnation était organisée autour des d'enseignementteleviseparsatellite("SITE").Le programmes de,télévision, realises en 'quatre langues et programme avait pour objectif d'eprouver la. capacité diffuses par 'satellite vers les postes receptedrs* mun is du pays a réaliser et.utiliser la television de maniere , d'anterines surdimensionneesinstallees'dans Ics villages, educative dans divers domaines: l'agriculture, la sante, tandis que les ,émissions etaient egalement transmises dt, le planning familial, l'enseignement primaire; la forma- par radio. Des docum;ents imprimés etaient prevus pour tion des enseigriants et l'animation rurale. accompagner.ces emissions, mais la pluie et le maudis Le Centre pour la technologie pedagogique (CTP) a etat des routes rendait parfojs leur distribution epi- prepare les materiels d'enseignement du projet SITE: neuse.PourconsoliderlefondSetlaforme des

13 films (d'une durée unitaire de 22,5 minutes), 12' programmes,lesemissions , étaient suivies par des emissions radiophoniqüe's (de 20 minutes chacune), des discussions sous la direction des enseignants. Ensuite, consigneb pour les enseignants sur la facon de diriger 24 deux heures et demie etaient reservées aux travaux heures de travaux pratiques en classe et des imprimes pratiq-ues, sur lesquels on insistait, du fait que les pour l'étude personnelle. Le CTP a par ailleurs organise enseignants de 'milieurural,non accouturnés aux des seances de formation pour 3.000 tuteurs choisis travauxeXpérimentaux,crhignentd perdrela parmilesétudiants du second cycle universitaire confiance des étudiants a cause d'experiendes qui pour: scientifique qui enseignaient dns les lycees ou suivaient raient échouer. Les responsables du programme fir;ent; ,des cours de fqrmation pedagogique. Le CTP a veillé un effort concerté. a démontrer que la methode scientifi- ce que. les travaux pratiques puissent se dérouler sans que dont le directeur du programme avait explique, l'aide de laboratoires véritables ni de materiel coOteux. qu'elle reposait sur l'observation des faits, la formula-

43 -tiondo probleme,Vorganisationdes connaissances, mettre Cprofitlosobservations des enseignants l'identificationdes eauks et solutions possibles du pendant les seances de formation. Il consiatait en Ole probleme, l'experimentation des possibilites .tit le choix correspionclance active entreles diplOmes. do pro7 ..d'une solution s'applique a de nombreuses situations. gramme et le CTP. De nombreux ei-ieignants ont fait Le propos clu Orogramme de formation etait multiple. part deleurs- problemes au CTP. lui demandant. conseii. Le centre integre ces reactions.dans l'Clabora'- llvisaiteSSentiellement, a évaluerl'importance de l'apprOcheexperiMetitaledansl'enseignement des tion,des programmes a venir. s'ciences,ainculque'rauX ettidiantsl'espr.itde., la ' La presque. otalite dc l'equippment electronique recherche seientifique.insistersur lefait, que .les le'.programme 'a RC realisee eh lode, travaux pratiques peuvent se passei de laboratoire, que exeeption faite 'du satellite,,.ainsi que -10s- emissions la methode scientifique aide les enfants krésoudre des telediffusees. . problemes.Enfin,leprogrammeinsistaitsurla Bien que l'ATS-6,ait quitte l'Inde en juillet 1976, le nécessité d'integrer la méthode scientifique de résolu7 programme de. formation des enseignants est,toujoors tionde probleme clans l'environnement de l'enfant en service. La tél6vision etles.Cmissions radiophoni- lequel doit etre eonsidere eomme une sorte de labora- clues b-nt Cté remplacees respectivement par des films , toire.'L'apprentistage par la pratique; la participation .et-cleS-halictes.magnetiques': classe le travail de groupe et lea visites documen- taires étaient egalement mis en valeur. Ces messages Les organismes qui ont participe au projet cSITE etaiént transMis a l'aide.cleS moyens.d'expression varies commencent a publier les rapports'officiels relatifs selon celuile mieux approprié pour tyansmettre le aux résultats de ce projet. On peut se ,proeurer les message.. , rapports d'évaluation du programme deformation des enseignants aupres du CTP. RESULTATS: L'ATS-6.en pref.,l'Inde par la NASA pour le projet emet des signaux pluspuissants .queles Le CTP a realisetrois etudes. sur son projet de satellitea.. qui(lint precede.Ilneeessite done des formation des enseignants. Deux se rapportaient au,x stations 'ail sol relativernent peu collteuses,tniple- programmes de formation offerrts en octebre 1975 '6t' ment munies cl'antennes faites de grillage de trois juillet 1976:' le troisieme a eté'tnene dans tin environne-, metres de diametre faciles C monter. II s'ensuit que le ment contrOle. Chactine de ces trois etudes a révelé d'eS prix, de revient des:stations au sol est reSte' relative- acquisitions positives de connaissances des sujets et cies ment faible pour les aUtorites indiennes. méthocles péciagogiques. Ces progres allaient de 10 'Pour UATS-6 estle sixibme et dernier 'd'une série de cent ,en sitpation reelle a 40 po'ur eent'sous contrtile des satellitesanierieainsdestines C eprouver,entre ariables. D'une maniere generale, les evaluations. ont autres,ladiffusiond'emissions educatives a deS temoigné dela bonne reception du programme de populations de zones rurales elorgnées. Ce satellite a formation par les enseignants d'ecole primaire. servi en 1974 C une experience de distribution de soins De meme quelesgains, en connaissanceet en medicaux pendant un an en Alaska.. 11a permis comprehension des ,methocies. on a egalement observe d'établir uric liaison 'par television entre deux elini- .des modifications de comportement e,n classe. Ii semble ques d'acces h.Opital .rural 'de clue les enseignants ayant suivi, la formation clu projet base. organisaient plus de travadxpratiques., clansleurs classes et s'efforçaient de'faire participerleurs éleves en REFERENCES: classe.II convient de noter cepenclant que les eleves posaient peu de questions de leur propre initiative. "Site in India: High Learning Gains, Low Overhead," tine fois que le suects cb,e ce projet ftlt connu, s'est Development Comm on icp t ion Re N" 19, juillet repandue, les,éclucateurs clans les regions qui n'aVhient 1977. pas acces a ce programme de fdrmation se sont mis et Entretiens conduits -parle 'Clearinghouse avec les demander lemateriel etles- autres types cl'aicie professeurs Vijaya. Mulay et Snehlata Shukla,dle 7 l'en'seignement afin d'organiser des programmes. simi- mai 1977. laires cian's les autres etats.

A NOTER:- Clearinghouse on Development Communication Un système rétroactif a éte mis en place afin Janvier 1978

44 EPUeATION ET-RESSOURCES HUMAINES

I L

CENTRE D'INSTRUCTION A,DISTANCE-DO LESOTHO 6 'Lesotho

AUDIENCE-CIBLE: Les Basotho (habitants du Lesotho), en particulier la population rurale. tr, OBJECTIF: Utiliser des, méthodes d'instruction A distance pour fournir _aux habitants du Lesotho une education/katique, et fournir assistance .d'autres organisations engagées dans l'éducation ou la formation. MEDIAS: Documents et radio appuyés par des Communications interPerson- nelles.

BA I LLEURS/PROMOTEURS: Autorités du Lesotho; Formation pour yautorsuffisance (Banque mondiale); le:College international pour la vulgarisation; Service universitaire mondial;, EdtiCation moindiale; Aide ,chretienne; les Autorités irlandaises; les Aufm4ités danoises; l'UNICEF; IDrganisar. tion des Pair,s-Bas pow la cooperation inteimationale;le 'Fornis international pour les échanges universitaires; l'Agence pour lea services personnels d'outre-mer; et d'autres. - DUREE: Créé en. 1974, activités en cours. CONTACTS:- .Director, Lesotho Distance Teaching Centre, P.O. Box MS 781, -Maseru: Lesotho; .1,ames Hoxeng DS/EHR/U.S. AID, Washington, 'D.C. 20523,, USA.

DESCRIPTION: Le Centre d'instruction d distance du Lesotho (CIDL) a et privées (par exemple: le Bureau des statistiqties,:, été congu et ci.éé par le College international pour la l'Association pour le planning familial du Lesótho, les, vulgarisation, suite a une demande formulée par le ServiceS catholiquesd'aide). Normalement, dans le Ministere de l'éducation du Lesotho, en 1974. Bien cadre de cette fonction, l'organisation cliente doit qu'etant un organisme public,le CIDL fonctionne évaluer ses besoins, s'adresse au Centre (jouant le rOle de principalement comme une école par correspondance, supervision)'qui fournit des conseils et evalue' les colits fournissant deg cours radiodiffusés et écrits destines a avant d'entamer la formation d'étudiants, ou la mise au des étudiants ,quine peuvent ou ne désirent pas -point et l'épreuve des matériaux. La seconde consiste frequenter 4' lescoursconv'entionnels.LesprioritéS aider les étudiants a étudier sur une baSe privee pour absolues du Centre consistent a utiliser les.talents ales des certificats, de niveau intermédiaire (apres trois, resso,urces indigenes. a maintenir une flexibilité institu- années, d'éducation secondaire),et "0" (apt* cinq tionnelle, a résoudre les problemes lOcaux, et a s'inté- années d'éducation Secondaire). Le Centre: offre des grer dans autant d'aspeCts de la vie-communautaire que cours en mathématiques modernes, en comptabilité possible. ainsi qu'en commerce, en anglais et en agriculture: Ces Le t'entee comprend plusieurs départementsAdmi- cours comportent l'utilisation de documents ecrits, de nistrationetfinances,Recherche/rédaction/édition, diffusions radiophoniques, 'de sessions intensives d'ins- Presentation, Produption, et,Radio. De maniere typique, truction en fin de semaine, Ou tous les trois. La troisième tous les départements jouent un role dans'ehaque projet, activité, qui se trouve encore a l'état preliminaire, ce qui, permet a presque ,tous les mernbres du personnel répond aux besoins de base en rWiere d'éducation de se familiariset avec l'éventail complet des activités qu'eprouVent les jeunes (en partipulier les garcons) qui dIf Centre. 0es activités se divisent- en quatre chapitres ont quitté prématurement l'école. Les premiers efforts de base, qui gont néanmoin's lies. La premiere catégorie "effectues dans Pette direction Comprennent la mise au consisteaélaboreretaproduire, des documents point de jeux visant a perfectionner pour chaque joueur d'instruction destines a diverses organisations publiques les aptitudes a lire, ecrire,et compter, la réa1iSati9n

45 d'entittOtes et, de, recherche de base tendant a définir les augmentee; qu'unvolume plus grand derecettes -- besoins c. leg problemes du dit groupe et l'elaboration deVraient faire appel a des ingredients uniqUement d'une. Proposition (que l'UNIGEF ti,accepté de financer eultives chez Soi et gull y avaitlieu de fouruir un plus., en partie) pour la`rédaction de documents d'instruction grand nombre de recettes sinipli flees. (Une enquete dyant un intérét pour re groupe envisage et d'autres paratlele effectuée parmi les acheteurs des livres de categoriesdissidentes, La quatrieme activité consiste en , cuisine a confirmé ces conclusions' qui Ont forme la base la redaction de Ibirets sur des:sujets pratiques tels que deg reyisions- apportées ala seconde publica,tion de -lacuisineetles' premiers sccours destines a etre 10.000 livrets).. _distribués a la population adulte rurale. Un paiement, Le personneldu CIDL.qui se chiffrait a six personnes souvent _nominal (5 centimes EU dans le eas du livre de en 1974, élait passe a quarante en 1977. .Durant cette. .edisine), est 'verse pour tous le8 seiwiees du Centre, ce période de trois années,"le volume-de projets auxquels le Mai eg, justifié par l'auto-gestion et nan le profit. CIDL participait clans une seule armee, a éte porte cue un 'Le C1DL fournit des efforts tout particuliers'en vue en 1974 A quaire en 1977. De meme, sa base econornjque Jyaider les_écoles publiques a se servii de ses documents, ..pst devenue ptus solide: durant la premiere .année 'e.11 encouragelesenseignantS nonqualifiesd'ecole d'exploitation,la balance .'descredits et dcs dettes pOrnaire a sInscrire :aux cours de certificat interme- avoisinait .30.000 'dollars; a la fin de sa troisierne année, diaire en leur offrant une reduction des droits d'inscrip- le lUdget d'exploitation avait été majoré par le facteur

tion. 'pansledomaine: experimental,leCIDLa , cinq, et il avait un petit excédent pour-commencer la egalement distribue trois de ses jeux d'étude,, récem- nouvelle année, -Les inscriptions des etUdiants "danS ment mis au point;.a des enseignants d'école prima:ire. toutes les branches sontpassees de 50en :1974 a 840 en Au niveau de l'école secondaire, les enseignants qui 1977 tandiS quele nombre d'organismes qui ont passe assument en phis rinstruction pour leC1DL affirmenta des -contrats avec leCentrea été augmeqte de, deux a' Itmanimité que hi. formation et les docutnents de coup dix. Au cours de 1977, environ 20,000 livrets ont ete gulls recoivent au CentTe* les.aident a mieux enseigner distribués a titre individuel. et a des grOupes. enplasse,. De surcrolt,certaines Ocoles scconclaires disposent de documents VW. pour eertificats diaires dans leurs bibliotheques, et d'autres ont incorpore .les emissionsC1DLdans des cours dispenses A NOTER: e, regulièrement. (., Depuis 1976, leCIDLest graduelternent passé sous les REKA ("Marche" qui se fonde sur le jeu "Mercado"de aupices des autorités. Devenu maintenant un projet l'Université du MassachUsetts), un des jetimis au officiel du Ministere de l'éducation,,le CIDL engage un Point, parleC1DLpour promouvoir l'aptitucle .a nombre croissant de personnel Basotho aux echelons compter,, se compose de deuepaquets de cartes, l'un administratifs superieursk et, s'e'stinstalledans de represente de l'argent et l'autre synbolise des produits nouveauxlocauxsurlecampus polytechniquecle familiers. Le jeu possede deux niveaux de difficultes, Lerotholi. dont l'un correspond en general kdes competitions de marehandage amieal entre le joueur détenant le /tile de commereant et les "consomniateurs"-: -RESULTATS: Le CIDLeffeetue des recherches portant sur scs aetivités. Des, pUblications typiques couvrent "Une Le..C1DLconsacre plus de temps et emploie d'autres épreuve de la meilleure maniere de presenter, une ressources l'evaluation des besoins de ses bénéficiaires \A\ eon de correspondance";;. "L'alphabetisme au Leso, qu'a. l'évaluation des réSultats définitifs de ses suPports. . t .o" et "Une experience avec des messages.éducatives L'evaluation qui a lieu, tend ketre effectueesur la base C1DL Q. ,ra iodiffusees." Une importante publicatiou du intrinseque de chaque Iprojet, :et des rapports tres s'intitule "Ccimprendre l'imprime", la poursuite des intéressantS judicieusernent récfigés (qui sont disponi- travauk de Holmes, Fuglesang et autres surles bles au public aux frais d'expedition) servent de guide A manièresdont les 'habitants rurapx assitnilent des d'autres ..organismesdestines a. laplanificationen illustration's et des tektes ecrits. - matiere d'éducation et de developpement. Un echantillon de ces rapports présente un apereu des tnéthodes de Un probleme Asuquel leC1DLse voit ecinstamment recherche duCentre,ses priorités ainsi que l'étendue de confronté en tan qu'organisme public, est de survivre ses intérêts mais ne fournit pas de,rnesureprecise quant financierement pe , dant les délais nécessaires pour lc l'impact imputable auCIDL. financement des proj s autorisés. Certains projets duCIDLont eté evaluds en termes LeCIDLa concu et e)cte des matmels, 'un bulletin quantitatifs. Par exemple, un questionnaire rempli par d'information et une afficke pour les fonctiormaires du les infirmières des cliniques parrainees par la Ser./ices Trojet de developpement rliral Thaba Bosiu, charges., catholiques d'aide, a révélé nue 20.000 copies du livre de 'de la comniercialisation de\kemences améliorées et cuisine praduit par leCentrepour le SCA avaient ete d'engraiS dans les parties ,-rul,les. du Lesotho. Il a vendties aVant avril 1976; que !es infirmières conside- egalement mis au point huit eqssions radiophoni- raient que les livres devpient etre distribues a toutes ques, chacune d'une' durée d'une\ minute, pour le les femmes (non seulement aux patientes des cliniques); projet, eta publie un rapport succis ct d'évgluation que la quantite de recettesculinaires devait etre relatif a. l'effort global.

46 t REFERENCES:.:,, "Cathblic Relief Services Booklet Evaltiation," Centre d'instruction a, distance dO Lesothojanvier 1977. Ra0orts nOn intitulés. Centre d'instruction a distance "Games tO Learn By," Centre d'instruction a, distance du Lesotho, 1976 et 1977. du Lesotho, non date. Understanding Print, Centre d'instruction a distance z du Lesotho, juillet 1976. , Growth Centers in Lesotho, Elize Moody, Communica- Clearinghouseon bevelopment Communication tiOn de l'Institut d'Afrique, N. 29, Pretoria, 1975. Janvier 1978.

et,

47 3:?., ,'EDUCATIO11 ET RESSOURCES HUMAINS

A. TELE-NiGER

AUDIENCE-CIBLE: Enfants nigériens entre sept a douze ans (approximativement 700 enfants durant la phase pilote et 9.000 dnfants en 1975). OBJECTIF: Fournir aux enfants ruraux une education destinée a les armer pour la vie rurale, eequi devrait en general promouvoirle développement rural et non l'emigration vers tes villes.

MEDIAS: Television, documents et communications tnterPersonndlles. . BAILLEURS/PROMOTEURS: Les, pouvoirs publics francais (jusqu'en 1971), puis les autorités nigdrienues. -

DUREE: Cohcu en,j963; mis en oeuVre en 1964; activités en cours. CONTACTS: L. Theresa Silverman, International Institute Brookdale, gm. Box 8th, Stony Brook, 'N.Y.11790 USA.; Max Egly,. l'Agence de cooperation culturelle et technique, 19 Avenue de Messine, ,75008 Parts, France.

DESCRIPTION: Les reponsables nigériens aYant encore a l'esprit Ic enseignement. de qualiteegMe et dans la rpesure ob rriandat d'éduction issu -de la reunion de l'UNESCO les "enSeignants de la television" ne peuvent deVelopper tenue en 1961 pour les Ministres africains, et avec 0. la 'notion de favoritisme, Par ailleurs, les français ont seulement 5 pour cent des enfants en age scolaire accepte et etaient en mesure de fournir l'assistance inscrits aux cours cette annee, le pays a entame une technique relative a une operation telévisee. L'extrérne evaluation de son secteur scolaire; cette tache l'a conduit nouveaute de la television au Niger a été un ,facteur a demander le soutien de la , France en matière de exploite de maniere creatrice et avantageuse, mais réformes et ,de developpement des services d'educatiDn reayant apparemmept pas joue un role decisif durantles en place. Leso discbssions entre les représentants des étapes de planification clu projet. deux Pays ont été amorcées en 1963 et, en 1966, Tele- La presence dans "Chaque salle cie elasse d'un moniteur Niger fonctionnait pour les vingt-deux mOniteurs et le§ constitue la pierre anguldire de Tele-Niger. Soumis quelques sept cent enfants engages dans la phase pilote. dix semaines de formation en cours d'ernploi, a des cous Concu en vue d'eprouver l'efficacité de "I'Education ;de recyclage semestriels d'une.durée unitaire variant de active" .dans un cadre caractérisé par upe carence de sept a dix jciurs, a des recontres regulieres avec des fonds,d'expertisetechnique,dematerieletd'en- conseillers et a des emissions televisees succinctes visant seignants formes,. le projet traduit l'engagement du a clarifier les lecons et les táches, le moniteur est équipé Niger destine a repondre aux besoins d'éducation des pour repondre auX .questions des .enfants et faire face habitants ruraux sans faire de Penseignement .ni un .aux crises inherentes a chaque' classe, Neanmoins, il est pasSeport aux villes surpeuplées ni Un moule pour le evident que le moniteur ne peut etre un professionnel de stereotype Qricole. Dans le language des pedagogues, haut niveau: l'utilisation d'une main-d'oeuvre qualifiee les objectifs du projet couvrent la ruralisation, l'integra- lorsque celle semi-qualifiee est tres Satisfaisante nuirait tion et ledynamisme. en partie au but du projet. Qui plus est, les moniteurs en Pour plusieurs raisons,la television a été choisie tant 'que groupe ont de loin surpasse les espoirs de ceux comme source principale d'enseignement. Elle évite le qui ofit concu le projet et les ont engages, pepketre besoin de disposer. &enseignants hautement qualifies. parce que l'absence d'idées préconcuesdiez les moni- Elle est capable d'atteindre regulièrement des regions teurs leur a .permis d'adopters une attitude ouverte et eloignees. Elle est democratique dans la mesure oü tous empirique dans leur role d'appui dap§ la salle de classe. leg' enfants appartenant aux classes' initiales profitent La productiOn de Programmes televises, qui était

N, 49 a A l'origine aux rilains d:oxports francais mais ne l'ost plus nt découvert que le ccenu des emissions, A.defautde actuellement, So déroule (lams los studies a Niamey. Le la langue, était reellenient local, quo la programmation' matOiel.de production est relativement simple: onregis- encourageait un esprit reeeptif a l'acquisition d'expe- treursvldeo.- cameras,salle de travail,entrOpOts; Hence 6t de commissanees, que to loom d'eXpression emetteurs et quelques autres equipements; .mais los que represente la tél&ision était exploit& de maniere valeurs de la production ont empeehe Ids specialistes dos positive ef creative et que le projet utilisait .de maniere programmes d'etudo 'et les techriiciens de _s'encrotiter. valabk; les personnes semi-qualifiees Alms Iaclassd. Les ingregients de chaque programme (activites ma-. Enfin le projet s'est elargi pour inclure, quelque 9.000, nuelles, jeux sketZthes,exercices Cults, etc.,),varienLd'un etudiants (certains d'entre eux Rant urbains) et les jbur.,A l'autre, et l'effort nCcossaireà la coordinat.imi des nigériens en asSument l'entibre responsabilite.. progres du professeur de mathematiques par rapport au .Les problemesidentifies danFdiverses etudes tiennent professeur de frangais ou de geographie peut saverer C. l'emploi du francais dans les emisSions,q.et 4 la quanCite etre. .epuisant. Au denleurant, cet effort porte ses fruits d'enseignement dispen'see aux Otudiants dans la classe etcertainsd,.eleMents de production ont .survecu A.` televisee. :Enpartieutier.lesetudiantsdeclasses l'evolution et a l'experimentatiomperpetuelle: le "sputa- televiSées ont accuse des 'performances interieures C. cle. de. varietes Pédagogique," la "repetition diversifiee," &Iles des étudiants desclasses traditionnelles lors Texan-len au moyen, de "messages publicitaires" de d epreuves normalisees de mathematiques et de gram- courte dark' n'exposant quel'esentieldes doncepts vue dattenuer ce probleme, une cinquieme etudies au prealable.., et le fait de. traiter Z:haque lecon, a ann& a éte ajoutee en 1970 au programme d'etudes la fois comme une entite-et comme partie integrante televisees: d'un ensemble! lus Vate d'instruction programmec s'est inontre efficacc et -a Wen survecu C. l'usuré du temps. temps. A NOTER:''

RESULTAT, On a pris soin d'eviter toutes.les prises de vue hormis los plus simples jusqua ce slue les enfantse soient Aucune ev: luation rigoureuse .de tons les aspects 'de. habitués au Medium d; la. television. Les prises de vues rapprochees, les:prises angulaires, les coupures Tele-Niger n a jamais eté reldisee. (Pune part en raison de la roolnd e irriportance aceordee des.le depart a la et .autres techniques compliquees n'ont Ote introduites que progressiverilent, de sorte que les etudiantS n'ont recherChé' pi r rapport C. la production et d'autre part du pasetecontraints d'assinriler immediateMent un ,fait qu'auctu groupe de contrOle n'a CtC isole au cours de langage visuel etranger. la periodeiitiale du projet potwant par Iit suite etre T .utilise comrie base de comparaisom Des olpervateuk L'attrait du message. "conc,ret"'. de la*telévision s'est etrangers o t -eependant mene plusiers OtudeS de petite avere important au Niger o0 la "Nerite". est definie envergure, et une etude d'information ;interne a et& comme etarit la connaissance Ems& sun ee que l'on effeetuee d s lc debut du projet. Les composantes cies do peut voir ct ofi ,la langue d'instruction (le francais) cotte, reeh, rcheinterneeouvrentdesdescriptions n'est pas la langue parlde dans le milieu immediat des anthropolo iques de la culture locale fournies par le etudiants. Personnel itranger, des etudes visant A determiner la L'engagement des enseignants de la television enverscif reaetion des enfants .nigeriens face aux images illus- les nouvelles ,mettledes était faible '.durant les Pre- trees, des, entrevues. aupres des enfants de \illage, des mières annees de Tele-Niger, C. la fois parce que leur oboservatiOns enregistrees eoncernant la dynamique db formation aux techniques d'enseignement etablies ne la. salle :de classe eb la retroaction represent& par les, leur,servait guere et paree gulls avaient tendance C. travaux Cerits fournis par les.participants a Tele-Niger.. 0 etre convaineus retourneraient finalernent aux A la grande satisfaction du personnel de Tele-Niger;,, class& conventionnelles. 6n a ob.serve clue les classes de television ne sont pa& L'age minimal d'adrnission au programme Tele-Niger accablees pairles problemes pal'ticuliers aux classes a ete Ctabli sur la ja,ase du concept nigerien tradition- nigeriennes traditionnelles: modeste frequentation, taux ael de maturation, akkal: une cornbinaison d'intelli- &ye d'abandon,ettinehauteineideneed'eleyeS gehce,,Ale savoir-faire, de corriportement social aceep- eontraints de redoubler une elasse. Le tauxd'abandoff. Cable; de- mémoire etde eapacité d'adaptation. .parmilesetudiants d'eeole primaire conventionelle durant les annees soi,xante, par.esemple, etait proche de La' difference prineipale entre l'approche Tele-Niger 40 pour cent alors que 674 parmi. les -716 etudiants l'edueation. et l'approehe nigérlenne conventionnelle initialement inserits aux eours Tele-Niger en 1966 ont : porte sur l'expression "verbale de l'enfant, Traditibn- aeheve en 1970 le cycle complet de quatre an's (soit un nellernept," un enfant nigqien'doit rester silencieux taux d'abandon inferieur a 6 pour cent). De meme, les lors'qu'il se trouve en compagnie d'adultes, alors que enfants présentaient une aversion pour ol'éeole buisso- l'approche Tele-Niger met l'accent sur le droit qu'a nière; une experience (rune semaine au cours de laquelle l'enfant de poser des questions et de formuler des les 'claws n'étaient pas eontrakees a revele que la reponse& ayant trait, C. son milieu et C. sa compagnie d:adulte. participation et l'attential restaient Clevées dans les 0 classes nonsupervisees,Une etudeulterieurede L'approc he 'Tele-Niger a ete schCmatisée eomme etant l'UNESCO a confirmé ces conclusions: les enqueleurs une voieC. deux sens: on encourage les enfants C. . : . ... . rasSembler des doeument.s et, des donnees0 de la; vie LatOévision geolaire du Niger:W.4-10p (11 volumes , ° *He,. A analyser et A classer ces connaissances et ces comprenant le rapport general), AssoCiation univtrsi- documents dans la sane de elasse, et it réinserer ce taire pour le développement.de l'enseignem4t et de la" qu'iKent appris dans la vie quotidienne...... 0 - ,... , culture en Afrique et A Madagascar, France, decem- t. ber 1974. ,. 1.. , I REFERENCES: ,"Telé-Niger;, des dimensions modestes. ".'et 7éle-. Niger douze,ans.apres,"Direet1975. Téle-Niger: Adaptinff an Electronic Mediuni to a.. RuratAkican Context,Theresa Silverman, Bulletin d'information N0 8, Clearinghouse on Development. Clearinghouse on Development C)mmunication Communication, octobre 1976.. Avril'1978 -$

6' "

I. EDUCATION ET'RESSOUkCES HUMAINES

-.ACTION pULTURELLEPOPULAIRE DU HONDURAS

Honduras

AUDIENCE-CIBLE: Campesino8 analphabetes et semi-analphabetes du Honduras.

OBJ ECTI Initialement, aider les eampesinosapprendre a lire et a écrire et a leur donner des informations sur la-sante et le .developRement de la collectivité; plus tard,organiser un programme d'educatiOn agricole et abler les cuinpesino. a s'organiser sur le plan politique et social, ??.* e* MEDIAS: Radio et documents. fiAILLEURS/PROMOTEURS: Mouvemeni social chrétien. DUREE; Commence en 1960; activites en cours. CONTACTS: Prof. Vilma de Pacheco, AcciOn Cultural Popular Hondurefut, Apartado C-24, Tegucigalpa, Honduras; Dr. Rofiert A. White, Research birector Center for Study of Commerce and Culture, 221 Goldhurat Terrace, London NW6 3 EP, England.

DEkRIPTION: l'Action culturelle populaire du Honduras (ACPH) En 1964, lorsqUe les insci.iptiOns scolaires se chif- est a la ,fois la composante education du mouvement fraient a pres de 15.000, et que les écoles avaient hondurien des wunyesinos pour l'auto-developpement, -fonctjonné suffisamment longtemps pour que appele le-Mouvenient populaire de promotion (MPP), et tionréfléchisse leur succes ait une signification de un jeuneparent des écoles radiophoniques ACPO de valeur, l'orientation des programfhes ACPH et passée', Co lombie. L'ACPH est née en 1960 lorsqu'un prêtre de la promotion de l'alphabetisation et des.campagnes hondurien, P. Jose Molina, est revenu d'une courte court terme pour le développement de la collectivité a la, periode de formation a l'ACPO, et a collabore. a la form-nation d'organisations locales, parmi les campesinos creation d'une école radiophonique experimentale dans les plus pauvres en vue d'aider les "déshérités" a créer les envirdns de Tegucigalpa. Bien qu'elle mainte- une ,puissance politique et économique. Les aptitudes A nant supervisee par un conseil, de directeurs laiques, lireet a écrire sont restéesincorporee'sdans., les lf-ecole fonctionne en majeure partie sur les réseaux programmes d'étude, mais ces cours ad'aderniques ont locaUx des paroisses et sUr les pouvoirs de motivation de été cogylétés par,des -programrhes visant a développer la chaire dans ses efforts de propager J'alphabetisation lesattitudes etles capacités permettaient aux et les informations, campesinos de s'organiser et d'agir de maniere respon- , Dans les premières années, l'ACPH. était essentielle- Sable afin d promouvoir leur prOpre bien-être social et ment une filiale de l'ACP0; le systeme, et les livres de économique. Les mots cies de$ activités de promotion de classe, de /l'ACPH, étaient derives de modeles ,colom=' la conscience sonVdevenus "participation" et "direction biens. ,Comme son prototype, l'ACPH a fait appel aux dernOcratiqbe". pasteursiruraux' pour organis'er un apprui aux classes A la 'fin des années soixante et au debut des années d'alphabetisation destineeS aux adultes.. Ces religieux soixante-dix, l'ACPH a fait un pas suriplémentaire pour locaux choisissaient un enseignant auxiliaire benévole m'ettre en parallelel'éducation pour adultes etla (ou "moniteur") pa'rmi* les. familles de campesinos de politisation.Lesécolesradiophonilues. oni adopté .chaque,collectivite. A leur tour, ces moniteurs étaient l'approche psychosociologiqiie de Paulo. Freire a l'auto- formés/en vue de recrutv des étudiants, d'organiser des realisation, taut sur le plan individuel que sur le plan classes,- d'aider les enseignantv.de classe du systeme communautaire. A la promotion de la conscience, la établi a contreiler le travail des étudiants, et de rediger communication crg capacités fondamentales et l'idehtifi- ' desrapports mensuels sur la frequentation et les cation de dirigeants locaUX S'esf ajouté un quatrieme progres des classes. Les .moniteurs étaient également mandat:laformationd'organisations régionales et charges des textes, radios et autres materiels de classe. nationales de campesinos capables de traiter avec des

53 3 s_ ,

organisMes publics: variie de la fthce du soutien a servi de base a la formation de groupes de femmes apporte anx d'orguisatiqns a éraane des membres du campesinos, docooperxtiveedoconeommateure. de 300 Mouvernent social chrétien étudionts d'univerSité et groupes de production agricole, et de nombreux groupes jeunesprOfessionels avec une formation agrondme. influents' de cam pesinoK locaux engages cfans la récupe- d'éducation ou de sciences economiques qui se sont ratiOn' des terres. rallies des 1970 au MPP. . -Un changement recent (1972) est intervenu dans la - A NOTER: philosophie ,des operations deTACPH: en l'oceurrence l'adjonction, d'un programme,d'ecole primaire d'une Les programmes d'alphabetisation sont racliodiffusés duree de quotre ans sanctionne Par urf dipleme reconnu six.jours par semaine pour une périocle desept ou huit Ministere hondurien l'eduOation. En 1977. l'ACPH mois, chaque année. Les classes de niveau avancé se. a lance un programme d'éducation agricole utilisant des deroulent d'apres7,midi et les cours pour agronothes paraprofessionels ainsi que des méthodes de débutantsenfin d'apresmidi. Des groupes .se communication de masse, pour. mettre la technologie rencontrent dans des foyers. des salles de clasge ou des -agricole, a la portée des petits agriculteurs des collecti- salles de reunion appartenant aTeglise. Nités eloignees des hadts plateaux. En 1970, environ 30 pour cent des ca m pesi nos suivant les cows d'alphabetisation n'avaient rienlire dans

. RESULTATS: leur foyer. A l'opposé de.l'ACP0, l'ACPH n'a:publié deS livrets bon marché ni des journau,: destines a etre 1Avaluation de l'ACPH se fonde tant sur son propre lus Oar les ca m pesi nos. chez eux. personnel que sur des évaluateurs appelés de l'extérieur. L'ACPH est un des rares systemes scolaires radiopho- Les, conclusions d:tine etude rnenée au milieu des années niques en Amérique'latine qui ait adapté la. méthocle soixontepar des- observoteurs étrangers ont indiCiué que psychosocfale(concue l'origine pour enseigner le voluMe élevé des inscriptions etait encourageant mais directement) k renseignement racliodiffuse. que plusieurs facteurs (par exemPle les faits que: rfen n'empeche des étudiints instruits de participer aux L'ACPH utiliSe une combinaison interviennent des. cqurs et aux exarnens d'alphabetisme; aucun dOcument campesi nos paraprofessionnels. l'a radii), 'des --proMo- cortcret ne 'relate le nombre des étiidiants qui doublent teurs agricoles volontaires et un systeme deterrains chaquannée, et une "eooperation7 entre les exami- de culture de . demonsfration pour communiquer la nateurs eIles candidatsavait soi disant eu lieu) technologie agricole faible cotlf aux petits agriculT rendaientirnprécises d'une part l'évaluation des aspects teursetablis donslescollectiVitéS montagnardes qualitatifsde Talphabétisation, etd'autrepartla elnignees, comptabilité. L'impact du progran4ne était crautant Lléclucation de base et les pregrammes d'éduoation plus incertain qtfil était impOssible de mesurer l'inci- ogri | d l'ACPH, font partie (Fun systeme- de dence de la faible concentration de la population, de deveToppement rural integre compose d'organismes l'absenc,e de moments likires pour- étudier des êcueils privés .auxquels appärtiennent des :cooperatives de- ac1minisCratifs, et des conditions Olimatiques adverses. , cOnsommateurs et 'de coMmercialisation, une federa- Une evaluation plus rigoureuse, menée en 1971 par un tion nationale de femmeS 'cam pesinos, une institution arnéricain et fondée stir une anlyse echantillon de-prets agricoles et deagroupes influents de cam pesi- stratifié de 794 étudiants radiophoniques, a confirmé nas. l'existence des obstacles sodio-écemomiques identifies L'ACPH met-au point un programthe radiophonique' dans l'étude antérieure. et a pose la qiestien de la valeur d'éducation scolaire élémentaire, integre étroitement attach& l'aptitudealireeta écrire pour les avec Peducationagricole,etse compose. d'unitée campesinos qui disposaient de peu de documents et de breves et'flexibles, chacune d'une yaleur d'un mois peu de temps- pfIur la lecture. L'étude a determine six semaines. .a> qu'environ 108.000 efudiants étafent inscrits l'ACPH REFERENCES:,. entre 1961et1970. qu'environ18.000 d'entre eux -avaieat passé l'exameri au moins une fois et l'avaient "Mass Communication' a'nd the Popular PromotiOn réussi, et que senlement. les deux tiers de ceux ayant Strategy of Rural' Development in Honduras," Robert passel'examenatteignaientreellernent unniveau A. White, Radio for Education and Development: Case minimal d'alphabétisation fonctionnelle (définie comme Studies, World Bank, volume II, mai 1977. l'aptitudereconnaltre une série de mots, a collationner deS mots en rapport ayec des images. a écrire son propre "An EValuation of the Rural Development Potential of riqm et a répondre par écritune qu deux questions au the Radio School Movement in Honduras," Robert A. sujei d'un texte). White,Tentre Loyora et Département d'anthropologie En se référant a' une seconde etude. l'image gin et de sociologie, Université de St. Louis, octobre 1972. emerge cies activités de promotion de la conscience et de "The Radio Schools of Honduras," Jack Lyle avec Joel l'organisation de l'ACPH et du MPP est plus Optirniste Martins et Jacques Torfs, New Educational Media in que celle du' programme d'alphabétisation. L'ACPli a Action: Case Studies for Planners, UNESCO, 1967. établi un systeme de communication pour le développe- ment, qui a permis la.construction de centaines d'écoles Clearinghouse on Development Communication et de nombreuses cOnalisations d'eau en milieu rural. Il Avril 4978

?: o EDUCATION ET RESSOURCES HUMAINES

PROJET D'ENSEIGNEMENT RADIOPHONIQUE EN MILIEU RURAL

Paraguay

'AUDIENCE-CIBLE Enfants ei adultes non scolarises en milieu rural (environ 700 etudiants en 1978). OBJECTIFr Employer la radio comme outil d'enseignement primaire pour la population rurale; essayer diverse? methodologies et techniques d'enseignement radiophonique en milieu rural; soutenir les efforts du Ministere de reducation et dit culte pour developper des structuree de fonctionnement efficacesetoperationnelles de programme radiophonique en milieu rural. MEDIAS: - Radio, imprimes et communications interpersonnelles. BA I ELEURS/PROMOTEURS: Centre de tele-enseignement du Ministere de l'education et du culte, Asunci6n, Paraguay; et Agence des Etats-Unis pour le developpement international. DUREE: Commence en 1976; attivites en cdurs. CONTACTS: Lic. Mabel Palacios Moringo, Directora, Centro de Tele-Education, Ministerio de Educaci6n y Cult% Asunci6n, Paraguay; Lewis Thornton, Academy for Educhtional Development, 1414 22nd St.,e N.W., Washington, D.C. 20037, USA.

'DESCRIPTION: Le Ministere paraguayen de l'éducation et du cuite poursuite de re.gberches sur le terrain. Pendant cette 's'est intéressé a la, realisation de programmes éducdtifs période, les membres cid déPartement ont prepare 540 radiophoniques quatre ans avant le lancement de Projet emissions éducatives pour les troisieme et quatrieme dqii-seignethent radiophonique en--milieu rural années d'école primaire, imprime les documents corres- (PERMR). DepOis 1972, le Ministere a participé A la pondants et prepare la realisation de ces emissions realisation annuelle de cinquante a .Soixanteheures de radiophohiques. Les recherches ont été essentiellement diffusion radiophohique tdans les écoles primaires et consacrées a l'étude de la population en age d'étddier du secondaires. Le lancernent du PERMR correspondait Caaguazü, de ses habitudes dVcoute radiophonique, a la done a une eXpansion, et n6'n une greation, des capaciees selection de quatre villes du Caaguazil comme sites administratives et techniques sous-jacentes a la réalisa d'expérimentation" et a l'organisation des centres de tiond'environ 300 heures de, diffusionpar année projet daps ces vines, scolaire.. En multipliant les capacités de production par cinq ou"six. le Ministere entend offrir.aux Paraguayens, La seconde.année du proj' et, 1978, a été consacrée dont la plupart n'ont pas acces aux éColes offrant un l'amélioration et a la consolidation des bases posées la programme deix ans, l'opportunité d'achever leur premiere année. On est passé a la realisation des 540 formation primaire. Dans cet esprit, one a choisile ^ premières emissions tout en profilant les 540 suivantes Department de Caaguazu comme lieu du projet, car ses (cours de huitième etseptième). On a entamé. la besoins et prOblèmes éducatifs sont caractéristiques du diffusion des emissions sur une station radioPhonique milieu rural *paraguayen, et on a mis l'accent sur les commerciale, tandis que les activités de recherche et cours de fin d'études primaires. d'étudeS sur le terrain se poursuivaient. Le D6partement de tele-enseignement a consacré Sur le point d'atteindre son rythme de croisière, le l'année 1977 a la conception de Programmes radiophoni- projet dessert 700 étudiants et fonctionne avec 45 ques et de documents d'études, a la preparation et centres, d'apprentissage (cA toute personne ayant suiyi I'expérimentationd cours radiophoniques etala deux années d'enseignement fomel est habilitée passer les examens d'eniree du PERMR; par ailleurs, Afin desatisfaire. des demandes desCleves.les les etudiants du programme sont.groUpes pour recevoir emissions educatives sont diffusees en guarani et en l'aidede moniteui.sbenévoles).Les cours diffus8 espagnol,tandisquol'ensembledesdocuments diapensent des matieres aussi variées que l'expression annexes sont imprimes ei espagnol. orate compris l'espagnol comme seconde langue) les .Lelancement des emissjohss'est,faitdans des mathematiques, l'instructiondivique.' la sante etla Pconditions'extremement difficiles. Elles etaientrCali- nutrition, .ainSi que lacommtnication: Ces cours sont sCes dans 'des studios d'emprunt, et les pannes de diffuses chaque jour de la semaine en emissions (Pune courant étaient fréquentes tant sur les lieux d'emis- duree de 15 a 20 minutes. sion M'aux domiciles des auditieurs. Le Ministere de l'e'ducatiOn "s'etait engage a fournir RESULTATS: onedefinitionexactecluconceptcl"ins.truction prhnaire" avant de concevoir les' programmes. Ce Le programme d'evaluatjon do PERMR est encore n'est qu'a cette condition ,queId Ministere a pu trop récpnt pour permettre une evaluation deg connais- entreprendre la tdche- 'enorme, quil'a accapare la sances acquises.Les activités d'évaluation ont cependant 'premiere année:créer.de but en blanc un.programme ét e. menées de pair avec le projet des son lancement, et d'enseignement primaire radiophonique, en milieu les.résultats preliminaires ont influence la tournure du' rural. projet.. Le Ogre élevéd'interet manifesté par les membres de la collectivité (qui se traduit par ldnombre La premiere année du projet, une série d'emissions d'inscriptions et- l'assistance aux cours) et les proprie- sPéciales a été 'diffuséele samedi matin .afin de les taires de stations radiophoniques (lesquels ont manifesté famjliariserlapopulatien de Caaguazn avec l'intention de diffuser a nouveau les emissions et de techniques d'enseignement radiophonieple.. Ces éMis- reserver des heures de pointe a certaines émisSionsdu .sions visaient egalement-A conVaincre les enseignants PERMR) donne une preiniere.indication positive de la traditionnellesquels ssentaient- menaces parle ported do projet. Ces iadicateurs permettent de confrofi- nouveau systeme.4 ter et de replacer dans leur contexte.certains problemes Une série d'entretiena preliminaires au projet a révélé potentiels. enles révélant des la premiere .annee. de que 70 pour' Cent' de la population"considere l'agri- recherche tels que l'alcoblisme ou autres problemes culture comme le theme le. plus important. On a done sociawi...sérieux ou Ia difficulté de certains étudiants du introduit des informations et des conseils agricoles PERM a suivre des emissions en espagnol. De tels dans la charpente du programme, notamment dans efforts d'evaltration A titre d'enseignement ont égale-` les emirs de lecture, d'écriture et d'expression orate. ment mis en evidence le vif intéret de l'audience pour la Les emplacements d'experimentation ont Aussi tentr milsique et leS sports, ce qui ne pose.aucun piobleme en lieu-de centres administratifs. - soi, Mais set d'brientation auxresponsables des proi grammes. Bien?que les manuels scolaires du PERMR aient recu unaccueilenthousiaste,onpout envisager des La premiere evaluation exhaustive de l'acquisition des alternatives a meilleur Marche. étudiants sera entamée en mars 1979 a la fin du premier cycle d!études complet. Ilera éventuellement procéde a une analyse coins-benefices; a l'évaluation de.l'efficacite REFERENCES: des diverses composantes du programMe (radio, instruc- tours,etc.)et des avantages percus par toutesld "Annual Report: Rural Radio Education/Paraguay," collectivités 8Ohcernées par le programme. Academy for Educational Development, janvier 1978. Unpublished project. documents, Academy for Educa- tional Development,-1,976, 1977, et ,f978. A NOTER: L'utilisation d'une radiophonique.coinmereiale revet une importance fondamentale pour,;la conceptionet le succes du Projet d'enseignement radiophonique en , Clearinghouse on Development Communication milieu rural. quillet '1978 EDUCATION ET RESSOURCESHUMAINES

MOVIMENTO DE EDUCAcA0 DE BASE (MEB)

AUDIENCE-CIBLE: Initialement les ,paysans analphabete dtt.nordest du Brésil (soit un potentiel de 24 millions d'adultes), devant ensuiie s'étendre aux paysans d'autres regions.

OBJECTIF: Eduquer, développer Isens civique et motiver des adultes prives d'acces aux écoles et services de sante (en leur apprenant essentiellement a jire, écrire- et compter) et encourager la formation de collectivités de base.

MEDIAS: Radio, imprimes et communication interpersonnelle.

'BA I LLEURS/BROMDTEURS: Conference nationale des éveques du Brésil, MiniAere de l'education et de la cUlture du Brésil, organisations catholiques et bénévoles d'Enrope et d'Amérique du Nord et Ministere de la sante du Brien!. DUREE:. Comniencé en 1961 a titre de programme d'alphabetisation; redéfini en 1976 et 1971; activités en cours.

CONTACTS; Sr. Anne Marie Speyer, Movimento de Educacao de Base, Rua Silo '1. Clemente 385, Rio de Janeiro, Brésil.

DESCRIPTION:

Des sonintroductionen1961,leMovimento de complement, non en remplacement des echanges red- Educaedo deBases'estimpose comme uneffort proques: Le programme s'articule autour des groupes religieux pour satisfaire les droits fondamentaux des d'êtude de campon'es (exploitants agricoles). Au cours de plus demunis, en leur offrant une formation pratique Teunions hebdomadaires, ils discutent des emissions, destinée A la resolution de problemes. Mais bien peu est diffusées A la radio, sur l'agriculture, la nutrition, les demeuré inchange, si ce n'est la raison,d'etre du projet. "méthodes de travail et d'autres sujets pratiques, avec L'accent est graduellement passe de l'enseignernent des l'aide d'un animateur de groupe qui utilise les techni- bases de la lecture et de l'écriture A la demystification ques de jeux de rOle et autres méthodes actives pour du sous-développement, rneyne si ces.programmes sont amener les membres du gro.Upe a aborder les aspects de toujoursenplace.Initialementinspirede Radio la dure réalité quotidienne. Sutatenza de l'ACP0 eh Colombie;le MEB s'est MEB est une organisation décentralisee qui fonc- affranchi de l'emploi de laradio. Par consequent, tionne a quatre niveaux. Le premier echelon est twelve l'étendue du projet, le programme de cours du ME/3. et par l'equipe nationale A Rio, dont les membres rendent les relations du MEB avec les pouvoirs publics ont compte atix six éVeques nommés au Conseil national du egalernent suivi les fluctuations du climat politique, directoire par la Corlférence catholique des tveques, et notamment lors du coup d'etat militaire de 1964. aux delegues au Conseil du Ministere de l'éducation. L'approche et les problemes du MEB different de la Répartie en une branche administrative et une branche plupart dea tentatives de mobilisation des medids A des technico-pedagogique, l'equipe nation ale., organise de fins de developpement en Amerique latine. Au lieu de se nouveaux "sistemas" en reponse aux initiatives locales, borner A promouvoir des pratiques progressives au nom définit les lignes de politique generale, recrute et forme du déveloPpement, les agents de projet se consacrent le personnel des équipes locales, et contrOle les autres l'entralnement du paysanntà percevoir les racines et directives adm:aistratives. Toutefois, le programme de les dimensions du sous-developpement. Ensuite, selon la developpement incombe entièrement aux équipes lo- logique de Freire, le peuple peut s'orienter vers des .cales. La cellule administrative de base A l'échelon solutions viables,"et les adopter. Ce projet se distingue regional, le Sisterna Educativo, ne couvre qu'un diocese egalement par son recours aux médias. Dans le MEB, catholique et' regroupe plusieurs écoles radiophoniques. les livres et les emissions radiophoniques vienneat en Le troisième niveau est-occupe par l'equipe locale, qui

5 7 3 Organise et execute les. programmes d'enseigriement de A NOTER: base dans sa 'zone: En ,ganeral, cette equipe gnants; travailleurS socidux et autres individus spéciale- Au nombre des aktivites "cranimation" du MEB Merit fOrmes instaile son quartier,general dans le centre --figuraient des clubs de football, des travaux agricoles,

le plus d&veloppe,'et effectue des deplaceMents dans les et des syndicats ruraux. . t-- -zones retiree§ A partir de ce centre. Lps animateurs ,Les membres- du wiEp observaient le comportement- coristituent le quatrieme Riveau du systeme éducatif.- r.cles anirnateurs locaux potentiels clans leurs villes Nomnies par les-membres de leur collettivité et formes , natales.Seulsetaient retenuslescandidatsqui . s.tirplace.its ont la - responsabilité de developper le r.n'acloptaient pas d'attitude conclescendante et n'exe- dialogue et les activités dans leur collectNite. rgaient pas de favoritisme envers leurs concitbyens. Eri 1968 le MEB A regu le PriX Reza Pahlavi de RESULTATS: -l'UNESCO pour la qualite de son travail -au nbni'des cainpones et en collaboration avec euk. Le prdjet a exer,ce une incidence sur la vie de centairies La radio a cedéle pas, dans ce projet, acix imprimespt demilliers de ,Brésiliens bien que le MEL 3 .ait Arbi de nombreux éChec,s. Le rpponsable d'une etude d'évalua- A la communication interpersonnelle. A la difference don dP la Premiere decerinie de fonctionnement -du des animateurS, le media n'est pas consider& comme programme .a mis en évfdence que. quelque 400.000 un facteur essentiel de charigement social.

. parsans ont appris A lire grace A plus de 5.000- &cries La region ',du nord7est du Brésil a et& choisie comme radiophoniques du reseau MEB mis_on place .4 partir de ,Forigine "cluLprojet, pt rest& le centre de ses 1964yEn revanche, IA méme etude révèle qtre sedlernent activites parPe que cette' region est la plus pauvre du

100.000 comporrPs ont appris A lire et A..écrire par c, pays et que, scion une. estirriation de 1975, Plus.-de,la rintermédiaire du MEB entre.1964 et 1970prObable moitié des habitarits- y Sont analphabetes. La region ment parce que le nouveau regime n'incitait guère les amazonienne fai:tauSSi l'objet d'une activite intense du. couChes 'inférieures de la société A participer --aux MEB.

changements sociaux. . ,.. Depuis 1970, les tentatives d'auto-évaluation du .MEB REFERENCES: se sont eSsentiellement- limitées a la mesure de Ia dernande pour tes- cOurs; laissant de dote l'inciclence des "A Systems Approach Applied to.Non-Formal Educa, cours et des activites cfd MEB sur les modifications. du, tion: Planning, Programming, Budgeting and the comportement..0n. a prévu 'en 1976 de procecler ,A. des `Non-Formal' Process," rapport non ,:publie, Sopur evaluations des cours .avant, pendant et apres'' leur Anne Marie Speyer, MEB, aotit 1977. cléroulement,- mais jusqu'A, present- lesevaluations "Movirriento.de Educacao de Base (MEB): Corrirriurii: consecutives aux pours n'ont pas suiVi l'evalUation des .cation for Animation and ,Social Change," Communi- 'besoins et l'analyse des inscriptions. Tout ,au-)ltis. Oeut- cation, et- developpemea rural, Juan E.', Bordenave, on dresser un tableau grossier des.resultats dif projet, UNESCO, 1977k '" partir dqs statisticides' d'inscription (qui févelent Par exemple que les progr.m.ines intitults "activitescollec- Rapports annuels du MEB, 1974, 1975 et 1977, MEB, tives A orientation religieuse" jouissent d'une Poputarite Bresil: nettement inferieure A celle desprogrammes agricoles' Movimento de Educagao de Base:fin Experience in et sanitaires du MEM. Il est difficile de-determiner-1e EduCation for the Rural Poor University of Mich- nombre total de participants car certains .'atiditedrs igan, 1976. appartiennent A plusieurs categories A la fols. En 1977, 15.000 personnes se sont inscrites auk cours d'enseigne- ertt-classique-tandig queles--programmes-rad-iOphoni----- ques spéciaux avaient une audience de presque162.000 personnes et les programmes d'enseignement extra- Clearinghouse on Development Communication scolaires avaient plus de 171.000 inscrits.- Octobre 1978

58 NUTRITION

PROJET D'EXPERIMENTATION EN NUTRITION

AUDIENCE-CIDLE: Les villaggois de la region du.nord-est du Brésil. /;t- OBJECTIF: Etablir aVec la communautC un dialogue au sujel de la nutrition, !ere &ape pour des actions communutaires.

MEDIAS: . Affiches, photographies et tableaux de feutre. BA I LLEURS/PROMOTEURS: Le DCpartement des Sciences NutritiOnnelles de l'UniversitC Cornell. DUREE: CommenCe et acheVC en 1974. CONTACTS: Thérese Drummond, Director for Nutrition and Rural Community Education, Agricultural Missions, Inc:, 475 Riverside' Drive, Room 624, New York, New York 10027, USA.

DESCRIPTION: RESULTATS:

Ce projet fut corm.' pour tester la réceptivité de la LatranscriptiondesenregiStrementsfaitsdans population dans des villages. ayant plusieurs genres plusieurs reunions de village montre que les partici- d'organisation communautaire ala méthode Paulo pants furent tres actifs pendant toutes les. délibérations,_ Freire pour l'éclucation nutritive. Cette experience qui LeUrs commentaires et questiOns montrent qub les' eut lieu en 1974 avait pour but d'attirer l'attention des villageois .commencerent a questionner le fatalisme si villageois illettrés oU serni-eduques stir les problemes de profondément ancré dans leur esprit, et a. considerer la...malnutrition, et de mettre en oeuvre des rnoyens leur pouvoir d'arnéliorer, lenr vie. Le relevé d'informa- simple's pour remédier a certains aspects de la malnutri- don des grdupes de discussion suggere aussi que les tion chez les jeunes enfants. reunions qui eurent lieu clans des villages non organises Les cinq premieres semaines du programme furent auparayant n'étaient pas influencees par les experiences consacrées a la visite d'approximhtivement 120 maisons precédentes d'intéractiOn de groupe des participants. dans les quatre, villages choisis. Sans ,formulaires ni Un reSultat direct de ces reunions fut que les villages questionnaire's, Madame Drummond bavarda avec les sélectionnerent uhe personne pour10foyers pour villageois ,pour découvrir leurs idees sur la fagon de assumer la responsabilite d'une bonne nutrition des nourrir leurs enfants. Elle s'informa plus particuliere- enfants. Des planS pour parer a plusieurs urgences ment sur lesMaladies les plus communes, la mortalité medicales.furent initiés. Cependant, on ne se.préoccupa .parmi les jeunes enfants et sur le nombre d'enfants de pas de determiner siles participants des projets de moins dequatre ans trop maigres. Elle releva noms, nutrition veillerent a ce que.leurs enfants continuent dates-denaissance, donnees sur l'allaitement naturel, avoir assez de protéines et a ce qu'ils soient .vaccines distribution par age et pratiques nutritives, utilisant des contre les Maladies de l'enfance. cahiers qui etaient famil,iers aux villageois. Dans les reunions apres les visites, des affiches furent utilisees pour stimuler des discussions. Par exemple, la A NOTER: photo d'un cercuéil d.'enfant transporté au Cimetière, spectacle commun dans la region, permit de considérer Lors d'une reunion durant laquelle on demanda si le fait que les bébes meurent souvent et de discuter ce "une etude"des 'enfantspouvait etrefaite,les fait de fagon critiqueplutelt, que de l'accepter de villageois qui associent letude avec l'école eurent manierefataliste.D'autres affiches montraient une l'impression que la dietéticienne voulait ouVrir une mere allaitant son nourrisscin, une mere donnant a son nouvelle école dans la region. enfant de la nourriture de supplement ocrun enfant Un panneau d'affichage, reproduisant la courbe de souffrant.d'un état avance de malnutrition. poids de Morely fut utilisé afin d'indiquer la marge de

59 securitken ce qui concerne le poids des jeunes enfants. Durant une reunion, un pecheur annonça que. les Quanct les parents comprirent le prindipe. appele. reunions étaient une bonne iclée.Durant les Imit anS "CaininhO de Saude," ou "Route de la Sante" on leur avait vécu clans le village etudie, les habitanth ne en ddnna- une copie, s'etaient amais rencoiitrés pour partager et résoudre Les ,affiches UtiliséeS pour les discussions etaient soit ieurs problemes. des ohotographies, soit des peintures faites a partir de photographies. L'arriere-plan en etait efface pour REFERENCES: qu'il ne soit Onant. Les illugtf.ations .furent, choisies' 'de facon qu'e leur contenu ne soit ni trop;limité ni '"Usiifg the Methed of Paulo Freire in Ntitrition: An incomprehensible. Experimental Plan for CommUnity Action in Nor-. theast Brasil," Therese Drummond Cornell Interna- % tine encinêteuse feignant' d'avoir mauYaise mérnóire tional Nutrition Monograph Series, 'No. 2, Cdrnell dessina Presquetout. ce Vit.Ces flessins mettaient ies vitlageois a l'aise et sollicitaient leur University, Ithacn, NeNV York, 1975. partidipation;leur -usage simplifia hinsi 'latache consiStant..a accumuler, les yenseignements .sur la Clearinghouse on DeVelopment Communimtion sante et la demographie.: Juin 1977

'?"'"

60 NUTRITION

CAMPAGNE POUR L'ALLAITEMENT NATUREL

Trinidad et Tobago

. AMENCE-CIBLE: 'Les merese,de nouVeaux-nés et les 'fethmes- enceintes a Trinidad et Tobago. OBJECTIF:' Faire eonnaitre au public les rapports entre l'allaitement nature!, les principes (le bonne nutrition et le niveau (le yie. MEIHAS: Radio,. television, affiches, journaux, périodiques, HAILLEURS/PROMOTEURS: L'ASsociationdes Ménageres de. Trinidadet Tobago (HATT) l'AsSociation de Agences Publicitaires de Trinidad et Tobago avec 17 suppOrt'du Minjstere de la Sante, l'InStitut .d'Alimentation et de Nuyition des Caraibes (CFNI) et l'Association Médieale de Trinidald et Tobago. OUREE: Projet concu et mis ep oeuvre en 1974; prevu a nouveau pour la fin de 1977. CONTACTS: Alison White, Nutritionist, 13 Santa Anna Gardens, Maingot Street, Tunapuna, Trinidad.

DESCRIPTION: t. La Campagne Pour l'Allaitement Naturel A Trinidad taires furent oganisees ainsi que des exPositions/ dans et Tobago anécessitéla coOperation de plusieurs les bibliothecfues et les,centres de prêt mcI biles.. agences privées et gouvernementales afin de pouvoir Un element clef pour le succes du proj(4 d'allaitement utiliserlesmoyens de commuhications de masse naturel fUt le don en temps et expertjse des agences nationauxpour ''Promouyoirl'allaiterPentausein. publicitaires, départements, du gouverhement, media, .Coordonnée par HATT avec l'aide des Agences Publici- agences commerCiales et individus du scteur privé. Des taires de Trinidad et Tobago, la campagne fut concue au tarifs reduits et d'autres avantages sajouterent it .ces debut de l'année 1974 et officiellement mise en oeuvre dons. - eh mai. Onnvoya aux employes des agences publicitaires RESULTATS: mentionnées ci-dessustine brochure de trois pages montrant les aspects nutritionnels et économiques de L'évaluation du projet par la CFNI eut lieu en deux l'allaitement nature! 'Sour les convaincre de la valeur temps et Porta sur cinq objectifs: (1) se rendrecompte cornrnerciale d'une, telle pratique. Des que les textes de la proportion de l'auditoire vise qui avait vraiment publicitaires et le travail graphique pour la campagne été touché; (2) determiner l'influence des messages sur furent prêts le personnel des cliniques et d'autres les auditeurs; (3) se rendre compte sUes femmes ayant responsables dansledomaine delasantefurent recu les messages étaient d'accord avec leur contenu; (4) informés du projet et des récents benefice% découverts découvrir siles fernmes allaitant leurs. bébes avaient concernant l'allaitement naturel. Tnodifié leurs pratiques d'allaitement; (5) obtenir plus oDes messages radiophoniques et télévisuels reprirent d'information sur les pratiques d'allaitement naturel des le contenu des messages publies par les journaux, les fernmes de Trinidad. affiches et les prospectus. La campagne fut rnenée par Le 'personnel du CFNI conciut au succes clu projet, des professionnels de la communication qui coordonne- selon l'évaluation qui fut la contribution majeure du rent neuf emissions de televisionet une serie de CFNI au projet. Le personnel conclut que les elements transmissionsradiOphoniques ,journalièresdecinq de la campagne publicitairecdevraient de'venir perma- minutes chacune (intitulées "Se fenir au courant de nents dans Un programme d'éducation sur la nutrition A .rhistoire de l'homme"); le tout fut couvert par la presse. Trinidad.Il approuva aussic. l'approche multi-media. Des discussions entre écoliers et grOupes cornmunau- L'equipe recoinmenda egalement que plus' de temps et

61 d'espace,soient eonsacres par les.moyens de communica- La campagne publicitaire pour l'allaitement naturel tion de massece'probl6me vital. Trinidad et Tobago sera presentée dans un livre (qui paraltra prochainement), traitant de l'importance du. lait maternel dans le monde moderne. L'ouvrage a. A -NOTER: pour auteurs le Dr. Derrick B. Jelliffe et E.F. Patrice 1.-La femme du Premier Ministre Manley, dela Jelliffec Jamaique donna son appui Ala cathpagne pou Les stations de radio donnërent plus de temps aux l'allaitement naturel dans une conversation enregis- flashes qu'elles n'avaient promis en premier lieu. tree avec le president du HAIL Cet appui fut utilisé ulterieurement 'sur les dfides .pour. lancerl cam. REFERENCES: pagne. 0: A l'oecasion de la Fête deS. Peres,les peres des "The Trinidad and Tobago Breagtfeeding Campaign," nourrissons' furent invites A Lille cérémonie au cours Alison White,.projet présenté A la neuvième rencontre clq laquelle ils furent invites A discuter des merites de du Groupe Technique de Prnstitut cl'Aliment de l'allaitement au sent Nutrition, Kingston, Jai.nique, septembre 1976... De courts films montrant les meres etles infirmieres dans .les. cliniques montrerent la valeur de Fallaite- Clearinghouse on Development Communication mont naturel du point de vue dela nutrition.. Juin 1977

3 '4Le .41

62' if I

NUTRITION

47. PROJET DE COMMUNICATION DE MASSE RJR LA NUriRITION

Inde f

AUDIENCE-CIBLE Dirigeants de l'opinion, chefs de ménage, meres ,de fmiIle, enseignants et enfants d'fige scolaire dans les regions rurales et les petites villes a Uttar Pradesh et Andhea Pradesh (pres de 250 000 person nes). 0 JECTIF: Determiner l'efficacité d'une campagne de médias combines visant accroitre les niveaux ca'prise de conscience et comprehension, en ce qui concerne le sevrage et la grossesse parmi les populations rurales, principalement analphabetes. MEDIAS: Radio, imprimés, films, calendriers, pantomines, affiches, placards et peintures murales, ainsi que couvertures pour livres scolaires.

'BAILLEURS, ROMOTFTURS: L'Agence desEtats-Unis pourledéveloppement international, re; CARE-Inde. DUREE: Concu en 1969; mis en place au début 1971, rélisé d'avril a juin 1972. CONTACTS: Sadhna (Those, CARE-India, P.O. Box .3064, 'New Dehli-3, India; Ronald Parlato and Margaret Burns Parlato, 4915 Albemarle Street, N.W., Washington, D.C., 20016, USA., Dr. Laksmi Krishnam,urthi, CARE-India.

DESCRIPTION: - Le projet d'information en matière de nutrition lance ques clans les habitudes alimentaires afin de ne pas par CARE-Inde en 1972, apres trois an`nées de re- inciterlapopulation a chercher des aliments non cherche et de preparation, s'est fondé sur deux hypo- disponibles, lies a des tabous cultUrels.ou trop onereux. theses fondamentales. La premiere stipulaique les Cette recherche a precede et influence la selection d6's techniques. modernes' utilisées dans le cadre d s cam- bénéficiaires des huit zones-cibles (composée chacune de pagnes urbaines de médias de masse et la recher .he de troisvillageset d'uneville),des médias quel'on marché peuvent être axees avec succes sur les pro- utiliserait Tolir transmettre les messages, ainsi que du blemes et les besoins du villageois du tiers-monde. contenuprécisetdestermes employesclansles seconde soutient qu'un mélange de médias de mas messages. La recherche s'est inspirée d'études réalisées choisis avec soin est plus efficace qu'un seul media si dans plusieurs disciplines, a tenu compte de l'étude liée veut atteindre plusieurs groupes' de bénéficiaires da-ns a d'autres projets de nutrition et de communication, et a une population donnée. Plus précisément,leprojet impliqué-une etude préalable a la campagne couvrant experimental a été congu en vue d'éprouver l'efficacité 2.400 enquêtés inclus dans le sondage. relatiye des messages positifs et négatifs et de promou- La campagne de dix semaines, qui asuiviles voirdeux 'messagesparticuliers:l'unportant sur conclusions de la recherche a utilise divers médias, mais l'impact du sevrage approprié et opportun pour ia sante a 'long terme d'un enfant et l'autre étant relatif a s'eA\gardée de toute tentative de nouveauté qui aurait pu 1 pressionnerlesbénéficiaires. Enfait,on a l'importance de la consommation de legumes a feuilles emplo é de simples messages destines a atteindre les , vertesdurant la grossesge tant pour la mere que pour emotionfondamentales et les croyances ancrées. A Uttar PrTzlesh, oill'on a adapté l'approche positive, La recherche préliminaire et la conception ,du projet certaines qfiches Illustraient un enseignant félicitant ont b6néficié d'une haute priorité dans le programme de un peett garcon,- et d'autres qui représentaient un CARE-Inde. Une équip.e dechercheurs a consacré six gargon du village recevant un trophée pour sa' prouesse mois Artidentification des obstacles de nature économi- d'athletime. ' 4 Andhra Pradesh, oal'ona adopté que, nutritionnelle, sociologique et a incidence commer- l'approcheneg. tivepluscontroversée,lesaffiches ciale qui pourraient entraver des changements bénéfi- illustraient un demon\ (une figure rtdonnaissable derivée

63 \ de la traditkm mystique du Sud do l'Inde) Menagant radiodiffuses sont restés sans succes dans les deux bien-etro d'unp mere enceinte clans un eas,.un enfant en campagnes: moins de 17 pour cent A Uttar Pradesh, et sevrage dans .un autre. Los mémes taetiques ont Ote moins de 21 pour, cent A Andhra Pradesh so sont utilisées et les mémes messages Ont été imprimés dhns souvenus de l'w) nu de l'autre. Bien que la campagn&ait la presse, les placards, les peintures murales, des courts- etc eolue uniquoment pour relever les niveaux de métrages ennoiretblanc, emissions ..breyes conscienceet de comprehension.' elle semble avoir radiophoniques, des editions 'speciales de,journaux, des OgaleMent ..influence leS'attRudes de maniere positive. calendriers, des livrets -.'et des bandes dessinées. Etant Dans trois cas sur quatre (le message cle sevrage a donne que Ia campagne avait ete specialement coneue Andhra Pradesh et le message do grossesse clans les pour, m.ettre a l'epreuve l'efficacité des sends medias de deux provinces), il n'y avait virtuelloment aucun refus masse; les interventions interpersonnelles ne faisaient d'aeeepter comme plausible l'information de la cam- pas partie de l'effort global. pagne: Danslequatribme eas,ilsemblecluela resistance exprimee refletat des difference alimentaires: RESULTATS:. le pain sec mange a Uttar Pradesh, peut avoir ete plus difficile a visualiser sous forme pulverisee que d'autres Les résultats de' l'évaluation de la campagne, issus denrees.tels que le riz mange dans le sud cro .1'1 nde. d'une enquete de base (2.500 entrevues) et une enquete -posterieure A la campagne (2.500 .entrevues) ont indiqué (lu'une camPagne de medias combines peut atteindre A NOTER; avec succes des audiences rurales isolées a l'aide de Les livrets coneus pour les enseignants contepai-nt nouveaux Cencepts et renseignements. Apparemment, ,des ettres d'approbation.et Id'appui signees par des un melange. 'de médias congus tout partieulierement hauts fonetionnaires en Matière d'Oducation des deux pour atteindre diverses sous-audiences peut, moyennant Otats. Par' ailleurs, des acteurs populaires hindous..et uneapprochedirecte,franchirlesIignessocio- telegu ont fait des ap6aritions d'une Minute au cours économiques et culturelles. L'enquete a révele que les de-manifestations de soutien; A la fin de chaque film. femmesetles 'hommes detouslesages,' degres 'crinstruction, occupations,. niveaux de revenus et castes .0n a trouve que la radio Otait largement inefficace repondaient aussi bien les uns que .les autres A.la dans la campagne, étant donne querelativement peu carnpagne de nutrition, majorant leur ,connaissance de personnes parmi les beneficiaires possedaient ou chins des proportions'identiques; 'En ce qui coneerne les avaient aeces a des, postes de radio.. questions. afferentes A la grossesse, par exemple,le Unc etude portant sur certains sujetsrelatifs A niveau de eonnaissance pour les mères de famille est l'alimentation a ete réalisee comme partie integrante passé de 53 A 84, tandis.que celui des villageois influents de la recherche precedant la eampagno. a été port& de 63 a 95.En- general,les membres La campagne n'a pas -confirme hi theorie "des doux analphabetes des caste's inférieures ont appris autant étapes"dufluxd'information.Losinformations que les Brafimanes hautement instruites. specialiSees et hautement detaillees diffusées unique- A Tinstar ce l'argument voulant qu'un legor choc est ment par le biais de livrets aux enseignants et aux un agent précieux pour `promouyoir tinaceroisgenknt de porsonnes influentes n'ont pas.ete communiquées au .conscience et de comprehension des idees nouvelles,100 peuple.en general. La pantomine, percue comme étant pour cent des personnes exposées aux messages A étroitement liCe A la danse indienno traditionnolle tendance negativesesouvenalent de la campagne, elans sari aspect de communieation non verbale, a ete tandis que 91 pour 'cent 'se soUvenaienC du message consider&tropabstraitepourlaplupartcles positif. De même,. les audiences de la campagne audiences. Andhra Pradesh étaient plus susceptiWes clue leurs . homologues de se souv,enir des médias precis, d'obtenir Plus qu'un resume de Prnjet, le rapport de CARE- de bons resultatslo rS'. du test suyIa connaissance Inde sur les resultats de ce projet d'information sur la pOsterieur a la campagne, et de se souvenir de faits nutrition compren&A hi Tois un modele pour la gestion précis soulignés durant la eampagne. A 'en eroire les d'une eampagne d'e'ducation-nutrition et un examen speculations des .ehereheUrs,la campagne negative exhaustif des questions de sociologic et de communi- semble avoir mieux fonetionné parce qu'elle se distin- cation auxquelles les travailleurs de la campagne et guait nettement sur Ic plan de la creation et qu'elle était les fonetionnaires doivent faire face. plus-dans le ton de la culture du village. ° REFERENCES: L'evaluation de l'effieacith des divers Medias a montre "Planning for Nutrition Education: the Application of que les personnes expesees uniquement auxmédias Mass Media and Extension to SoeialAc'Con Pro-. graphiques tres divertissants mit appris autant que les grams/' Ronald Phrlato, CARE-Inde, 1973.. personnes exposées a thusles moyens d'expression. in .Andhra Pradesh and Uttar Aussi bien dans les eampagnes positives que negatives, "FoodAttitudes les films et les affieheS 'se sont averees Ctre les plus Pradesh," CARE-Inde, 1973. mémorables; la rnoitie des personnes enquettes a Uttar ' "Breaking the Communications Barrier: a Report of ' Pradesh se sont souvenues des films et 65 pour cent se Results," Margaret Burns ParlatoCARE-Inde, 1973. sonf sotivenues des. affiehes,' tandis 'queles valeurs respeetives pour la campagne negative etaient de 70 Clearinghouse.on Development Communication pour cent et 67 pour cent.. Les journaux ét les messages Janvier 1978 3J,J 64 , NUTRITION

CAMPAGNE PUBLICITAIRE DES MEDIAS DE IN/I-ASSE SUR LA NUTRITION

Philippines

AUDIENCE-CIBLE: . Menages ruraux a faible revenu dans. Ies provinces (environ 2,5 millions (I'habitants). qBJEcTIF, Mettre a l'épreuve l'efficaeité des tediniques modernes de commer; cialis4tion.et'de publici.té pour changer ic comportement, les attitudes et les connaissances en tnatiere de nutrition et de sante des enfants. MEDIAS:. Radio et communication interpersonnelle limitée: 0 BA ILLEURS/PROMOTEURS:' -Le' g'ouVernement deg Philippineg, l'Agerice des Etats Unis pour le développement international. et te Centre national de production des medias aux Philippines. pUREE: Filr 1975 A fin 1976.

. CONTACTS: Dr. Fiorentino Solon and Dr. Josefina Patron, National Nutrition Council, Ministry of Health and Nutedion, Manila, Philippines; Candy Formacien, Department of Nutrition University of Iloilo, Iloilo City, Iloilo, Philippines; and Thomas M. Cooke, ManOff International, Inc., 2080 L Street, N.W., Washington,p.C. 200361 USA.

DESCRIPTION: t,

La campagne publicitaire des médias de masse sur la coll'aborer avec des planificateurs philippins en rnatiere nutrition a ete lancee en raison de la prise (re conscience de conception, d'execution et d'evaluation de la carrit' de l'etat nutritionel deplorable dans lequel se trOuvaient pagne. La premiere Rape engageait l'équipe arhéricaine de nombreux, enfants philippins et de rinsuffisance de et ses homologues locaux dans un tour cl'exploration A l'utilisation des moyens traditionnels,pour conseillér les travers le site-cible (province d'Iloilo, population rurale meres des bébes au poids insuffisant: Informés de de 700,000 personnes). Les Premières visites ont été des l'emploipositif des techniques , depubliciteet de 'tentatives dispersees destinees a rassembler des impres-, commercialisation pour toucher les populations sous- sions tandis que des incursions ultérieures faisaient alimentees d'Inde et' d'Ecuador atv moyen de ren- partie d'une enquête contrtilee de meres soigneusement seignements pratiques en matière de regime alimen- choisies. L'enquete de base realisée dans la zone a revel&

taire et de preparation de la nourriture, les diéteciens , que seuls 3 pour centdes meres avaient entendu parler philippins 'du Conseil natidnal.de nutrition ont decide de l'adjonction d'huile au lugaw et qu'aucune d'entre d'essayercetteapproche.Leurobjectifspecifique elles ne l'avaient, en fAit,essayé. Un nombre plus consistait a convaincre les meres philippines d'enrichir important.de !netts (respectivement 5' et 17 pour cent) a.vec des legumes haches, de l'huile et du poisson la avaient eSsayé d'ajouter des legumes et du poiSSon au bouillie de riz fait A l'eau (lugaw) qu'elles donnaient mélange. leurs enfants pour complementer le lait maternel. La La seconde étape'du projet, destinee A la mise au point tAche cachée, plus ardue que la diffusion de messages, des messages,aeteeffectuee conformément aux consistait à,détruire certaines idees incrustees et fausses, pr-incipes suivis dans la publicite comrperciAle. Les mais largement repandues concernant lesthesoins eonceptionnistesde messages ontsuppose quela nUtritionels du nouveau-ne. creationd'unintérêt dans un domaine pdrticulier Les' activités du projet ont commence en 1975,"lorsque requiert l'obtention d'une sympathie pour le promoteur I'Agence des Etats-Unis pour le développement interna- de l'iciée: un fait qui implique que l'on s'assure que le tional a accepté de fournir des fonds dans le but de porteur du message soit sain d'esprit, sympathique, notifier un.contrat avec une soCiété de piiblicité et de autoritaireetqu'ilméritelerespect. ailssesont communicationsocialebasee aux Etats-Unis pour egalement efforces ,de s'assurer que le changement

, 0 45 . envisage. nehitpas considere pluscatTegorique ou A.NOTER: perturbant qt?il ne l'Otait en realite. Cd,s eroyances aknsi Les phrpes et les expressions que les meres utili- que d'autres iiddeS seniblables ont elk la source ciessix saient clans les entrevuos preliminaires pracedant Ic pieces de 60/ sec,Ondes ,qui ont-dtd finalement mises au; projet ont fait partie integrante des scripts radiopho- pOint, éprouvées, revisees, enregistrées et envoyees aux/ r clues et des messages., stations radiophoniques de la region, Les auxiliaires sanitaires et nutritionnels locaux oht Les -six messages pre-enregistrCs ont ete diffusespaf., servi cl'hOtes et de guides a l'equipe de l'enquete. Pow : roulement a partir ccle 15 stations tant aux heu4 nombrO d'entre eux, l'enquete offrait la premiere matinales qu'en soiree; heures auxquelles les famillfes chance qu'ils rencontruient depu is des mois de visiter rurales sont les., plus susceptibles de prehdre l'ecotie.. des endroits,eloignes et` de parler avec les personnes DE,s le .lancement cle-ijdiffusions,leS' travailleui.i; du qu'ils étaient censés servir. projet, recrutes locarenient,. ont Vtilibud -des infor na- lespremiersmois delacampagne,le tins stir les concepts en promoti6A1 sur la c,amp gne Durant et rehabdiati tiefr, "Message du docteur sur les legurdes"' Otait diffuse ,elle-meme aux centres sanita:ires plus souvent que le "Message du docteur sur nutritionnelle dans la zone du projet. Toute infornyatiow tout simplemalt parce quo Ids directeurs des stations pertinente ayant ete mise aujoint en collaboration avec chaque message deVait des medecins philippins clans 'un autre contlixte a comprenaient,. pas que .recevoir le memo degre de propagande, etant dohne ° egalelpent OW fournie aux stal,ions racliophoni9ties en qUe Chacun estvitalet .different des autres. Ce vue d'etre diffusee en reponse aux demandes dihanant probleme a -ete clarifie (lans tine reunion avec les des auditeurs. Les emissiens Se sont poursuivies sans dirigeants des stations, inteit'uption pendant un an. 4 La Societe de-publicite basée aux Etats-Unis, qui s'est Etant donne (we l'oh devait mettre a l'epreuve: la chargee de la -campagne aux Philippines, a conduit por1ee des seuls.meSsages radiódiffuses dahs le change- des projets semblables en Ecuador, au .Nicaragua et ment des modeles nutritionnels. aucune autre activite en Republique Dominicaine, ainsi que.d'autresprojete educativespecialena ete concluite cluraBt la periocle cle de'communication sociale aux- Etats-Unis.- l'Opreuvd. Les clO'cteurs, les infirnheres et les travail- Idurs des ,collectivitesrurales étaient informés des Une presentation sous forme- de m in klramP a RC raisons!lees a la campagne: mais ilsn'ont pas 'ete choisie parce quela"novella" (oufeuilleton) est encourages a etablii- des programmes speciaux d'eduea- extrememept populaire aux Philippines et parce tion. qu'elle peut resoudre le conflit qui se presente thaque fois qü'une id& peu commune est preSentee. II *RESULTATS: D'apres .la- soCiecté, publicitaire chargee ,de la campagne,lesavantages des emissionspuhlicitaires Une etudepréceclantile projet, unenwiete de mi- breves sont nombreux. Les emits de production sont parcours menee en Mai 1,976,et un questionnaire faibles,l'auditeur passif .6st touche,les emissions posterieur auprojet I.ontetre util )'se'spour evaltier peuveht etre inseres clans les programmes les plus 0 l'inciclence 'imputable a cette camb agne. L'enquete de apprecies et entre ceux-d; en fin les emissions ne rni-parcours. realisee :en mai1976, a révele que le fatigiient pas l'aucliteur comrhe c'est parfois le (las des pourcentage des rneres ajoutant cl l'huile aulugawest conferences et des discussions. passé c-te .6 a 23 en huit Mois. Le (iourcentage des meres REFERENCES-i ijou'..ant des legumes estpassOle 5`..-a. 17 pour cent'et Celui des persohnes ajoutant du poissen a ete porte de 17 "Five Nutritiq Projects ,That.:Use Mass Media," a 27 poUr cent. Les valeurs coparables obtences'apres Joanne Leslie, 'Development,Communication Report, .l'etilmete finale étaient,de pour cent pour l'huile, 17 septembre 1977:

pour cent pour les legumes 27 pour dent pourle poisson. . "Whose Milk Shall Wei Market Over the Mass Les entrevues effectueesailres le projet ont egalement Media?,", Richard K. Manoff 'et Thomas M. Cooke, révelé que le réle de la radio en tant que source, .Manoff International Inc., League pour- l'éducation d'inforrhation sur la nutrition était predominant sur internationaleaiimentaire,Newsletter,septembre Taudidnce-cible ',quiavaitchoisicl'adopterl'huile.. 1977. D'autre part. une connaissance des 'programmes clispo-, "Innovative ,Use'sof Mass Media for Food and nibles -.deservice dentitroition'e.tde santeetla Nutrition 'Promotion," Richard K. Manoff, article participationdans ces programmes portaiehtphis presenté lors de la neuvieme reunion technique de t pracisément sur l'acljonction de legumes et de poisson, groupe surlanutrition etles thddias de masse, therhes traditionnels de l'education nuiritionnelle. Ces Institut d'alimentation et de nutrition des Carathes,

programmes hont aucune relatiOn .avecl'adjonction septembre 1976., . d'huile. Aussi peut-on conclure que l'innovation censis- "Changing Nutrition and Health Behavior 'through, tant a ajouter ,de l'huile est imputable aux messages itheMass Media: Nicaragua and the Philippines, An racliophoniques. Interim:R.eport," Manoff International Inc., septem- Une enquete sdparde cl'auxiliaires sanitaires de la bre 1976. collectivitd dans la region du projet a appuye les Clearinghouse on Development^Communicatiod conclusions de l'enquete sur les menages, JUillet 1978 NUTRITION

PROJET POSHAK

Inde

AUDIENCE-CIBLE: Enfants d'âge pre-scolaire et meres enceintes ou allaitant, dans la region rurale de Madhya Pradesh (environ 13 000 enfants et 2 500 femmes entre 1971 et 1975). 'OBJECTIF: Ameliorer la situation nutritionnelle de l'audience-cible en mettant deg supplements alimentaires a leur disposition, en offrant une education- de soins infantiles et en' augmentant les soins sanitaires dans les cliniques en place:

MEDIAS: .- Filuis,presentations de diapositiveS, dramatisations, graphiques instantanes et ciimmunication interpersonnelle. BAILLEURS/PROMOTELRS: CARE, l'Agence des Etats-Unis pour le developpement international, l'UNICEF, les autorites centrales de l'Inde et les autorites de l'Etat de Madhya Pradesh. DUREE: Commence en 1971; acheve en 1975.

CONT,ACTS: Tara Gopaldas, Care-India, B-28 Greater Kailash I, New Delhi

. 110048, India; Margot Higgins, 106 Third Street, N.W., Washington, D.C. 20002, USA; Tina Grewal Sanghvi, Office of Nutrition, Agency for International Development, SA-18, Department of State, Wash- ington, D.C. 20523, USA: .

DESCRIPTION: Le Projet POshak a été lance en 1971 a Madhya qualite de la nourriture nécessaire A un jeune enfant est ,Pradesh,principalement en vue de démontrerla plus souvent en question que la quantite, les parents possibilite d'utiliser le réseau pnblic sanitalre en place doivent done etre convaincus de la sagesse des supple- (450 Centres sanitaires primaires et secondaireS satel- ments. alimentaires avant que leurs enfants ne soient lites) pour distribuer des supplements alirnentaires admis aux programmes d'alimentation. La troisième offrir une education orientêe vets 'les soins infantiles, suppositionreleve du benefice qui decoule de la fpurnlr un.:complément cle services sanitaires afin de participation de la mere et cie la famine au programme, rehau§ser l'état nutritionnel des enfants d'agepré- cequi met l'accentstirPavantage de donnerla scolaire, des feMmes enceintes et des met-es allaitant nourriture supplementaire a l'enfant au foyer plutOt que leur bébé. Son objectif secondaire visait a évaluer la dans pun' cadre institutipnnel. Les trois suppositions composante cat-efficacité de. divers types d'activités du étaient presentees dans les'objectifs pratiques du projet: programme, ainsi clue des niveaux de supervision. Le Compen'ser une infrastructure insuffisante, en faisant du .projet comportait une phase de planification, une Phase foyer pita& que de la clinique,lepoint final de d'e:;cploration une phase extensive et une phase finale preStation; eduquer 'les families des beneficiaires de 'd'aetivite intensiVe A grande êchelle. La phase d'eXplOra- maniere kleur Paire comprendre l'importance de donner tion a ete coricluite) dans-,quatre districts, la phase les supplements alimentaires aux personnes concernêes extensive dans sept, et la phase intensive (qui était et d'integrer les services sanitaires. orientée vers la recherche) dans nn district. . La formation du personnel consistait en sessions Trois suppositions sous-ter:daient Projet Poshak. L'une formellesd'unesemaine auxquelless'ajoutaitune .d'eritre elles precise que les programmes alimentaires formation sur place. En tout, quatre sessions formelles ° meng dans les écoles, les hopitaux ou fes cliniques ont été menées: la premiere pour des pédiatres et tout n.*xercent. qu'une incidence minime sur les habitudes autre personnel Medical hautement qualifié, les tröis nutritionnelles A long terme des beneficiaires, a moins sessions suivantes étaient destinées aux paramédicaux, appuyés par des programmeg d'education eh aux auxiliaires sanitaires, aux infirmières et aux sage, matiere de nutrition. La seconde est liéeau fait que la Jemmes auxiliaires. Concus en partie pour combler une

67 a. ne danult+Arogrammes d'etude de l'école médicale, permettant de juger l!incidence du projet. En fonction ces cours ont 64.6 structur'es de maniere. a laisser Lift de 'ces criteres; ii seMble que le projet. ait également maximum de temps pour la discussion, la participation' connu un succes vu que bon norn,bre des obstacles et lesref)onses. Les participants ont été ,également rencontrés Wont pas eu de 'repercussion sur la distribu-, informésdes,',.aspectspratiques de 14gestion des tion efficace de la nourriture, des docurnents,d'enseigne- programmes sanitaires de collectivite.Les-...sujets ment .et du materiel: ce qui était l'essence de re:Me-- analyg's comdrenaieat la composition. la preparation et Hence. l'emploi de la nourriture destineefL tre distribuée, l'utilisationdu .materielet ,desmedicaments pour A NOTER: rehausser les services médicaux et la manipulation des, -Le parminage gouvernemefital du )rogramme de médias pédagogiques. e planning familial .a ete accueilli avec une attitude

Des brochures ont été ,distribuées 'clurantl'étape negative marquee lors du. lancement du programme. préparatoire du projet en vue d'estomper les doutes des Toutefois cette attitude s'est entierement inversde participants futurs au sujet des motivations du person- quelques mois apres lé lancement,,du programme de nel du projet et pour susciter l'intéret au projet. Durant nutrition. Le personnel du Centre sanitaire a attritiué l'étape .opérationnelle,le personnel paramedical s'e.si ce changement a l'accroissement des rapports, aux servi de simples documents Visuels au cours de ses visites a domicile et a 14 disponibilite.(i'alimehts et visiteshimensuelles chaquefarnille,inscrite au d'education aux Centres sanitaires. programme. _On a pris soin de verifier que les images. Sur le volume total sle's aliments emportés a domicile. tableaux de presentation et diapOsitives, illustrent des 30 a 50 pourcenit ont ete consommes' par des enfants objets familiers (une vache et .unseau,- .et non un ayant entre 1 et t3 ans. 10 pour cent par des bébés çle recipient (le lait en verre pour représenter le lait par moins d'un an, et le reste p-.. les autres membres de la' exemple). Les presentations de diapositives ant rencon- famille. Les femmes enceintes n'ont consam`mé que 25 tré beaucoup de succes étant donne ,que les' projecteurs pour cent de la nourriture qui leur etait destinec et les fonctionnaient sur'piles, mais l'absence de camionnettes. femmes allaitant n'en ont consommé que 60 dour cent. de generatrices et d'autres materiels d'equipement ont 'rendu l'emploi de- films virtuellement impossible. Trais etudes menees en tont que partie integrante (Ie ladite experience ebnyraient: 1) les effets coMparatifs entre les .supplements alimentaires gratuits et, ccux RESULTATS: qui, sont a aeheter; 2) l'efficacite relative a l'emdlai d'écolesvillageoises adat oppositionaux" cliniques Au cows des quatre annees qu'a duré le Projet sanitaires.en tant que centres de (listributien: et 3) les Posliak,laconsommationd'alimentationdes bené- avantages' et les Inconvénients de fournir Ales rations ficiairesa augmenté regulierement, d'une rnaniere soit a consommer dans les cliniques spit a emporter. significative. De surcrolt. des avantages inclirects sont nés du Praia. Par exemple, le blason des auxiliaires Bienqu'ellesaientetéinviteesexplieitement participer aU programme. bon nombre ;de fernme,9 sanitaires a été reclore. aux yeux des villageois.la enceintes 6'nt-Fefusé par crainte clue Itt Confirmation frequentation des centres sanitaires primaires a connu de leur grossesse ne les eXposerit aun "mauvais oeil"; une hausse, et un nombre.plus important de personnes a elles ont refuse de se laisser examiner por un docteur participé aux campagneS d'iMmunisation ainsi qu'aux programmes de planning familial. du sexe masculin.ou n'ont pas vu le besoin de prendre conscience des besoins alimentaires"SupblementaireS Lespersonnes ,menantl'étudede factibilitéont durant leur grossesse. éprouvé de problernes dont la plupart étaient de nature Madhya Pradesh a éte choisi poUr etre le site ,clu logistique ,et administrative. Ces problemes compre- projet, en partie parce que cette region represente un naient,entre autres: aussi bien de la part de envirohnement difficile. La majeure partie de ses l'audience-cible que des travailleurs du pfojet; une terres sontstériles, sesquelques Habitants sont interpretation erronée des objeCtifs du projet; le manque disperses et difficiles a atteindre et son., niveau 'de de personnel; la preoccupation du personnel Medical au revenu moyen figure parmi les plus faibles', de l'Inde. sujet des programmes curatifs et de planning familial, au detriment? de la nutrition; et les changements du REFERENCES: melange alimentaire distribué dans le cadre du programme. Le climat de la region et sa geographie "The Poshak Nutrition Project in jnclia," Margot posaient egalement des problemes, dont certains étaient Higgins dans NOnformat Education and the Barat Poor, pratiquement insurrnontables. Richard '0. Niehoff, ed., Michigan State Utiversity, On peut soutenir que le Projet Poshak a connu le 1977. succes dans la mesure oU un nombre important de "Project Poshak: An IntegratedHealth-NIutrition' femmes et d'enfanth démunis et sous-alimentés, répartis Macro Pilot Study for Preschool Children in RUral and dans plus de 500 villages et 12 districts, ont bénéficié Tribal Madhya Pradesh," (2 volumes) CARO Inde, d'une meilleure sante, commerésultat immécliat. Etant 1975. , donnequePorientationprincipale. del'expérience ."Nutrition Planning," volume 1, No1, fevrier 1978. consistait eprouver la factibilite liée a l'emploi d'une structure de service:specifique, l'efficacité, k coat et la Clearinghouse on Development Communication possibilite de duplication sant les criteres adequats Janvier 1979

68 NUTRITION

CAMPAGNE DE PUBLICITE SUR LA NUTRITION

Tunisie

AUDIENCE-CIBLE: Families déshéritées dans les regions demunies rurales et urbaines. OBJECTIF: Eprouver l'efficaeite de la combinaison de l'éducation face-a-face exIstante avec l'éduation nutritionelle radiodifusée peu eotlteuse. .; _MEDIAS: Radiodiffusion et,communication intOrperSonnelle. BA I LLEURS/PROMOTEURS:- L'Agenee des Etats-Unis pour le deVeloppement international et l'Institut national de nutrition (INN) dela Tunisie. DUREE: Concu en 1975;`phase pilote aehevée en 1978; aetivités en eoUrs sous régide de IINN. CoNTACTS: Sara J. Munger, Synetics Corporation, 4790 William Flynn Highway, Allison Park, Pennsylvania 15101, USA; Dr. Zouhair Kallal, Direc- teur, Institut national de la nutrition et de la technologie alimentaire, 11 rue Aristide Briand, Bab Saadoun, Tunis, Tunisie.

DESCRIPTION:

Une enquete nationale ,de nutrition réalisée en 1975 milieu rural. Des le debut du projet, les consultants et . iSar l'Institut national de nutrition (INN) de la Tunisie a l'INN.ont decide d'utiliser des messages courts radiodif- révélé que plusieurs problemes sérieux1e nutrition fusées, par, opposition aux programm0 de discussion accablaient la majorité demunie de Tunisie. Parmi plus longs. Cette decision se fondait en partie sur des ceux-ci,lesprincipauxproblèmesconsistaienten experiences antérieureS realisees auXicaragua et anx carences de vitamines provenant des pratiques affé- Philippines qui ont illustre que des Messages tirnples rentes a la croissance des enfants suivant lesquels: les repetés peuvent être efficaces pour ,de dispenser une nourrissons restent emmaillotés et non exposés aux education nutritionelle a une population tres nombreuse. rayons du soleil; les bébés ne recoivent pas de comple- Les messages radiophoniques ont été systernatiquement ment nutritif outre le lait maternel; et l'on ne nourrit elabores et ont été mis a repreuve au prealable dans des pas les jeunes enfants d'aliments,riches en protéines. La cliniques locales de Sante materrlo-infantile (SMI). Les confirmation de ces problèmes a encourage FINN a membres de la Diffusion radiophonique nationale y ont offrir son appui a une campagne a base des médias ajouté de la musique et des introductions. visant a informer les parents des bébés quant aux On achoisicinq themes de base:l'importance pratiquesnutritionellessimples qui - promettent de d:exposer les enfants en bas age aux rayons du soleil; les remédier aux déficiences identifiées et de les motiver besoins des bébés en matiere d'alimentatión complémerk adopter ces pratiques. Dans le même-temps, le Bureau taire durant.leur première annee; la place occupée par de soutien au development de l'AID'des Etats-Unis avait les oeufs et les aliments protéiques dans les regimes. passé un contrat de sous-traitance avec un bureau alimentaires des mères et des jeunes enfants sains; d'études américain, en vue de mener un projet experi- l'addition de legumes au regime du jeun,e enfant et de la mental visant a determiner les rhoyens permettant de mpre; l'importance de rallaiternent. Le theme des combiner remploi des médias populaires avecj'éduca- "fruits et legumes" par exemple, a regu septtraitements tion fonctionnelle en place. Après avoir sélectionné la différents. et le theme "emploi de protéines" en a regu Colombie,re Honduras et la Tunisie comme sites neuf. Le porteur de ces' messages est le "Dr. Hakim", possibles pour le projet, choisi la Tunisie comme personnage fictif desormais repute et respecte, qui site de projet le plus représentatif et le plus receptif. fournit des conseils pratiques (et dont le nom signifie La radio a eté selectionnée en tant que media pour "homme sage" en al-abe). cette campagne parce qu'elle semblait are le meilleur Le calendrier des emissions a été dressé de manière moyen de toucher le plus grand nombre de rnères en permettre a la7fois aux pèl'es et aux mères d'écouter les

69 messages. Au debut kux messages(d'une duree tement riutpitionnel d'une population rend les jugements unitaire de une a deux minutes) étaient transmis trois relatifs au succès Oducationnel du programme moins .fois par jour. Mais durant les premieres seMaines du concluants. En meme temps que les iéponses a certaines programme, les critiques emanant de tunisiens instru its yubriques sur le questionnaire (revaluation, les rapports -ont conduit les programmateura reduire lespro- descliniquesillustrant un accroissemenf aigude grammes A seulement deux -emissions par jour. Cette l'emploi du SAHA (lin aliment complémentab'e recom- critique portait sur rabsencede certains aliments prOnes mande dans les programmes radiophoniques) suggerent dans les programmes et traduisait egalement le-sentiment que les connaissances,des merest et peut-être merrie leur de certains tuniSiens que des mdsSages succinctS, repétés comporteMent, ont été influences de maniere positive souvent insultaient rintelligenee tunisienne. Ces plaintes par le programme. Si l'on accepte que bon nombre des se sont toutefois estOmpeeslorsque des pays voisins ont indicateurs objeCtifs peuvent être manipules, les faits temoigné leur interet pour reproduire le programme rapportes personnellerfient concernant l'exposition au ttmisien, et lorsque le personnel de l'INN a repondu soleil des erifants en bas age.sont des signes positifs de directement aux -critiques publiees, se ralliant por là le succes possible.Ilreste a résoudre de ,nombreuses soutien de la presse. qbestions relatives A la capacitê des communications A rOellement modifier le comportement des habitants et ce L'inciderice irriputa, e -ala campagne d'éducatidn éte 'examinee par le biais dentrevues avec les meres, domaine est lie au soutien accru a la nécessite de mettre ayant participé aiix cliniques SMI. Lo projet stipulait au point des strategies de mesure qui soient créatriceS et qUe, l'onretienne16 cliniques:huit cliniques dans innovatrices.. lesmielles on donneraitun seminaire,d'une demi-journée aux sages-femmes et infirmieres en vue de renforcer A NOTE'R: reducationlOnctionnelle en matiere de nutrition, et huit Bien ,que ce projet ait eta merle avec le concours de cliniques dansles quelles les emissions radidphoniques consultants, la prise fondamentale de decisions n'a ne seraient PaS complétees par. des séminaires. Un pas ete enlevee aux tunisiens. questionnaire a été mis-aa,point et éprouvé au prealable pour rutilisation Ala, fin de six mOis d'emission en vue Aucun contrôle n'a pu etre eXerce .surla reception de, determiner les connaissances, attitudes et pratiques des messages radiophoniques.(LaplUpayt des de participants relatives aux cinq themeS soulignes dans familles en Tun isie disposent au moins d'un poste de le projet. radio). La societetunisienne,FInStitut El Amouri de psychologie appliquée a, par le biais d'un contrat de RESULTATS: sous-traitance, ;ete engagee pdur contribuer a la Le succes le plus eyident du programme a Consiste en Mise au point de message ainsi qu'A la collecte-des radoption :des communications pdpulaires en tant que données. Stratégie en cours pour reducation dans le domaine de la Les programmes radiophoniques ont éte procfuits en nutrition tiar l'Institut national de nutrition. Le projet se ara.beet,malgreladonyribution quelque peu fonde sur une formation et un developpement necessi- limitée du contractant aU contenu du message final, tant un investissement relativement modeste, et se ces derniers n'ont donc pas souffert de "l'effet dc déroule dans un cadre dans lequel la publicite par les traduction". moyens d'expression de quelque nature que ce soit Les programme radiophoniques n'etaient pas des étaientpratiquementinexistants.Cet engagement puplicites, diffusees a haute velocite, mai.S blutOt envers Ia poursuite 'dela communication demontre, des allocutions courtes sur des sujets choisis A peut-être de facon plus tangibie que n'porte quelle indidence de nutrition. statistique d'evaluation, la conviction eIre' personnel de l'InstitUt de nutrition que les communications peuvent Au sens etroit, la conception du projet utilisee n'est appOrter une contribution importante a la fourniture valuable qure si deux groupes distincts sont disponi- d'une education nutritionelle a un grand nombre de bles pour l'expérience, ce, qui n'etait pas ici le cas, demunis du milieu rural. etant donne.que les auxiliaires sanitaires ont parte aux'groupes de contrOle. Les donnees de diverses sources, y compris aussi bien des commentaires anecdotiques que des entrevues en La puissancedel'impactdesdiffusionsetait profondeur,indiquent quelafigure de proue du probablement imputable en partie au fait que les programme, le Dr. Hakim, est un individu de reputation messages.etaient destines a un environnement prive nationale en Tunisie. Quatre-vingt huit pour. cent des des médias. meres enquêtees ont reconnu le Dr. Hakim orscifron Des seminaires et des reunions speciales ont été leura demande qui transmettait les messages de concueS pour inciter les travailleurs des cliniques A nutrition A la radio. Par le biais du Dr. Hakim, la tierleurs efforts d'education existants aux pro- nutrition est devenue un sujet de preoccupation generale grammes radiophoniques. A travers le pays. Le pouvoir inherent au programme du Dr. Hakim, de toucher la société tunisienne, a été etabli de facon concrete. . REFERENCES: La complexite de la collecte de donnees d'évaluation fiables sur des changements specifiques dans le compor- "Mass Media and Nonformal Nutrition Education: Final Study Report,", Sara J. 'Munger:document C- dereducationpourl'Agence du développernent T0696-Y., Synectics Corporation, octobre 1978. international, 197,9.. Docdments de projet non Publiés, dates de 1976-1978. "A New --Voicein the VillageRadiO Nutrition Education in Th.nisia," William Smith; une bande Clearinghouse on Development Communication video réalisée par l'Académie pour le développemefit Avril 1979.

A NUTRITION

PROGRAMME ;.,ES MEDIAS DE MASSE OU PROGRAMME D'EDUCATION DIRECTE

Mexique

AUDIENCE-CIBLE: Meres d'enfants ayant cinq ans OU moins, OBJECTIE: Mettre a l'6ireu,ve l'erficaeité des techniques des 'médias de Masse eomparées aux -méthndes directes d'édpeation pour la transmission des concepts fondamentaux d'hygiene, de sante et de régiMe alimentairtF. MEDIAS: .Radio,-broehures, affiehes, communication interpersonnelle. BAILLEURSJITOMOTEUBS: Institut National de la .NutritiOn, Conseil National de Science et de Technologie du Mexique.

DUREE: 1976.

CONTACTS: . Maria Teresa Cerqueira, chercheur princiPal,DivisiOn(Iela nutricinn, Instituto (Ie la ntitriciOn, Av. San Fernando.y Viaducto, Mexico, 22, D.E., Mexico.

DESCRIPTION:

.En 1976, le Mexique a mis en oeuve un 'projet visant étudiants avancés en nutrition: (, a comparer refficacité des méclias-cle masse par rapport .Le programme d'éducation directe (en salle de clasSe) reclucation clirecte dans le clomaine dela transmission été enseigné par trois'etudiants de nutHtion pendant des informations sur la sante et la. nutrition 'des meres une périede de 12- semaines: Deux reunions de classe rurales. ayant des enfants de cinq-,ans ou mains. Trois nine cluyée unitaire de deux heures ont éte,organisées collectivités rurales ont été retenues pour le projet: l'une pour recevoir une information nutritionnelle dans le chaque semaine, avec la presentation des principes et leurdiscussion un jouretla demonstration etla cadre traclitionnel des salles de classe. la seconcle grace l'emploi des méclias de masse et la troisierne pour pratique le jour'suivant. Au total quatre eours ont été servir de groupe de contrele. Des evaluations de la abordés,chacuns'épuisantentroissemaines.Le premier cours precisaitlebudget neeessaire a un collectivité ont été entreprises en vue de garantir des régithe adequat, raddition de fruits et et legumes, et la populations homogenes repondant aux criteres suivarits: preparation d6,plats nutritifs a faible wilt. Le second . 1) economies fonclees sur ragriculture, 2) populations cours Otait centre sur ralimehtation des enfants en, bas approximativement egales, 3) acces egal aux centres age, la nutrition, rallaitement, les aliments solides e. les urbdins ou de marché, 4) services equivalents, tels que aliments a faible coilt pour enfants en bas age. Le reat4 rélectricite, reducation et laTeception radiophani- troisieme cours couvrait les regimes.durant la grossesse, que, et 5) pas de services sanitaires .locaux. Les trois la variété et les tabous particuliers aux aliments. Le collectivites split ,situees clans le même .état, A env-iron dernier cours concernait l'hygiene pour lc nettoyage, la 150 kilometres A l'ouest de la ville de Mexico. preparation etla conservation des aliments et des Une etude de marché a été ,réalisee en vue cridentifier usten'siles. les aliments disponibles localement. Une enquete sur le regime nlimentaire a été menée en vue de determiner La campagne des médias de mas4e'a été menée du ran t les habitudes dans ce domaine. crun échantillonaléa- la memo periode de 12 semaines. On a .utilise des toire de 120 mbres ayant des. enfants de cinq ans ou messages radiodiffusés, des brochures et des affiches Mains. Enfin, un cfuestionnaire'a été soumis a l'Ochantil- poilr couvrir les mêmes sujets clue les quatre unites Ion de: rneres en vue de determiner leur niveau de educatives. Les ,messages racliodiffuses consistaient 'en connaissances en rnatière cle nutrition. Chaque entrevue quatre chansons d'une cluree de trois minutes chacune. a dure environ 20,minutes. et a été 'menee par trois Chaque chansonaéte radiodiffuseependant. trois

73 - seri-mines` one heure sur deux. Les chansonS traitaient de ou par les medias de maSse ont appris les concepts themes identiques aux quatre unitesrrois brochures nutritionnels de isfianière egale. Le groupe de la classe a. ont etédistribuées- aux merest dansla. population perfeetion0 ses connaissances en matiero.de nutrition. d'échantillonnage ainsi qu'aux ecoles, eglises.et maga-, de 53 pour cent, tandis que le second groupe a renausse, sins-locaux. Le premier traitail du regime, de.combinai: les siennes de 54 pour cent. Il fiit curietix de constater soris craliments et de ['importance de la diversité clans la que le groupe de contrele a augMente ses connaissances consemmationalimentaire.Lesecondcouvraitla de nutrition de 19 pour cent. On ne lui destinait aucun nutrition,, des enfants en bas age et la preparation de. des deux traitements, mais il se trouvait suffisamment leur, nourriture. Le troisieme illustrait la preparation proche de la collectivité recevant les media de masse d'urie .purée avee des feves et la pate de tortilla. Les trois 'pour profiter des emissions. Ce' "debordement" des brochures ont etk disponibles chacune pendant up mois. messageS pourrait, justifier la hausse de 19 pour Cent Les quatre affiehes ont egalement été concues en vue de enregistree au niveau des connaissances. ceri:espondre aux. quatre sujets, dhaque affiehe a eté Les habitudes alimentaires tant du groupe de salle de distribuee a fa population de réchantillOn, des_ me'res et classe que de celui expose,,aux medias de masse ont affiePee clanslesCcoles, eglises, magasins et autres change de maniere positive. Le groupe de sallade'classe zones publique's de la colleetivité. Les affiches ont ete a note qu'il mangeait trois fois plus de fruits, de poisson distribuees toutes: lestrois semaines clansla mOme et d'huile; tandis que l'autre a qtiadruple sa consomma- sequence que les, stijets,educatifs. tion _de poisson, de fruits et legumes. Les deux groupeS Apres raaheventent de la campagne _de_ 12 semaines, de traitement ont diminue leur eonsommation de lard; on, a men6 une -etude dans les trois collectivités en vue tIe do maTs et de sodas. II est intéressant de souligner que deterMinerla quantité'd'inforMationque .-chaque les habitudes ,kle consommatjon du groupe decontrfile collectivite avait réunie. Lequestionnaire donne avant le ont également change, rnaipour empirer.. La 'consoma- programme a. eté soumis a nouveau ,au memos per-, tion de'produits de luxe moins nourrissants. tels que le sonnes, mais les questions se trouvaient dans un ordre sucre,lepain et sodas _s'est accrue,. tandis que la. 'different. afin de determiner le changement des niveaux consommation de denréesnutritivestraditionnelles de nutrition dans lestroiscollectivites. En fait,le eomme les feves et les pois a diminue. questionnaire a ete Soumis, quatre fois: imMediatement avant et immediatement apres le projet, a nouveau trois mois plus tard, enfin un an apres le programme. Lors de A' NOTER: Ia soumission finale du questionnaire; une ehquete cherchant a saVoir ce que les enquétes avaient mange la L'éconoinie peut avoirinfluence 'revolution des veille a ete realisée en \hie. de determiner leS habitudes habittides, &ant- donne qu'au cours de rannee culinaires de la population.du sohdage. Etant donne que d'experience, le prix du lard a presque, double. le questionnaire mesurait le changement des connais- .tandis que celui "de l'huile vegetale est reste inchange. sancesenmatieredenutrition,etquerenquete alimentaire mesurait le changement intervenu dans les Le poisson et .les legumes. n'etaient PaS traditionnel- habitudes de conSommation, le projet a ete a meme de lement consommes avant les campagnes. comparer refficacité des. deux eampagnes pour ce qui était de changer les attitudes et le 6omportement. REFERENCES:

RESULTATS: "A Comparaison of Mass Media Techniques and Direct Method for Nutrition Education in, Rural Traclitionnellement, on pensait que lesmeclias de' Mexico," Journal of Nutrition Education, Volume II, maSse, de par leur nature impersonnelle, tout comme la N° 3, juillet-septembre 1979, pp. 133-13.7.' radio, ne pouvaient faire concurrence C. la communica- "LosMedios Masivos de Comunicaeión, un Instrumen- tion interpersonnelle pour modifier les attitudes et le to UtiV en la Enseñanza de la NutriciOn," Cuadernos comportement ihtime a long terme, par exemple, la de Nutririon,'Volume 3, juillet-ao0t-septembre 1978, consommation alimentaire. Aussi pouvait-on s'attenclre iv. 287-295. que le groupe de la salle de classe obtienne des resultats supérieurs en matière de connaissance et d'acloption d'habitudes nutritiOnnelles. Dans la presente campagne, Clearinghouseon Development Communication toutefois, les groupes ayant été traités en salle de classe Avril 1980

74 OPULATION

CAMPAGNE DE PLANNING FAMILIAL SUR LE THEME "AYEZ BON COEUR"

Jamaique

AUDIENCE-CIBLE; Les hommes et Femmes de la Jamaique eo age de 'procreer. 0134CTIF: Convainere la population de l'impact du planning familialur. la qualité de la vie et eliminer la 'Croyanee que fertilité eSt'Synonyie de virilité ou de féminite. MEB1AS: Radio et journaux. BA I LLEURS/PROMOTEURS: Le Conseil National de Planning Familial. DUREE: Commence en 1975; en eours.

CONTACTS: Norma Soas; National Coltneil.of.Tamily Planning, 5 Sylvan Aventie, P.O. Box 287, Kingston 51amaiclq

DESCRIPTION:' Le campagne de Planning Familial sur le theme Plus tard des emissiOns radiophoniques traitercnt de "Ayez bon eoeur" debuta quaacl le Gouvernement de la la sexualite. et du planning familial de façon'i Plus JamaIque Valisa la nécessité de renforcer son pro- explicite. Entre autreS; elles donnerent des conseils sur gramme de planning familials'ilvoulait" parer au la façon de choisir une methcide 'de contraceptin, la manque de nourriture, a la surpopulation. au sous- manIère d'expliquer 'la reproduction et la conceqtion emploi et au ehômage. Le projet Otait l'aboutissement aux enfants, eoniment le bebé, se, developpe dans le d'une serie d'efforts gouvernemenfaux commences en ventre de la mere comment avoir. des consultation's et 1970 dans le but d'aeeroitre l'interet et la reeeptivité des comment Oviter les maladies venériennes. Jarnaioains aux moyens propbylaetiques. Tanclis que les La phaseactuelledu. 'projet"Ayezbon, coebr", campagnes precéclentes avaient eu pour theme "Plani- comprend essentiellement des messages publicitaiOs fiez votre famille, Améliorez votre vie" et "Jeunes Filles, d'une page entiere clan.s les journaux.- Les images et\le Vous n'avez pas besoin de devenir enceintes" et insis- eexte renforeent des messages communiques ,aupara- taient surlesbenefices du planning faMilial pour vant, elargissant le champ de discussion sur le plannh'g l'individu, le projet "Ayez bon coeur" mettait l'aceent familial vers des sujets tels que le mauvais traiteme sur deS notions de consideration pour les autres et de d'enfants, la physiologic de la reproduction humaine,t preoccupation pour l'avenir autant que sur l'interêt provoquent des..deMandes crinformatiOn par milliers. indivicluel. La phase d'information publique de la campagne "Ayez bon eoeur" ciébuta en 1:975.,par.des annonees a la RESULTATS: _radio et dans les jôbrnanx- afin de familiariser les Jamaicains ayee bon nOmbre de méthodes contracep- Dans" les neuf mois suivantle dernarrage de' la tives et d'eneourager plus particulibrement l'utilisation cathpagne, un systeme commercial pour la distribution de la pilule et de la eapote anglaise et de créer une prise de préservatifs a eté mis en place de fkon a atteindre de conscience quant au role du planning familial clans le les Jamalcains qui Ile l'avaient pas elk jusque là. Non développement personnel et national. Une série de 34 settlementleSprocluitsrecon-cmandésetdistribues ,emissions racliophoniques sur l'E'ducation Familiale, pendant la -campagne "Ayez bon, coenr" se vendirent d'une durée de einq minutes ehacune, traita des roles et- bien mais les ventes des produits de contraception des structures dans les familles, de la ntitrition, de monterent en fleehe. De plUs, comme resultat direct de ,l'importance de l'intimité au sein du foyer et d'une la eampagne un Bureau de Conseils (auquel le public douzaine d'autres sujets Uses A. IA taille de la famiile: peut Cerire, telephoner ou venir pour des consultations)

75 fLIt etabli par le Conseil National pour le Planning groupes de base: "La nouvelle generation," "La Fainial, generation mal informee," "ceux qui formmit les . L'utilisation des communications de masse dans la opinions" et les écolials. Chaque groupe fut contacte. camPagne "Ayez bon coeur" eut un tel succes que les individuellement. actiyites du Conseil National pour le Planning Familial Plus de 75 pour cent des personnes contactées prevues jusqu'en 1980, suivront une meme démarche récemment par l'Institut des Commuaicatibris de poussant l'approche encoi.e plus'Ioin de facon a inel tire Masse de l'Université des Antilles disent accepter le un0 utilisation encore plus grande des reseaux de' concept de plahning familial comnie element positif communication dans la communaute. dans le developpement de la Jamaique.

A NOTER: REFERENCES: Les preservatifs furent mis en vente.sons le norn de "Jamaica's Family Planning Comunication Pro- "Panthere"tandisquo.ronappelalesPilules gram Now Based on Have a Heart," /ECNeiesletter, ".Perle." L'emballage des,deux produits etait estheti- No. 25/26, East-West Center, Honolulu, Hawaii, 1977. .que et faisait appel avg:Idees traditionnelles des "Use- of Community Media Resources in a Communi- rOles feminins et masculins. . cation Enterprise," Norma SoasSaribbean Food and Des methodes publicitaires typiques furent intro- .Nutritio'n Institute, Mimeo 3-113-76,- TrinIdad, Sep- duites en conjonction aveC des annonces a la radio et tembre 1976. du materiel -irnprime, le t6ut avec discussions et reponses. Pour rendre la dissemination de l'information plus Clearinghouse on Development Communication facile, PeqUipe de la campagne identifia quatre Juin 1977

76 POPULATION

DEMONSTRATION DE PLANNING FAMILIAL AISPAIIAN

'Iran

AUDIENCE-CIBLE: Les femmes iraniennes dans les zones urbaines et rurales. , OBJ ECTI F: Accroitre l'acceptation par leS femmes des méthodes de contraception et stiMuler letir usage continuparmi celles participant déjà a des programm& de planning familial.- MEDIAS: Banderoksn, materiel 'envoye par la poste, films,' radio, television, affiches;'e-xpositions. BA ILLEURS/PROMOTEURS: "Iran Population and Family Planning," le Ministerb de la Sante en Iran DUREE: La phase de demonstration dont de juin 1972 a juin 1974; des projets semblables sont introduits a present ailleurs en trail: CONTACTS Dr. Mehdi Loghmani, Directeur Adjoint, Ministere de la Sante, 212 Abbas Abad St., Isfahan, Iran; Roy C. Treadway, Illinois State University, Normal. IL 61761, 11.S.A.; Robert Gillespie, Director, Population Communications, 295 'West Green Street, Pasadena, CA 91105, U.S.A.

DESCRIPTION: La demonstration de planning familiale a Ispahan les aspects soJo-économiques de 'la croissance de la constitue un exemple d'approche ihtegree. Realise en population', aux avantages du 'Planning Familial et a Iran de juin 1972-a juin 1974,, ce projet utilisa de faeon l'utilisation des moyens de contraception. simultanée cinq moyens pour atteindre la population .Des-representants.de certaines agences gouvernemen- visée: (1) cliniques publi.ques et privéeS-i-(2) pharmacies talesoilsemi-gouvernementales(le_. LionRouge et locales et fournisseurs: (3) inedecins.n temps comPlet et l'Association Soleil,' l'Organisation Imperiale des Ser- personnel para-médical, tous i;pecialistes. en planning vices Sociaux, et, .autres) travailleren1 etroitement avec (I) organisateurs communautaires,nit-temps; le personoel do Projet Modele pour "'installation de pres et..(5) réseaux de communications de massd. Tous les de 20 centres- d'insertion dc stCrila ot.49centres aspects du programme avaient été testes au préalable d'approvisonnernent enpilulesetcapotesdans 41 Najafabad ci Shahreza ei indiquaient divers degres . . d'acceptation. de planning familial. Les responsables du projet souhaitaient formuler une approche integrant les différents elements du projet. RESULTATS: Le Programme National Iranien pour le Planning Familial.a comenence en 1967, et le ProjeCde Communi- En gros, le Projet Modéle de Plithning Familial fob un cations d'Ispahan, en clout 1.970montrerent la vole pour succes: le nornbre de femmes mariées entre 15 et 44 ans un Projet Modele. La section de coMmunications do utilisant la contraception passa de 6 a 21 pour cent entre . projet de Planning Familial. qui exista huit mois. 'utilisa juin 1972 'et juin 1974. Les taux de cessation (23 poor la radio, les films, la publicite envoyee par la poste. ainsi cent pour les utilisateurs doterilet et 20 pour cent les (me des pamphlets, des banderoles, et des depliants utilisateurs de la pilule) furent assey. éleves mais les etperiodiques.etune . aspects de motivation 'et d'i'mpact educatif do projet inseresdansles journaux semblent aussiabir CAC appréciables. PreSque touteS les camionnetted'informationservitpoursolliciter de nouvelles demandes de Planning Familial. En memo Femmes' étudiees (96 pour cent) connaissont l'existence et temps, le projet "General' Functionary" aidaatteindre les factons de Se procurer des moyens contraceptifset 48 pour cent d'entre elles ont essayé au moins one méthode. lesbuts du projet de communication en edoquant certains membres tle groupe vise dans cette etude clans Les évaluateurs signalerent le fait que le pdrsonnel

77 medical et para-medical avail le plus grand impact sur Les-messages des conimunicatiOns se concentraient la receplivite des fornmes envers la coWaception. Le sur deux ques.tion: "Qu'est qUi vaut mieux, deux rOle que les communications de masse jouèrent en outrbis'enfants':et"Quelleestlameilleure renforeant la communication inter-personnelle mes- methode, sterilet, piluleoou sterilistition?" sages recus par amis et families qui, a leur tour, les Duran.t la.campagne des communicgions de masse. livrerent aux femmes, reste une variabje d'importance une équipe de cinéastes tourna un s. film pour le peu connue, mqis capitale..Les etudes qui suivirent compte de l'UNESCO, "CommunicatiOps de Masse n'eurent pas pour but d'evaluer l'efficacité des films, et_ Eneadreurs surleTerrain" podr montrer pamphlets, annonces radiophoniques, et dépliants des comMent les communications de masse 'renforcent journaux et magazines pour renforcer le projet mocthle la communication interpersonnelle..Ce film peut ou le message lui-meme. ' s'obtenir auDepartement pour .le DeveloPpement de la ComMunication Appliquée, UNESCO:7 Place A NOTER: de Fontenoy, 75700 NHS, France.

On enrtilalacoOperationdes membres dela . REFERENCES: communauté localeenseignants chefs de villages, sages-femmes, encadreurs d'agriculture, coiffeurs, "The Mddel Family Planning Project in Isfahan, Iran,"\ travailleurs du Corps d'Alphabetisation et chauf- Roy C. Treadway, Robert W. Gillespie, et Medhi feurs de taxis pour augmenter le nombre de Loghmani, Studies in Fa mil!! Planning, Volume 7, No. personnes acceptant pilules, capotes et stérilets. Ces 11, New York, New York, November 1976. .agents de liaisciri, pour la plupart volontaires,ne recruterent que 20 pour cent des nouveaux adepteS maisn jugea que le support et la confiance gulls Clearieighouse on Development ComMunication donnerent au projet furent essentiels. Juin 1977

w 78 POPULATION

APPROCilE COMPARATIVE ENTRE DES PRINCIPES D'A6RICULTURE ET LE PLANNING FAMILIAL

Philippines

AUDIFNCE-CIBLE: Les halitants ruraux des Philippines.

0 OBJ ECTIF: IntrOdUction du planning familial dans les milieux ruraux sans utilisation de termes techniques peu tonnus. 'MEDIAS; Feuillets volants, bandes illustrees, cominunications. interpersonnelles. BAILLEURS/PROMOTEURS: L'Institut International Pour la Reconstruction Rurale (IIRR) avec des capitaux venant de "SCAIFE Charitable Family Trusts," la Fondation pour les Communications. en Asie (CFA). et l'Assistance Internationale pour le Planning Familial (FM). DUREk Projet commence au debut.de l'annee 1974; evaluation en cours. CONTACTS; Dr. Juan Flavier, International Institude -of Rural Reconstruction, Silahg, Cavite, Philippines; Dr. Hans Groot, IIRR.

DESCRIPTION: I.:Institut International pour la Reconstruction Rurale 16 bandes dessinées contenaint, chacuhe deux histoires 'etla Fondation pourles Communications en Asie sur an theme agricole et un elephant illustré liant ce clécicierent d'utiliser les fonds de la FPIA pour develop- theme auplanningfamilial.Les ..feuilletsvolants per et produire conjointement du ,materiel imprime montraient un ensemble de deux images, l:une Ike A une pouvant servir 'auplanning fArnilial. En 1974 ces activitét; de planning familidyl et l'autre a une activite organisrnes cléciderent de produire des feuillets volants agrieole, unies par une seble légende. Les analogies et des bandes clessinées utilisant le concept cranalogie specifiqUes et ies themes furent'selectionnés soigneuse- entre l'agriculture et le planning familial. Il0e rnirent ment apres quel'équipe du projet ait passe une semaine d'accorcl plus particulierement pour créer et:Pre-tester Avivre parmi les fermiers et les pêcheurs que l'on visait./ une série cle 12 bancles clessinées et de quatre feuillets volants pour encourager l'ernploi de la rnethocie d'ensei- -tinefoislemateriel prepare et pre-teste ilfut.) gnernent utilisant le concep't d'analogie avec l'agribul- distribue par approxirnativement 29 centres ruraux" pour la sante dans la province de Cavite. 50.000 Copies ture. de chaque numéro des bandies dessinees et 200 feuillets Cette rnéthode fut cléVeloppée il y a quelques années volants en 15 parties furent distribuês afin de tester le par le Dr. Juan Flavier de l'IIRR aVec des 'fonds cle priricipe-que le,s Communications de, masse pouvaient SCAIFE, pour fainiliariser la population rurale avec de e*gir la sphere d'influence d'un sPeeialiste en plan- nouveaux concepts sp.* avoIr A introciuire des terrnes ning familial. Aussi d'interet pour les responsables etait dont ellen'avait jaknais entendu parler. Les idéesI lareceptivitédes populations aux communications, essentielles reppsent/sur l'utilisation de parallélisrnes ou familieres, au language et aux exemples A utiliser pour d'analogies clérivée de l'agriculture pour, expliquer'cle presenter une information etrangere. nouvelles idées, syir la dependance des fermiers eux- mei-nes pour la creation de ces analogies car ils forrne`nt , RESULTATS: lesupport des,/ groupes de discussion: ces groupes \ cornprennent diesept A dix membresit ils rnontrenc Selon les rapports preliminaires de PURR, le taux de !Importance d,la responsabilite, personnelle vis A vis de fecondite parmi les feMrnes de Cavite diminua grAce A \la cofnmunaLitté. l'expérimentation utilisant les analogies entre l'agricul- 'Le materiel en couleur prepare pour. le projet met ture etles connaissances actuelles surleplal)'ning l ccent sur' le "pourquoi" du planning famihal avant de faMilial. La fertilite baissa aussi parmi les femrnes rr1ntionner le "comment." Publiees piensuellement, les contactées parlesspécialistes en planning familial \

o employant des methddes ySlus conventiminelles,'mais.dc Melange d'espagnol et de mots inventes, co qu i Caron moindre -que da..ns groupe experimental. confondait et aUnait les populations visees. Lesmoyens docorilmlunicationutilisesdans-la L'utjlisation de sous-titres en vers sur les feuillets campagne furent evahaes par diverses agences. La .volaOts flattaitle penchant qu'ont les Philippins eompilgnie J. Walter/Thompson. agence publicitaire pourle"balagtasan" (dialogue(,ri vffs)etles commerciale, trois series d'interviews dans "duplo"!(couplets), deux Ibilbes d'expression Popo- quatre -villages de Cavite afin de definir la portée des laires folkloriques. banks dessinees, 10, deCouvri,t que les Ilandes "L'Approehe Agricole" rut suggeyee au debul par oees transmettaien de maniere appropriec les dormers une voillo villageoise dans une conversatiN avec le concernaOtle"q (W.'etle'ednInlent" du planning' Dr.Plavica'. "VOL'SmentionnezovOre, bybol, Mais peu Al'influencequant auX uterus, etla vrai dire, pour moi,,ca ne vea:rion dire" attitudes pratiqL 'ti des fribres..El.le decouvrit aussi, bierr me dit-elle, "mail; je peux bien les comprendre en .quelesband dessinees Aransmettaienthienles ,termes d'haricots dont les graines sont oxtr;tites, et messages sur 1plannii1g familial, lour valour aurait ete pousent dans des champs fortiles." accrue s'ilv wait Og'alement des discussions sur los effets seconth tres des -diversesmethodes de contHle.des Les analogies furent derivees de quatre categories: naisSances. 1n anaant les feuillets plantes, animaux, articles de maison 01 croyances. Philippinos découvrit quo; les tableaux Otaient plus alineque les moycns d'instruction traditionnels REFERENCES: peur eveil or l'interet d'un public' roral et.acerOitre'ses connaissa lees sur le planning familial, "Agricultural Approach to Family l'ilanning,1: Dome- trio Magjalang, Communication Poundlition for A NOT :,R: Asia, Manila,,, Philippines, 197(1.

1 ..; tentatives brecedentes pour onseignier le plan- ClearinghouSe Do Development Communication mg familial adx Philippines utilisaient-un anglais Juin 1977

80 POPULATION

0 LES ENFANTS DE MON FRERE

Nigéria

or:

AUVIENCE-CIBLE: Citadins' relativement aisesTparmi lsutUlf millions..de Yorubades etatsfl'Oecidentl(wara. 0B.Ja7IF: Promouvoir le planning familial en le,pi.e'sentant (inns lecontextede la culture locale traditionnelle, Films, documentsel communication interpersonnelle

BA I LEEURS/PROMOTEURS: Conseil de planningfamilial duNigeria;'Federation illternationale de la tiarente planifiee.

D E E: Concu etittenelytermeen. 1972A

CONTACTS: 111, Ogionwo, Family Planning Council of ,Nigeria, P.O. Box 12657, Lagos, Nigria; lnternatioal Planned Parenthood Federation18/20 ImWer Regent St.:London SWIY,IPW, England. .

DESCRIPTION:

Le Conseil de planhi-hg familial du Nigeria,(CPFN) aux bourSes, familialeS, quo les hommes teudent. a s'est joint, en 071, a la Federation internationale de mesurer lour puis*sanco sexuelle en fonction nombre, parenté planifiee (FIPP) en vue de promouvOir, sur une d'en.lants auxquels lours Opouses cionnent naissance grande echelle, un programme d'education de planning que le declin de"la polygamie ao Nigeria (avec la familial, dont l'élement principal devait etre mn film: En separation, Ilabituelle des epgux juSqu'au sevrage (les enfants) a eu un effet defavorable sur leS tentatives de . consultation, les deux groupes 'ont decide d'orienter la canpagne vers le_ Yoruba,. Otant donne que lesdocu- contrific do la population. r4nts devaient etre adapt& aux. couteumes geographi- ti,no'foisclue, lethenle de la.comaié ayait' etC clues et culturelles/tribales particulieres, ,si voulait developpe lesproducteurs ont ,collabore avee d'eux lesregultats desire:* sur que la .campagne ait `ctinimuniocateurs yoruha run (Ventre.- eux eCant un spectateOrs. Deux autres facteurs influencant 14, chok aeleur pien connu..v pour lc script final, Ils l'ont jnsuite- ;de l'audience-cible'etaient la presence delonguellate du le territoire Yoruba gt le succesNle F,es mis en scene et fil me la version polio dela pieee dans un CPFN sur village.Yoruba en se servant (rune compagnic theAtrale services et installations cliniques ñ Kwara et dans l'etat locale' mais professinnnelle. nfin,,i;urlnbase .des Occidental, 'Peat:dohs di?s.auxiliares sur le'terrain a une presentation La FIPP et le (TEN ontngage les services d'une experimentale, le Tilm a elk mis en forme. compagnie- eibematographique bribmnique -pour .pro- La publicite prealabie realisee pour le film a cdnsiste duire lè Min "Les enfants de mon'frere". La compagnie ,en des comptes rendus dans les.jobrnaux,'des entrevues ,cinematographique a son tour a sous-traite bn'contrat radiodiffuseest ,une presentation Lc:devisee au 'film. avec une autre organisatichn pour mener unt, efinuetede Lorsque les..1.4 copies du film soot parpes durant la base portant Sur les opinions des Yoruba au sujet des .Semaine de: planning farnilial ep (lecern* ) 971. deUx rolesacceptablespourlesfemmes,lesstructures versions de:bandes dessinees de 111, preCe soot parties familiales et la taille des familles. t.,es chercheurs ont egalement. (Aussi bien bfilm. clue la biinde desidnee ont conelti, sur la base de cette enquete, que les membres (AC reproduits en anglais et en-yorbba). D'autres -formes. Pius AgOs des families (qui sontetendiies lifutet qu'en(le publicite. ant couvert los affiches. les auto-eollants noyaux), déterminent les attitudes-et lc comportement pourlei;voitures :etlesbf fortsardtis de contacts des memhres de lafamille, que lesAmembres de la interftersonn,els fournis par, les aFents sur- le terrain rec,iproque, qu'on s famillese chargent du hien-Ctre nigerilen pour le,planning familial. attenddes femmes qu'ellessoient soumises etf.se n consacrent aux intérets de leurs Maris,que les femmes Le film a,ete projete le plus souvent dan;:,..des clinicjues font une corAribution importante .-mais intermittent& planning familial suivi par tine discussion menee par

81 onauxiliairesur Feterrain.Le dirigeant dela tion principal dans cette campagne parce qu'il discussion .a tente (Fawner les, speOateurs tout d'abord pouvait accomoder l'oratoire du drame didactique formuler leurs reactions au film et,ensidte de pasSer traditionneldes YOruba, mais contrairement de l'e4iression de leur opinion a la formulation de. leurs' certaines autres formes dramatiques, n'etait pas plans d'aetion. D'autres projections du film. a la fois associe. auxrites 'etmessages portant surla -..J'jnterieur 'et a l'extérieur do Nigeria, se sont faites fecondite ou la puissance sexuelle.- d'evant des audiencds composees d'étudiants universi- . Pour minin-uSer la possibilitC que les spectateurs ne - taireS, "de travailleurs pour le developpement ef cl'un trouvent .au film un ton de preChe ou un caractere personnel medicorl et )ublic, hautain; le sujet principal n'a pas pu devenir un objet de mepris.11 a plutet joue le role dc narrateur RESVLTATS: et a raconté l'histoire de la fécondite irresponsable et inccintrelée cle'son.frere. Le film "Les-enfants cle mon frere" a Ote,evalue par un Kola Ogunmola, racteur principal du firm, a obtenu Sociologne nigerian chargé de determiner a la fois le une copie, du film et l'a, intégree clans ses propres, ,bien-fohdo du inedit..Achoisi et de l'impact, des messages. représentatiOns regulieres. On' lui nCgalement c14-riande de comparer l'efficacite do ilm soul par rappo4 a la portee de l'effort global Une audience-cible urbalne a Cté choisie suivant d'education; En vtie d'accomplir sa tdche, ls'oeicilogue a l'hypothesequ'elle serait u ne audience receptive. On identifikdeux CrillagesA:roruba comparables sur 1e plan pensait queles couples urbains seraientplus deMographique ,et ayant- un alcces relativement facile egalitaires dans `letir prise de déci§ion. plus apte aux centres urbains;- une de ces- collectivites rurales coMprendre le .besoin d'un charigement et d'experi- devait serVir de village experimental, l'autre de village menter ..desstyleSdevienouveaux .etmoins do coral:61e. Apres avoir distribué des questionnaires susceptibles que les personnes rurales a fonder sur xlani 1e debx villageS et apres.avoir montré le film clans les enfants une source de revenue supplémeritaire.. l'und'entre eux, le chercheur a mesure l'importanckdes Le film a été vu par certains spectateurs comme souvenirS des specfateurs, de leur_changement d'atti- n'etant pas tres proche de la verité, lorsqu'un ancien tudeS et de .leur ouverture aux messages filmes. chi village a donne de longs conseils..a. une jeune soctologue a conclu que le .film avait eu peu d'effet mariée, lors de son mariage. plutet que de bui sur les attitudes des personnes l'ayarit vuconclusion administrer tout simplement sa benediction.' .qui a,eté confirmée, par la tenclance des auxiliaires de -,l'employer de moins en moins apres la nouyeauté initiale REFERENCES:' des- projections. Les, raiOns probables pour lesquelles le filth' re,a pas provoqué des changements d'attitude.. ont Fain yPlanning'Education in Action: ,Some eté attrqbuées, au ,caractere etrangerodu moyen de Com mitni t y-Cimtered A i)proachcs, IEC Broadsheet N" communicatien -et de l'épipement utilise pouu muntrer 8;JudyelBushra et SusanPerl,International )1e la complexiteAes messages contends dans le Extension College et International Planned Paren- 'filrm la presentation inexacte do certaines couturnes thood Federation, 1976 locales.et' le manque de receptivite parmiles nigerians a "Family Planners Find Tradition and Child Mortality .n'importe 'quel message 'qui peutoaraisti:e negatif ou Barriers to Acceptance of Programs in Rural. Nige- Menacant. ria," World Ed uca t ion Re prwts: N" 8. janvier 1975.

A NOTEK: Clearinghouse on Development.Communication 14 film a ete choisi comme moyen de communica- Avril 1978.

.14

82 POPULATIONii

LE PROJET JAMU

Indonesie

MIIMM

AUDIENCE-CIBLE: Personbes du sexe masculin de Java et de Bali en age de procréer. OBJECTIF: Promouvoir le bon aceueil des concepts de planning familial et vente de capotes anglaises.

MEDIAS: Messages radiodiffuses, documents et communication interperso- nelle. BMLLEURS/PROMOTEURS:: foundation de l'Indonesie prospere (YIS);Voisins du mo de; J'Agence des Etats-Unis pour le développement international. DUREE: De 1974 jusqu'e maintenant. CONTACTS: Prosperous Indonesia Foundation (YIS), Jakarta, Indonesia; Lukas Hendrafta et DaVid Piet, Council of Churches in Indonesia, Box 2357, Jakarta, Indonesia. 1

DESCRIPTION:

En 1972,leConseil national indonésien pour -la au projet sont des moyens degueriri desproblemes coordination du planning familial (BKKBN) a decide sanitaires. L'autre moitie de I'event ildes produits d'accroitre les efforts de planning familial a Java et a consiste en produits specifiques au sex (cosmetiques et Bali en travaillant en dehors du reseau des cliniques. -aides pour l'accroissement dildesir et les performances celles-ci etant gérées par des professionnels medicaux et sexuels). Le but ,,envisage était que 'association de la pouvant chacune accommoder un volume maximal de sante avec l'amour et la sexualite1iderait a engager 35.000 patients. La decision emanait de deux hypo- dans le planning familialles homrn s rarement attires theses: les cliniques en place ne pouvaient satisfaire de vers ceS cliniques. maniere adequate aux besoins declientelesaussi importantes, et les efforts de planning familial devaient On a fait appeI a divers medias d ns le Projet famu. Les messages radiophoniques cont naient des slogans se faire comme partie integrante du courant culturel: pour une 'potion de virilite "Buvqz SEKHOT" (Sexe La seconde hypothege, conjointement avec la relation brillant) suivi par Vinvitation a "erniployer KARET KB" d'experiences valables realisees ailleurs dans le monde (les capotes anglaise§ distribuee, dans le cadre du, endeveloppement.aconduitlesplanificateurs projet)..." "Jouissez pleinement efaites"des prouesseS envisager la commercialisation de capotes anglaises tout en donnant du plaisir a votrie partenaiye et en la dans le cadre d'un systeme commercial etabli pour la protegeant d'une grossesse non depiree". Les affiches de distributionde medicaments. Les programnies de promotion et les brochures ¶itilisçes par l'YIS contien- planning familial en Inde, en Sri Lanka et au Kenya nent un message de planning fanfiilial, et illustrentune s.'étaient deja servi avec succes de systemes de distribu- famille saine etheureuse aye' deux enfants. Des tion commerciale. Toutefois, dans chacun des ces cas, un insAructions Musty-6es sont joint s a chaque paquet de nouveau systerne de distribution avait ete cree spéciale- capotes anglaises.

ment pour la distribution de contraceptifs. La Fonda- . tion de l'Indonesie prospere envisageait, par contre, un L'attitude du vendeur de roduits jamu enYers effort de dis.tribution .commerciale integre dans un l'acheteur a ete caracterisee par une tournure person- reseau farnilier et- établi. nelle et amicale. Afin de veildre leurs° produits, la plupart des vendeurs dejamu 6itament aVee les clients Pour la participation au projet envisage, l'YIS a choisi eventuels une conversation banale. un seul producteur de jamu, dont le nom se rapporte un type de medicament traditionnef a base d'herbes RESULTATS: encore souvent employe en Indonesie. La moitie des produits du producteur de jamu choisi pour participer Depuis 1974, les ventes de capotes anglaises se sont

.83 chirirks a mains de 14.1.000, unites par imis, co quo le jamu a limite les Coas de distribution mais a Cmoite international pour la recherche appliquee sur la farcemen I renonce de ce fait a un certain poovoir au ,population a joge Comme etant "netternent in ferieur an niveau des prises de decision: les employes 'de la niveau: necessaire pour assurer l'autonamio du pro- societe considerent qu'ils maitrisent ,davantage les gramine". Souls 40 pour cent des detajllants possibles de ,techniqties de commercialisation quo le personnel jtimu vendaient le KARET KB .en septembre 1975. Des du projet et-ne se sentent pas obliges d'accepter les lot's,envile d'accraitre les verttes et de. developper conseils' de neophytes. l'enthaosiasme, le Pntjel iu ams'yst etigag6 dans une Traditionnellement, le ,inwir n'etait prepare quo par campagne publicitaire intensive ,d'actobre 1975 a mars los dukuns locaux tspecialistes des herbes). suivant 1976. Durant les souls maiS d'actobre a decembre 100 desrecetlestruliJion nelles.Actuellement.los stations radio ant diffuse plus de 50.000 messages .grands ,producteurs de .1'0 ntn i;ot`ii_ des organisations publicitaires a ce sujet. modernes dont les ventes so ehiarent. en moyenne. a A la '. suite de la pnblicite intensive.. los vent& ont plusieurs millions de dollars pai. an. (lopasse 216.000 unites,' et le poureentage dc detaillants Les points terminaux de distribution des praduits licencies pour la vente des capates est passe de 40 a, 49 ja in u sprit les vendeurs ambulantsz les camianetles pour cent. Toutofois. en fin de campagne. los ventes ont jti»era»tes et les aubettes en bordure de route. regresse pour atteindre leur niveau precedent. Parmi 625 detaitlants consult& recomment a Jakarta. 70 pour L'expression "Vous &les un .vendeur de jam!'" cent p-ensaient que Ic faible prix subventionne jet les semble'Signifier "Vous parlez beaucoup." suppositions de qualitéinferieure qM enresultent) Les planificateurs ant considet'e que les'relations du cOnstitue one entrave important a la hausse des ventes. seYle"litirman" quo le vendeur de jam,/ lento Néanmains.lesfaitsobserVes -dansd'autres' pays d'etablir aVec l'eventuel acheleur pourraient etre montrent que les.capotes subventionnees petivent bien plus,' anent:es pour' engager les hommes dans le vendresiellessoyt appuyeespar one 'poblicite planning familial, que redocation plus austere et constante. Aussi les directeurs de projet analysenHls leS intimidante dispefisee en cli»ique: possibilités de lancer on tel effort de publicite. REFERENCES: A NOTER: "Jam and KARET KB," Infor»tation, Edneation, Le plan de commercialisation ,inmit a ete le premier Communication in Population, N'! 21/22 East-West projet a recovair soutien de la Fondation de Center, Honolulu, Hawaii. 1975. l'Indonesie prospere (VIS). une organisation privee 'Advertising Aids Condom Sales," ICA RP Bulletin. - -creepar one doi du goovernement légalement N" 1. septembre'1978. constituée en fevrier 1974 en vue "d'accroitre le bien-etre do people indonesien par lebiais de "KARET KB and Amu: An Integrated Approach to ro.clition..de programmes de sante de population Condom Marketing," International Derelopment et de devoloppernent cammunautaire." riew, Vol. 4. David L. Piet ot Lukas Hendrata, 1974. En choisissantune societe commerciale hien etablie qui connaissait unrand succes pour commercial Clearinghouse On Developnwnt Commu»ication ser les capotes anglaises, le person nddciProjet Janvier 1979

84 POPULATION

PROGRAMME DE COMMERCIALISATION DE PREETHI

Sri Lanka

AUDIENCE-CIBLE:. Adultes de Sri Lanka ayant atteint l'Age de procreer(approxirnativement 5 000 000 personnes). OBJECTI V: Eprouver l'effieacité de,pratiques .norMales de commercialisation a grari'de &belle de capotes anglaises, et de cette maniere aberoitre le nombre de couples en Sri Lanka pratiquant le planning familial. MEDIAS:- Journaux,,radio, cinema, diapositive's, documents et communication interpersonpelle. BAILLEURS/PROMOTECRS: Federation internationale pour la parcitte planifiée (FIPP); AssOcia-. tion de planning familial de Sri Lanka (APFSL); et les Services internationaux de la population (Sly, DUREE: Commence en 1973; activites en cours.

CONTACTS: Family Planning Association of Sri Lanka, Buller's Lane, Colombo,7, Sri Lanka; SO.N. Hapugalle 10/12 Vidyala Place, Colombo, 1.0, Sri -Lanka; T.D.J. Louis, Population .Services International; 16 Aloe Avenue, Colombo 3, Sri Lanka.

DESCRIPTION:

LePr-ograotme de comMereifilisalionIe Preethia ft& une bonne infrastructure da débouChés coMmerciaux. lance pour aider a mettre un frein a la croissance (d) une -politique publique'accueillante. et (e) uhe haute demographique en Sri Lanka, en facilitant robtention proportion de.couples mari&s dans réconomie envisagée. de contraceptifs pour la 'population en general. Les Le Programme ,c(e,rolOnerrialisalion Preethi a Services internationaux de la population (SIP) ont été commence en- MaIl.-973. Durant les six premiers mois, charges en 1973 par la Federation internationale pour une equipe de gestion composee de deux personnes de la parent& planifiee (FIPP) d'amorcer un programme de SIP, appuyée par, un consultant en matiere de comMer- commercialisation de contraceptifs en Sri Lanka en cialisation. a temps partiel de Sri Lanka a stuctue le .collaboration avec l'Association de planning familial de plan d'opération et a,sous-traité des. &Ludes de marché, Sri Lanka (APFSL). Uobjectif du pregramme visait .dle distribution, -de publicité et de publication par des demontrer que les techniques de comthercialisation organism.es.sociaux locaux et des compagnies-privees. pouvaient accroitre de maniere significative le nombre Le bureau- d'évaluation de la IIPP a collaboré -avec la de couples utilisant des contraceptifs modernas fiables, gestion du SIP pour la conception des moyens (revalua- et que les coLlts unitaires seraient aussi minimes, sinon tion, tandis qua les SI? contralaient. modifiaient et plus, que ceux offerts par les prograpimes dispensêes en évaluaient le programme. - clinique. Le ler oetobre .1973, la distribution nationale et la Avant la creation da programme, les SIP ont conduit publicite..a base de media de masse ont été entamées. La une etude (revaluation en vue de determiner le pays qui péri6de de lancement a été limitée a deux ans: le temps conviendrait lc mieux 'a la démonStration de. maniere nécessaire pour.' qu'un nouveau produit, en Sri Lanka, efficacele Ia portee de la commercialisatioll sociale de fasse partie integrante a Ia chaine de distribution, soit contraeeptifs. Cinq pays (Le Bangladesh, Sri Lanka. ...accepte par les détaillants. recoive des ,modifications de l'Indonesie, la Malaysie, et le Samoa occidental) ont7été commercialisation, et trouve Son propre segment de examines enULntqtkesitepotentiel.Les criteres marché: II a été anticipe,que la période posterieure au principaux lies au ehoix de Sri Lanka ont (a)- la lancement ouvre l'horizon a des segments supplémen- préseme d'un bop reseati riational de communication, (b) taires de la population' feconde. Durant le.premier mois un niveau éleve crdlphabetisation (défini con;i.me .étant de lancement, 3.177 détaillants ont achete plus d'un raptitude a lire et a ecrire un paragraphe smmle. (c) demi-million de capoteS anglaises de marquePreethi

85 aupres de representants en tournée appartenant A- la A NOTER: compagnie de distribution. Preethi signifie bonheur A la fois en sinhala et tamil. Trois niveatix d'education et de publicité ontêt utilises durant la période de lancement: (1) la publicité les deux langues predbffinantes de Sri Lanka. par médias de masse des avantages cld Preethi a été En Mai 1975, les:SIP ont transfere, la gestion au destinee aux bénéficiaires, principalement par le biais` directeurCluduprojet delaFIPP,l'ancien clejournaux,radio,diapositives- et devanture des . direeteur exécutif de l'APFSL A ce moment' le détaillant's; (2) tous les détaillantdo Preethi ont! été ..programme etait ontibrement dote d'uri personnel informes et motives par le biais de-Visites personnelles de Sri Lanka. d'échantillqns et de livrets;- (a) dans .le cadre d'une Un aspect essentiel du programme a ete d'utiliser cOmpagnepostaledirecte.Enthi.4.500 .dirigeants un reseau national existant de detaillants pour influents sur ont éte informés du programing.' mettrePreellti a la disposition du -plus grand afin qVils hiifournissent leur appui. ainsi qu'A la nombre possible de couples feconds dans un laps de met.,hode et A la marque. temps aussi court que Possible.' Reckitt et Colman. Le $1 mars 1975 (.18 inois apres le debut de la periode (Ceylon)Ltcl:-,promoteuretabliconnaissant _le dc lancement), pres de 5,9 millions de capotesanglaises succes dans plusieurs produits menagers. ete avaient eté distribuées, y compris 5,6-millions vendues design& pour empaqueter et clistribuec Ic prodyit plus 'de 4.000 detaillants, 114.000 vendues sur corn- importe A ses 4.000 detaillants principanx. mande par correspOndance et 124.000 fournies en tant En .j..977, malgré que la radio ait inc6nteStablement Qu'Ochantillons gratuits. Les verites par correspondance la meilleure portee, cé mOyen de communication ne ont debut& en janvier 1074; entre Octobre 1973 etla fin pouvait pas etre utilise etant &nine que la publicite de mars .1975, celles-ci sechiffraient A pres de 2 pour en spécifiant la marque de produit contraceptif cent des,ventes totales. n'est pas perrnise L'absence de soutien raditiPhoni- que s'est fait sentir parce qu'un tel appui aurait RESULTATS: grandement contribué alahausse desventes. Toutefois, le directeur dii projet a fait des presenta- Le succées du Progranone dc empmerrialisotion tions radiophoniques durant les -heures- de pointe &MIK iMpOse que: la caplite anglaise Soit incorporee d'ecoute aTin d'Oborder des sujets tels que "Planning dans un projet A ofethodes multiples. L'emploi de la, pour 'leprogres", "Population et developpement capote anglaise a ameliore la protection fournie par la national", "Communication et developpement"- et' méthode d'obstinencepenioclique,,etafourniune "Commercialisation sOciale". alternative iiable aux femines cessant de prendre la Ledirecteur doprojet organisedesreunions pillule ou tremployer lestérilet. Le programme de mensuelles .avec les distributeurs et les employes distribution de Preethi a trouvé de -nouveaux adeptes do des agences publititaires en vue d'examiner lo la pratique du planning familial de maniere.rapide et a. progres et d'assurer que les objectifs du projet sont 'on cofiConitaire faible. 4' L'avenir de Preethi Semble'cloir.n 1977, tors d'une, conference sur Ia "disponibilite des ContraCeptifs pourles ménages et les villages" qui' s'est tenoe A Tunis, S.D.N. Hapugalle (directeur du. Pmjet Preeth.i depuis REPERENCES . juin 1975).a precise que les ventes de Preethi qui, depuis "Measuring ,the' Effectiveness- of Contraceptive Ma. r- le lancement, se chiffraient en moYenne entre.300,009 et keting Programs: Preethi in Sri Lanka," John Davies 330M00 unites par mois, clurant- les, deux preMieres et Terrence D.J. Louis, Stm/fes in Fantily Planning. linnCe, ant atteint un niveau de plus .cle.,500.000 unites tine-publication du Conseil de la population, Vol. 8, N" mois A la fin de la troisieme armee. .En. 1976, la . -par 1971. consonimation, par habitant de Preethi s'elevait A 0.5. r. soit cinq fois le niveau prevu pour 1973. Federation internationale pour la parente planifiee L'accueil favorable de Preellti pare 8 pour cent des (FIPP), Report In Donoi.s, 1974. couples féconds de Sri Lanka ,. au coursde la première "Planned Parenthood and Community Based Distri- annee du programme (au seul cotit.onitaire de U.S.$2.16 bution Sri Lanka Model," presenteforsd'une par adepte), ainsi clue l'emploi itrinUelPar'habitant do ce conference sur "la disponibilite des contraceptifS dans contraceptif multiplie par cinq en Moins'de trois ans, les villages et les menages' soils l'egide du Centre donnent a penser que les dirigeantsdes' pays en d'etude sun la population (attelle) et du Bureau developpemerpt devraient considérer une commercialisa- nationaltonisienduplanning familialet dela-

tion .sociale plus large destinée" A la promotiondu . population, Lt. Col. Dennis Hapagalle, Mars 1977. planning .familial. Par ailleurs, le schema de commercialisation tend A produire des coOts unitaires plus faibles au HI du temps. Cecipeut rendre particulierement attrayante .l'introduction de programmes&analo- gues, dans les situatiOns 00 le cotit du programmeest un Clearinghouse on Development Communication, facteur important. Avril 1979 POPULATION

PROGRAMME APROFAM DE PLANNING FAMILIAL

Guatemala

AUDI ENCE-CIBLE: Population Ladino et indigene0 du Guatemala, en particulier dans.les regions rui:ales. OBJECTIF: Accroitre les connaissances 'et l'utilisation des pratiques du planning familial, notarnment parmi les populations' ,rurales et ethniquement di:parates du Guatemala.. M EDI AS: Radio, television, affiehes, publicites dans les journauX, documents, communication interpersonnelle. BA I LLEUR-S/PROMOTEURS: Association pour le bien -atre de la famine (APROFAM); Agence des Etats-Unis pour le'developnement international; Fonds Pathfinder. DvREE: Le programme d'information, d'Oducation et de communication DEC) del'APROFAM pour le planning familial a commence en 1972; acthites en cours.'' , CONTACES: Roberto SantisO, Executive Director, APROFAM, Apartado Postal 1004, Guatemala City, Guatemala; Dr. Jane Bertrand, 7722 Panola St., New Orleans, LouNana 70118, U.S.A.

DESCRIPTIOk:

Durant 1977-78, l'Association pou le bien-étre de la patron (I-E-C) viSant a touch& les claixgroupes, un famille (APROFAM), une association privée du plan- accent particulier etant mis sur la communication' avec ning familial au Guatemala, a realise un programme de 1a,population autochtone moins accessible. cominunication au niveau national axe sur le planning familial en se servant des rnéclias de -masse, et des Les messages radiocliffuseS, qui sont au centre. du canaux interpersonnels pour toucher,.alafoisles programme 1-E-C, ont °fait ,l'objet d'essais parmi les collectivités laclinos et autochtones, en Palqiculier.danS membres des populations cibles. Les messages radicidi- les regions rurales. La population guatémalteque qui fusees pour les lad inos ont été transmises en espagnol et compte environ sept .millions cl'habitants est divisée de comprenaient cies informations explicites sur les moyens maniere presque égale entre les ladinos hispanophones d'obtenir -des services de planning Jamilial. Les mes- et les autochtones ou incliens. Les populations different sages radiodiffusés pour les autochtones ont éte tracluits l'une de l'autre dc facon significative e.ri ce qui concerne daps deux cies quati:eialigues indiens prineipaux (quit:he leur intéret pour le, changement Social, l'emploi des- et kekchi) et se limitaient aux points foricramentaux: le langues traditionnelles, le style vestimentaire, le.niveau planning familial existe, est volontaire, estréversible et de vie et les pratiques culturelles: ,La campagne de peut etre utile.a la famille. Un'jeu. de quatre affiches a communication pour le planning familial s'est fondée Ole "concu', pour 'attiren" liattention, cle- la population sur une etude de recherche effectuée en 1976, portant indienne:-,tandi,s qu'elles illustraient tine famille dont les Sur des regions rurales sélectionnées par l'APROF:kM, membres etaient vetus de maniere typique les Mes`sages en vue de déteminer les differences existant entre les btaidnt rediges en espagnol. Une affiche clestinée a la groUpes laclinost autochtones clan§ le domaine des population ladino soulignait l'importance de la commu- commissaPees, de l'accueil et de la pratique du planning nication entre mart et femme. D'autres composantes de, familial. Les résultats de la recherche ont montré que la campagne Comprenaient une breve emission télévisee l'accueil potentiel et existant du planning familial ainsi hebdoMadaire pendant cinq mois, visarit t atteindre les que'. le, souci 'd'Obtenir des inforrhations compléinentaires dirigeants de l'opinion, nationale du pays, une brochure concernant leplanningfaMilialétaient superieurs simplifiee qui illustrait le coptraceptif le plus couram-: parmi la population laclinotendance "occidentale". Stir merit utilise, destine aux andiences dotée d'un faible la base de cesrésultats, l'APROFAM a concu, tin degré d'alpabetisatioh,t des publicités occasionnelles prograinnie d'information. d'education et de communi-, dans le journal pour, d'une part, contrebalancer des

87 36: articles presso dOfavorableet, d'autre part. encoura- ,dit I-cotes stir tui projet pilote qoi vient d'Rre lance dans ger l'omploi du planning lamilial. desregions d'autochtomes.Dans, Ja mosure oCi les traditionnelsdel'I-E-Cs'averentmoins Conjointement avec ces travaux do iommunication: travaux oriontesvorslespopulationsrorales,de nouvelles PA PROFA M a parrainé plusieurs projets de distribu- strategies et methodes (loivent etre Claboreos. C. savoir: tion au nivoau de la c011octivité qui fournissaient un 1) ono mise it l'epreuve exhaustive des messages et des véhicule dans le cadre des activites de communication documents effectuee sur les deux plans (1e l'attrait et de interporsonnelle comme. despetitesdiscussionsde lacomprehension en fonction de l'assimilationdes- groupo, dos visites a domicile et des reunions publiOes. hesoins 'etdes motivations autochtones; 2)l'emploi Toutefois, cos aetivites d'I-E-C n'etaient destinees qu'à d'approches differonlos, peut-Citro mins direeles, avec tine fyaction de la population-cible tandis quo los Medias d'information oxplicite concernant le planning. do masse couvraient on pourcentage éleve dc ladjte familial presentees conjointement avec (l'autres sujets, population. consideres par Jos autochtonys comme.serVant au miolIN lours intCrCth( par exemple, Ia santedos RES'UtTATS: nutrition); et 3) un degre plus Cleve de coin munication interpersonnelle. en.raison de la nature priveo du sujot A la mi-1978 l'APROFAM, on collaboration avec le pour les autoshtoneS et le besoin plus prononce d'etablir Centre d'etude de la famine et de la collectivité de un certain niveau de eonfiance entre COONqui dispen- l'rniversite de Chicago,aréalisé one enquete de sent lo-mossago 01 (Tux. qui le rogoivont. recherche de suivi en .vue d'obtenir les rosultats de travaux d'I-E-C. et de determiner siles changements anticipes s'etaient produits dans les deux populations;-: A NOTER: cibles. Les differences ethniques en matiere de planning Le progranlnle de distribution au nivoau do la familial revelees dans ['etude de 1976 effectuée par collectivitea. _RCrealiseOn vue d'accroitrela l'APROFAM ont ete soulignees dans l'enqueto -de 1978. aisponibilite 'docontr,aceptils faible mit eL Los resultats ont molar& qu'a la fin de la periode de d'eliminer quolques-uns 'dos problemes associes a un deux ans, les ladinos reconses presentaienCon accroisse- Systemefonde Oniquemont surl'utilisationde ment important des connaissances et de la p'ratique du cliniques tels que horaire limitC, disponibiljte des planningfamilial.Quant auxautochtonesaucun de services, la distal-ice, et les frais de deplacemont. De progres n'a et& note concernant les connaissances surcroit, l'emploi d'un distributeur indigene dimi- methodes precises. et l'omploi des contraceptifs est reste auerait le manquo de cop fiance parmi los auto- presquenol.bien quol'onObserve tmereduction on personnel fari-dlial. Un chtonessileseliniques 'offraient mama& C.lareSistance au planning ladino. Un second modele de distribution au nivoau- pourcentago bion plus' eleve de ladinos que d'autoch- de la colleotivite, en codrs d'execution. utilise des tonesavail' ete exposé aux messages du planning . promoteursdu planning familial travaillant avec familial par un 00 plusieurs medias de masse..ou canaux plusieurs- groupes agricolos qoi se soht- montres interpersonnels et, en outre, los .ladinos etaient plus interessesh etablir de leis programmes pour lour susceptiblos de se 'souvenir de l'essence des messages (en particulier, C. la radio),-en repetant parfois los themes nu mem b res. slogans de fawn integrale.Parmilesladinos, Certainesconclusionsde,larecherche revelent

l'emploi 'do contraeeptifs Otait plus Cleve parnliles quelques stereotypes concernant le planning fan-d-4{;t- habitants ayant ete lo plus exposes aux messages do hal en Amerique latine. Par exemple, les C'athofi- planaingfamilial,[etla communicationinfornielle ques n'etaient pas .moins susceptibles que d'autres parmi les ladinos s'est accentuee sous relict combine do d'etre au courant de plahning famiJial de l'approu- double contact des médias do mase et des canaux de vet- et de l'employor, bion que les -personnes de communicationinterpe4.sonnello.1Parmilesauto- n'importe quelle confession qui se considéi-ent "tres chtones, cottcrelationn'etait valablc que pour, los croyants",gont en .retardstirlestroispoints canaug.. intePpersonnels, mentionnes precedement par rapport aux moins Les ladinos qui avaient entendu les emissions radiodif- croyants. Par ailleurs, les hommes.ont tout autant fusees concernant le planning familial approuvaiont los de chances quo les femmes d'avoir entendu parlor emissions a raison de 96.3 pour cent, ot 100 pour cent du planning familial. d'approuv,er et de desirer plus des personnes ayant vu une eMission televisee Otaiont en -d'information C. son sujet. En fin. contrairement C. ce favour de co sujet et des méthodes de communication; que pense, les jeunes _gens ae sont 1)as .plus Souls 00 pour cent , des autochtones approuVaient la ouverts en matiere de planning familial. On a roleve que l'interet et la mise en pratiquo do ce sujet difTusion de messages sur le Planning familial C. la -.radio; atieun autochtono n'avait- assist& it uhe emission semble atteind'ro lour point culminant entre 30 et 34 ans, les personnos plus jeunes ou pftis agees ayant televisee.Thndis quo81,1pour Cent desladinos desiraient obtenic de plus amples informations sur le moins tendance it etre au courant ou C. employer des planning famdial, le pourcentage equivalent etait de . contraccptifs. 37,1 potir les autochtones dont les objections principales etaient de pature religieuse. REFERENCES: Plusieurs conclusions omit (AC iirees dos resultats de la recherche,dontcortaines aurora des consequences Commouiroling Pamity lyonnii/y Guntcmo-

88 In. iarie T. Bertrand, Maria A n tonieta Pinjda e Fidel Planning Adoption: The Guatemala Study." jane T. Enrique Soto. Aspciacinn, Pro-Bienstar do la Familia, Bertrand et Donald J. Bogue, dans Intercom. Vol. 5, Guntemala: et 1e Centre d'6tude de ja famille et de la N° 1, janvier 1977. collectiyité. l'Uniyersite de Chicago. 1978. "Communicating Family,.Planning to Rural Guatema- "Ethnic Differences in Family Planning Acceptance la,"1th, examen dans lk relopment Communication inRuralGuatemala.7 Juke T.. Bertrand, Maria Report, N' 27. juillét 1979. .Antonieta Pineda et Robert Santiso Stm 1 n Family _Planning. Vol. 10. N" 8/9, aoilt/septeinbre 1979. Clearinghouse On Development Communication

"A Research-...Based System for Improving Family Septembre 1979 ,

89 SANTE

'Ll-16MME EST LA SANTE. (MTU NI AFYA) Falk Tanzanie

- AUDIENCE-CIBLE: Environ un million de villageois adultes. OBJECT! F: Donner aux villageois fts informations Clementaires sur les maladies, les moyens Ile les contraer et les rapports entre l'environnement et la sante.

NIFDI AS: Radio, magnetoPhones, materiel imprime, communications inter- peitonnelle, feuillets volants, affiches. BA I LLEURS/PROMOTEURS: 'Le Couvernement de, Tanzanie avec le support de l'Agence Snétioise pour le Développement International. DUREE: Convu en 1971, developpe en 1972; mis en oeuvre en 1973.

CONTACTS: C. Zikambona, Planning and Research Department, Institute of .Adult Education, University .of Dar es Salaam, Dar .es Salaam, Tanzanie; Budd L. Hall, International Council for Adult.Education.. The Ontario Institute for Studies in Education, 29 Prince Arthur AVe., Toronto, Ontario, Canada 1V1512 IB2.

DESCRIPTION:

Le proj,et `$L'Homme est. la Sante" fut concu.A la fin de les groupes d'étude allant de 15 A 60 personnes se rannee 1971 eomme une campagne a grand rayon rencontrerent en presence d'un animateur. écoutercnt d'action en vud d'eduquer. les villageois sur les symp- dos annonces radiophoniques et diseutbrent le contenu temes. la 'prevalence et les origines cle einq maladies e documents simpleS fournis par le go.uvernement. De -communes pouvant etre contrelees. Ilobjectif seeondaire 4es discussions sur la sante et la sanitation Crnergbrent des erCateurs du projet.était de donner aux personnes des projots de traYaux communautaires quifurent recernmentalphabetiseesuneoccasiond'ameliorer conga's .et mis en oeuvre par les groupes d'etude dans l'emploi de leur langage. Sous les auspices des Minis- lours propres villages. téres de la .Sante. de l'Education et do Développement Rural de la Tanzanie, eette campagne representait une RESULTATS: tentative de developpement'd'ensemble.. Le projet lot approuve et mis en oeuvre par le soul Environ deuxMillions d'habitants adultes dela partipolitique delaTanzanie. "L'Union Nationale Tanzanie. soit, le double de 'ee quo' les officiols avaient Africaine de Tanzanie".(TANU), l'Institut d'Education compto atteindre.-participerent au projet "L'Homme est pour Adultes, une demi-douzaine d'agences do gouVer- la Sante." De plus. le taux de participation parmi ceux nement et Radio TanZanie. Des fonctionnaires a tous les qui partieiperent des le debut fut de 63 pour cont..sucees niveaux furent instruits de l'importance du projet et de sans precedent pour une eampagtie 'de cette ampleur, ses_ divers aspects; des représentants de l'industrie Un troisieme element indicatif do sueees a un interet furentcontactéSpour, aiettiesur lemarche des statistique: la campagne cot one port& si'Cvidento quo Nêtements imprimes avecl'estampedu projet; te lesévaluateurs do projet durent reclasser eertains. -personnel de la television et les journalistes furent gnoupes-de contrele comme groupes d'ex perimentation. charges d'infonmer le public sur tout ce qui avait.a faire La campagne out .ses critiques. Certains pensent avec- la camliagne. qu'elle aurait dü integrer les services de sante presents pix-huit mois d'élaboration, d'erganisation ct d'entra-. dans son "programme." D'autres encore pensent -que inement aboutirent en mai 1973 A une recrudescence l'enseignement Ctait superficiel. Cependant, partout on d'activités educationnelles et de développement dans -la petit constater des preuves concretes des effets de la communauté. Chaque semaine pendant 10 semaines'tous campagne sur Ia qualite tie la vie clans les villages. En

91 '364 particulier,. des centaines de milliers de latrines- furent Les textes et guides d'etude furent imprimes sur les installees par les. personhes ayant, eeoute les emissions presses pour les journaux. Un million d'exemplairps- de radio; la ventedes moustiquaires s'accrut remarqua- fut distribue; beaucoup furent partages. blement dans cei.tains endroits, et les habitants' des Le réseau des chefs de groupes d'etudes etabli regions cetieres assainirent de nombreaux fosses mare- pendant 'la campagne de sante rut reactive pour la cageux oh les insectes arnenant les maladies se multi- campagne nationale de nutrition, "l'Alimentation 'plient apres les pluies abondantes. est la Vie," qui débuta en juin 1975.

NOTER: REFERENCES: Chaqhe groupe d'etude laissa au moins "un monu- Ni Nya: An Evaluation." Budd L. Hall et C. ment" a la campagne."L'Ho,mme 'est la Sante," tel Zikambona, Institute for Adult Education, 1\1{) 12, Dar quele ereusement de puits ou Ic déblayage de es Salaarn, 1974. regions on la vegetation offrait refuge aux insectes. Radim for Education and nerelopnient: Case Studies, Certains groupes d'etude continuerent a.se rencon- Volume Two, Peter L. Spain, .Dean T. Jamison et trer pendant plusieurs mois .apres Ja fih de: la Emile G. McAnany, eds. Departement,de rEducation,. eampagne: Banque Mondiale, Washington; D.G., mai 1977. La _dependance su les dirigeants de cellules dans plusiours'regions renforca le systeme d'une eellule de qix- foyers comme rnoyen de stimuler, la partici- Clearinghouse on Development Con'imunication pation au developpernent. Juin 1977

92 SANTE

LE PROJET PILA

Guatemala

AUDI ENCE-C IBLE: Les femmes travaillant dans une plantation du Guatemala. Ecri Enseigner a ces femmes des connaissances de base pour améliorer Ia nutrition et la sante dans kurs foyers. MEDIAS: Magnetophones a cassettes. BA!LLEURSIPROMOTEURS: Organisation Pan-Américaine pour la Sante. DUREE: Aehevé (phase operationnelle eouvrant trois semaines durant l'année 1975). CONTACTS: Royal D. et Susana Permindez de .Colle, Department of Comniunica-

lion ArtS, Cornell University, Ithaca, New York 14950, USA. . J.

DESCRIPTION: - En 1975: rOrganisation Pan-ATericaine pourla Une adolescente de la region s'occupa de la distribu- Sante commandita "le Projet Pula. une experience de tion, apportant les bandes enregistreeS aux piths chaque

trois semaines .ayant potir but d'examiner les fawns de jOur et surveillant leur usage. Env varia l'horaire (les ° communiquer Tvenseignement elémenthire sur la.sante transmissions scion la presence des femmes.. D'autres, etlanutritio,n aux travailleurs des plantations du bandes magnetiques fureiit distribuCes, de facon a etre Guatemala.-Les dirigeants du projet, Royal et Susana ecoutees a la maison sur ua magnatophone emprunteau, Fernandez de Colte, sélectionnerent .Finca Maria de -bureau de la plantation. Lourdes, uae plantation de café sur la COte Pacifique comme centre de leur-etude. RESULTATS: On decida de s'adresser aux ferames car .ce sont generalement elles qui prennent les deeisions -concer-# Salon' renquate qui suivit, les fernmes des planthtions nant la nourriture et les.pratiques hygieniques dans apprecierent- les bandes enregistrees, y trouverent des foyers/ du Guatemala. Une etude preliminaire indiqua renseignements précis tres utiles et furptt deeues quand' que Jes femmes des plantatidns travaillent constamment leprojet priS. fin. Quand on leur. demanda quelles = du matin au soi..r. Le projet se concentra done sur les sections .des., eniegistrements *dies avaientle mieux pilas (lavoirs 'publics) comme Rant des endroits oil les *airae,les femmes- mentitilmereat les "conseils" sur la femmes pouvaient apprendre sans arreter leur travail. sante etla dietetique beaucoup plus souvent que la muSique ou les feuilletons. Les magnetophones ft cassettes hirent chosis comme moyen de comMunication ear ce sont'des appareils peu L'enquete signala aussi des changements d'attitude. coOteux, faciles a manipuler et on peut ecouterles 58 pour cent des femmes quesbtionnees avaientutilise ..enregistrementsatoutmoment. Des acteurs non unerecetteparticulierepréSenteesurune bande profeSsionnels furent charges de produire des ba.ndes de enregistrée.La" plantation Maria de Lourdes a un 30 minutes cOmportant des informations sur la sante. de pourcentage de 92 ,pour cent de revaccinations..contre la Ia musiqUe, des .feuilletons et differents genres d'an- polio et la diphtérie, alors que seulement GO pour cent nonees radiophoniques. Les Programmes furent,repai- des enfants dans tine plantation--contréle a recu .ses tifs. de fawn deliberee pour que les femmes reiitrant ou piqüres de rappel. - sortant des pilas.soient mieux en mesure d'entendre et Le programme demoatra aussi- que .rutilisation de de retenir certains messages. Les bandes des jours magnetoltones ftcassettes offrait asses do souplesse suivants développaient Ies themes des jours passes. De pour atteindre un grand nombre de femmes. Quand les surcroit. certains bandes promettaient.des recompenses horaires de travail des femmes cliangeaient, les bandes . matérielles. par exemple des poussinS-aux femmes qui eoregistrees étaient joueesftdes heures different:es-- avaient memorise' certaines lecons, L'appareil est approprie pour la_tfichef-et--1-1-ifY eut pas

9 3 0 d'ennuis r4eaniques. Des acteurs et techniciens 'non Une bande enregistrée promettait tin ,poussin professionnc4s sont capables de produire despro- chaque.personne mémorisant la..demarche a'suiYre grammes de 9uajité.avec des appareils peu cotItevx. pour empecherlamaladie Newcastle chezles Royal et S' sana ,Colle tirerent trois conclusions de poulets. Plus de 100 personnes apprirent la phrase leur expérien e. Premierement, la ,teehnologie de la et reprent des Poussins le premier jour ou le moyen commuhicatiOn\ n'a pas besoin d'être' sophistiquée pour d'encouragement fut introduit. etre efficace. .En seeond lieu, les projets de..ce genre doivent epouser les caractéristiques particulieres de REFERENCES: l'environnement \social du groupe étudié. Finalement,- c'est "le manque d'infumation", qui --retardele plus "The.Communication Factor in Heailth and Nutrition .souyent l'amelioration de la vie des habitants ruraux, Programs: A Case Study from Guaternala,".Royalp. .\ Colle et Susana Fernandez de Cone, document écrit pour l'Organisation 'Mondiale de la Santé, janyier A NOTER: o \ 0 1977. Chaque,enregiserement de 39 minutes combinait de "The Pila Project:. Cassettes.. Readh Riiral Women," la musique, des \annonces, des discours brefs des Development Communication Report, avril 1977. histoires et un ép`i\ sode d'un feuilleton. tine analyse plus. iétaillee de la portée de ce projet lilt annulée a cau'e -du tremblement de terre au Clearinghouse on Development Communication Guatemala en 19761 Juin 1977 ,

94 SANTE-

TELEMEDECINE EN ALASKA

ttats-Unis

i . . . AUDIENCE-CIBLE: aHabitants des villages esquimatix, indiens et aleoutiens. 4 OBJECTl I Améliorer l'aceessibilité et la qualite des soins rneclicaux dans les

zones rurales de l'Alaska. .,. . MEDIAg: ATS-1 - échanges radiophoniques bilatéraux par satellite; ATS-6 - television par satellite, vidgo-cassettes, fiches desahtéinformatiques. BA I LLEURS/PROMOTEURS: Département des Etats-Unis pour la sante, l'édIcation et l'assistance publique (Service indien dg sante (SIS), Centre national.Lister Hill pour la communication biiimedicaleKU.S. National Aeronautics and .Space Administration (NASA). . DUREE: ATS4 a ete entrepris en 1971 et sera poursuiVi; jusqu'à son re'mplacement par un autre systeme-(date prevue: fin 1977); l'ATS-6 a`clemarre en 1974 et a cesse un an plus tard. CONTACTS: Dr.-Dennis, Foote, Institute for Communication Research, Stanford University, Stanford, California 94305, USA: Dr. Heather Hudson, ° University of Texas, at Austin, Department of Communications, , Austin, Texas 78712, USA.

DESCRIPTION:

L'utilisation experimtmtale delatélémeclecine en medicaux,, et accélètearapidité cl'intervention des Alaska est apparue sous l'egicle du Service indien de avions d'évacuation en facilitant leur acces aux patients sante (extension du Service des ,Etats-Unis de la sante qui setrouvent dans un état critique. . publique chargé d'assurerlessoins médicaux aux abtochtones de Confronté aux difficultés de Les 'aides-soignantes ,des villages, forMées au cours venir en aide aux petits villages dissémines clans des des experiences en telémétlecine, sont -élues parla, regionsreculéesetseseffortsétant entravés par collectiVite a laquelleils appartiennent, et. recoivent l'absence'cle tout moyen de communication fiable dans la- jusqu'à 16 semaines de formation a l'hopital local et sUr brousse,, le Service a fait-appel a la télémédicine *dans le terrain, sou§ l'égide du Service de lacisante.publiq.ue: l'espoir d'améliorey-la-Ijualité des soins meclicaux dans A `la fin de son stage, intensif, chaque aide=soignante les villages-enlicstituant une base reguliere de consulta- part équipé, d'une trousseiiiOdicale,d'un guide de dons: diagnostic, d'instruments et d'un bagage de connaissances -.fraiches. Au .village, l'aide-soignante Ocoute son La télémédecine s'est insérée dans la vie quotidienne poste de radio chaque jour a la même heure,..pour une pour 17 villFes de la region de Tanana lorsque la "Consultation" avec uri.médecin de l'hOpital regiOnal. NASA, partenaire du .SIS dans les experiences de Pendantcette consultation.racliophonique,. télémedecine, a rendu possible l'utilisation de l'Applica- soignant décrit les symptemes,Teponcl aux'clemancles dc lions TechnologySatellite-1 (ATS-1) en 1971. L'ATS-1, precisions du médecin, écoute ses conseils, et aide le encore en service en 1977, est un moyen de communica- médecin consultant a determiner les besoins d'évacua- tion exclusivement vocal qui fonctionne a partir (fun tion des patients... équipement au sol simple et peu coOteux: radios cle taxis . modifiées et antennes consiituées de grillage métallique Alors qu'aujourcl'hdi les aides-soignantes representent de trois metres de didmetre. L'ATS-1 établit un réseau la pierre angulaire de la télemédecine en Alaska,,elles fiable de comMunications entre les villages et Npital n'ont joue qu'un role minime dans l'experience rnenee regional,constituantainsiun systemed'assista:nce pendant un ,an en 1974-75. Beaucoup plus perfectionne médicale. II permet aux aides-soignantes des villages de et puissant que l'ATS-1, le satellite ATS-6 a introcluit seconder un médecin dansl'applicationdessoins une composante video dans les experiences de telemede- ,

95 ,s eine, permettant auk medecins d'utiliser la television" A NOTER: paurlescas shffieIles(lediagnostIe.Reliant deux $. cliniques remarquablement ..quippées 'de villakes-Vv Certaines aides-Soignantes Ont. convie -lours patients tailks assez importantesun htipital local et:on tapita,l' assister ;tax consultations it distance.. de reference, l'experience ATS-6 a. Nnctibrine pendant I)es medecips etaWis' dans det,regions'iliffieiles que' mettait en place un Systeme informatique de t d'acces ont eu l'occasion de partieiper'z't one serie do fiches medicates destine la resolution do Problemes .tables rondos par Satellite -.nfais te, prograMme a alculthinforinaliwtSystem) en ;Alaska. '.-LesOches .avorCe Car, suocombant sous leur charge de visites, medicalos dys patleuts etaient, envoyees," afires .mise les Medeeins da EQ8 ea,Alaska Wont. pits puse, jonr. eentre de collecte, enregistrees dans l'ordina- oonlbrmer on horaire un.,(.;(mrs de soins tour pour pouvoir etre consultees Sur dernande. l.foi.di- cardiologiques liar satellite a cep'endant ot.6 off(rt nateur pormettait egalement 'aux infirmières jU Mfirinieres des IlOpiaux regionaux, et a- recti. rantes de localiser les besoins des habitants'deS villAges bon acceuil, . , 'vaccins, examens .oculaires et auriculaireS, ci.ottis vaginaux. etc. La plupiti.t (les aidos-soign.antes sont desvillageoises qui mit,. du 'moths, Une.connaissance passable de RI.:SULNATS:. Du fait que le recrtHeibent descaidcs-soignantes.est ' Depuis l'introduction de l'ATS-1, les capacites exis- assure par la, coilectivite memo, le programme est. Lantos. desolnsmedieauxd'ai.gence...l'aptitude generat bien 'etla rotatibn resoudre (les problems administratifs et it satisfaire 'personnel reste iuignifiante. demandes, ainsi que le: service on general se sont Les villageoiS apprecient le system radiophpnique ameliores. Les village6is sont. par hillevt-i,oe plus en non seulement pain. sa fonctitm medicate, mais aussi plus enclins k reclamor des soins. Medicaux it pOur les contact!, qu'ir teur permetd'etablir avec conforinee aux traitenlents qui lour soul, presorits,Un 'd'autres villages, particolierement avec les mem, nornbre croissant de ppatients "tirentprofit de lenrs bros de lours familles leS amis qui sont hospita- . consultations avec un medecin et le nombye de, ceux lises.. , traites pour des maladies diagnosticluees dep'assc tQut .Ipterragees sip. les enseignomkts qu'elles avaietai ..qu'on a pu 'observer it' ce cours -(je tires deseonsultations radiophoniques, six parmi leg- preMiere annee de l'experience,leliburcentage des "1101.1r aides-soignantesdesvillagesequipesde contacts entre les aide-;--soignantes..et les medecins tr liaisonsparsatelli,te mentionnedeSfaits ,augmente (le 400 Pour cent. taedicaux. spOcij'iques. Amin' de' leurs correspon- D'une maniere generale, ete difficile de,mettre (tants dans les villages de contreite n'a Re en mesure evidence une relation entre, (rune part, los statistignet4 de se remettre en memoire informations portant collectives de maladie, dc mortalite et d'hospitalisation stir des cas specin6110::. . i (Notre part, l'ameliorationdes mkt has de conlnluni- Cation. Cependant,| resultats de l'experlence-*\ TS, 1 RE ERVIN(' ES; ont ete juges positifs dans l'onsemble: cotie conclusion ;ly16entualiml Me, TS-1 fmt'llionoliCal rexplique ep pantie le fait que l'etat de l'Alaska; et le Cononnnicution in..4 par OsWaldo KreilTier Serviee' de sante publique collaborent aytnellement :mitres, Institut pour la rechercho en la communicA- ,l'etablissement d'un systenle do satellite mir communi- lion, Stanford University, 107.1m'. cation telephoniquo commercial a tongne distahce., "Telemedicine: Health care for Isolated Areas." responsables de Soins medIcaux qui onf,'participe Dennis Foote, fleeelopinentronininnhyltion

l'experience ATS-0 out egalement jtige' cotte 'expe- jp,nvier 1977. =. rience positive. CePendant, mem si contains partici- .."Telenledicino in Alaska: .The ATS-0 Satellite 131gme- pants oat, ,affirme 'cluela cOmposante video dela teleniedeciao feta facilitait quelque peula tAche en dicalDemonstration,"pro.DennisFoote,EdWin termes d'expansion et d'ametioration des soins, nomVe Parker, et Ileather lIadson, Institut pour la recPerche, ea communication, Stanford UniversiV 1 970. d'entre euX ont Cribs des doutes=quantsa replabilite,et facilite 1.1 revanche; ces memes individiks "Medical Communication'in Alaska hy,,Satellite," par ont approuve a 1 unanimite la Mise en place simultanee Heather Hudson 'et Edwia Parker; ;Veil.Nngldnd du systeme informatique de fiches medicates briente .lonrnid Qf Medicine,decernbre ,1 973. . vers la resolution de problems. et l'iritention de SIS do Clearinghotese on Development Coniniunieatimi, generaliser, le systenle daas Octobre 1 977

=,. SANTE

ZAA NA UWATUNZE

Kenya

AUME'NCE-CIBLE: Kenyens de la zone de diffusion radiophonique nationala. Aecroitre b diffusion de messages capitatix sur la sante, notamment des meres etdes nouveaux-nes. en jumelant les programmes re'creatifs et educatifs. MEplAS: Radio. 13AILLEURS/.PROMOTEURS: L'UNICEF, Ia Fondation des Nations Unies pour lei activites de la population, la Voix du Kenya et le Ministhre de la sante duzKenya. DUREF.: tiebute en février 1975 la phase pilote 8'est acheyee au milieu de l'année 1976; poursuivi depuls 1976 sous l'égide des pouvoirs *publics du Kenya. o CON:TACTS; Anirgail Krystall, Bureau of Educational Research; Kenyatta Univer- sity Co'dege, Box 43844, Nairobi, Kenya; Dr. Albert Maleche, Bureau of Educational Research, Kenyatta University College; Mdrk Harris, UNICEF: Communications and Information Office for Eastern Africa,. P.O. Box 44145, Nairobi, Kenya.

e DESCRIPTION: En 1975. l'UNICEF.ift fondation des Nations Unies doit,, dans l'intérêt familial, changer Ks habitudes et pour les actiNités de la :population et IA VOix du Kenya adopter de nouveaux comportements. Elle eSt aidêe ont pass& .un accord de Co-,preduction de programmes dans cette lutte conjugale par un nombre d'intervenants. recréatifs, agrande difftision. orientés vers l'édu incarnés par un seta meme acteur aux talents multiples. satnitaire. Les emissiOnS qUi sont nées cle cette collabora- . "tion,:7(ta Na Un'utttnzet.(dorinerla Vie et prendre soin de Zaa N(1 Uw6tunze(cornrnunément appelé le spectacle -enfantS),niettenL en scene des animateUrscie Kiroboto) est diffuse une fois par.semaine en swaheli. la reputation nationale.dans 'bne comedie de moeurs langue officielle du Kenya. ChaqUe episode ne dure que episodes .Les Oisodesi traitent :sur un ton enjoue de 15 Minutes, mais il est diffuse-des heures de grande .sujets'ires.pratiques:Valeur,nutrit,1ye des odifs, danger ,ecoufe (dimanche apres-micli et quelquefois le samedi en Ale.confier nonVeaux-nes a de jetmes parents, besoin soiree). Les emissions sont realisees sans texte:mais,..les-- de se fair6 vaceiner, etc., pormettant aux auditeurs de acteurs tra.va.illent en etroite collaboration avec des Sidentifier 'aussi tneni dans les situations clu'avec les educateurs Sanitaires et un conseilleur des Nations wrsonmtgeS:, Unies; le budget, est niaintenu dans des normes tres Cemthe tous les personnages feuilleton radiOhoni- strictes.' Fort heureusernent la spontaneite compense oeecetix Zou Nu Uwatunze sont deS stereotypes et la l'absenee de techniques de realisation sophistiquees. prkliction,, de leurs actions se itrouve dams l'exageraff Venregistrement des emissions de radio se fait clans des tion de leur 'attitude. -M2ee llerribe -lobe le role du ',studios rernplis d'adthirateurs fanatiques, de sorte que les acteurs jouent devant un audito,Fre,cipt.les reactions 0110.1.1(fon. eSt. hideux-, s'adonne a la boisson. vivant dans k. beatilae et !Ignorance de%lie§6iiiVelPPio0eiitte.Ptail6e7s7Vilbe:°:t'4nens0 eslirenfants. Mama Njpri.. la protageniste, est la '/?titre d'expérience de diffusion a grande échelle 'emnpagal.d6 Mieg-1'etubt.;et.ne ressemble.'en rien. (laquellepardefinitions'adressea une audience Elle.c:on4dere la qbas1-totalite de sop temps a vdlleur au nombreuse ii'ayant aucune familiarité pa.rticuliere avec- ,Iii6.-4re de se's enfants, tout en persislant A',:t_eductger,".. le 'sujet,' traité ou la notion d'auto-éducation), Zua Nu .tton Oottx comportemvit obstinément conservateur: Uwattilixrs!iivcrit thins le cadre des aetivités seolaires Swi Ale en -zei:ne lionsisfe, .au_.fil.; des épisodes.ei: des et para-Scolaires puur adultes. Les auditeurs semblent .71ofillicatious qui In'ennent pla ce. a le conVainere dyer un sentimel;t de continuité et de progres de sa ' ",-Zs ^ Structure-en episodes, de ses personnages et de l'évoca2 REMARQUES: 'tion de themes déj4 apparus lors d'episodes precedents. Enfin, Jes emissions reprennent les themes choisis par Les, personnages ,de Zaa Na Uwatunze ne se les éducateurs sanitaires et les agents stir le terrain, preôccupent pas de co ventions. Dans un episode, la certains d'entre eux étant d'ailleurs 'consultants aupres female, se sentant a bout, menace de vendre sa tie Fequipe de realisation. personne si son mari ontinue a vendre les oeufs si - précieux pour la fami le afin d'acheter de la biere.- . Des auditeurs de plus eurs autres pays d'Afrique de RESULTATS: l'Est ont envoyé du c urrier a Mzee Mama et aux autres personnages. 0 0 ,On a mesuré la portée des diffusions de' Zaa Na Les textes radiopho nques sont fondes sur une- Ureatialzeessentiellementen termes detaille _cie____technique -de-mise -e- -sdene publicitaire. L'objectif ---TaudienceTmem-orisation par les-airditeili'S-4deS i fifor maest ode créer uneituation ou l'audiace peUt tionsse sapportant alasante,et familiarite des S'identifier avec le " entil personnage" qui est sain auditeurs avec les personnages. Aucune tentative n'a été d'esprit et se moquj r du bouffon qui s'obstine a faite pour étudier les effets sur les pratiques sanitaires observer des conventions pour le simple principe. cie l'amélioiation des connaissances et des changements La série Zaa Na Uw tunze-a été reproduite semble- d'attitude apportés par l'émission. t-il avec succes en T nzanie et Zartibie.,, Les elements d'évaluation_o_n_t ete recueillis a partir de Certains episodes 4e Zaa Na Uwatunze (At été quatre sources: l'auditoire en 'stUdio,. le courrier des,. enregistres sur ban e magnétique afin de permet- auditeurs, un questionnaire distribué a la fin de la tre leur écoute dan des forums tenus sous l'egide de premiere année de diffusion de Zaa Na Uwatunze, et l'Organisation des JNations Unies pour l'alimenta- deux comités de hauts fonetionnaires responsables de tion et l'agriculturè dans le cadre des programm'es l'education et du.développement ruraux. II est intéres- pour I'amélioratioa, de la vie de famille en cours au sant de noter que les declarations des comités d'experts Kenya. Ces enregi*ements magnetiques de l'érnis- ont contredit les éléments d'information recueillis A sion sont égalemnt utilises pour des cours d'art partir des autres sources, certains exPerts insistant sur menager et des p ogrammes de formation d'agents la nécessite d'acciloitre le sérieux des emissions alors sur le terrain. quejauditoire a iadique sa preference pour; le mélange du itomique avec le sérieux chipropos. IIest . possible que l'UNICEF realise un cpurt

. 1 metrage sur les( techniq.ues de realiSation de Zba L'un'des.,résultats d'une enquête menée aupres de 510 1 Na Uwatunze. dans le but de propiouvoir le soutiem personnes en dee mbre 1975 permet d'expliquer cette de projets de,defreloppement par:des programmes divergence d'opin ons:. les Kenyens les pins cultivés ont été les, rnoins réeeptifs aux emissions, parce que cette de divertiAsernent radiophonique. comédie ne leur a manifestement rien aP'pris gulls ne sussent kb.. Un4autre conclusion de l'enquete a éte que REFERENCES 92 pour cent des repondants au questionnaire avaient "Health Messages ffhrough Humor," Susan Hostetler. connaissance de l'emission; on a découvert qUe le taux rapport ICIT Rep rt N" 15, Clearinghouse on Develop- d'écOute était aiissiélevé chez les personnes dont le ment`Commu.nica ion, juillet 1976. .swaheli tsi la ..econde langue qUe chez leg personnes 1 , dont le swaheliI est la, langue maternelle; ,que le taux "Popular .UNICEF Radio Show inKenya Gives d'écoute est dir ctement lie a la possession d'un 4.)oste de Health TipsinSituation Comedy," MichaelT. radid., et que I 'distribution de l'audience est approxi- Kaufman. New kork Pines, 16 novembre 1975. mativement égate entre toutes les classes d'age (en "The KenyaRadioSeries which Teaches asit desrus. de 25/ ans, 26 a 50 ans, plus de 50 ans). Etant Entertains, antI How You Can Do It." Mark Harris, donné la natUre de cettd experience, il semble que la United NationS Children's Fund, Nairobi, avril 1976. conclusionla plus .importante que. l'on :tire de, ces, Diverses tracinctions non publiees ni datees des textes premieres evaluations soitla 'suivante; 'untiers de ,l'audience a évoqué le dote divertissant de l'émission radiophoniq4s de Zaa Na Uwatunze. comme prncpaleii motivation' d'écoute, aldr*s queplus de la moitfié ,a mentiolmé l'acquisition de connaissances en Cleariaghouse on Development Communication ecoutant pes emissions arOles. Octobre 1978 I SANTE c.? RADIO DOCTEUR

Haiti

AUDIENCE-CIBLE: Adultes haitiens en age de prócreer (environ 2.500.000 hommes et femmes). OBJECTIF: Fournir une information et des conseils en matiere de planning

familial, nutrition, maladies courantes,- sante materno-infantile-set-'s sujets lies au dornaine de la sante. . 0 ,

.'Va,,, MEDIAS: Radiodiffusion, cassettes,:documents et materiel audio-visuel. ' BA I LLEURS/PROMOTEURS: Ministere delasante -(Pflaiti,Ministere de l'éducation, Radio.

Nationale, et Radio Lamiere." ' DUREE: Entamé en 1976; activités en cqurs.

. CONTACTS: Edith Hollant, Centre -d'hygiene familiale, 10 Premiere impasse Lavaude, BP 430, Port-au-Prince, Haiti; Dr. Ary Bordes, Centre d'hygiOte familiale, 10 Premiere Impasse Lavatide, BP 430, Port-au- Prince, Haiti.

DE_SCRIPTION:

Le programme Radio Doctezir a été cOncu en 1967 par. de l'espacerrient des naissances plutrit que la notion, plus leDr. Ary Bordes(l'aciueldirecteurdu Centre negative, de limiter les pressions demographigues. d'hygiene familiale et Chef de la division de l'hygiene familiale au Ministere de la sanie) loesque l'ouragan Deux fois par jour, six joilirs par semaine. leS Haittens... Flora a,temporairement. mis fin a tomte diffusion en peuvent maintenant ecouter le Radio Dorkyr. 1-taitiliOrmis les transmiafons' d'Une seule Radio Lumierp soksur Radi6 Nationale, elyEreole, lbuyr Radio Lurniere. Le;4lesAstre 'a. engendre un intéret langué locale: Fanny et Ti Jo sont de.enusdhaFftbes "ribtqau concernane VenverpI-re,1-naiiorialef..ktachee_a_la du foyer, ces deux ipd,iyiduqui realisent le dialogue de '"wP. stationuniiltie,werrgoetiOnnernent,et-' Bottless'est maniere judicieusedaftwant, divers0 reles combirOs.. engage a' etielliejr. pallis:apreS:le deluge. Dans mari et femme patieriT, et médecin ou patient Set - les quelques -mois .qui ont suivi. la tempete, la diffusion infirmiere. Un the-mejoYe, Attire l'attentiojdt. des ernissions du Radio Doeteur a cofnmence,' l'audience et le contenu des emissions varie d'aples jours de la seniaine: Les messageg' de planning familial . A dessein d'epreuve prealable, (les Monologues d'une duree de dix minutesquelque 20 monologues au total sont- diffuses les luniji et meruesij; fes conseikportant. . ont été elaborts_sUr uuatre stijets: les soins de la.periode sur la sante de la mere et del'enfant sont transmis les prenatafe, la jeun.e maman, -la sante de l'enfant'en bas mar-ais, et les nouvelles relatives A la sante nationale' et -- age, et le planninglfamilial, TouLles messages ont etew .internationale. peuvent etreecoutéesle- jeudi:' Les . diffuses sans interruption dans les salles d'attente des vendredis §ont'consacres A la discussion de symptrimes dispensairm ProgresOement, les réponses des audi- lies A des maladies courfipstandis que la prevention et le traitement de celles-ci font l'objet d'emissions lep teurs ont poussé les conceptionnistes des,messages au . samediri. Centred'hygienefamilialeA changer d'approchefr Prenant en 6ompte 'les possibilites de ia radio et la ft;47 En Htaiti la radip a semble .ettyun chdix natureie' pour nature morne de la presentation sbus forme de rnoriolo-', &id* les informations de sante et les recbtnrilanda:-- - gue,ils ont divise les messAges en segmeritSfd,'Une: eidris dee-ineclecins: Bien que l'on ne puisse ohtenir des minute, ont eu recours A la pt'eSentation atog /e: et 4atistiqves precies que_ les proprietaires 'Cie° postes ont elargi l'éventail des sujets traités. En'iccogi 6 les, radii) (les estimations du nombre de postes clans le pays sentiments du public,ils ont éggleMerit dcriiik i-une varient entre 85.0001et 300.000), 900 parmi les 1.500 apparence neuve aux messages de Planning farriilial ce écoles rurales dii Pays'ont acces A la radio, et il n'est pas qui met désorrnais en evidence les avantages sanitaires rare de voir un Haitien avec un poste A la main.

1f3 'c) REsut.,TATs:, fins, des presentations de diapositives et d'enregistrements.'ainsi que des performances populaires. LI L meideilee. nationale imputable au Radio Dodeur n'a realise .egalement des seminaires et des cours de jamais (AC évaluée. Une enquete d'un:village de 1.000 formation pour les travailleurs sanitaires. habitants ayant eeouteles éessions pendant huit. ans a Les organismes goirvernementaux yrOmoteurs et le indique que la connaissance des sujets couvertsdans les Centre d'hygiene familiale (une organisation privee) avait .cpnnu pn accroissethent considera- beneficient de 'rations excellentes. Le Centre met .4,ble. Toutefois, auNmejustificativ n:a etC fournie Ions (ie. au point, effectue l'épreuve .prealable et .decouvre. la realisation de ladite etude quant A l'isolement des des manieres efficacos de presenter les messages repercussions des travaux d'efication sanitaire exe 'Cs que les autorites inserent dans lours programmes. stircettepopulation, outreleRadio. Doeleur es hasard et. d'autres evidences subjectrves Radio Lumiere' et Radio Nationale sont tous deux rent que les personnes ont me.ntalement enregiStre des organisations sans but lucratif, et. le Minister° les' messages maii; que' la '?elation -entre les connais- de la sante n'a pas a payer les heures (remission. s..ances en matiere de sante et les pratiques sanitaires .1 Un autre projet de, Radio Lumiere. qui se4.trouve

-..-7.rtent a étuther. , encore . au stade pilote, est destine a Rudien les .1:11 auZre moyen de mesurer l'impact imputable au possibilites d'emploi d'un poste emetteur-recepteur Radio Dorteur est constitue de Son "rejeton" sColaire, la pour promouvoir le developpement -rural integre. L'objet consiste A encourager les agrieulteurs. les Classerhygiéne.Destineea30.000 ktudiantsde c,inquieme et sixième (dont la plupart sont ages de dix meres de famille 'et: la jeunesse a formuler: eurs plainteS et lours 'opinions et d'enregistrer leurs iuio trit4);la Classe d'hygiene est une competition!' d ,eirseignement. Le mog,ramme Sonctionne de novembre paroles sun cassette en vue de pouvoh les ecouter A mars chaque anneeot est maintenant entre dans sa par la suite. neuvieme armee, Les participants Ocouteut (louze lecons -* Le reseau actuel de- stations comprendI P affilia- A portee, sanitaire,:dont (;haetine est transmise trois fois .,,,z) lions,. ce..qui est suffisant pour assurer une couver- par sernain.E.n...francais..(la 'angue d'edycation scolaire. tth re- au tniveau- national. en Haiti). Immediatement apres chaque emission. les etudianqi repopdent par &nit a cinq questions.. recevant REFERENCES: deiu x. points pour chaque reponse correcte. Des Kix, et 3--- (res certificats sont decernes a la fois aux participanf:C "n- the Air,'4!Thlith Hollant. siitnrwit Volume'2. N" qui excellent et a leurs ecolos sun la base des resulta'Lle 2, 1978.,

. fin d'etude. Depuis son lancement. 'Pa participation a ce, progranime a .grandi chaque armee,le nombre des "Two'-way Radio for Haiti." Asmu'ia- réponses ecrites d'éleves de cinquieme bt de six leme lion fin. (:hrist la ibir o ni in on ral ion .Ve wslel Numeno etant passé de 114 en 1970 A 20,064en .1975. 28, mars. 1978. Apres 1975,le programme du Radio panfruto est Information, educationet communiCation (Manuel dpvenu une institution' d'Etat par le biais do Departe- d'introduction en education' sanitaire), Edith Latail- lade llolrant et Laurent Eustache, Centre d'hygiene Ment de l'education; en vue d'atteindre aussi hien les 0 eriA?i.gnanr; quelesetudiantsde. touteslesecoles 'familial°, 1978. primaires "Radio noetrar: Health Education Radio Program of ithe'Cenlre' d'HygieneFamiliale,", Edith 'llollant.. document non publie. fevrier, 1977. A NOTER:

- 67,ParallReiltitrit'';C-irautres rtetiViYes d'education, le Clearinghouse on Development Communication '""centiqN'hyAene a klabore des documents, -des Jim.vier 1979 1.r

p ,

n LE PROJET DE VILLAGE DE KAVAR

Iran

0 AUDI fiNC E-C B LE: 16 villages'dans la region. de Kavar. °O13,11criF: Fournir des services.sanitaires suffisants aux villages en'formant des (travailleurs sanitaires de village). MEDIAS: Documents et communication interpersonnelles. BA I LLEURS/PRONIOTEURS4 Universite Pahlavi; 'Centre internationl., de recherche pour le developpernent d(1 Canada (CIRD). _6 DUREE: De fevrier 1973'11 janvier 1976. CONTACTS: Le Dr. Houssain A. Rthaighy, Chairman, Department of Community Medicine. Pahlavi University Schaol of Medicine, Saadi. Hospital, Shiraz, Iran.

DESCRIPTION: Le Projet du village-de Kavar etait l'un des deux dans leurs villages en tant. qu auxIlitures sanitaires projetspilotes lances pour repandre a tine carence remunerés 'et suivalent periodiquement des cours de accrue d'un personnel sanitaire forme et du probleme de "`recyclage." Pintroduction limit& des services "Sanitaires modernes Avant que n'aient lieu la selection et la formation des' dans les r'egions ;reculées rurales de FIran. Iiobjectif TSV, onam'ene desenquetes de base visant initial consistait en l'accroissement de la sante rurale en determiner la predominance.des maladies, la disponibj- Iran-par Ic biais du developpem'ent du systeme de Corps lite des villageois lettres. et les soins medicaux. J.,es sanitaire qui, en 1973, a fourni des Stations' sanitaires.et enquêtes ont revéle clue la majeure partie des plaintes deS équipes mobiles destinées A cotivrir approximative- expriMees dansle -disperNaire mobile du village etaient Ment 6.000 (environ 11 pour cent) dm 55.000 'villages relativement simples et qu'untravailleur sapitaire iraaiens. L'expansion du vsteme du Corps sanitaire a etaitenmesure detraiter ,de maniere ete realisee ,en fbrmant des travailleurs sanitaires de saiisfaiSaMe, la,' plypArt, ,de's .cas, et de. transferer les village autochfolies (TSV).- . autres cas au centre medical. De surcroit. une etude de .

1,;etude a commence ,an janvier 1973 soys 'clu , soncla.ge par, echRntillon a Re:, menee aupres de '200. DeparteMeUt cie médecine.' de la collectivité (Ecole Renages, pour obtenir des donnees sur les attitudes, le,§ Médeeine de l'UniversitéPahlavi)etavecl'appui' connaissapce:;. etleS ,pr'atiques (AcP) dela sante financier du Centre international de' recherche pourle villagdoise individuejle et publique. Dans ledomaione des développement du Canada (CIRD). Un sitetde formation naissances. deces. mariages, divorces, immigrants.et sun TSV d éte retenu a Kavar, une petite ville situ& a Ia poptaation totale, -des donnees de reeencement ont environ 58 kilometres au sud-est de Shiraz. A 'Kavar se egalerriept ete .colleaees en vue cretre utilisees en tant trouvait une'station du Corps sanitaire, run des quelque que, 'base pourlamise aupoint des --objectifs de 409 'centres sanitaires du rnéme genre, Pa:rsemes dans - comportement devant.etre realises par les TSV: la lutte les regions rurales de l'Iran. Pres de Kavar, on a choisi contre les maladies-contagieusei; la sante tributaire de 16 villages isoles; .dans chaque village, on a -reterip l'environnement: la nutrition: l'education de la collecti- villageois sachant lire et ecrire au sein d'un groupe de vité: la sante maternelle ainsi qu'infantile; le. planning volontaires. Les 11 TSV du sexe masculin et les 5 TSV familial; et le traitement. Ces objectifs ,afferents au du sexe féminin offraient Un large &entail Wages (entre...comport(ment ont ensuite fourni les kindations neces- 16 et 45 ans), de personnalités et d'appartenanée socio- saires pour planifier un`.programme d'etude et pour economiqire. Leur formation comprenait des sessions-en Otablftle contenu des documents' d'etude perses salle de .classe. des demonstrations et une formation preparer pour le cours. Les sujets couverts compre- Apres avoir termine. le cours, ils rentraient. naient IA croissance et1e developpement, l'anatomie et la physiologic, la nutrition, les maladies contagieuses. les De Surcroit, les TSV ont réussi a motiyer les villageois relations entre les TSV et les patients. la sante maternor- .pour. entreprendre tesLametionationsfortement nOces- infantile et le planirrTrtamilial, ainsi que la sante saires en matiere de salubrité (y compris la construction publique rurale., de lieux cl'aisance sanitaires et l'amenagement cies lieux Un cours intensif de formation d'une durée de six existants), la separation des Jocaux d'une part pour les mois a commence en actin 1973 apres la reunion des TSV et d'autre part pour l'habitation hurnaine: la. Kavar. L'objectif. principal du cours consistait a. lnimaux-mise en place de .sources d'eau propre (pornpes et puits); preparerles TSV autravailpréventif medical et et l'amenagement des bains en place ou la cOnstruction. éducatif dans leurs villages respectifs. Les membres du de nouveaux bains, le cas échéant. personnel du Département de médecine de la collecti- vité,le personnel medical du Corps sanitaire et le A NOTER: clirecteur de formation du projet ont enseigné les cours en integrant la theorie.,et la pratique. en donnant aux Une grancle partie dumilieu medicaliranien etudiants l'opportunité quotidienne d'appliquer sur le s'opposait fortement auprojet, ou du moins le terrain ou dans le dispensaire ce qu'ils avaient appris en critiquait. Ses tnembres souterlient que les vies et classe. Les cours étaient dispenses dans la maison louee !a sante des habitants seraient en danger en Ids qui servait egalement de logements aux TSV, tandis que mettant entre les mains de "semi-medecins" et de les travaux pratiques et de clinique se tenaient a la travailleurs sanitaires semi,experts. station proche du Corps sanitaire. La seructure sociale de village a cause des pro- Les stagiaires TSV étaient divisés en quatre groupes blemes. Par exemple, les TSV éprouvant le plus de la tete desquels se trouvait une sage-femme attach& au clifficultés a etre acceptés étaient ceux bien connus dispensaire du Corps sarlitaire, un auxiliaire du Corps clans le village et dont on savait qu'ils appartenaient sanitaire a la salle de traitement, un assistant de la A des factions oudes ramifies identifiees avec station du Corps sanitaire specialise en pharmacologie certaines valeurs. La coutume etlespressions et un médecin du Corps sanitaire. Chaque groupe sociales ont egalement limite l'embauche feminine. étudiait l'un des clomaines principaux: la sante de la Apparemment, l'experience acquise par la pregta- mere et de l'enfant et le planning familial; le traitement tion cle services darts les villages et les petites villes (y compris la technique de sterilisation), les methodes promue par des organisations telles que le Cops pour administrer les picpires, le pansement de blessures sanitaire n'incite pas les médeciris a s'installer dans et autres techniques de premiers soins; la posologie, les lesregionseloignees.Lesdocteursdu Corps contre-indications, le dosage et les effets secondaires des sanitaire tendent pluta a retourner vers les grands medicaments; l'obtention de l'histoire médicale. l'exa- centres urbains aussitOt que leur mandat de travail men physique etl'evaluation dupatient. Tous les est achevé. étudiants ont acquis de l'experience dans les quatre 4 domaines grace a un roulement hebdomadaire. rls ont Un autre programme' pilote, lance en même temps consacré les trois derniers mois de formation k l'exper- que le Projet de village de Kavar, Otait le Projet du tiseclinique. On a enseigné aux TSV la maniere travailleur sanitaire de niveau rnoyen, a Marvdasht. d'évaluerlesprincipauxproblerriesauxcliniques Le travailleur sanitaire de niveau moyen (behdar) ruraux et de determiner si un patient devrait etre jouit de 9 A 11 annees d'education et est forme soigne dans le village ou tranféré chei ,uri médecin pendant quatre annees.Aussi envisage-t-on On Kavar ou A Shiraz. Outrelesconsultationsetles systeme atrois echelons ou le behdar servirait de traitements que fournissaient les TSV aux patients dans liaison entre le TSV et le m&lecin ou l'hOpital. lastationdu Corpssanitaire,ilseffectuaient nombreuses visites sur place, aux villages avoisinancs, REFERENCES: RESOLTATS:. "Medical Problems of Developing Nations: An At- Les aptitudesetlesconaaissaaces des stagiaireS tempt to Bring Medical Care to Rural Communities in étaient évaluées periodiquernent tout au long de lairs Iran." H.A. Ronaghy, British Medical Journal, le 31 six mois, par le. biais d'examens écrits et d'observations. janvier .1970.

Un comité de médecins observait les stagiaires TSY "VillageHealth I Workers,"H.A. Ronaghy,X. dans descadres cliniqum etsurleterrain ,--puis Mousseau-Gershman, and A. Dorozyriski, Internatio- évaluaient leur 'competence dans ehaque domaine6 cle v,nal Development Research Centre, pUblication N" travail. IDRC-074e, 1976 . Les etudes d'evaluation indiquent que les TSV sont "The Auxiliary Worker in Iran." H.A Ronaghy et S.L. bie; acceptés par-la population et qu'ils influencent les Solter, The Lancet, le 25 aotit, 1973. pratiques sanitaires des villageois. Durant les premiers six mois que les TSV ont passes sUr place, les visites des "Peoblerri.of Rural Health Care Delivery in Iran: Is patients aux installations :e.dispensaire se. chiffraient A theChineseBarefoot DoctorExportable?".H.A. 4.875 sur'9.152 et le pourcentage de femmes ayant entre Ronaghy and S.L. Solter, IDRC Reports, avril1974. 15 et 44 ans qui utilisaient des méthodes de planning ,"Project Summary and Description," IDRC File No. familial a été porte de 8,8 A 2L4. 3-72-113.

102 3 "Success' StOry From Tran,".Puture, Vol. 4, No. 1, 1977 (Bienqu'ilsoitdecouturrieau Clearinghouse de (condensed from A. Dormhyski's "Health Care for the demander aux personnes familiarisées avec les projets Most People," IDT4' Reports. Vol. 5, No: 3). ° decrits dans laprésente -serie, d'examiner letexte préliminaire desprofilS,lesefforts ardus visant a Clearinghouse on Development Corninunication Zbtenir de tels commentairés avant la 'date Ayrif 1979 pUblication, se sont en l'occUrrence révélés vains.)

103 SANTE

RADIO-DRAMES SUR L'EDUCATION SANITAIRE

Sri Lanka

AUDIENCE-CIBLE: Population adulte de,Sri Laqka parlant le sinhala et le tamil. ECT F: Utiliser le principe,de divertissement destine a la population pour transmettre des informations relatives a la sante et aq planning familial. MEDIAS. Radiodiffusion et .cartes'postales. BAILLEURS/PROMOTEURS: Ministere de la sante, Ministere de l'inforthation et de la' 'diffusion, gouvernement de Sri Lanka: Fonds -des- Nations Unies pour. les _ -activite's relatives a la population (FNUPA): Fonds des Nations Unies pour 'les enfants (UNICEF).

DCREE: ,Entame en 1973. terminé_en'1977. CONTACTS: Piyasoma Medis. Sri 'Lanka Founaation Institute, 100 hidepepdence Square. P.O. B(A 1203, Colombo- 7,, Sri Lanka: Marty Rajandran, Program Officer, UNICEF. 5.. Oueens Avenue, Colombo 7. Sri Lanka.

DESCRIPTION:

. En 1973 le gouvernement de_ Sri Lanka et.le FV:UPA grande famille,' a ceux que connaissait Line fantille rbnt élaboré et execute un projpt. de U.S.$6 millions avoisinante n'aant qyp quatre enfants. le texte soyli- relatif.un planning familial A. facetteS multiples. Le gnant le8 avantages que possedaient les enfants d'une .projet couyre onze. programmes. A denominateur corn- petite famille. L'hisfeire en tamil Otait centreb sur Line inun lesquels des etudes scolaires du cycle famine de quatre enfants dont le pere est au ehern4re. 'secondaire, lenseignement :rnédic4 Ia .prestation de Le 'Ore se rend compte de l'importatice dn planning soins sanitaires. l'éducation 8anitaire, l'educatiOn, des. familialapres 'aVoiréte confronté A tine serie de .travailleurs,et:les communicafions 'masse,pro- problemes relatifs au fardeau que represente le.soutien grammes qui ontl été finance en vue d'encourager. fe d'une famille. *Plaaning familial. .Dans le cadre de la corriposante Les deux Series ont été di ffusées de maniere hebdorna- communication populaire, deux series deradio-drameS daire de juillet 1974 A juillet 1975, 14 periode officielJe ont été mises au point. Ce, moyen .d'eXpression par la du. projet. Un comite de représentants du Ministere de radio a eté choisi en raison de sa popularité d'ecoute qui la sante, dy.Ministere de l'information et de 14 diffusion n'était surpass& que par la musique. ainsi.que de l'UNICEF a ensuite été forthe A. dessein de A la fin de 1973. l'UNICEF et la Societe sri-lankaine. concevoir une presentation pourl'expansion du proet. d'emission (SSLE) ont conclu un accord en vertu duquel Le comité a juge .que le planning familial représentait laS1SLE produirait etdiffuseraitles deux series un aspect de la sante familiale pt,-pour cette raison, a radiophoniques, l'une dari,s, la langue officielle sinhala. decide que les scripts devaient etre elargis pour inclure parlée par- 72 pour cent de la population. l'autre en d'autres messages a portee sanitaire. Des questions sur tamil. parle par 20,5 pour cent de la population. En la sante seraient posees A la fin de chaq-Oe feuilleton -en echange, -s'engageait ã.fournir du Materiel \ tue de stimuler des reponseS sbus forme .de cartes de -production a Ia SSLE d'une enveloppe financiere Postales: une tactique applicable en raison du niveau :s'élevant k-U.S.$13.000. L'UNICEF,Tt Fe Ministere de la ,klevé d'alphabetisation de Sri Lanka qui se chiffrait A 78 sante seraient charges de l'information de planning pour cent. Grce A ces réponses, leS reactions aux familial qui serait insérée dansle texte des series. messages delivrés daps les séHds ont pu etre, evaluées. Les deux nouvelles series ont été lancees en mars 1976 et c(;) L'histoire en sinhala était centrée sur ime famille d'e ont eté diffusées de maniere hebdomadaire, jusyu'en 14 enfants. On a compare les problemes inhérents A unp décembre 1976.

105 La nouvellv sinhala, Pahan Si luwa a garde le eté renvOyés. Les conclusiors a.-tirer peuvent se resumer texte d'originc,,Le contenu Nucatif a ete developpe pour comme suite: 1) les enquetés étaient en majeure partie inclure la Santé irefantile, l'hygiene et la nutrition. Kan des femmes, célibataires, au chOrnage et jiyant moins de Kanda Theiram,la série tamil, a adopté un texte 30 ans, avec un certain niveau cl'études secondaires; 2) nouveau étant donne que le texte d'origine avait atteint 88 pour cent écoutaient la radio entre 17 et 23 heures; 3) une conclusion logique, L'histoire tdmil illustrait un -lamajorité preferait des programmes diyertissants docteur et sa famille vivant dans un village pres d'une mais une minorite non*.negligeabIe (39 pour cent) a plantation de the. Dans ce cadre, on pouvp.it examiner indique une preferenee pour les programmes d'éduca- les questions sanitaires relatives aux familles Pauvres . tion; .4)l'identification des heures d'Ornission et des des plvtations, parlant principalement le tamil. Les .caracteres prilicipaux a démontré -une &mite prononcée personnages de l'histoire délivraient des.rifamations desprogramMes,rnaispeu nombretixétaientles' portant sur la sante -au moyen de scripts judicieux.et auditcurs qui avaient &mite tous les feuilletons d'une" *ins d'humour. Des tlTmes religieux et de la musique série;les .enquêtés ont souligné Clue l'information de gaie formaient une partie integrante des deux. series. portée.sanitaire leur était-nouvelle et précieuse; et 59 pourcentdesauditeursde programmes sinhala RESULTATS: pouvaient se rappeler certain's des messages de sante, tandis que 100 pour Cent des auditeurs des programmes Dans le but crevaluer si les serieS étaient efficaces et tamil pouvaient se souvenir messages sanitaires. appropriees, on s'est servi d'échantillons .aléatoires de perSonnes ayant ehvoyé des réponses pdr carte postale. A NOTER: On aenvoyéunquestionnaire accornpagné d'une enveloppe affranchie adressée a l'expéditeur a cette Entre 33 et 50 pour cent des meres participant aux population echantillon. De rnprne pour cette Otape, le dit cliniques, de, la sante dans des zones choisies au questionnaire tine la population remPliSsait elle-rnemd hasard avalent écouté le programme. et étaient en pouvait etre utilise étarit donne le taux elevé d'alphabe- mesure de mentionner certains des messages de "tisation dont jouit Sri Lanka. II comportait 30 questions sante diffuses. -a ré-ponses multiples sur les caracteristiques demogra- Quatre-vingt quinze pour cent des cartes envoyées phiques de l'échantillon, son ernploi des medias et ses en reponse aux questions sur la sante, a la:fin de counaissances précises en matiere d'information sani- chaque programme, correspondaient a des réponses taire. Le .questionnai.re n'a pas tenté de découvrir si exactes. l'information sanitaire était mise .en pratiqUe, c'est-a- dire. que le quegtionnaire devait chercher a savoir si les PdhaW Siluwa, la sérig en sinhala, a continue Ses enquetés avient compris et se sOuvenaient des messages diffusions dans le cadre d'Une promotion, priVée en à' incidence-sanitaire sans s'occuper s'ils avaient adopte exclu'ant les message' s de sante de ses scripts. de bonnes pratiques en rriatierb de sante. L'hypothese .45Approximativement6.26.000 Cartes postales ont eté (viable on non) était fondée sur le fait que le souvenir de recues clurant la preSentation des series. On en a rnesrsages sanitaires précis prouverait qu'on les avait recu jusqu'à 1.000 en un seuljour.

adoptés,.. . Hien clue les -questionnaires eussent été envoyés a up WERENCES: vasteéchantillon. (1.100 sinhalaet 300tan-IiI) :l'é- chantillon n'était pas . representatif en ce sens qu'il Health Messages Through Radio Drama, A Sri Lanka provenait 'd:auditeurs clui avaient envoye des cartes Experrenee, Piyasoma Medis et Marty Rajandran, -postales au préalable. Ceci Signifiait que seillsles UNICEF, Colombo, Sri Lanka, 1977. auditeurs positivement predisposes et insti'uits partici- "Sri-Lanka Soap Operas." PrOect Support communi- peraient a l'évaluation. Toutefois, ne disposant que de cations Newsletter (PSC), Inforrnation Division, UNI- peu de temps et d'argent, les évaluateurs- ont clécide.cle CEF, New York, Vol. 1, No, 3. concentrer leur .analyse sur ces auditeurs connus. Le taux de réponsc aux questionnaires était excellent pour les Cieux. series. Huit 'cent questionnaires sinhala. (73 Clearinghouse on Development Communication pour cent) et 180 questionnaires tamil (60 pour cent) brit Avril 1980

-7.a

106 . INDEX

ACTION CULTURELLE POPULAIRE DU PROJET POUR L'EGALITE D'ACCES HONDURAS, 53 DES FEMMES.ET DES JEUNES '(Voir aussi:) Amerique latine, FILLES. A L'EDUCATION, Haute- Auto financement at financement Volta, DevelOppement local, Education et reasources integre,-25 humaines, EbiSsion TELE-NIGER, Niger, Education et

radiophonique, Honduras, . ressources humaines, 49 Materiel imprime UNITE DE COURS PAR CORRgSPONDANCE, Kenya, (L4-) ACTION CULTURELLE.POPULAIRE Education et reasources (ACPO)i 17 humaines, 39 .(Voir.aussi0 Aides audio- ZAA NA UWATUNZE, Kenya, Sante; Amerique latina, 97 Auto=financement et financement ColoMbfe,, Developpemebt 'AGRICULTURE

integre,, 8mission. AIDE A LA RADIODIFUSION EN . radiophonique, Film, MILIEU RURAL, Afghanistan, 9 Interpersonnel, Material ECOLE-SUR-LES-ONDES', Inde, 3

imprime . EDUCATION DE BASE DANS LES VILLAGES, Guatemala, 1 Afghanistan ,MASAGANA 99, Phillippines; 13 AIDE A LA RADIODIFFUSION EN PROGRAMME POUR LA GESTION DE MILI'ELk RURAL, Afghanistan, BALNEATION DU BETAIL A- Agricultnre, 9 KUSIGIS, 'KenYa, 11 rROJET PILOTE D'ENSEIGNEMENT Airlque 'PAR LA RADIO DES MEDIAS DE CAMi)AGNE DE PUBLICITE SUR LA COMMUNICATION POUR

.NUTRITION, Tunisie . L'EDUCATION DES.AD'ULTES,

Nutritidn,'18.9 Sen'egal, 7 . .CENTREJD'INSTRUCTION A DISTANCE PROJET PILOTE'UTILISANT LES DU LESOTHO, Lesotho, RADIO-CLUBS DANS LE CADRE D Educaticip et reasources- L'EXPLOITATION'AGRICOLE, humainea,_45. Thailand, 5 (LES) EN"FANTS DE MON.FRE1tE, Nfgeria,-Topulation, 81 AIDE'A LA'RADIODIFFUSION EW MILIEU

. .(L') HOMME EST LA SANTE (MTU NI RURAL, 9 . ,AFYA), Tanzanie, Sante, 91 (Voir au.ssi.1) Afghanistan, LAEDZA .BATANANI, Botswana, Agriculture, Asie, Bailleurs de DevelopPeinent integre, 19 fonds'internationaux, PROGRAMME DE GESTION DE' Casettes', Interpersonnel, BALNEATION DU BETAIL Radio ICIPSIGIS, 'Kenya, Agriculture, 11 Aides AudiO-visueles PROjET PILOTE D'ENSEIGNEENT .(L') ACTION CULTURELLE PAR LA RADIO DES MEDIAS DE POPULAIRE (ACP0) Coloffibie, COMMUNICATION POUR Developpement integre, 17 L'EDUCATION DES'ADULTES, APPROCHE COMPARATIVE ENTRE DES

. Senegal, Agrioulture, 7 PRINCLPES D'AGRICULTURE ET LE PLANNIOG .Philippiries Population, 79 CAMPAGNE POUR L'ALLAITEMENT CAMP.AGNE DE PLANNING FAMILIAL NATUREL, Trinidad'et Tobago, SUR LE THEME "AYEZ BON Nutrition, 61 COEUR", Jamaique, DEMONSTRATION DE PLANNING Population, 75 FAMILIAL A ISPAHAN, Iran, CAMPAGNE FOUR L'ALL'AfTEMENT Population, 77 'NATUREL, Tninidad et Tobago, EDUCATION DE BASE DANS LES Nutrition, 61 VILL1AGES1 Guatemala, EDUCATION DE BASE DANS LES AgricUlture, 1 VILLAGES; Guatemala, (L') HOMME EST LA,SANTE (MT.UiI Agriculture, 1 AFYA), Sante, 91 MOVIMENTO DE EDUCACAO DE BASE MAZAGANA 99, Thilippines, (MEB), Bresil, Education et Agriculture, 13 rbssources humainen, 57 PROGRAMME DE COMMERLIALISA,TION. PROGRAMME APROFAM DE PLANNING DE.PREETE-I, Sri Lanka.). FAMILIAL, Guatemala, Population,.85 Population, 87 PROGRAMME DE GESTION DE. PROGRAMME DES.MEDIAS DE MASSE BALNEATION DU BETAILk 'OU PROGRAMME D'EDOCATION KIPSIGIS, Kenya, DIRECTE, Mexique, Agticulture, 11 73 :PROJET DE COMMUNICATION DE PROJET D'ENSEIGNEMENT MASSE-SUR Lk NUTRI-TION, RADIOPHONIQUE EN MILIEU. Inde, Nutritio'n, 63 RURAL, ParagUay, EduCation TROJET Ds'EXPERIMENTATIONEN et ressources humailies, 55 NUTRITION, Bresil,- -PROJET D'EXPEAIMENTATION EN , Nutrition, 59 NUTRITION, Bresil, PROJET'POUR L'EGALITE D'ACCES Nutrition, 59 DES FEMMES ET-DES JEUNES (LE) PROJET TILA, Guatemala, FILLES A L'-EDU.CATION, Haute-

Sante, 93 . Volta, Developpement RADIO DOCTEUR, Haiti, Sante-, 99 integre, 25 ADIO MATHEMATIQUES, Nicaragua, PROJET POSHAK; Inde, Nutrition, 'Education et resnpurces 67 humaines, 33 DOCTEUR, Haiti, Sante, 99 RADIO-MESSAGES,'Equateur, DevelOppement integre, 23. Alaska RADIO SANTA MARIA, Republique TELEMEDECINE EN ALASKA, Etats-, Dbminicaine, Education et Unis, Sante, 95, ) ressourtes hUmaines, 37 .(LA) TELEVISION ED6CATIVE ET LA Amerique du Nord REFORME0 L'ENSEIGNEMENT, PROJET DU YUKON INFERIEUR. El Salvadbr?..-Education et -(SKYRIVER), Etats-Unis, .ressources fiumainen,.35 ° Devel,oppement integre, 21 TELEMEDICINE El% ALASKA,_Etats- APPROCHE' COMPARATIVE ENTRE DES Unis, Sante, 95 PRINCIPESD'AGRICOLTURE ET LA PLANNIFICATION FAMILIAL, .79 Amerique latine (Voir aussi:) Aides audio- (L') ACTION CULTURELLE' visuelles*, Asie, Bai.11eurs de '..POPULAIRE (ACP0),.Coldmbie, fonds internationaux,-(Les) Developp.ement integre, 17 .femmes dans le'developpeMent, ACTION CULTURE.LLE POPULAIRE DU Financement de *l'Etat,,,!" :IT.ONDURAS,.Honduras, Intenpers'orinel,Médias/ Educatión.et ressoutcen populaires, Philippine/s, humainen, 51 Populatl6n;.

108 Asie ACTION CULTURELLE POPULAfRE AIDE A LA RADIODIFFUSION d HONDURAS, Honduras, MILIEU.RURAL) Afghapistall, Education et ressources Agriculture, 9 humaines, 53 APPROCHE COMPARATIVE ENTRE DES' CAMPAGNE POUR L'ALLAITEMENT PRINCIPES D'AGRIWLTURE ET NATUREL, tTrinidad ,et Tobago, LE PLANNING-FAMILIAL1' Nutrition, 61'

. Philippines; Population, 79 LAEDZA BATANANI, Bots'yaria, CAMPAGNE PUBLICITAIRE TES Develmppementintegre, 19 ' "METIAS-DE MASSE.SUR LA (LE) PRO.JET'JAMU, Indonesie), NUTRITION, Philippines, Population, 83 -Nutrition, 65 PROJET POSHAK, Inde, Nutrition, ECGLES-SUR-LES-ONDES -Inde, 6/ Agriculture, 3 PROJET POUR L'EGALftE D'ACCES FORMATION -1)ENSEIGNARTS PAR DES FEMMES ET DES JEUNES SATELLITE .(SITE), Inde, PILLES A L'EDUCATION, Haute- Educatioh ee resSourees Volta, DevOpppement humaines, 43, . integre, 25. ,IDROGRAMME DE COMMERCIALISATION RAT'IO DOCT,EUR, Haiti, Sante, 99. DE PREETHI, SriLanka, AADIO SANTA MARIA, .Républiqu Population, 85 Dominic'aine, Education et PROJET DE COMMDNICATION DE ressources humaines, 37 MASSE SUR LA N6TRIT.;TON, Vide, Nutrition,-63 Bailleurs de fonds internationauk P,ROJET DE DEVELOPPEMENTRURAL AIDE'A LA RADIODIFFUSION EN INTEGRE -DE SHADAB, Pakistan,. MILIEU RURAL, Afghanista.n, Developpement integre, 27 Agriculture, 9 (LE). PROJET DE JAMU,.Indone-sie, APPROCHE COMPARATIVE EURE DES , Population,:-.83 4 PRINCIPES,D'AGRICULTURE 8T PROJET TILOTE'D'ENSEIGNEMENT LE PLANNING FAMILIAL, PAR LA RADIO DES MEDIAS DE- Philippines, POPULATION, 79_

GOMMUNICATION POUR . _CAMPAGNE DE PUBLICITE SURLA. L'ED'UCATION'DESADULTES, NUTRITION, Tunisie, Seneial, Agriculture, 7 Nutrition, 69 (LE) PROJET PILOTE UTILISANT CAMPAGNE PUBLICITAIRE'DES . LES RADIO-CLOS DANS LE MEDIA DE MASSE SUR LA CADRE DE 'L'EXPLdTATION NUTRITION,,PhiIippines, AGRICOLE, Thailand, Nutrition, 65 , Agriculture, 5 CENTRE D'INSTRUCTION A DISTANCE PROJET-POS_HA Inde, Nutrition; DU LESOTHO, Lesotho, 67 Education et ressources RADIO:DRAMES -SUR L'EDUCATION humaines, 45 ..SANITAIRE, Sri Lanka;.Sante, (LES) ENFANTS DE MON FREREi 105 ,pigeria, Ropulation,.81, (L-') HOMME EST LA SANTE'(MTU NI

Autofimancement et financement AFYA) , Tanzanie, Sante;91 local MASAGANA 99, Philippines,.- (L') ACTION CULTURELLE lgr'iculture, 13 POPULAIRE,(ACP0),,Colombde, molipqNTp DE EDUCACAO DE BASE DeVeloppement intedgre, 17 '(MEB)4 BreSil, Education et ressOurces humaines, 51 'PROGRAMME DE,CO1MERCI4ISATION DE PREETHI Sr'i Lanka, Population; 85 2 I

dr, PROGRAMME DE GESTTION DE PROJET D'EXPERIMENTATION EN' 'AAL.NEATION DU BETAIL-A NUTRITION, Nutrition, 59 KIPS.IGIS, Kenya, Agriculture, 11 CAMPAGNE DE PLANNING FAMILIAL.SUR P130;ET DE COMMUNIbATION DE.' . LE THEME nAYEZ BON COEURn, 75 MASSE.SUR LA NUTRITION, (Voir aUssi:) Ameriqua.l'atine, -Inde, ,Nutrition, 63 (Les) fammes dans le PROJET D'ENSEIGNEMENT developpeMant, Financement par MADIOPONIQUE 8N MILIE l'Etat, Interpersonnel, RURAL,:Pkraguay,Ed4Ot on Jamialque, Materiel imprimé et-ressZurces hulaines, 55 Population' PROJET Di-EXTERIMENTATION EN NUTRITION,-Brasii, CAMPAGNE POUR L'ALLAITEMENT Nutrition, 59 NATUREL, 61 . . (LE) PROJE7 DE VILLAGE DE (Voir aiissi:) Aides audio- KAVAR; Irari., Sante 101 visuelles, Amérique latine, (L8) PROJET PILA, Guatemala4 AutOfinancement et financement Sane, 93. local, Emisaion. radiophonique7, P.ROJET- PILOTE D'ENSEIGNEMENT Emission'televisea, (Les) PAR LA RADIO DES MEDIAS DE fammes dens ie developpament, COMMUNICATION PQUR I . Film, Nutrition, Tobago, -.1,'EDUCATION DES ADULTES:N. Trinidad Senegal, Agriculture,'T / :q PROJET PILOTE UTILISANT LEs CAMPAGNE PUBLICITAIRE DES MEDIAS DE- RADIO,CLUBS DANS LE CADRE DE MASSE.SUR LA NUTRITION, .65 L'EXPLOITATION AGR,ICOLE, (Voir aussi:) Asie, Bailleurs, Thallande,.AgricultUref"5 de fonds internationaux, PROJET POUR L'EGALITE D!ACCES Emission radiophonique, (Les) DES FEMMES 8T DES.4.1NES femmekdans le developReMent, FILLES A L'EQUQATIONi Haute- Financemen't par l'Etat, . Volta, Developpement Interpersonnel, Nutrition, Integre, 25 Philippines PROJET POSEAK, Inde, 67 CAMPAGNE D\E PUBLICITE SUR LA RADIO-DRAMES SUR,L'EDUCATiQN ,NUTRITION, 69 SANITAIRE, Sri Lanka, ,4nte,. (VOi'r aussi:) Afrique, 105 Bailleurs de fonds . TELE-.NIGER, Niger, Education ét internatiónaux, Emission ressources humaines, 49 . radiophonique, '(Les) femmes (LK) TELEVISION EDUCATIVE ET LA dans le:developpement, REFORME 'at L'ENSEIGNEMENT Financement par l'Etat, El Salvador, Education et Interpersonnel,,Nutrition, ressources humaines, '35 Tun.isie ZAA NA UWATUNZE, Kenya, Sante, .97 Cassettes AIDE A LA:RADIODIFFUSION EN ,Botswana MILIEU ROAAL, -Afghanistan, LAEDZA BATANANI, Developpement Agriculteure, 9 integre, 19 EOMM8 EST LA 'SANTE (MTU NI AFIA), Thnzanie, SanteTT-7r- Brésil PROGRAMME DE GESTION DE MOVIMENTO DE EDUCACAO DE BASE 'BALNEATION DU BETAIL A. (MEB), Education et KIPSIGIS, Kenya, ressources humaines, 57 ' Agriculture; 11

110 , (LE)PROJET.PILA, Guatemala, FILLES A L'EDGCATION, Haute-

. Sante, 93 Voata,. 25 RADIO DOCTEUR, Haiti,. Sante 99 ,RADIO-MESSAGES, EquOeur, 23 RADIp=MESSAGES, E4uateur; ' Developpement integre, 23 ECOLE,SUR-LES-,O.NDES,,

CENTRE D'INSTRUatION '.11 DISTANCE DU A.sie,'Oorrespondano.e,. EmiSsion LESOTHO, 45 nadiophOni'qu'e,Fin'ancement.pa4" aussi)) Afrique., l,'Etat, Inds .-Baillpurs de fonds interna,t,lonaux, Education et EDUCATION DE:BASE 'DANS LES ressources humaineS, Emission VILLAGES, t4A01ophipnique, (Les)'femMes a (Voir aussi:AiAes audio-7 dans le developpement, ' vi64ellssmerique. Finvnc'ement par .l'Etat, Corresponda.n6e, Education et-' InterpbrsOnnelf Lesoth0, Emission nat'eri.el imprime radioptIonitlirp; Financementpar ltEtat,.GUatemala, H Colombie InterpePsomnel,'Part,icivation .(L') ACTION CULTURELLE POPULAIRE (ACPO), Developpement integre, 17 .'EDUCATION ET RESS'OURCES/HU.MAINES. ATION CULTURELLE POPULAIRE DUH Cormkspondence' HONDURAS, Hondurs, 53. EDUCATION DE BASE DAWS LES CENTRE D'INSTRUCTION A DISTANCE , VILLAGES', ,G.uatemala, DULESOTHOi Les,btho, 145. Agriculture, 1' FORMATION. D'ENSEIGNANT8 PTAR 'ECOLE-SU,RLESONDES,Inde; 6SAMLLITE (SIIITE),''.Inde, 43 Agriculture, 3. . -MOVIENTO.DE EDUCAGAO DE "BASE PROJET PILOTE D'ENSEIGNEMENTH (48B), Bresilf 57, PAR 1,A RADIO DE8 MEDIAS'DE PROJET D'ENSEIGVEMENT 4 COMMUNICATTON POUh RADIOPHONIOE EN MILIEU L'EDUCATION DES ADULTES, . - RURAL,, Paraguay, 5,5 Satégal, Agriculture, 7 RADIO MA-THEMATIQUES, Nicqragua', 'UNITE DE GOURS PAR CORRESPONDANCE0Anya, RADIO SANTA MARIA, Re,publiq4e EducatiOn et ressources 'Dominicaine, 37 humaines, 39 TELE=NIGER, Niger, 0 (LA) TELEVISION' EDUGATIVE_ET DEVELOPPEMENTJNTEGRE REFORME DE:LENSETGNEMENT (L') ACTTON CULTURELLE El Salvddor, 35- - POPULAIRE (ACPO), Colombiev UNITE pE COURS PAR : 'e. 17 dOWRESPONDANGE, Kenya;A9 EXPEhIENCE, DYENSEIONEMENT TELEV.18E PAR SATELLITE. El Salvador q (SITE), -Inde; 29 (LA) TELEVISION EDUCATIVE' ET LA ,LAEDZA BATANANI,'Botswana, 19 REFORME DE L'EtISEIGNEMENT PROJET DE DEVELOPPEMENT RURAL Education et. ressources INTE'GRE DE SHADAB, RaRiqtan,: :.nuMainep, 35 .27 PROJET DU XUKOU INFERIEUR Emission radiophonique (SKYRIVER),' Etats-Dhis, 21 (1') ACTION CULTURELLE PaiOJET,POUR L'EGALITE D'ACCES PO?ULAIRE (ACK)), 'Colombi4, 'DES TEMMES ET DES ZEUNES Developpement integre 7' ACTION CULTURELLE POPULAIRE DU PROJET PILOTE D'ENSEIGNEMENT HONDURAS, Honduras, PAR LA RADIO DES MEDIAS DE Education et ressources COMMUNICATION POUR liumaines, 53-- L'EDUCAT-TON DES ADULTES, AIDE A LA RADIODIFFUSION EN Senegal, Agriculture, 7 MILIEU RURAL, Afghanistan, PROJET PILOTE UTILISANT LES Agriculture, 9 RADIOCLUBS DANS LE CADRE DE CAMPAGNE DE PUBLICITE SUR LA L'EXPLOITATION AGRICOLE, NUTRITION TuniSie, Thailand, Agriculture, 5 Nutrition, 69 PROJET POUR L'EGALITE D'ACCES CAMPAGNE POUR 'I'ALLAITEMENT DES FEMMES ET DES JEUNES NATUREL, Trinidad et Tobago, FILLES A L'EDUCATIoN, Haute- Nutrition, 61 Volta, Developpement CENTRE D'INSTRUCTION A DISTANCE integre, 25 DU LESOTHO, Lesotho, RADIO DOCTEUR, Haiti, Sante, 99 Education.et ressources RADIO-DRAMES SUR,L'EDUCATION humaines, 45 SANITAIRE, Sri Lanka,:Sante, DEMONSTRATION DE PLANNING 105 FAMILIAL A ISPAHAN, Iran, RADIO-MESSAGES, Equateur, Population, 77' Developpement integre, 23 ECOLE-SUR-LES-ONDES, Inde, RADIO SANTA MARIA, Republique Agriculture, 3 Dominicaine, Education et EDUCATION DE BASE DANS LES ressources humaines, 37 VILLAGES, Guatemala, ZAA NA UWATUNZE, Kenya, Sante, , Agriculture, 1 97 FORMATION-D'ENSEIGNANTS PAR SATELLITE (SITE), Inde, Emiasion televisee Education et ressources CAMPAGNE POUR L'ALLAITEMENT humaines, 43 NATUREL Trinida'd et Tobago, MASAGANA 99, Philippines,' Nutrition, 61 Agriculture, 13 EXPERTENCE D'ENSEIGNEMENT MOVIMENTCLDE EDU'CACAO DE BASE TELEVISE PAR SATELLITE (MEB), Bresil, Education et (SITE), Inde, Developpemept ressources humaines, 57 iniegre, 29 PRObRAMME APROFAM DE PLANNING FORMATION D'ENSEIGNANTS PAR FAMILIAL, Guatemala SATELLITE (SITE) Inde, Population, 87 Education et ressources PROGRAMME DE COMMERCIALISATION humaines, 43 DE PREETHI, Sri Lanka, MASAGANA 99-, Philippines, Population, 85 Agriculture, 13 PROGRAMME DES MEDIAS DE MASSE PROGRAMME APROFAM DE PLANNING OU PROGRAMME D'EDUCATION FAMILIAL, Guatemala, DIRECTE, Mexique, Nutrition, Population, 87 TELE-NIGER, Niger, Education et PROJET DE COMMUNICKTION DE ressources hOmaines, 49 MASSE SUR LA NUTRITION, Inde (LA) TELEVISION EDUCATIVE ET LA Nutrition, 63 REFORME DE L'ENSEIGNEMENT, PROJET D'ENSEIGNEMENT El Salvador, Education et RADIOPHONIUE EN MILIEU ressources humaines, 35 RURAL, Paraguay, Education et ressources humaines, 55 (LES) ENFANTS DE MON FRERE, 81 (LE) PROJET JAMU, Indonesie, (Voir aussi:) Afrique, Population, 83 Bailleurs de fonds internationaux, (Les) femmes dans le developpement, LAEDZA BATANANI, Botswana, Ftnancetent par l'Etat, Developpement integre, 1_9 _ Interpersonnel, Materiel PROJET DE COMMUNICATION DE m o-p ttl-a-dr e s , MASSE SUR LA NUTRITION, Nigeria, Population Tnde, Nutrition, 63 PROJET D'EXPERIMENTATION EN Equateur NUTRITION, Bresil, RADIO-MESSAGES, Developpement Nutrition, 59 integre, 23 P.ROJET DU YUKON INFERIEUR '(SKYRIVER), EtatsUnis, Etats-Unis Developpement integre, 21 '(Voir aussi:) Amerique ,du Nord ,(LE) PROJ8T JAMU, Indonesie, Population, 83 EXPERIENCE D'ENSEIGNEMENT TELEVISE (LE) PROJET PILA, Guatemala,,

PAR SATELLITE (SITE), 29 . Sante, 93 (Voir aussi) Developpement PROJET POSHAK, Inde, Nutrition, integre,' Emission televisee, 67 Financement par l'Etat, Inde, PROJET POUR.L'EGALITE D'ACCES Satellite DES FEMMES ET DES JEUNES FILLES,A L'EDUCATION, Haute- (Les) femmes dans le developpement Volta, Developpement APPROCHE COMPARATIVE ENTRE DES integre, 25 PRINCIPES D'AGRICULTURE ET RADIO DOCJEUR, Haiti,, Sante, 99 LE PLANNING FAMILIAL,/ RADIO MESSAGES, Equateur, Phdlippines, Population, 79 Developpement integre, 23

CAMPAGNE DE PLANNING FAMILIAL RADIO SANTA MARIA, Republique - SUR LE THEME "AYEZ BON Dominicaine, Education et COEUR", Jamaique, ressources humaines, 37 Population, 75 TELEMEDICINE EN ALASKA, Etats- CAMPAGNE POUR L'ALLAITEMENT UniS, Sante, 95 ,NATOREL, Trinidad et'Tobago, UNITE DE COURS PAR' Nutrition, 61 CORRESPONDINCE, Kenya, CAMPAGNE PUBLICITAIRE DES Education et ressources MEDIAS DE MASSE SUR LA huiaines, 39 NUTRITION, Philippines, ZAA NA UWATUNZE, Kenya, Sante, Nutrition, 65 97 CAMPAGNE DE PUBLICITE SIMI LA

NUTRITION, Tunisie, , Film Nutrition, 69 (L') ACTION CULTURELLE CENTRE D'INSTRUCTION A DISTANCE POPULAIRE (ACPO), ColombLe, DU LESOTHO, Lesotho, Developpement integre, 17 Education et ressources CAMPAGNE POUR L'ALLAITEMENT humaines, 45 NATUREL, Trinidad et Tobago, DEMONSTRATION DE PLANNING Nutrition, 61 FAMILIAL A ISPAHAN, Iran, DEMONSTRATION DE PLANNING Population, 77 FAMILIAL A ISPAHAN, Iran, (LES) ENFANTS DE MON FRERE, Population, 77 Nigeria, Population, 81 PROGRAMME DE COMMERCIALISATION, FORMATION D'ENSEIGNANTS PAR DE PREETHI, Sri Lanka, SATELLITE (SITE), Inde, Population, .85 Education et ressources PROGRAMME DE GESTION DE humaines, 43 BALNEATION DU BETAIL A (L') HOMME EST LA SANTE (MTU NI KIPSIGIS, Kenya, AFYA), Tanzanie, Sante, 91 Agriculture, 11

11 PROJET DE COMMUNICATION DE EXPERIENCE D'ENSEIGNEMENT MASSE SUR LA NUTRITION, TELEVISE PAR SATELLITE Inde, Nutrition, 63 (SITE),, Inde, Developpement- PROJET DU YUKON INFERIEUR integre, 29 (SKYRIVER), Etats-Unis FORMATION D'ENSEIGNANTS PAR Developpement integre, 21 SATELLITE (SITE),-Inde, PROJET PILOTE D'ENSEIGNEMENT Education et ressources PAR LA RADIO DES MEDIAS DE humaines,, 43 COMMUNICATION POUR (L') HOMME EST LA SANTE (MTU NI L'EDUCATION DES ADULTES, AFYA), Tanzanie, Sante, 91 Senegal, Agriculture, 7 MASAGAUA 99, Philippines, PROJET PQSHAK, Inde, Nutri- Agriculture, 13. tion,v 67 MOVIMENTO DE EDUCACAO DE BASE, PROJET POUR L'EGALITE D'ACCES Bresil, Education et DES FEMMES ET DES FILLES A ressources humaines, 57 L'EDUCATION, Haute-Volta, PROGRAMME DE GESTION DE Developpement integre, 25 BALNEATION DU BETAIL A KIPSIG'IS, Kenya, Financement local Agriculture, 11 (Voir aussi:) Autofinancement PROGRAMME DES MEDIAS DE MASSE OU PROGRAMME D'EDUCATION Financement par l'Etat DIRECTE, Mexique, Nutrition, APPROCHE COMPARATIVE ENTRE DES 73 PRINCIPES D'AGRICULTURE ET PROJET DE'DEVELOPPEMENT RURAL LE PLANNING FAMILIAL, INTEGRE DE SHADAB, Pakistan Philippines, Population, 79 Developpement, integre, 27 CAMPAGNE D8 PLANNING FAMILIAL PROJET D'ENSEIGNEMENT SUR LE THEME "AYEZ BON' RADIOPHONIQUE EN MILIEU COEUR", Jamaique, RURAL, Paraguay, Eduoation Population, 75 et ressources humaines, 55 CAMPAGNE DE PUBLICITE SUR LA PROJET DU YUKON INFERIEUR NUTRITION, Tunisie, (SKYRIVER), Etats-Unis, Nutrition, 69 Developpement integre, 21 CAMPAGNE PUBLICITAIRE DES PROJET PILOTE D'ENSEIGNEMENT MEDIAS DE MASSE SUR LA' PAR LA RADIO DES MEDIAS DE NUTRITION, Philippines, COMMUNICATION POUR Nutrition, 65_ L'EDUCATION DES ADULTES, CENTRE D'INSTRUCTION A DISTANCE Se'hegal, Agriculture, 7 DU LESOTHO, Lesotho, PROJE'i PILOTE LES RADIO-CLUBS Education et ressources DANS LE CADRE DE humaines, 45 L'EXPLOITATION 'AGRICOLE, , DEMONSTRATION DE PLANNING Thailand, Agriculture, 5 FAMILIAL A ISPAHAN, Iran, PROJET 'TOSHAK, Inde, Nutrition, , Population, 77 67 ' ECOLE-SUR-LES-ONDES, Inde, PROJET POUR L'EGALITE D'ACCES AgriCulture, 3 DES FEMMES ET DES JEUNES EDUCATION DE- BASE DANS LES FILLES A L'EDUCATION, Haute- VILLAGES, Guatemala, Developpement Agriculture, 1 integre, 25 (LES) ENFANTS DE MQ0FRERE, RADIO DOCTEUR, Haiti, Sante, 99 Nigeria, Population, 81 RADIO-DRAMES SUR L'EDUCATIONr SANITAIRE, Sri Lanka, Sante, 105 RADIO-MATHEMATIQUES, Nicaragua, Cassettes, (Les) femmes dans le Education et ressodrces développement, Financement pan humaines, 33, l'Etat, Interpersonnel, RADIO SANTA MARIA Republique Materiel imprime, Radio Dominicaine, Education et emetteur-recepteur, Sante, ressourcep humaines, 37 Tanzanie TELEMEDECINE EN ALASKA, Etats- Unis, Sante, 95 Honduras TELE-NIGER, Niger, Eddcation et ACTION CULTURELLE POPULAIRE DU ressources humaines, 49 HONDURAS, Education et (LA) TELEVISION EDUCATIVE ET LA ressources humaines, 53 REFORME DE L'ENSEIGNEMENT, El Salvador, Education et Inde ressources humaines, 35 ECOLE-SUR-LES-ONDES, UNITE DE COURS PAR Agriculture, 3 CORRESPONDANCE, Kenya, EXPERIENCE D'ENSEIGNEMENT Education et ressources TELENISE PAR SATELLITE humaines, 39 (SITE), Developpement ZAA NA UWATUNZE, Kenya, Santé, integre, 29 97 FORMATION D'ENSEIGNANTS PAR SATELLITE (SITE), Education FORMATION D'ENSEIGNANTS PAR et ressources humaines, 43 SATELLITE (SITE), 43 PROJET DE COMMUNICATION DE (Voir aussi:) Asie, Education MASSE SUR LA NUTRITION, et ressources humaines, Nutrition,_63 Emission radiophonique, PROJET PO4HAK, Nutrition, 67 Emission televisee, (Les) femmes dans le developpement, Indonesie Financement par l'Etat, Inde, (LE),PROJET JAMU, POpulation, Interpersonnel, Materiel 83 imprime, Participation de l'AiD, Satellite Interpersonnel (L'') ACTION CULTURELLE Guatemala POPULAIRE (ACPO), Colombie, EDUCATION DE BASE DANS LES Developpement integre, 17 VILLAGES, Agriculture, 1 AIDE A LA RADIODIFFUSIOW EN PROGRAMME APROFAM PLANNING MILIEU RURAL, Afghani'Stan, FAMILIAL, Population, 87 Agriculture, 9 (LE) PROJET PILA, Sante, 93 APPROCHE COMPARATIVE ENTRE DES Haiti PRINCIPES D'AGRICULTURE ET RADIO DOCTEUR, Sante, 99 LE PLANNING FAMILIAL, Philippines, Population, 79 Haute-Volta CAMPAGNE DE PLANNING FAMILIAL PROJET POUR L'EGALITE D'ACCES SUR LE THEME "AYEZ BON DES FEMMES ET DES JEUNES COEUR", Jamaique, FILLES A L'EDUCATION, Population,'75 Developpement integre, 25 CAMPAGNE DE PUBLICITE SUR LA NUTRITION, Tunis,ie, (L') HOMME ES LA SANTE, (MTH NI Nutrition, 69 AFTA), CAMPAGNE PUBLICITAIRE'DES (Voir Aussi:) Afrique, Aides MEDIAS DE MASSE SUR LA audio-visuelles, Bailleurs de NUTRITION, Philippine, fonds internationaux, Nutrition, 65

115 CENTRE D'INSTRUCTION A DISTANCE (LE) PROJET JAMU, Indonesie,

. DU'LESOTHO, Lesotho, Population, 83 Education et ressources (LE) PROJET PILA, Guatemala, humaines, 45 Sante, 93 DEMONSTRATION-DE PLANNING-- PTOZET-TTLOTED'aWSELG-NEMENri ISPAHAN, Iran PAR LA RADIO DES MEDIAS; DE Poput4*dn, 77 COMMUNICATION POUR EDUCA440E BASE DANSLES L'EDUCATION DES ADULTES, VILLAGES, Guatelmala, Senezar,-, Agriculture,-7 Agriculture, 1 PR-OJET POSHAK, Inde, NUtrition,

(LES) ENFANTS DE MON FRERE, 67 , Nigeria, Population, 81 PROJET POUR L'EGALITE D'ACCES FORMATION D'ENSEIGNANTS PAR DES FEMMES ET DES JEUNES SATELLI,TE (SITE),Inde, FILLES A L'EDUCATION, Haute- Education et ressources Volta, DeVeloppement humaines, 43 integre, 25 0 (L') HOMME EST LA SANTE (MTU NI RADIO-MESSAGES, Equateur, AFYA), Tanzanie', Sante, 91 Developpement integre, 23 LAEDZA BATANANI, Botswana, RADIO SANTA MARIA, Republique Developpement integre, 19 Dominicaine, Education et MASAGANA 99, Philippines, ressources humaines, 37 Agriculture, 13 TELE-NIGER, Niger, Education et MTVIMENTO DE EDUCACAO DE BASE ressources humaines, 49 (MEB), Bresil, Education et (LA) 1TELEVISION, EDUCATIVE ET LA ressources humaines, 57 REFORME DE L ENSEIGNEMENT, -PROGRAMME APROFAM-,DE PLANNING El Salvador Education et -FAMILIAL, GUatemala-, - -ressour-ces-hfumaines, _ 35 Population, 87 UNITE DE COURS PAR PROGRAMME DE COMMERCIALISATION CORRESPONDANCE, Kenya, DE PREETHI, Sri Lanka, Education et ressources Pdpulation'85 humaines, 39 PROGOAMME DE GESTION DE ZAA NA UWATUNZE, Kenya, Sante, BALNEATION DU BETAIL A 97 KIPSIGIS, Kenya, Agriculture, 11 Iran PROGRAMME DES MEDIAS DE MASSE DEMONSTRATION DE PLANNING Ou PROGRAMME D'EDUCATION FAMILIAL A ISPAHAN, ,DIRECTE, Mexique, Nutrition, Population, 77 73 (LE) PROJET DE VILLAGE DE PROJET DE DEVELOPPEMENT RURAL KAVAR, Sante, 101 INTEGRE DE SHADAB, Pakistan, Developpement-integre, 27 Jamaique pROJETJD'ENSEIGNEMENT CAMPAGNE DE PLANNING FAMILIAL RADIOPHOIQUE EN MILIEU SUR LE THEME "AYEZ BON RURAL, Paraguay, Education COE-Iflis"-,--ro p et ressources humaines, 55 (LE) PROJET DE VILLAGE DE Kenya 'KAVAR, Iran, Sant6, 101 PROGRAMME DE GESTION DE PROJET D'EXPERIMENTATION EN BALNEATION DU BETAIL A NUTRITION, Bresil, KIPSIGIS, Agriculture, 11 Nutrition, 59 UNITE DE COURS PAR Pli'OJET Dd YUKON INFERIEUR CORRESPONDANCE, Education et (SKYRIVER), Etats-Unis, ressources humaines, 39 Developpement int_égre, 21 ZAA NA UWATUNZE, Sante, 97

116 LAEDZA BATANANI, 19 (MEB), Bresil, Education et (Voir aussi:) Afrique, ressources huMaines, 57 Autofinancement et financement PROGRAMME APROFAMDE PLANNING local,.Bo_tswana, Developpement FAMILIAL, Guatemala, integre, (Les) _femmes dans le Ropu-lat-ion,-8-7 -2 développement, Interpersonnel, PROGRAMME DE COMMERCIALIZATION Medias populaires DE PREETHI Sri Lankaf, Lesotho-- Population, 85 FROGRAMME -"DE TES71-0N DE CENTRE D'INSTRUCTION A DISTANCE BALNEATION DU BEIAIls A DU LESOTHO, LesothO, KIPSIGIS, Kény, Education et ressources AgriCulture, 11 humaines, 45 PROJET DE COMMUNICATION DE MASSE SUR LA NUTRITION, 4ASAGANA 99, 13 Inde, Nutrition, 63 (Voir aussi:) Agriculture, PROJET DE DEVELOPPEMENT RURAL Aides audio-visuelles, Asie, ,1INTEGRE DE SHADAB, Pakistan, Bailleurs de fonds Developpement integre, 27 internationaux, Emission PROJET D'EN8EIGNEMENT radiophonique, Emission RADIOPHONIQUE EN MILIEU t61evisée, Financement par RURAL, Paraguay, Education l'Etat, Interversonnel, , et ressources humaines, 55 Materiel impcide, Philippines (LE) PROJET DE VILLAGE DE KAVAR, Iran, Sante, 101 Materiel imprime (LE) PROJELJAMU, Indonesie, (L') AditON CULTURELLE Population, 83 POPULAIRE (ACPO), Colombie, PROJET PILOTE UTILISANT LES -Developpement integre 17 RADIO-CLUBS DANS LE CADRE DE ACTION CULTURELLE,POPULAIRE DU L'EXPLOITATION AGRICOLE, HONDURAS4 Hondlras, Thallande, Agriculture, 5 Education et ressources PROJET POUR L'EGALITE jp'ACCES humaines, 53 DES-FEMMESET DES JEUNES. CAMPAGNE DE PLANNING FAMILIAL FILLES A L'EDUCATION, Haute- , SUR LE THEME "AYEZ BON Volta, Developpement COEUR", Jamalqu'e, integre, 25 Population, 75 RADIO DOCTEUR, Haiti, Sante, 99 CENTRE D'INSTRUCTION A DISTANCE RADIO SANTA MARIA, Republique DU LESOTHO, Lesotho, Domini'eaine, Education et Education et ressOurces ressources humaines, 37 humaines, 45 TELEMEDICINE EN 'ALASKA, Etats- DEMONSTRATION DE PLANNING Unis, Sante, 95 FAMILIAL A ISPAHAN, Iran, TELE-NIGER, Niger, Nducatibh et 77 ressources' humaines, (LES) ENFANTS DE MON FRERE, (LA) TELEVISION EDUCATIVE ET LA Nigeria, Population: 81 REFORME DE L'ENSEIGNEMENT, RMATION D'ENSEkNANTS PAR El Salvador, Education et SATELLITE (SI -), Inde, ressoffmwsimmaines, 35 Education et ressOurces UNITE DE COURS PAR humaines, 43 CORRESPONDANCE1 Kenya, (L') ,HOMME EST LA SANTE (MTU NI Education et ressources AF9YA), Tanzanie, Sante, 91 humaines, 39 MASAGANA 991 Philippines, Agriculture, 13 MO.VIMENTO DE EDUCACAO DE BASE

117 -4- Medias populaires , Niger APPROCHE GOMPARATINE ENTRFDES TELE-NIGER, Education et, 'PRINCIPES D'AGRfCULTURE ET ressources humaines,49 LE-PLANNI.NGFAMItIAL, Philippines, Populatiohi 79 Nigeria (LES )ENFANTS DE'MON FRERE, (LES) ENFANTS DE MON FRERE, Nigeria, Population, 81 Population, 81, LAEDZA BATANANI, Botswana, DevelopPement integre, 19 NUTRITION PROGRAMME DES MEDTAS DE MASSE CAMPAGNE 5OURL'ALLAITEMENT TObago, OU PROGRAMME DlEDUCATION . NATUREL, Trinidad et DIRECTE, MeXique, Nutrition, 61 73 CAMPAGNE PUBLIQITAIRE DES PROJET DE0MMUNICATIONDE MEDIAS DE MASSE SUR LA MASSE SUR LA NUTRITION, NUTRrTION, Philippines, 65 Inde, Nutrition, 63 "-CAMPAGNE DE PUBLICITE SUR'LA NUTRITION, Tpnisie, 69 ' PROJET POSHAK, Inde, Nutrition, 67 'PjOGRAMME DES MEDIAS DE MASSE PRQJET POUR L'EGALITE D'ACCES OU PROGRAMME,D'EDUCATION DES FEMMES E-T DES JEUNES DIRECTE, Mexique, 73 FILLES A L'EDUCATION,.Haute- PROJET DE COMMUNICATION DE Volta, peveloppemdnt MASSE SUR,LA NUTRITION, integre, 25 Indel 63 PROJET D'EXPERIMENTATION EN Mexique NUTRITION, Bresil, 59 PROGRAMME DES MEDIAS DE MASSE PROJET POSHAK, Inde, 67 OU PROGRAMME D'EDUCATION DIRECTE, Nutrition, 73 Pakistan, 65 PROJET DE DEVELOPPEMENT RURAL MOVIMENTO DE EDUCACAO DEBASE INTEGRE DE SHADAB, Pakistan, (NEB), 57 Developpement integre, 27 (Voir aussi:) Amerique latine, Bailleurs de,fonds Paraguay internationaux, 8résil, PROJET D'ENSEIGNEMENT Education et ressources RADIOPHONIQUE EN MILIEU humaines, Emission RURAL, Paraguay, Education radiophonique, Financement par et ressources humaines, 55 l'Etat, Interpersonnel, Materiel imprime Participation de l'AID, 67 FORMATION D'ENSEIGNANTS PAR. Moyen-Orient SATELLITE (SITE),-Inde, . DEMONSTRATION DE PLANNING Education et ,ressources FAMILIAL A ISPAHAN, Iran, humaines, 43 Population, 77 PROGRAMME APROFAM DE PLANNING (LE) PROJET DE VILLAGE DE FAMILIAL, Guatemala, KAVAR, Iran, Sante, 101 Population, 87 PROJET DE COMMUNICATION DE MTU,NI AFYA, 91 MASSE SUR LA NUTRITIQff, (L') HOMME EST LA SANTE, Inde, Nutrition, 63 Tanzanie, Sante RADIO-MESSAGES, Equateur, Developpement integre, 23 Nicaragua RADIO MATHEMATIQUES, Education et ressources humaines,33

118' RADIO-MATHEMATIQUES, Nicaragua, PROGRAMME APROFAM DE PLANNING Iducation et ressources FAMILIAL, 87 humaines, 33 (Voir aussi:) Amerique (LA) TELEVISION EDUCATIVE ET LA. Emission radiophonique, REFORME DE LYENSEIGNEMENT, Emission televisee, Guatemala, El Salvador, Education et Interpersonnel, Materiel ressources humaines, 35Q, imprime, Participation de UNITE, DE COURS PAR l'AID, Population COR,RESPONDANCE, Keny4, Education et ressources PROGIAMME DE COMMERCIALISATION DE humaines, 39 PREETHI, 85 (Voir aussi:) Aides audio- PiYS (Voir:) visuelles, Asie, Bailleur.de Afghanistan, Botswina, Bresil, fonds international, Emission Colombie, Republique radiophonique, Filmo Dominicaine, El Salvad'or, Interpersonne,l, Mat.eriel Etats-Unis,'Equateur, imprime, Population, Sri Lanka, Guatemala, HaitiHaute-Volta, Honduras, Inde, Indonesie, PROGRAMME DE GESTIONDE BALNEATION Iran, Jamaique, Kenya, LeSotho, DU BETAIL A KIPSIGIS, 11 Mexique, Nicaragua, Niger, . (Voir aussi:) Afrique, Nigeria, PakiStan, Paraguay, Agriculture, Aides audio- Philippines, Senegal, Sri -vi6uelles, Bailleurs de4fonds Lanka, Tanzanie; Thailand, 1, internationaux, Cassettes, Trinidad, ToUago, Tunisie Film, Ffnancement par l'Etat, Interpersonnel, Kenya, Materiel Philippines imprime APPROCHE COMPARATIVE ENTRE DES PRINCIPES D'AGRICULTURE ET PROGRAMME DES MEDIAS DE MASSE OU LE PLANNING FAMILIAL, PROGRAMME D'EDUCATION DIRECTE, 75 Population, 79 (Voir-aussi:),Aides audio- CAMPAGNE PUBLICITAIRE DES visuelles, Cassettes, MEDIAS DE MASSE SUR LA Correspondance, Emission NUTRITION, 'Nutrition, 65 rad,iophonique, Emission MASAGANA 99, Agriculture 13 televisee, 'Film, Financement par l'Etat, Interpersonnel, POPULATION Materiel ,imprime, Medias APPROCHE COMPARATIVE ENTRE DES pOiSulaires", Mexique, Nutrition, PRINCIPES D'AGRICULTURE ET Radio, emetteur-recepteur, LE PLANNING FAMILIAL, Satellite Philippines, 79 CAMPAGNE DE PLANNING FAMILIAL PROJET D'ENSEIGNEMENT RADIOPHONIQUE SUR LE THEME "AYEZ BON EN MILIEU RURAL, 55 COEUR", JaMalque, (V,oir aussi:) Amerique latine, DEMONSTRATION DE PLANNING Bailleurs de fonds FAMILIAL A ISPAHAN, I-ran,77 internationaux, Education et (LES) ENFANTS DE MON FRERE, ressources humaines, Emission Nigeria, 81 radfophonique, Financement par PROGRAMME APROFAM DE PLANNING l'Etat, InterpersOnnel, FAMILIAL, Guatemala, 87 Materiel imprime, Paraguay PROGRAMME DE COMMERCIALISATION DE PREETHI, Sri Lanka, 85 * (LE) PROJET JAMU, Indonesie, 83 PROJET DE COMMUNICATION DE MASSE (LE) PROJET MODELE DE PLANNING SUR LA NUTBITION, 63 FAMILIAL, 81 (Voir ausSi:) Aides audio- (Voir aussi:) Aides audio- vi$uelles, Asie, Bailleurs de visuelles, Emission fonds internationaux, Emission radiophonique, (Les) femmgs radiophonique, (Les) femmes dans le developpement, Film, dans leodeve1opl5ement, Film, Financement par l'Etat, Inde, Materiel imprime, Medias Interpersonnel, Iran, Materiel populaires,'Nutrition, Apprime, Moyen-Orient, Participation de l'AID 7Mpulation'

PROJET DE DEVELOPPEMENT RURAL (LE) PROJET PILA, 93- INTEGRE DE SHADAB, (Voir aussi:) Amerique latine, (Voir aussi:) Asie, Bailleurs,dc fonds Developpement'integre, internationaux,,Cassettes, Financement par l'Etat, (Les) !emmes dans le Interpersonnel, Materiel developpement, Guatemala, imprime, Pakistan Interpersonnel, Sante

PROJET D'EXPERIMENTATION EN PROJET PILOTE D'ENSEIGNEMENT PAR LA NUTRITION; 59 RADIO DES MEDIAS DE COMMUNICATION (Voir aussi:') Aides audio- POUR L'EDUCATION DES ADULTES, 7 Amerique latine, (Voir aussi:-) Agriculture, Bailleurs de fonds Asie, Bailleurs de fonds internationaux, Bresil, -(Les) internationaux, Correspondance, , femmes daes le develop,pement, Emission radiophonique, Film, Interpersonnel, Nutrition , Financement par I'Etat, Lnterpersonnel, Senegal, (LE) PROJET% DE VILLAGE DE KAVAR, 101 PROJET POUR L'EGALITE D'ACCES DES ,(Voir aussi:) Bailleurs de FEMMES ET DES JEUNES FILLES A fonds internationaux, L'EDUCATION,'25 Interpers.onnelj Iran, Materiel (Voir auszi:) Afrique, Aides imprime, Moyen-Orient, Sante audio-visuelles, Autofinariemeiit et financement PROJET DU YUKON INFERIEUR local, Baillcurs de fonds (SKYRIVER), 21 internationaux, Developpement "(Voir aussi:) Amerique du Nord, integre, Emission Developpement integre, Etats- radiophonique, (Les) femmes Unis, (Les). femmes dans le dans le developpement,,Film, d6veloppement, Film, Financement par l'Etat, Haute- -Financement sar 11 Etat, Volta, InterpersonneL, Materiel Interpersonnel, Skyriver, Tele- imprime, Medias populaires VTR "PROJET POSHAK, 67 (LE) PROJET JAMU, 83 (Voir aussi:).Aides audio-

(Voir aussi:) .Asie; Auto- visuelles,-Asie, financeMent et financement Autofinancement et financement Emission rad_iophonique, local,,Bailleurs de fonds (Les) -femmes dan$ le . internationayx, (Les) femmes developpement, Indonesie, dans le developpement, Film, Interpersonnel, Materiel imprime, Population

I-20 Financement par l'Etat, integre, Emission 0 Interpersonnel, Medias , populaires, Nutrition, radiophonique, Equateur, (Les) femmes dans le developpement, PROJET PILOTE UTILISANT LES RADIO.- Interpersonnel, Participation: CLUBS DANS LE CADRE L'EXPLOITATION de l'AID ,AGRICOLE, 5 (Voiraussi0 Agriculture, RADIO SANTA MARIA 37 Asie, Bailleurs de fonds (VOir aussi:) Amerique latine, internationaux, Emission Autofinancement et financement local, Education.et ressources radiophonique, Financementpar -l'Etat, Materiel imprime, humaines, Emission' Thallande radiophonique, (Les) fammes dans le developpement, RADIO DOCTEUR, 99 Financemen par l'Etat,, (Voir aussi:) Aides audio- Interpersonnel, Materiel visuelles, Amerique latina, imprime, Republique Dominicaine Autofinanoement et financement local, Cassettes, Emis,pio'n Republique Dominicaine radio,phon-ique, (Les),femmes RADIO SANTA MARIA, Educationet dans le developpement, ressources humaines, 37 Financement par l'Etat, Haiti, SANTE Materiel'imprime, Sante (L') HOMME EST LA SANTE, (MTU RADIO-DRAMES SUR L'EDUCATON NI AFYA), Tanzanie, 91 SANITAIRE, 87 "(LE) PROJET DE VILLAGE bE '(Voir aussi:) Bailleurs de KAVAR, Iran, 101 fonds internationaux, Emission (LE) PROJET PILA, Guatemala,93 --radiophoniquei .Financement par RADIO DOCTEUR, Haiti, 99' l'Etat, Sante, Sri Lanka RADIO-DRAMES SURL'EpU,CATION SANITAIRE, Sri Lanka, 105 Radio emetteur-recepteUr TELEMEDECINE EN ALASKA, Etats- (L'X HOMME EST LA SANTE (MTU NI Unis, 95 AFYA), Tanzanie, Sante,- 91 ZAA NA UWATUNZE, Kenya, 97 TELEMEDECINE EN ALASKA, Etats- Satellite Unis, sahte, 95 UNITE DE COURS PAR EXPERIENCE D'ENSEIGNEMENT TELEVISE PAR SATELLITE CORRESPONDANCE, Kenya, Education et ressources (SITE), Inde, Oeveloppement humaineS, 39 integre, 29 FORMATION D'ENSEIGNAVTS PAR RADIO MATHEMATIQUES, 33 SATELLITE (SITE), Inde, (Voir aussi:) Aide"s audio- Education et ressources visuellses, Ameriqua latine, humaines, 43 Education et ressources TELEMEDECINE%EN ALASKA, Etatsr humaines, Emission Unis, Sante, 95 radiophonique, Fihancementpar Secteur interpersohnel, , Agriculture Materiel 'imprime, Nicaragua, Parbicipation de l'AID Devtloppement integre Education et ressources RADIO MESSAGES, 23 humaines (Voir aussi:) Amerique latine, Nutrition Population Casqettes, Developpement 4 Sante

121, Senegal Tele-VTR PROjET PILOTE D'ENSEIGNEMENT PROJET DU YUKON INFERIEUR PAR LA RADIO DES MEDIAS DE (SKYRIVER), Etats-Unis, COMMUNICATIO.N POPR Developpement integre, 21 L'EDUCATION DES,ADULTES, Senegal", Agricui/ture, 7 Thallande PROJET PILOTE UTILISANT LES Skyriver RADIO-CLUBS DANS LE CADRE DE PROJET DU YUKON INFERIEUR L'EXPLOITATION AGRICOLE, (SKYRIVER), Etats-Unis, Agriculture, 5 Developpement integre, 21 A Tobago Sri Lanka CAMP'AGNE POUR L'ALLAITEMENT PROGRAMME DE COMMERCIALISATION NATUREL, Nutrition, 61 DE PREETHI, Population, 85 RADIOS' DRAMES SUR L'EDUCATION Trinidad SANITAIRE, Sante, 105 CAMPAGNE POUR L'ALLAITEMENT NATUREL, Nutrition, 61 Tanzanie '(L') HOMME EST LA SANTE (MTU NI AFYA), Sante, 91 CAMPAGNE DE PUBL;ICITE SUR LA NUTRITION, Nutrition 69 TELEMEDECINE Eti ALASKA, 95 (Voir aussi:) Alaska, Amerique UNITE DE COURS PAR CORRESPONDANCE, du Nord, Etats-Unis, (Les) 39 fetmes dans le developpement, (Voir aussi:) Aides audio- Financement par l'Etat, visuelles, Correspondance, Materiel imprime, Radio, Education et ressources émetteyr-recepteur, Sante, humaines, (Les) .femmes dans le Satellite developpement, Financement par l'Etat, Interpersonnel, Kenya, TELE-NIGER, 49 Materiel imprime, Participation-- (Voir aussi:) Afrique, de l'AID, Radio emetteur-

BailIeurs de fonds recepteur - internationaux, Education et ressoUrces hUmaines, Emission ZAA NA UWATUNZE, 97 televisee, Financement par (Voir aussi0 Afrtque, l'Etat,'Interpersonnel, Bailleurs de fonds Materiel imprime, Niger internationaux, Etission radiophonique, Financsment pzr Television l'Etat, Interpersonnel, Kenya, (Voir:) Etission televisee eZ (Les) femmes dans le Tele'-VTR developpement, Sante (LA), TELEVISION EDUCATIVE ET LA REFORME DE LIENSEIGNEMENT, 35 (Voir aussi:) Amerique latine,

P2. BaiIleurs de fonds i internationaux, Education et ressources humaines, El Salvador, Emission televisee, Financement par l'Etat, Interpersonnel, Materiel imprime, Participation de l'AID

122 PROJECT PROFILES AVAILABLE IN ENGLISH

The follow ing setnf72,.Projeet Profilesare available in English. Those that have been translated aro denoted by: (A) Arabic;FlFrench and (S) Spanish. AGRICULTURE Basic Village Education Guatemala A. F, S iSchool-on-the-Ar India A, F. S The Radio Farm Forum Pilot Project Thailand A. F, S

Mali Lit4stock II Project Mali , Assistance to Rural Broadcasting Afghanistan A, F. S Radio Educative "Pilot Project in Communication Media in Adult Education Senegal A. F, S Kipsigis HOmesteads Cattle-Dip Management'Program Kenya A, F. S Masagana 99 Philippines A. F. S Plan Puebla Mexii:b Lefatshe La Rona-94dr Land Botswana The Training Coniwment of the .. , Thaba Bosku Rua Development Project Lesotho Radio Huayacacotla Mexico NUTRITION 7 Experimental Nutrition Project Brazil A, F. S Breastfeeding Campaign ... Trinidad and Tobago A. F. S . Mass Media Nutrition-Advertising Campaign Philippines A, F, S Nutrition Mass Communication Project India A. F, S Project Poshak India A, F. S Nutrition Advertising Campaign , Tunisia A. F, S Mass Media vs. Direct Education Program Mexico A. F, S POPULATION The Have a Heart Family Planning CamPaign Jamaica A. F, S ..The Model Family Planning Project in Isfahan Iran A, F, S Agricultural Analogy Approach to Family Planning Philippines A, F. S The Korean Mothers' Club Program, -,.", Korea C,:-` My Brother's Children Nigeria A. F, S., The Jamu Project Indonesia A. F. S' Batingaw Philippines Preethi Marketing Program Sri Lanka A, F. S APROFAM Family Planning Program Guatemala °A, F. S -- ., HEALTH Man is fkalth (Mtu Ni Afya) Tanzania A. F.-S The Pila Project Guatemala A. F, S Telemedicine in Alaska ,i, United 'States A. F. S The Danfa Comprehensive Rural Health and Family Planning Projeet Ghana The Candelaria Project Colombia Zaa Na Uwatunze Kenya A. F. S Radio Doctor Haiti A, F. S Promotores de Salud Guatemala The Kavar Village Project Iran A. F. S Health Education Radio Dramas Sri Lanka A. F. S. a

EDtCATION ANa HUMAN RESOURCES Radio Maffiematics Nicaragua A, F, S 'Instructional TV and,Educational Reform El Salvador A, F, S Radio Santa Maria Dominican Republic A, F, S BRAC's Sulla Functional Education Project .Bangladesh ETV Samoa American Samoa ,Mauritius College of the Air Mauritius Radio ECCA, . Canary Islands Correspondence Course Unit ,Kenya A. F, S SITE Teacher Training India A. F. S Lesotho Distance Teaching Centre Lesotho A. F. S Niger. A, F. S Téle-Niger .. Acción Cultural Popular Hondureria_ Honduras A, F. S ,Tarahumara Radio Schools Mexico Radioprirnaria Mexico Paraguay A. F. S Rural Radio Education Project , Functional Literacy and Family-Life 'Planning Program . Thailand Brazil' A. F. S Movirnento de Educagao de Base L. The MOpRAL Adult Literacy ExPerirnent Brazil The Shuar Radio Schools Ecuador ETV Maranhao Brazil ,Korean Air and Correspdridence High School Korea ' KEDI Educational Radio and Television Broath:asting Korea

INTEGRATED DEVELOPMENT . AcciOn Cultural Popular (ACP)) Colombia A. F. S A. F. S La edat Bata Ha tr i , Botswana .77, United States A.F. S The Lower Yukon (Skyrwer) Project A. F. S Radio Mensaje" Ecuador , Agri-Service Ethiopia Ethiopia Ivory Coast Inades LI' Integrated Family Life Education Project EtWopin, Project fur Equality of Aeee§s to ,...,lar... EduCation for Women and Young Girls: UppeiWolta A, F. S The Comilla Project , , Bangladesh Association of Radio Clubs of Niger 1. Niger' The Shadab Integrated Rural Development Project. Pakistan A. F, S Satellite Instructional Television Experiment (SITE) India A, 'F,'S Audio Cassette Listening Forums Tanzania

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