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68-4796 University Microfilms, Inc., Ann Arbor, M Ichigan 68-4796 SAHAR, H afiz, 1929- A COMPARATIVE STUDY OF EDUCATIONAL TELEVISION IN SELECTED DEVELOPING COUNTRIES AND ITS RELEVANCE TO THE SIMILAR USE OF TELEVISION IN AFGHANISTAN. New York University, Ph.D., 1967 Education, general University Microfilms, Inc., Ann Arbor, Michigan Sponsoring Committees 1. Professor Charles A. Siepmann 2. Professor Frederick L. Redefer 3. Professor Emilio L. Guerra A Comparative Study of Educational Television in Selected Developing Countries and its Relevance to the Similar Use of Television in Afghanistan HAFIZ SAHAR Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education of Hew York University. 1967 I hereby guarantee that no part of the dissertation which I have submitted for publication has been heretofore published and (or) copyrighted in the United States of America, except in the case of passages quoted from other published sources; that I am the sole author and proprietor of said dissertation; that the dissertation contains no matter which, if published, will be libelous or otherwise injurious, or infringe in any way the copyright of any other party; and that I will defend, indemnify and hold harmless New York University against all suits and proceedings which may be brought and against all claims which may be made against New York University by reason of the publication of said disserta­ tion Sponsoring Committee: 1. Professor Charles A. Siepmann, Chairman 2. Professor Frederick L. Redefer 3. Professor Emilio L. Guerra An Abstract of A Comparative Study of Educational Television in Selected Developing Countries and its Relevance to the Similar Use of Television in Afghanistan. HAFIZ SAHAR Submitted in partial fulfillment of the requirements f«rr the degree of Doctor of Philosophy in the School of Education of New York University. 1967 (// v k ' > Purpose The purpose of this investigation was to offer recommendations with respect to (l) whether Afghanistan should make use of television for its educational activities; and if it should (2) which of the methods of utilising television, adopted in developing countries, would appear to be the most suitable pattern for the similar uses of the medium in Afghanistan. Procedure The basic hypothesis to be tested was that television has provided a demonstrably effective way of disseminating fundamental education and eradicating illiteracy in developing countries. To test the hypothesis, a historical- review of the variant uses and effectiveness of the medium in selected developing countries, was made. And to establish a logical ground for recommendation, the elements of similarities and dissimilarities among the developing nations were explored. Finally the gathered information was related to present educational problems of Afghanistan. Results (1) Thd,. study' disclosed a' substiintidl bddy of . empirical; evldenoe in support of the hypothesis that television constitutes a viable instrument of education for meeting a wide variety of cultural and social needs in developing countries• (2) In spite of their widely dispersed location over the world and the diversity of their history, culture, and political organizations, the countries surveyed exhibited certain striking smilarities* (3) The conditions in and the needs of Afghanistan were substantially the same as in the developing countries studied. Re commendat ions Regarding the use of educational television in Afghanistan, the investigator suggested that television can bring about a crucial change in education in Afghanistan; and that the medium seems to be a contributory answer to the problems that handicap education and consequently hold back the country. Recommendations regarding the most suitable method of utilizing the medium in Afghanistan were made bearing upon the system of its operation, the subject matter to be broadcast, and ways of handling the initial problems. The system of broadcasting has been already decided as being governmentally owned and operated system. The subject matter should concern the areas where the most pressing needs in education are felt, namely, in elementary and adult education. Designating the elementary level (as distinguished from higher education) as the target area kills two birds with one stone in that subject matter of elementary level can be easily understood by adult illiterates as well• With respect to the handling of initial problems, a start on a small scale was recommended, to be carried out as a joint responsibility of the Ministry of Education and the Ministry of Culture and Information. It was further recommended that Kabul, the capital of the country, should be considered as the first experimental ground for this project, not only because most of the developing countries started in this way, but because of geographical and demographic considerations, as well as, certain other sig­ nificant considerations included in the text. CLEARED BY BURSA WAY 2 41967 TELLER 1. (i) PREFACE The investigator is indebted to professor Charles A. Siepmann for his patience and sympathetic guidance generously given at all points during the develop­ ment of this thesis. He has also benefited greatly from the advice of other members of his sponsoring committee, professor Frederick Redefer, and professor Emilio Guerra, as veil as from the suggestions and cooperation of associated professor George Gordon. For assistance in the collection of data, the investigator is under obligation to a great number of American organizations, such as Stanford University's Department of Communications Research, United States Office of Education, and the Peace Corps headquarters in Washington, D. C. for the magnificent help they have given to the investigator. He is also thankful and obligated to the individuals and organizations, outside the United States of America, that were prompt in responding to his correspond­ ence, and helpful in providing valuable materials required for this dissertation. Among these organizations were Nippon Hoso Kyokai (NHK), Central Educational Television (ii) Overseas (CETO), and the United Nations Educational, Scien­ tific and Cultural Organization (UNESCO) and its Department of Mass Communication. Last, but not the least, mention should be made of the generous assistance of the staff of the Education Library, New York University, New York Public Library, Library of Teachers College, and Library of Pord Foundation. The laborious task of assembling the material upon which the thesis is based was greatly facilitated by their cooperation. (iii) CONTENTS CHAPTER ONE. INTRODUCTION......................... 1 I. The Nature and Scope of this Thesis . 1 II. Research Procedures Used in this Thesis . 4 III. Significance of the S t u d y ............... 7 CHAPTER TWO. T E L E V I S I O N ............................ 13 I. The Medium’s First Stage of Development . 15 A. United States of Am e r i c a .......... 15 B. Great Britain .................... 21 C. F r a n c e ........................... 22 D. C a n a d a ........................... 23 E. Italy ............................ 25 F. West Germany ................... 26 G. U.S.S.R............................. 28 H. Japan ............................ 31 II. The Medium's Second Stage of Development . 33 A. Latin Am e r i c a ...................... 35 B. Asia ............................. 36 C . A f r i c a ............................. 37 D. Network Interconnections ........ 38 (iv) CHAPTER THREE. EDUCATIONAL TELEVISION IN TECHNOLOGICALLY ADVANCED COUNTRIES . 46 I. The Need for Educational Television .... 46 II. Instrumentality and Serviceability of Educational Television ..................... 51 III. Educational Television in Industrially Developed Countries ........................ 55 A. United States of America .......... 56 B. Great Britain ....................... 61 C. P r a n c e ................................ 62 D. I t a l y ............................. 63 E. U.S.S.R................................ 64 P. J a p a n ..................... - , . 65 CHAPTER POUR. EDUCATIONAL TELEVISION IN DEVELOPING COUNTRIES................69 I. Introduction .............................. 69 II. Educational Television in Latin America . 73 A. Colombia . 74 B. Argentina ................. .... 80 C . Brazil .............................. 88 III. Educational Television in American Samoa . 93 A. Elementary Education ................. 95 B. Secondary Education ................ 101 IV. Educational Television in Africa......... .. 102 A. Nigeria .......................... 103 B. Uganda ............................. 109 (v) C. A l g e r i a ........................... 112 D. Ethiopia ........................... 115 E. K e n y a ................................ 118 P. Liberia ............................ 12£ G. United Arab Republic .............. 124 V. Educational Television in Asia .......... 153 A. India .............................. 134 B. Philippines......................... 142 CHAPTER FIVE. SUMMARY REVIEW OF USES OF EDUCATIONAL TELEVISION IN DEVELOPING COUNTRIES . 150 I. Introduction .............................. 15© II. Variant Uses of Educational Television and Their Incidence ....................... 152 III. E f f e c t i v e n e s s .............................. 155 CHAPTER SIX. CONDITIONS IN AFGHANISTAN AS COMPARED TO THOSE IN DEVELOPING COUNTRIES . 159 I. Introduction .............................. 159 II. Education .................................. 162 CHAPTER SEVEN. CONCLUSIONS AND RECOMMENDATIONS . 174 APPENDIX ...........................................
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