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TITLE Development Communication Report, 1990/1-4, Nos. 68-71. INSTITUTION Agency for International Development (IDCA), Washington, DC. Clearinghouse on Development Communication. PUB DATE 90 NOTE 74p.; For the 1989 issues, see ED 319 394. AVAILABLE FROMClearinghouse on Development Communication, 1815 North Fort Meyers Dr., Suite 600, Arlington, VA 22209. PUB TYPE Collected Works - Serials (022) -- Reports - Descriptive (141) JOURNAL CIT Development Communication Report; n68-71 1990

EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Adult Literacy; *Basic Skills; Change Strategies; Community Education; *Developing Nations; Development Communication; Educational Media; *Educational Technology; Educational Television; Feminism; Foreign Countries; *Health Education; *Literacy Education; Mass Media Role; Public Television; Sex Differences; Teaching Models; Television Commercials; *Womens Education

ABSTRACT The four issues of this newsletter focus primarily on the use of communication technologies in developing nations tc educate their people. The first issue (No. 68) contains a review of the current status of adult literacy worldwide and articles on an adult literacy program in Nepal; adult new readers as authors; testing literacy materials; the use Jf hand-held electronic learning aids at the primary level in Belize; the use of public television to promote literacy in the United States; reading programs in Africa and Asia; and discussions of the Laubach and Freirean literacy models. Articles in the second issue (no. 69) discuss the potential of educational technology for improving education; new educational partnerships for providing basin education; gender differences in basic education; a social marketing campaign and guidelines for the improvement of basic education; adaptations of educational television's "Sesame Street" for use in other languages and cultures; and resources on basic education. Women are the focus of the third issue (No. 70), including articles on communicating with women; effective training for women; agricultural extension and African women farmers; hygiene education; ways to increase mothers' self-confidence; and community publishing as a strategy for women's development in Zimbabwe. The final issue (No. 71) focuses on health education, including the role of mass media and television commercials in influencing lifestyles and behavior pertaining to health care, and the success of community education programs in Brazil, Nigeria, Sri Lanka, Singapore, and Uganda. Each issue also includes announcements of upcoming conferences, other information resources, and book reviews. (DB) U.S. DEPARTMENT OF EDUCATION Office of Education& Research &nd Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) n This document has been reproduced as received from the person or organization originating it. 1-.1 Minor changes have been made to improve repoduction quality

Points of view or opinions staled in this docu . ment do not necessarily represent offictaI OERI position Or pOhey

DEVELOPMENT COMMUNICATION REPORT

1990/1-4

Nos. 68-71

BEST COPY AVAILABLE

4.0 g9,7

Development Communication Report

199WI No. 68

In this issue . . . Adult Literacy: A Call Adult Literacy: A Call to

Communicators 1 to Communicators Testing Literacy Materials It's Worth It 3 Writing It Ourselves: Adult Unesco has proclaimed 1990 as Interna- girls' activities, or the demand for labor at Beginning Readers as Authors 5 tional Literacy Year. This initiative has home and in the fields prevent many Speak & Math: Learning raised the issue of literacy to the top of the children in Third World countries from at- Electronically in Belizean Schools 7 international agenda once again, after years tending school long enough to acquire TV Networks A PLUS for of being given low priority. There are at basic skills and knowledge. In other cases, Non-Literates in the United States 9 least two reasons for this renewed interest. uneven school attendance severely The first reason is the stubborn persist- hampers learners' progress, not to mention Eyes on the Prize: Competing for the Attention of New Readers in Asia 11 ence of the problem of illiteracy, despite all the poor quality and scarce resources of the earlier efforts to eradicate it. The num- many .schools. Two Literacy Strategies: ber of illiterates among the world's adult Intensive nonformal literacy programs The Laubach Model 12 population is steadily growing, from ap- are often a less costly, more efficient means The Freirean Model 13 proximate 963 million today to an estimated of reaching those bypassed by the formal Radio Education in Africa 16 one billion over the next decade, if present education system. They are also more easi- Resources for Literacy Promoters 17 trends continue. There is indirect evidence ly adapted to the immediate needs of the What's New, What's Coming 18 that illiteracy has dramatically worsened Tough Questions for International Literacy Year 20 over the past decade a7, a result of deep cuts (continued on p. in educational spending made by many debt-burdened countries. More women are affected than men: one in three women in New Commitment to "Education for All" the world cannot read and write, while the ratio for men is one in five. female literacy should be cut by half; and The second, more positive reason is the by Clifford Block all citizens should have access to essential mounting evidence that literacy brings Nearly 2,000 educational and political knowledge and life skills. direct economic and social rewards for in- leaders representing 156 nations met in To achieve these goals, the power of dividuals and society. Contrary to earlier Thailand March 5-9, 1990, where they communications should be tapped, in the beliefs that educational investment was a made dramatic new commitments to im- view of such leaders as James Grant and "black hole" that produced no concrete prove basic education by the year 2000. Federico Mayor, the heads of Unicef and results, recent research suggests consider- New funding was pledged, and many na- Unesco, respectively. Roundtable discus- at' benefits. Literate workers are tions agreed on the urgent need to sions on distance teaching, rural radio and int IA_ :mployable and efficient, and literate revamp their own education systems. social mobilization through the media at- farmers produce greater agricultural output. Several leaders noted that communication tracted lively attention. Literacy appears to lead to better health and must play a central role in this effort. This new ferment provides a great op- nutrition and longer life expectancy. The The conference was jointly sponsored portunity for communications experts to families of literate mothers arc more likely by the World Bank, Unicef, the United Na- plan education reforms, provide greater to have fewer children, lower infant mor- tions Development Program and Unesco, access for women, provide life skills infor- tality and better nutrition. with 22 cosponsoring aid organizations. mation and mobilize support for these all- In general, primary education through The World Bank and Unicef both pledged important goals. Further information on formal school systems has been favored as to double their aid to basic education. the conference will appear in the next edi- the most efficient means of obtaining univer- Participants set the following goals for tion of theDevelopment Communication sal literacHowever, there is increasing the year 2000; at least 80 percent of all 14- Report. iecognition that expanding and improving year-old boys and girls should attain a primary education will not alone suffice to common level of quality learning achieve- As a member of US'A To's delegation to overcome illiteracy. Armed conflict, ment set by each country; adult illiteracy the conference, Clif/brd Block oNanized nomadic lifestyles, cultural norms restricting and the disparity between male and major mundtableon distance teaching.

Supported by the Office of Education, Bureau for Science and Technology of the U.S. Agency for tra.:rnationalDevelopment (from p. tion as well as political commitment at the poor. Moreover, they can address the highest levels. Communicators can provide ION needs of today's adults and young people valuable assistance to literacy programs through media exposure and promotion. A Development Communication while the enormous task of providing quality primary education for tomorrow's promotional campaign can serve a number Report children is being met. of objectives: raising public awareness Development CommunicationReport, This edition of theDevelopment Com- about the extent of the illiteracy problem published quarterly by the Clearinghouse munication Reportaddresses the issue of and the need for remedial measures, solicit- on Development Communication, has a ing financial support for the program, circulation of over 7,000. The newsletter is adult literacy and its achievement primarily available free of charge to readers in the through nonformal education programs recruiting volunteer instructors, mobilizing developing world and at a charge of $10.00 from the perspective of development com- ilhterate participants and sustaining the per year to readers in industrialized municators. motivation of teachers and learners. countries. Materials Development.Materials that A center for materials and information on Opportunities for Communicators are easy to read, relevant to learners' lives important applications of communication Literacy is a communication issue in the and progressively build reading and writing technology to development problems, the skills are essential to any literacy program. Clearinghouse is operated by the Institute broadest sense of the term. Since ancient for International Research, in association times, the introduction of the written word One of the most important roles for com- with Creative Associates International and radically transformed the transfer of municators in literacy programs is to assist supported by the U.S. Agency for knowledge and information throughout educators in developing printed and visual International Development, Bureau for materials that clearly and logically present Science and Technology, Office of society and over time. On the individual literacy lessons and exercises. They can Education, as part of its program in level, the ability to read and write text is a educational technology and development fundamental communication skill; mastery also assist in pre-testing materials to ensure communication. of this skill enables a person to engage in that learners are effectively mastering learn- The views expressedin Development more advanced forms of communication. ing objectives. Communication Reportare those of the Therefore, the current drive to achieve Instructional Delivery Systems.Along authors and not necessarily of its sponsors. universal literacy implies that each in- with carefully developed materials, well- Original material in the Report may be trained, conscientious instructors are a criti- reproduced without prior permission dividual will enjoy the basic ability to com- provided that full credit is given and that municate in the modem world. cal ingredient of success in a literacy two copies of the reprint are sent to the On a more immediate level, the design program. The mass media can play a role Editor. and implementation of a literacy programs in recruiting volunteer teachers, as men- Clearinghouse on Development present a range of specific opportunities tioned above. Radio, videocassette or other Communication and challenges for communicators and instructional media might also be used to 1815 North Fort Myer Drive, Suite 600 media producers. These roles are briefly train literacy teachers or volunteers, al- Arlington, VA 22209 USA though teacher training at a distance has Telephones (703) 527-5546 outlined beloW and many are addressed in Fax: (703) 527-4661 the case studies in the following pages. yet to prove its effectiveness. Where there Telex: 710-833-0320 IIRINC VA Literacy Policy and Program Design. is a shortage of teachers, literacy instruction One fundamental decision that confronts delivered through radio or television broad- Michael Laflin, Director casting, video-cassette or electronic media Kathleen Selvaggio, Editor many policymakers in multilingual can supplement classroom instruction. André Roussel, Information Specialist sodeties is the choice of language of in- Amanda Dory, Chiyo Kanda and struction for literacy and education Post-Literacy Campaigns.Clearly, in Karen Richardson, Library Assistants programs. National languages are usually order to sustain the gains made in literacy favored, but there are cases where minority programs, new readers need a supportive TheDevelopment Communication Reportis languages are used. The mass media may environment and should have ample oppor- produced using desktop publishing under consciously or unwittingly legitimize and tunities to practice their new skills. Here A.I.D. c .ntract #DHR-5831-Z-00-8028-00 popularize one language, perhaps at the ex- again, communicators, including the com- pense of mother, simply by using it. mercial pres.s and private publishers, can as- Reprinting DCR Articles Approaches to Literacy.There are sist educators in assessing the nature of the several models for adult literacy education, demand for materials and in producing low- A prestigious international magazine based in different theories about how cost materials which combine interesting recently reprinted no fewer than seven adults learn and even different educational stories with development messages. articles from a 1989 edition of the goals. The choice of a model will largely In the past, literacy programs have been Development Communication Report. determine the types .f materials fraught with difficulties. These problems This same magazine had previously developed, teaching methods employed, have been at least partly due to insufficient reprinted two additional articles from an curriculum design and the organizational attention to the technical elements of earlier edition of the DCR. We regard structure. Communicators can contribute to designing and implement a literacy pro- this as a compliment. However, in both the ongoing debate over appropriate goals gram. Once political and financial commit- cases, there was no mention of the DCR of literacy programs and which strategies ment is secured, communicators can help as the source of the articles. work best to achieve them. ensure that the program effectively Please, feel free to use our material, Literacy Promotion.To succeed, a strenwhens the literacy and basic skills of but give us credit. literacy program requires broad participa- individuais, families and communities.

2 Development Communication Report 68 Priaciples into Practice

Testing Literacy Materials It'sWorth It by John Comings Once the adult literacy program was un- materials and examination of Nepal's nation- derway, it was noted that the classes were al development goals, the following themes Over the past decade, a national literacy also attracting children who had no oppor- were identified: reforestation, work, nutri- program in Nepal has carried out extensive tunity to attend primary school. In tion, poverty, money, family planning and research, field testing and evaluation of response, Action Aid, a British NGO, and education of children. The key words, literacy materials. Through a participatory Unicef adapted the aduk materials to which include all the lette 3 and basic process, it has engaged learners and com- children and began child literacy classes. sounds of the language, are analyzed or munities in developing the materials and The Ministry of Education and Culture broken down into syllables, which are then identifying educational messages. These adopted and improved these materials Ind used to synthesize new words. This design sound principks of materials development has now added a child literacy component is eclectic: it drew in part from Freirean history are helping Nepal overcome a long to the program. After completing the pro- methods of identifying central themes and of failed literacy efforts and tackle the for- gram, children can enter the fourth grade encouraging discussion (see p. 13), as well midable task of reducing its 70 percent il- of Nepal's five-year primaly school. as from the Laubach emphasis on phonetics literacy mu. In all, more than 350,000 men, women and Unesco's functional literacy approach. Althouffi research and pre-testing of and children throughout the entire country educational materiak and messages have have attended literacy classes over the last long been a mainstay of health and family decade, and the program currently serves Several stories depict women planning communication campaigns, they 100,000 people per year. The government have seldom been applied to literacy having opinions, making of Nepal implements about 40 percent of decisions, learning new skills programs. This is largely because the the classes, while local and international process is necessarily more expensive and NGOs provide the balance. World Educa- and modeling a wide range time-consuming in the case of literacy. Pre- tion and the ministry have trained literacy of self-reliant behaviors. testing requires at least a year for full im- teachers from government agencies and plementation of the program. Since reading NGOs in the use of these materials and pro- and writing skills require extensive prac- gram staff in implementation of the pro- The first book starts with simple letters tice, hundreds of pages of reading material gram. They have also trained a core of and words, gradually advancing toward must be developed. Their messages must government staff to develop additional complete stories and informational pieces. also he designed, tested and revised. In literacy and post-literacy materiak using By the end of the first book, learners have fact, the design and improvement of the same approach (described below). progressed far enough to read and write materials for the Nepal literacy program Encouraged by success, the Ministry and simple stories and do basic math. By the took nearly a decade and cost the govern- partner NGOs have now decided to begin a end of the fourth book, learners cover all of ment of Nepal, USAID, Unicef and other 10-year National Literacy Campaign. The the letters, punctuation and sound combina- funding agencies several million dollars. campaign's goal is serve five million people tions in the language and all mathematical But it's hard to argue with the result: effort over the next decade. Presently, World functions. The later lessons have more sub- and resources have not been wasted, Education is assistin,4 the Ministry in design- stantive content than the earlier ones. This materials are well-designed and culturally ing a monitoring system for the national allows a learner to acquire and practice appropriate, and international agendes sup- program, developing post-literacy materials using skills at a measured pace. Under nor- port the program. and planning the expansion of service. mal conditions, a learner should complete Campaign planning, too, is following the the entire course in 110 classes. A Decade of Progress same model as the existing literacy pro- Reading passages and writing exercises The literacy program in Nepal has been gram: it will involve a three-year pilot effort are alternated with pictures so that par- developed and implemented by the Minis- to expose and solve all the problems ticipants are not overwhelmed with too try of Education and Culture in collabora- before large resources are put into the cam- much text. The size of the print used in the tion with World Education, a Boston-based paign. primen; is large and the space provided for private voluntary organization. It began in writing exercises is ample. Instruction is 1980 with research into ways to use simple Key Words, Comic Strips supplemented by games, discussions and visual materials to generate discussions and Dramatic Stories activities that encourage the learners to around devekTment themes among il- The fundamental skills of reading and analyze and synthesize the letter combina- literate rural people. This process eventual- writing are taught through a core tions, as well as to think critically about ly led to the development of four 96-page vocabulary of key words, which are based problems and issues in their lives. books and a set of learning games that use on the imponant themes or situations inthe In order to promote reading skills, the discussion as the introduction to literacy. learners' lives. These key words are also primers include practice in reading il- They teach written language and simple demonstrated in a simple drawing depict- lustrated stories that follow a Western comic math skills and also provide information on ing the main theme or issue to be discussed book format. Project staff found that par- health, family planning, agriculture and by the participants. Through a process of ticipants enjoyed comics hut needed to rural problems. discussion with villagers, field-testing learn ihe necessary pictorial conventions. t; Development Communication Report 68 3 Principles into Practice

These were introduced through a four- comments. The four-book set of materials birth spacing and explore whether itwas of frame story without words, and par- was produced in a format which is cheap interest to new literates and others needing ticipants were asked to invent a story and efficient for printing on a large scale. In family planning services. The concept of verbally. The convention of dialogue "bub- 1.986, the materials won the Nassih Habib spacing births was well supported by bles" to indicate a character's thought, prize awarded by Unesco. mothers, fathers, grandparents and com- speech, exclamations and questions was munity leaders. Through a combination ( also taught by example. Participants en- Materials for New Nepali Readers focus group discussions andcontest to joyed role-playing the characters, which Presently, the Ministry is addressing the come up with a suitable term, the phrase further aided their understanding of the problem of a lack of good yea:ling material janmaantar(hirth gap) was found to he dialogue and comic convention. in rural areas with a post-literacy program. better understood and more acceptable to Halfway through the first hook, a full, As with the literacy materials, the post- both villagers and family planning ad- multi-page story is presented in illustrated literacy materials have been developed with ministrators. Stories for new literates, using story format. This story tells of a man who adequate research and extensive field-test- the phrasejanma antaranddepicting the drinks, gambles and treats his wife badly. ing, and with the involvement of users. In benefits of a four- to five-year gap in births He spends the money his wife has earned this way, the knowledge of experts is mixed were drafted. Comic strips illustrating these and saved, causing them to fight. After- with the knowledge of the target group. stories and a crossword puzzle were also ward, she leaves him and returns to her The post-literacy materials offer practice in created. These draft materials were field- family. He follows and asks her forgive- reading, and also act as an effective vehicle tested in several sites, and changes were ness. The story ends with the wife trying to for development messages. made based on new literates' feedback. decide whether or not to believe him. To ,.. Lessons Learned ,,, 040. igrA-vsedp9 OTT Many education planners believe that am va. *Pawl , literacy programs fail for reasons external arwMeitehlITITtl to the literacy class. Common reasons given include learners' lack of free time, ir- , ; . relevance of literacy skill to their lives and 4,,,,, , g. %e :f.;-,, . :-- .. /-,:,.-- insufficient material to read after acquiring A literacy. Evaluations of the Nepal program ...... present a different picture: when the .1%,- e4...-,7,,,,,,.ef.,<,..,,le materials and instructional designs are cor- 1 . rectly developed and instructors receive 5 i,,,,.,. .. adequate training, external factors have lit- ,,-...... tle effect. t,, . A Iv Between 10 and 50 percent of par- ticipants succes.sfully complete the pro- ../... Old1. gram. If classes that are taught by instructors. ) show up on an irregular ,1 IA . uk. "I won't play cards, either.,..! Suntali can't decidewhether to basis (or not at all) are not counted, the suc- Instead, I'll work hard." 4* believe him or not. cess increases to nearly 80 percent. Tests of those who completed the course indicated Comics from the first offour books developed for the Nepal literacy program (English translation added). not only did their reading, writing and numeracy skills improve considerably, hut finish the story, the learner must continue One example can be seen in World so did their attitudes and knowledge about with Book Two. Each of the remaining Education's work with Program for Ap- forest conservation, family planning, oral books has elaborate dramatic stories in propriate Technology in Health (PATH) to rehydration and health care. Fifty percent comic format that are serialized between develop reading materials for new readers of the children who complete the course two books, thus adding to learners' motiva- in Nepal on the topic of birth spacing. Re- enter fourth grade in the formal school sys- tion to continue with the cases. And, as in search had shown that the term for "family tem, thus adding to the internal efficiency this story, several depict women having planning" was widely believed to mean "sur- of the primary schools. Preliminary data on opinions, making decisions, learning new gical sterilization" in Nepal, and PATH was participants two years after they complete skills and modeling a wide range of self- interested in developing new messages classes shows that at least 50 percent main- reliant behaviors. Since women comprised promoting birth spacing without reference tain or increase their skills even without a the largest segment of learners, positive to the idea of family planning as permanent. post-literacy program. With the exception female role models were consciously As a first step, World Education staff ex- of instructor attendance, the techniques of woven into the stories. amined all existing materials on family plan- good educational media development can In all cases, stories and dialogues used ning in Nepal for any existing references to solve the internal problems of literacy common spoken Nepali language, rather the concept of birth spacing. We discovered programs and contribute to their success. than the formal language used in writing. that there was no phrase specifically refer- After the first draft of materials were ring to birth spacing. Therefore, we or- As Vice President of World Education, developed and field-tested, they were con- ganized focus group discussions among John Comings manages literacy pmfects in tinuously revised based upon participants' Nepali villagers to discuss the notion of Asia, Africa and the United States.

I; Development Communication Report68 Principles &toPra;;;;;1

Soon, autobiographical writing such asA Woman's Work, Maria's Trip through the Writing It Oumlves: Adult System,andMy Home in Jamaicawere fol- lowed by other, collective writings.&yak- Beginning Readers as Authors ing theSilencegathered the impressions of Asian women living in an alien culture and their own process of coping with the chan- As we learn from the previous article, well-developed materials can be an important ges. Across England small literacy schemes element ofsuccess in a literacy program. But learning to read and write doesn't necessari- joined togethir in 1976 as members of The ly require prepared, standardized materials. As Marilyn Gillespie describes below, the Federation of Worker Writers and Com- most effective reading materials can be those literacy students produce themselves. Using inunity Publishers. papers, pencils, sometimes computers-and their personal experience-middle-aged stu- In the United States and Canada, writing dents wrote materials for one another in the process of learning how to read. This ex- and publishing is a newer and more iso- perience points to a low-cost, self-sustaining and empoweringapprow)to producing lated phenomenon. East End Press in Toron- literacy and post-literacy materials that new readers want to read. to was one of the first groups in North America to publish and distribute student by Marilyn Gillespie England, the United States and Canada for writings for sale. Books such as My Name is Rose, a story by a woman fighting back A few years ago, the small literacy pro- which writing, publishing and the use of against physical abuse, andWorking gram that I directed through a public student-written texts has become a Together, a collective research project by library in Massachusetts began using what part of a curriculum for adult beginning adults who can't read and about problems is called a "writing process" approach to en- readers. they face, have circulated throughout North courage students to write about their lives. From Pen to Publishing 4ouse America - not just to literacy programs but Lidia was the first to begin. "My name is to battered women's shelters and com- Lidia," she started off. "I was born in Italy in Writing and publishing lw adult begin- munity housing projects. Voices: New 1939, in the :aiddle of the depression and ning readers is a grassroots i lovement. It WritersforNew Readers, a new British in the middle of the war." Although Lidia has originated primarily in small, com- Columbian-based magazine with con- had only completed the second grade in munity-based programs. Many kinds of tributors from the U.S. and Canada, hopes Italy and had never written as much as a writing exist. For some programs, writing to attract a large readership with its high single letter before, she was so engrossed consists of having students dictate stories quality photographs and professional in telling her story that she was able to "in- that then become the substance of reading quality format. New Writer's Voices, a series vent" her own spelling system. Page after exercises. In others, reluctant writers start by Literacy Volunteers of New York City, page she reconstructed her own hi.itory: by using dialogue journals, a way of "talk- and Need I Say More, a Boston-based her father going off to fight in "the big war," ing on paper" that allows students to make literacy magazine, are several others. washing dishes for the Gernun soldiers. the transition from oral to written language Why does student writing and publica- the terrible Christmas eve when her mother by exchanging private notes or letters with tion deserve the attention of adult died of tuberculosis and, finally, the trip to a teacher or fellow student. Many programs form student review boards to educators? Four reasons that highlight its America. value both as a process and as a product Soon other students began reading read and select writing or in-house will be discussed here. Lidia's story and from it gained the con- newsletters or anthologies. Still others, like ours, use computers for word processing fidence to start their own. Any reservations Writing as the Exercise of Literacy we as teachers initially had about begin- and desktop publishing. Many pograms, like ours, continually ning readers ability to write disappeared as In England. where publications by adult grapple with the problem of defining who people began to pour words onto the page. literacy students are perhaps most well es- decides what should he taught in a literacy There were powerful messages in their writ- tablished, the movement has grown up as program for adults. On the one hand, we ing: recollections of childhoods stolen part of a larger tradition of "worker writ- away by having to leave school and go to ing." In the early 1970s. Centerprise, a work at an early age, histories of jobs [This writing) presents a powerful alternative to the found and lost, women's memories of community center abuse and desertion, genealogies of the and worker publish- idea that writers are privileged, highly educated in- births of children and grandchildren and ing project in the dividuals who sweat out Great Works in the privacy of thought-provoking reflections about what heart of Hacknt y, their own garrets. Writing and writers, for all tire being unable to read had meant in their was one of the first extraordinariness, become ordinary and everyday, lives, Most of our students were able, in to undertake publishing books by open to anyone and everyone. one form or another. to get words down on Centerprise Publications Brochure the page. Those who couldn't used a "lan- and for beginning guage experience" approach to dictate their readers. A literacy want to provide our students with the hard stories to a tutor. Their oral histories then teacher, discouraged by the gap between skills they need to be "functional" in their became their first readers. his students' lives in Hackney and worlds. On the other hand, we are oftei. Our project is not unique. It is one of a materiak available for beginning readers, well aware of how seldom we and they are gil)wing number of programs throughout approached Centerprise with his idea.

7 De.'elopment Communication Report 68 5 risciples into Practice

challenged to consider for what purpose As our program I think it [writing' makes you stronger in lots of ways. they want and need reading and writing. In- began to use a writ- stead of seeing literacy as the exercised ing process ap- I mean, we often think our life's very bad but when ability to use reading and writing in one's proach, we found .you listen to someone elsesfe, it's a lot harder and I own cultural context, too often pre-pack- writing became an think it give you more strength to carry on. Whatever aged commercial Curriculum give the im- effective means for I write down, I want to share it with the world. pression that becoming literate is simply a indivklualized in- New author Ellen Knada, from her autobiography matter of completing a workbook series or stniction. Sharing Conversations with Strangers ,passing a test, Students are passive con- and discussion of sumers of dominant language, cultural and the writing tended workplace rules rather than being en- to focus attention on "generative" topics of same story. During the final drafts before couraged to develop the creative capacity immediate and often existential meaning to publishing teachers and students together to produce their own knowledge and dis- students themselves. discuss issues of "final" editing and lan- cover their own voice. Writing in literacy guage. Decisions about whether to use programs is a telling example. Seldom does Writing as Effective Instruction "standard English" or the students' own writing move beyond handwriting, filling During the 1970s, frustrated that many dialect and whether to correct mistakes or out job applications, and answering teacher- students were not learning to write in leave them as written are made, Gradually, determined "comprehensirm questions," school, researchers began to look for alter- the more students write, the less assistance Researchers such as Malcolm Knowles natives by observing what good writers do. they need. Not only have they learned and Patricia Cross have shown that adult They found writing to be a recurrent and skills but they have developed the capacity learning is most effective when it draws on collaborative process. Good writers dis- and self-confidence to see themselves as the individual's previous experience, is re- cover their topics as they write. They think, writers and authors. lated to immediate needs and involves the plan and "prewrite" before ever beginning Although the use of computers is not es- adult in decision-making about instruction. a piece of text They write many drafts, sential, for many programs getting com- revising, rereading puters and beginning to write and publish tryin' to learn how to publish a book- to write and talking with go hand in hand. In our program, we coon found that we could teach most students about some of the things in niy life. My teacher told others. Attention to simple word processing using a commer- me that's the way a lot of writers started off, by writing editing, punctuation and grammar comes cial software package. Many learned to about some things in their past...This is just the first later, after the con- "hunt and peck" after a few weeks and preferred the appearance of typed text to step. Now I got to tab, the second step. tent is clear, their own handwriting. which they thought New author I.uther Watson, from his autobiography Soon teachers of "The Little Boy and the Hobo Man" both children and looked childish. A few, mostly very basic college students beginners, chose not to type, preferring to focus on handwriting and basic reading. (Donald Murray. Donald Graves, After trying drill and practice software, we Nancy Atwell. Lucy found that, in the long run. having stu- dents learn word processing was a more Calkins and others) valuable use of their time. We have used began to find ways to apply this re- computers to write collective stories, let- ters and book reviews: to format cook- search to practice. They developed the books, letters collections and poetry into "writing workshop." small books; and to modify students' own Students brainstorm writing so that it can be used for skill-build- ideas for topics, ing exercises. Computer graphics have share drafts and provided an opportunity for students to make decorative covers for their books. revise at their own programs for church bulletins, greeting pace. Skills are taught in the context cards, and newsletters they fed proud to of students own im- show to others. mediate writing. For Wri*ing as Text example, during one draft students might Recent findings of reading research learn about where to have encouraged he notion that learning to read is often morenot lessdifficult put periods and ques- tion marks. During when it is stripped from its meaning and ixoack the next draft, a "writ- isolated in skills sequences. In schools, teachers are increasingly using story books ing conference" and high interest non-fiction, referred to as might focus on "whole" texts. Within adult literacy these Literacy studotts in Vringfield. Massachusetts,toed computer graphics andstrategies to Lorrect cksktop publishing programs to make these Covers for their autobiographiesspelling errors in the (conlinucci (nip. /9)

6 Development Communication Report 68 Principles ink, PracticeI

the answer, the machine provides immedi- ate feedback with one of the following responses: "That's correct," "Wrong. Try again," or, if the student has erred twice, "Incorrect. The correct answer is ..."It reports a score for each series of five problems. , The Speak & Math study is being con- rmlisPribilr ducted under USAID's Learning Tech- -111 nologies Project by the Institute for International Research and the Belize Education I..aboratory. Assistance is being provided by the faculty of Belize Teachers College.

An African Precedent The Belize study is building upon a study undertaken several years ago by the Center for International Education, Univer- sity of Massachusetts, on the feasibility of using electronic learning aids in primary schools in a developing country. The Speak & Math: Learning study, conducted in Lesotho, looked at the use of the Speak & Math and a related Electronically in Belizean SchooLs learning aid called Speak & Read to im- prove sixth-graders' basic skills in mathe- matics and English. It suggested that by Pornjit Arunyakanon learners to solve the mathematics problems electronic learning aids could be easily in- encountered in school and in daily troduced into classrooms, that students and Itis math hour in a small primary Skill in mathematics computation comes teachers accepted them quickly, and that school in rural Belize. The teacher has just through practice, but practice opportunities students using them had higher achieve- finher1 giving a lesson in basic se ',traction are usually insufficient in textbooks and in- ment. to a class of skinny, blue-uniformed first- structional activities, especially in develop- Although the Lesotho study arii second-graders. Rather than spend the ing countries. Teachers and students often demonstrated the feasibility of using next half-hour drilling the students. the find drill and practke to be time-consuming electronic learning aids to improve achieve- teacher groups the children by threes and and boring. The result is that practice is ment in a developing country, many ques- distributes a hand-held electronk aid avoided and skills are not mastered. tions were not answered, such as the called "Speak & Math" to each group. Electronic learning aids can provide long-term effects on computation skills, or The children erupt into noisy activity, more opportunities for practicing and comparative results for different grade jostling with one another to work with mastering computation. The scenario levels. The Belize study focuses on machine first. When they have settled described above occurred as part of a younger grades, offers a more structured down, Speak & Math shows each user a feasibility study currently underway in Bel- format for the use of the aids, analyzes subtraction problem and simultaneously ize, exploring the use of Speak & Math to students' achievement for the entire year in- speaks the problem aloud through a built- improve mathematics skills in selected Bel- stead of three months and will provide a in voice synthesizer. Punching an answer ize schools where math skills have been formal cost analysis. onto the numeric keyboard. one boy looks found to be especially weak. Preliminary The Belize feasibility study will deter- crestfallen when the machine tells him, results of the study are encouraging. mine the impact of the use of hand-held "Wrong. Try again." speak & Math, manufactured by Texas electronic learning aids on math achieve- Instruments. Inc., provides drill and prac- Numeracy: A Building ment of students in first, second and third tice exercises in addition. subtraction, multi- Block for Literacy grades. The study will compare changes oc- plication, division and some rudimentary curring during the course of a school year Acquiring nurneracy is a key part of the word problems. The battery-operated in student achievement in mathematics in literacy package. Skilled use of numbers is machine, which costs about US $40, the classrooms using the Speak & Math essentkil to success in school, on the job measures seven by ten inches and weighs with students in control classrooms receiv- and in daily life. A basic education without just over one pound. It generates about ing only conventional instruction. Eight numeracy is like a tent without poles. 1(10.000 problems, more or less randomly, schools (four experimental and four con- Too often, however, basic computation- at three levels of difficulty. Once users have trol), consisting of about 800 students, al skill is not mastered in school or during selected the type of problem and the level were selected from a group of fifteen small literacy training activities. Without suffi- of difficulty, it presents problems combin- schools where performance on the Belize dent practice, skills are either not acquired ing visual display with synthesized speech National Selection Examination in mathe- or not retained to an extent that enables in English language. After the user indicates matics was below average. Average scores

Development CommunicationRer3t68 7 Principles into Practice

on a pretest covering numeration and com- The students' enthusiasm was extremely final test, there is reason to believe that putation showed the experimental and con- high. Some arrived at school early, or they have benefited from use of the aids. trol groups to be almost identical at the stayed during the lunch hour, for the Students and teachers alike are enthusiastic beginning of the study. chance to work with Speak & Math. Student about use of the aids. The aids serve to The study began in April 1989. Prior to performance on addition and subtraction in break up the monotony of the school day. introducing the aids in the classroom, the four schools that had been using Speak They r.lso give students a taste of modern teachers and principals in experimental & Math for two months was dramatically su- technology that they are unlisely to get schools received orientation on the use of perior to students in the control schools, as elsewhere in their environment. Most Speak & Math and on prescribed proce- measured by a 20-item test. The average teachers believe that students will not get dures and time schedules. At orientation ses- score of the experimental classes was 72 bored with the aids until they have sions, it was suggested that Speak & Math percent and the average for the control clas- mastered the skills being exercised. The be used three times per week for about thir- ses was 52 percent. aids also assist teachers in pinpointing in- ty minutes. But teachers, drawn to the ex- Cultural adaptation to the machine ap- dividual differences, helping them become periment, expressed the desire to use it peared to be a less serious obstacle than ex- more responsive to students' needs. every day for periods of 30 minutes, and pected. At the outset, children were often this is the course being followed. In most extremely curious about how the machine Pornjit Arunyakanon, from Bangkok cases, teachers use the machines in place of worked. "Teacher, how the man get inside Thailand, is a PhD candidate in instruc- classroom drills and practice. the machine?" asked many students tional design and technology at the Univer- In order to minimize costs, students perplexed about the artificial voice. "How is sity of Pittsburgh. For the past three years, work in groups of three, taking turns operat- it that this machine knows the answer?" one she has served as a research assistant hr ing the machine, an arrangement that was inquired. At least one student refused to ac- USAID's Learning Technologies Project. successful in the earlier study. Those not cept the machine's infallibility. "Teacher. operating the machine work alongside with sometimes the man tells me I am wrong and paper and pencil, seeing and hearing feed- I know I am correct," he insisted. Some had back. Teachers review papers to identify initial difficulty in recognizing the voice's Using Radio for any difficulties for additional remediation. pronunciation as well as the shape of num- Literacy: A Conference bers or computation signs in the electronic Preliminary Results An international symposium on display. Many were not used to viewing "Popular Literacy by Radio" will take At the end of the two-month period, in- math problems in a horizontal format, since terviews and tests were conducted to deter- place July 1-3, 1990, in Santo Domingo, the teacher had usually written them verti- Dominican Republic. The conference is mine teachers' views on whether the cally. However, these problems were quick- instruction provided by aids was effective, being organized under the auspices of Un- ly overcome and did not tend to interfere esco, adult education organizations in to gauge their interest in continued use of with students' p:ogress. Latin America, national radio networks in the aids during the 1989-90 school year, Some teachers pointed out that, al- and to determine what learning gains had the Dominican Republic and Spain, and though the aids immediately told the stu- ministries of education from several taken place. dent whether the answer was right or countries. Spanish and English are the of- The results were positive. The interviews wrong, they did not tell him what he did showed teachers to be unanimous in the ficial languages of the conference. wrong when he answered incorrectly. This Throughout the three days, morning belief that instruction provided by the aids made the quality of the feedback lower sessions are dedicatt.,d to panel discus- markedly improved students' performance than it would have been with personalized and attitudes toward math. Following are sions on basic education, literacy radio attention from a teacher. However, only the programming and post-literacy radio some typical remarks: most sophisticated educational computer programming, with special reference to software is capable of giving such feedback. "My children have gained in math; they experiences in Latin America. Afternoon are working much harder and better The software, and the computers to run it, sessions will feature examples of radio now." cost far more than the budgets of schools in programs used for literacy and post- developing countries can afford. "What impressed me is that after literacy in countries in Latin America and repeated practice on the machines, the In the Long Run? Europe. Organizations that wish to kids would be able to do what they present information and examples about could not do at first." It is too soon to tell whether the initial their activities related to the use of radio gains will be sustained over the long run. "The children are cooperativeand for literacy should send a detailed com- This will be answered when the readts are petitive. They engage in a contest to proposal to the conference secretariat. see who can finish first with all correct." obtained from the tests given to students in The registration fee for the symposium May 1990.1f initial improvement rates are Many teachers cited additional benefits. is US $50. For information about registra- not maintained, this might suggest the pos- tion, travel, or accommodations, contact Some noted that the machines freed them sibility that the aids were over-used. If this from supervisory responsibilities, allowing the secretariat of the symposium at the fol- is the case, maximum long-term gain might lowing address: Federico Henriquez y them to devote more attention to slower occur by using the aids only two or three learners. One teacher claimed that the ictro- Carvajal, 2 - Gascu, Apartado Postal 780- days per week, or by bringing out the aids 2, Santo Domingo, DN, Dominican duction of the machines had increased at- periodically for intensive use. tendance in her class. Republic. Telephone: (809) 686-4178. Whether or not students who use learn- Fax: (809) 686-4178. ing aids score significantly higher on the

(-) 8 Development Communication Report 68 Priadples into Practice

Evaluation Guidebook TV NetworksA PLUS.for Evaluators trying to select an ap- propriate instrument ror assessing adult Non-Literates in the United Slates literacy programs will appreciate Measuresof Adult Literacy,a new, well-or- ganized guide to evaluation tests and in- began. Through PLUS, ABC and PBS have struments. In September 1986, Capital Cities/ABC, The guidebook reviews 63 commercial- one of the three major broadcasting net- demonstrated the enormous power of ly available tests, grouping them into four works in the United States, and the Public broadcasting to promote and influence :4')- cial action. categories: basic skills in reading, writing Broadcasting Service (PBS), a network of non-commercial television stations, joined and mathematics; oral English proficiency; The First Yeats "affective outcomes," or personality char- forces to raise awareness about illiteracy PLUS launched its campaign in 1986 acteristics such as self-esteem arid self- and to stimulate public-private coopera- with two attention-getting documentaries. determination; and critical thinking skills, tion, private initiative and community ac- such as logic and argumentation. Each tion to help promote literacy. They ABC produced an award-winning documen- entry covers the author of the instrument, launched "Project Literacy USA," common- tary called "At n Loss for Words: Illiterate in the date it was published, its purpose, ly known as the PLUS campaign. Since it America," narrated by Peter Jennings, an brief descriptions of test exercises and pro- began, 222 ABC-affiliated stations and 313 ABC News anchorman and a journalist of cedures, reliability and validity indices, PBS member stations have participated. national reputation. A month later, PBS price and availability. In the "comments" The campaign addresses one of the aired a one-hour documentary, "A Chance section, the author offers candid impres- most urgent social problems in the United to Learn." sions of the strengths and weaknesses of States today. Nearly one out of ten The ABC Office of Communication, which coordinated the campaign for the the instrun tentfor example, whether it is American adults, or 23 million people, are biased toward middle-class or low-income described as illiterate, lacking basic skills network, initiated links with senior people, adults or chilciren. beyond a fourth-grade level. By some producers and urged them to develop pro- The idea for the guidebook came to definitions, 13 percent of the workforce is gram responses to the campaign. A similar the author, Gregg Jackson, when he set illiterate. The US Department of Labor es- process occurred at PBS. Over the next out to evaluate a large nu:nber of adult timates that adult illiteracy costs society several years, both networks aired a wide variety of literacy-related programming on literacy programs for the Association for $225 billion annually in lost productivity, Community-Based Education. He was unrealized tax revenue, welfare and crime. the news (national and local, morning and soon overwhelmed by the diverse array of The broadcasting networks did not at- evening), ABC sports, children's programs, choices. "It was very difficult to know tempt directly to teach people to read and and prime-time shows with stories lines about literacy. Public service an- which instruments were suitable for our write. The role of the media has been to needs, since there was no one gate create national awareness of the problem, nouncements aired on ABC network chan- nels 8 to 14 times per week. A major series throuFh which they all had to pass," Jack- provide information about local resources, son says. Since he was forced to under- recruit volunteers to teach, air regular feed- called "PLUS Learner of the Month" was in- itiated in April 1987 and ran until December take a more comprehensive review, he back about individual successes and issue decided to publish it, since "my dilemma a national "report card." On the local was similar to that of other practitioners." level, 428 PLUS Community Task Forces Although the book's target audience is comprised of media, business and com- A REPORT CARD US adult literacy evaluators, it may also munity leaders assess local literacy ON AMERICAN YOUTH prove useful to overseas counterparts. needs and existing services, mobilize Entries indicate whether the instruments resources, and coordinate the expansion are available in different languages and, in of programs or create new ones where many cases, review the test's cultural ap- necessary. propriateness. However, Jackson chose The results have been remark2ble. not to review instruments distributed by Originally designed as an 18-month cam- overseas publishers or the small number paign, PLUS met with such a strong of instruments developed by community response that it has continued for five organizations, since the latter usually had years. Nearly 600,000 people have called not been subjected to reliability and a national toll-free hotline for literacy in- validity analyses, and often are not avail- formation or to volunteer. Calls to state able in large quantity. and local hotlines have increased 10- to Copiesof the guidebook are available 15-fold Laubach Literacy Action, one of from the Educational Resources Informa- the nation's largest literacy service or- tion Center, Clearinghouse on Tests, Meas- ganizations, reports that the number of urements and Evaluation, 3333 K St,, students has quadrupled over the last NW, Suite 200, Washington, DC 20007, four years. Literacy Volunteers of USA. Telephone: (202) 342-5060. The America reports a 150 percent increase price is not yet determined. 'n enrollment and volunteers since PLUSFrum Youth/PLUS campaiRn material.

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Development Communication Report 68 9 rPrincipies lotto Practice

1988. Learners told in their own words how order to take a holistic view of the social "Breaking tlw Cycle" was the name their lives were transformed by learning crisis confronting American youth given to a series of public service an- how to read and write. 1he PLUS campaign Youth/PWS has two main goals. The nouncements designed to call attenti(n organizers also tapped ABC- and PBS-af- first is to establish the link bt tween il- to) the cycle of illiteracy passed fmni filiated radio networks: 2,500 radio stations literacy and the whole range of related generation to generation, and ways to across the country ran PLUS public service problems cited above. The second is to overcome the problem. announcemeu,s, news and longer stories. build awareness of the positive ways that Mentoring was a scheme devised for Literacy was tied to national events. For basic skills can he strengthenedpromot- children whose parents do) not know example the theme of civic literacy was ing family reading, focusing on early how to read. It encouraged people linked itte 1987 bicentennial celebration childhood education, support for educa- who can read to act as mentors to of th.2.- American Constitution, emphasizing tional reform, and recognition of those who children, thus breaking the cycle of r the importance of literacy for individuals tergenerational in fulfilling the requirements of citizen- "Making the Grade: A Report Card on ship in a democratic society. A national American Youth" featured a documen- report, "Workforce 2000," pointed out the tary TV program and related outreach inadequate of skills in the work Read efforts to examine problems facing the force, especially among young people, nation's youth and current efforts to the steadily rising level of skills required help solve the problems. It includal in industry, and the diminishing propor- Togethet 400 "summit meetings" in town conn- munities across ihe country to develop tion of young people in the population. local action plans for confronting the PLUS reinforced the economic imperative same issues. of literacy among young people. Among other initiatives, "The Unsung Critical Questions Americans" is a monthly series of public Literacy service organizations are service announcements that recognizes pleased that the PLCS campaign has finally community public service and promotes raised the literacy issue to national voluntarism. Each month a different in- prominence. Many have been forced to) dividual is featured as an "unsung dramatically expand their seivices in American" for volunteer activities that aid response to rising demand, a situation other the development of young people. In education groups would find enviable. November 1988, nationally televised However, this expansion has also created literacy honors were presented to 20 Share The Joy. problems, particularly in the financial area. PLUS Learners of the Month at a gala "Growth in financial support has not event and to Barbara Bush, the Logo used in Youth/PIPS family reading campaign kept upith the growth in demand for ser- President's wife, who has been a longtime overcome illiteracy and those who help vices," says Beverly Miller, Director of Com- supporter of literacy activities in the nation. young people to succeed. munications for Literacy Volunteers of The second ceremony, broadcast from the To meet these goals, organizers iden- America. "People don't always realize that White House in March 1990, honored tified several action strategies. One was although we rely on volunteer tutors. we -c hers , literacy volunteers and com- coupling national mech attention with need funds for training volunteers, for munity activists. plans for local action, so that the media materials. and for administration of our programs." Youth/PLUS: Illiteracy in a focus was complemented by operational Broader Context support. Another was bringing together The PUTS campaign opened some doc)rs groups that normally lack opportunities to to) major corporate do mnors. but not enough &pens agree that the major p?vhlems af- io fill the gap. Ironically, fm all P1.1'S's em- flicting young people in A merka are so work collaboratively, such as educators, business people and youth serice phasis on private sector initiative and volun- severe that it is no exaggeration to refer to tarism. many literacy service organizations them collectively as a "youth crisis." Studies providers. The campaign launched a series of intitiatives, including the following: are setting their hopes on increased govern- have identified six key pmblems: substance ment funds to rescue their financially abuse, teen pregnancy, illiteracy, crime, A family reading campaign called "The strained programs. As Peter Waite, exe;-u- dropping out of school and unemployment. Summer of the Readasaurus" created tive director of Laubach Literacy Internation- The incidence of these problems is greater two characters, twin dinosaurs Rex and al, remarks, "Illiteracy will not he solved Rita, who survived extinction because in the US than in any other industrialized with volunteers, but it will not be solved they learned to read. The goal of cam- nation. without volunteers." Project Overview, PLUS Campaign paign was to encourage "millions of kids to read millions of books" during the summer of 1988. By summer's end. As the PLUS campaign gained momen- over one million postcards had arrived bormore information, amtact: Capftal tum, organizers began to recognize the from children who had read a total of Cities/ABC, 77 West 66th Street. Neu.York. need to address illiteracy as part of a larger three million bc)oks. The theme was AT 10023, SA. Telephone: 212) 4 56- web of interrelated social problems. In continued with public services an- 7227; or Public Broadcasting Sen,ice. April 1988, Youth/PLUS campaign began in nouncements featuring celebrities who WQED. 4802 Fifth Ave Pittsburgh, PA encouraged reading to children. 15213. (14.lelephime:(412)622-1491

!O Development Communication Report 68 Prisciples intoPractice-1

Eyes on the Prize: Competingfor the Attention of New Readers in Asia

It is often said that a picture is worth a The Malaysian daily NewStraits Times cap- thousand words. But rather than replace tured first pri e for its weekly supplement words, a picture can help clarify their mean- "Newspaper in Education." The supplement ingand interest people in reading them. makes use of maps, diagrams, and comic Yet for many new readers in developing strips both to give students a functional use countries, it can be difficult to find well- of the English language and to train illustrated materials that are written at an ap- teachers how to use the newspaper as an in- propriate level of difficult., and are also structional tool. Second prize went to the relevant to their lives. Chinese Curriculum and Teaching Materials So, in order to encourage the produc- Research Institute for its booklet, "Frogs Are tion of attractive, informative materials for Our Friends," which seeks to promote new literates in Asia, the Asian Cultural Cen- English literacy while also educating rural ter for Unesco (ACCU) in collaboration readers on frogs ability to protect crops by with the Unesco Principal Regional Office eating insects. Among nine third-prize win- for Asia and the Pacific sponsors a contest ners, a booklet from Bangladesh explores for the best-illustrated post-literacy rural dwellers' income and land problems Selections fmm a third prize-winning Vianameu materials. The contest is open to through a traditional Bengali folk-poem hooklet that tells the story of Inup. who overcows governmental and non-governmental or- known as "punthi" and beautifully etched his family's pmtests and plants a home garden to ganizations, institutions and businesses in drawings of village increase family income. the 21 Asian member countries of Unesco. Selections were made on the basis of the In the first contest, held in 1988, 15 appropriateness of the material for the tar- willing to supply each country with a set prizes were awarded to Asian groups rang- get audience, the effectiveness of the il- of positive films for color printing and pro- ing from government ministiv offices, local lustration in clarifying meaning, the vide limited financial assistance. ACCU resource centers, and private publishers. readability of the material and the visual at- also offers regional and national tractiveness of the work. Winners workshops to train artists and writers in receive a certificate of recognition the preparation of literacy materials. Over and cash awards of US $300 to the past seven years, nearly 150 trainees $1,500, drawn from an endow- from a dozen Asian countries have par- ment estabhshed by the Japan ticipated in these workshops. Foundation and private donations. More recently, ACCU has published a Submissions for the second con- colorfully illustrated children's book in test closed in December 1989 and recognition of International Literacy Year. the judges _:xpect to reach a Through vivid illustrations, simple text and decision on a new roiln-1 of occasional games, Guess What I'm Doing recipients in April 1990. captures a slice of daily life of 11 children The contest is only one of a in villages around the globe. For example, series of ACCU activities promot- a headed and braceleted Kallo from East- ing the development of materials ern Africa helps his father, a craftsman, for new literates in Asia. Since create clay figures. Radha from Southern 1980, education and illustration ex- Asia, a red tilak painted on her forehead, perts throughout Asia have col- writes a riddle in Hindi for her classmates. laborated to produc.. 37 Nineteen writers and artists from 16 in- English-language prototypes of dustrialized and developing countries con- materials for new readersnot tributed stories and illustrations to the only booklets, but also posters, 50-page book. The fine illustrations not games, maps, atlases, newspapers, only make reading pleasurable, hut also pamphlets, slides and videos. foster children's awareness of different life- After prototypes are field-tested, styles, cultures and natural environments they are distributed to member throughout the world. countries, where they can be Pbr more information. contact ACC! , adapted according to the national No. 6. Fukuromachi, Shinjuku-ku, 7bkyo language and culture. In order to 162, Japan. Telephone:18131269-44,35. I IL, ts. ii.1111%.,1'41 WI if k fr.. facilitate mass production of local Fax: (81,3) 269-4510. Cable: Asculcentre A (Ann.'s(' poster about aqualculture won honoralne mention. and national versions, ACCU is Tokyo.

rl DeveloprnInt CommunicatiohNeport 68 11 convinced that the effort will have an im- Two Literacy Models:Taking Stock pact in daily concerns such as health, in- come, nutrition, employment, environment, transportation, etc. Over several decades, different models for achieving adult literacy have emerged, each 4.Me literacy learning process can based In a separate theory about how adults learn. Two have been most widely usedin generate bonds of solidarity and trust adult literacy programs in developing countries: the Laubach model and the Freirean among all who participate.These bonds model. The Laubach approach has traditionally emphasized skills in decodtngwritten can transcend otherwise insurmountable words through a highly structured curriculum and materials presenting picture-letter- differences of re"gion, culture, language, word associations. It has promoted one-on-one instruction, by whichnew literates volun- and class. 1.iteracy learning at its best teer to teach another illiterate person until the entire community achieves literacy. The involves a human interchange so positive Freirean approach, on the other hand, has placed emphasis on the meaning of words, that it has a universal, spiriwal appeal. The their relation to the larger context of learners' lives. It relieson a -ommunity-oriented and literacy movement can be a profound force for peace. problem-solving method for literacy instruction, which becomes part ofa larger process of local empowerment. S. Priority should be placed upon those Both strategies have evolved in response to practice and continuing debateover effec- having the greatest need fir learning.The greatest need for liwracy instruction exists tiveness. This is particularly true of the Laubach approach, which hasso broadened its con- cept:ter:foundation that one might reasonably ask whatnow distinguishes it from other among disenfranchised populations approaches. We asked two authors who each have long caperience studying andpractic- generally bypassed by existing develop- nwnt and educational efforts. ing one of these strategies to reflect on its significance for world literacy effortsover time. Inits emphasis on self-determination, critical thinking, community development How can one literacy method embrace and reaching marginalized sectors, the The Laubach Model such diversity of practice? The Laubach ap- Laubach literacy strategy has much in com- proach is not a single technique but rather mon with the approach associated with by Lynn Curtis a body of fundamental concepts that Frank Paulo Freire. Indeed, over the years, the Laubach articulated or which later evolved Laubach approach has moved closer to the This year is not only International from his practice. Given the concepts out- Freirean approach, particularly in its ap- Literacy Year, but also the 60th anniversary lined below, many alternative applications plicationindeveloping countries. How- of the Laubach literacy method, an ap- are possible. ever, theLauhach practitioners would proach to literacy education ainceived by 1. Allpeople are endowed with innate Frank C. Laubach (1884-1970). Beginning human dignity and potential to learn with Laubach's pioneering efforts in the and achieve.The desire for self-deter- Philippines in 1930, literacy programs mination and freedom is universal, and based upon his methods have since been literacy is a means to bring about in- develord in 105 countries and 314 lan- divklual and societal change among A, guages. Laubach Literacy Imernalkmal. the those who lack basic rights and need3, workl's largest private voluntary literacy or- As Frank Laubach stated, "To promote ganization, founded by Frank Lauba,:h in literacy is to change one's conscience by 1955, continues to spread the Li:ubach changing hk relation to his environment, vision in 13 developing nations and 750 US It is an undertaking on the same plane as communes. Around the world, educmors the recognition and incarnation of fun- inspired by some aspect of Frank Laubach's damental human rights." apparach claim to practice the Laubach 2. Literacyincludes not only the ac- method, which is best known by the slogan quisition offundamental skills, but also "Each one teach one" or, as applied in Latin cultural expression, critical thinking and Anwrica, "Let each one learn with others." actUm.Learners must exercise listening, While these far-flung literacy efforts all speaking, reading, writing and math claim to practice the Laubach method, their skills not just at the most basic level, butAteacher uses Laubach inethods to react) literacy in a programs represent a range of different at a level sufficient to solve problems remit-jungle village inthePhilippines. teaching techniques, learning materials, ad- they encounter in their daily lives. A per- minimrative structures and goals. If all prac- son who is literate has the capacity to ac- generally put greater cillphasis on develop- ing specific reading and writing skills, titioners of the Laubach method were quire information, skills and attitudes to rather than on the larger socio-political assembled in a single room, some might ac- bring about needed change. process of empowerment. cuse the others of heresy. In spite of 3. Literacy and detelopment are closely There are also a number of principles zealous dedication by many to a particular linked.Permanent community develop- technique or set of materials for teaching which guide the practice of Laubach ment is not possible when large segments literacy programs. outlined below. basic reading and writing skills, the of the community do not control the lan- i. Laubach method is in reality much more en- guage of their lives. Conversely, people "Each mw wach one" or 'Let each One learn with others." compassing. will not expend the necessary energy and These slogans of the time to learn to read ..md write if they aren't (continued on p. I 5)

12 Development Communication Report 68 change the society as a whole, because im- of work statio...; 1,nd equipment. He then The Freirean Model proved reading and writing skills or self-es- uses the photographs and ethnographic dis- teem are by themselves simply not enough cussion methods to encourage learners to by Paul Jurmo to make the lives of most low-literate talk about their lives, to identify topics and adults significantly better. uses of verbal and written language of con- For some 20 years, Paulo Freire has cern to them. These interests, in turn, be- been a central figure in literacy and nonfor- Freirean Practice: No One Right Way come 'focal points for verbal and written mal education efforts around the world. Freire doesn't set out a "formula" by language instruction. The Brazilian educator's written works which these principles can he put into prac- This example mirrors Freire's own prac- have been widely disseminated, studied, tice. Although he is known for having used tice of showing learners a picture as a debated and written about. Educators, pictures depicting "generative themes"is- "prompt" for such discussions. However, community activists and others amund the sues capable of arousing heated debate the Door, a New York City program which world who are consciously trying to as a stimulus for the kinds of analysis provides basic skills, job training and develop approaches to education and com- described above, he rejects the notion of a health services to young people who have munity development which are more "Freirean method" in the sense of a pre- dropped out of school, educators ask open- responsive to the realities of communities packaged, step-by-step curriculum that can ended questions like "If you could write to cite his ideas as key influence in their work. be implemented in a given setting. tb: President, what would you tell him?" Freire argues that the world social order The instructor notes the themes and uses is characterized by a host of oppressive for- of language which emerge from these dis- ces which keep a large segment of the Creatuv edl (calm ill.spilvd cussions for later use in 'he group. population in a dehumanized state: im- by Freire's ideas have ilot let Or learners might work in teams to poverished, desperate and without a voice write their own essays, fictional stories, in determining the course of their own lack of "a nwthod" stop them poems and songs about those topics. In a lives. A more just social order would be jimn applying his thought. program in Ypsilanti, Michigan, sponsored democratic in nature, with each individual by the United Auto Workers and Ford participating in the process of shaping his Motor Company, assembly line workers or her own personal develor--.nt and the This lack of a clear methodology is share writings and give feedback to each structure of the society as a perplexing to many who want to know other, making suggestions, demanding For Freire, illiteracy is in:, m:x than how to put Freire's ideas to work. It is clarification of a point. For advocates of just being unable to decode lan- sometimes seen by his critics as a sign that this instructional approach, writing is seen guage. It is his ideas are impractical, lacking relevance as a particularly fertile area for develop- one of the concrete expressions of an un- to the demands of the real world. But crea- ment of learners' thinking and .self-expres- just social reality ... lit is] not strictly a lin- tive educators inspired by his ideas have sion skills. (See p. 5 for another account of guistic or exclusively pedagogical or not Ict lack of "a method" stop them from this approach.) In programs like Working methodological problem. It is political ... trying to apply his thought in real educa- Classroom, a family education-and-arts pro- lOn the other handl literacy lisl ... a tional settings. Whether calling themselves process of search and creation ... to per- gram in New Mexico, learners also develop "Freirean," "participatory," "learner- ceive the deeper meaning of language and self-expr2ssion skills through designing the word, the word that, in essence, they centered" or "popular," these practitioners and performing dramas, dance, music, are being denied. structure their programs to enable learners photo-novelas and other forms of artistic Despite the abstract language, Freire's to go beyond the traditional role of student expression. writings have held a powerful message for as passive "consumer" of information In these communication and artistic ex- educators. Education can be a tool to alter spoon-fed by teachers. Instead, learners pression activities, learners achieve a num- the social order, to create a more just sys- are given multiple opportunities to par- ber of objectives. They contribute actively tem, or it can be a means of reinforcing op- ticipate actively in the program, taking on to the creation of a meaningful curriculum. pression. True education is not a matter of high degrees of control, responsibility and They get vital practice using a full range of getting the masses to absorb information reward. These notions have become so per- language skills. And they learn that written and values pre-digested by the powers-that- vasive that even educators who have never language in its many forms is sometiong be. Rather, Freire says that education must read his books are following practices con- which can be used to achieve real, mian help learners move to a higher, "critical" sistent with his ideas. ingful purposeswhether for pleasure, to state of awareness, where they learn how Literacy programs in the United States fx)Istet friendships and family ties, to learn to think for themselves, analyze how they reflect many of the participatory practices a technical skill, or to influence public are shaped by larger social forces and which are occurring in other places policyrather than something one does decide how they can control their relation- throughout the world. For example, many merely to "please the teacher" or "pass the ship with those forces rather than be con- nonformal educators have replaced large, exam." trolled by them. This learning process is "top-down" classes and overly isolating Participatory groups can help learners more than a mere fine-tuning of an one-to-one tutorials with interactive small develop vital social and community individual's self-esteem and reading, writ- groups. believing that they are conducive development skills as well. Participants can ing and other "technical" skills, important to achievement of hnportant cognitive, af- learn how to debate and analyze the issues as those goals may be. Freire says that fective and social goals. In California. they are concerned IA ith. In the process, educationand learnersmust also be educator Raid Anorve tours workplace they develop a "team problem-solving" linked to a larger, collective effort to lailities with workers, taking photographs identity which they can carry with them

r- 1 I ) Development Communication Report 68 13 into their lives outside the program. factoni, including weak information-ex- ticipatory approacli as a suong education Nicaragua-born educator Klaudia Rivera change networks among nonformal and development alternative, there iire a tells how, in a literacy program she educators ond, in some cases, a natural number of things we can do. directed for Hispanic immigrants at La- reluctance by educators to identify themsel- 1. Build COMMUniCatiOla among, SUP- Guardia Community College in New York. ves in a way that invites closer monitoring pwieis uf a participatory approach. We learners did group research on topics like or even suppression by authorities, need to overcome the isolation which now "housing," "immigration" and "jobs." They exists between educatorsand lt2arners recorded information and shared strategies who already sum)ort a participatory ap- for dealing with these issues and invited Me "democracy proach. This can he done by strengthening ouside experts to speak with them. In a movements" now .springing mechanisms through which educators and women's education program sponsored hy up worldwide are a SO of learners can share experience and build Lutheran Settlement House in Philadelphia, solidarity: informal study teams, teacher learners write letters to public officials and potential support and /iced and student exchange programs, conferen- newspapers on causes close to their heart. 1Or participatory ethwatioil. ces, referral services and information Program coordinator Kathy Reilly explains clearinghouses, telephone hot-lines, that, although some of the topics chosen newsletters and professional journals. hy students might be controversial, "these Despite the lack of hard figures, there 2. Reach ma to new sources of ideas and are issues which they are thinking about is much anecdotal evidence of par- support. For example, the fields of reading anyway, so you might as well come out tidpatory education efforts on every con- and writing research, linguistics and eth- into the open with them." tinent; in industrialized and non- nogntphy have produced considerable These instructional methods have even industrialized countries; in countries under- thinking which effectively supports many been carried over into programs which link going major social changes and in relative- of Freire's basic positions. Those same dis- basic mathematics instruction with com- ly more stable nations. Throughout Latin ciplines have produced many participatory munity concerns. In West Africa, Gambian America, the "popular education" move- research, evaluation and instructional tech- farmer co-op members worked in groups ment pre-dates Paulo Freire, but has niques which can be adapted for use in to learn how to perform a basic arithmetic gained considerable strength and direction literacy programs and the converse is just task that was critically important to all of from his ideas. Local groups in the Philip- as true. And the "democracy movements" them: how to properly weigh their pines, India and Thailand have been active now springing up in nations worldwide are produce and calculate how much they in applying Freirean concepts for literacy, a sign of potential supportand needir should get paid for it. Group meetings health, workplace and other forms of participatory education. Et icouraging such provided a context in which farmers could education, while simikir applications are cross-fertilization among disciplines and so- also discuss questions like "How can we be well established in least a dozen African cial movements will require minds open to sure we don't get cheated in our transac- countries. In South Africa. Freirean new ideas and a readiness to break down tions?", "What other tasks can we apply our methods are used in alternative education traditional terntorial harriers. While purists new math skills to?" and "In what other programs provided hy anti-apartheid may argue that "Freire's kleas" will be ways can our co-op heip us?" groups. watered down or co-opted in such a Beyond these "classroom" activities. In the majo-ity of cases. programs have process, they too must guard against some programs have also applied Freire's been carried out hy non-governmental making his ideas dogma, and, in effect, democratic principles to management. For grassroots omanizations. However, a turning Friere into an icon to be worshiped. example, learners at Push Literacy Action Freirean approach does not imply rigid op- 3. Learn how to deal with social, politi- Now, a community-based program in position to government involvement. The cal and economic constraints.lt is naive to Washington, DC, operate a committee Nicaraguan literacy campaign of the early imagine that social institutions committed which advises program staff on curriculum 1980s sti,nds out as one example of a state- to more traditimal forms of education will and other management decisions. Learners sponson:d effort to apply Freirean ap- readily accept participatoty education alter- at Bronx Educational Services in New York proaches to literacy on a national scale. natives. As Freire himself argues, we need City recruit new learners, select and orient More notably, the recent appointment of to understand the socio-political contexts new staff, decide on program policy. raise Paulo Freire himself as education minister in which we work and develop strategies and manage funds for the group, and act fm the Brazlian city of Sao Paulo. follow- for dealing constructively with potential as liaisons to traditional community institu- ing many years in exile, suggests that obstacles or conflicts. tions. Such learner involvement in "ex- educators should seize opportunities to For example. if governmental or educa- tracurricular," management-related exert power at the gmernment level in sup- tion officials perceive a participatory activities can bolster group members' port of participatoty approaches. literacy program as a threat to the existing morale, group klentity, cooperative spirit power structure, they might very well What Needs To Be Done and interest in the program. withdraw support to that program. In some While there appears to he considerable cases, learners who heconw more willing How Many Programs Exist? interest in Freire's kleas, the programs seen to think and take action find themselves cut It is virtually impossiHe to know how as modek of participatoty education off front friends. family members. fellow many groups worldwide use such practices remain relatively small in number and learnersand even from some teachers or with what frequency. Attempts to quan- generally isolated from each other and who feel threatened by their emerging tify the numher of Freire-influenced fnmi mainstream education and develop- strengths. Educators must he aware of dis- pnrgrams are hampered hy a number of ment efkirts. In order to devdop the par- tribution of power not only within society

14 Development Communication Report 68 as a whole but also within educational sys- (CI IRT1S, frmnp. 12) gram types. Robert Caswell, President of tems, within the cultures and families of the Laubach method indicate that literacy learn- Laubach Literacy International, describes a learners they work with, and among ing is based upon mutually supportive continuum of fiv distinctly different pro- learners :tnd staff participating in literacy human interactions anmng learners and in- gram types which can apply the concepts progran' structors. Adults can learn. Those who have of the Laubach method. Educators must also learn to respond to learned can teach those who want to learn. Mass Literacy Programs.Typically, demands by funders and planners for ac- Even if new literates do not directly teach such programs are conducted on a national countability. Too often, literacy educators literacy skills, they can support community scale, but occasionally on a provincial or are expected to justify their existence by literacy programs in other ways, e.g., by community level. Decision-making, producing "numhers"student enroll- building a resource center or library. Volun- materials selection, and program delivery ments, grades on standardized tests and so teers and peers are essential to a successful tends to be centralized. For example, the onas evidence of their effectiveness. But literacy effort. leader of Centro Lauhach de Educacion participatory programs find those kinds of 2. Learners pass from a "learn to read" to Basica de Adultos, Laubach's Colombian measures relatively meaningless. Learner- a "read to learn " phase qr literacy.Learning center, served as director of planning for centered programs are instead huilding moves from known images and ideas to un- Colomhia's national literacy campaign and new forms of assessment whichfocuson known symbols and concepts. For this last year helped apply the Laubach ap- measuring how well programs are helping reason, many basic reading primers using proach in hundreds of rural village sites learners achieve what they want to ac- the Lauhach method use introduce letters throughout the nation. Laubach Literacy Ac- complish with their livese.g., informal and characters through culturally relevant tion, Lauhach's US program, participates as feedback from learners, periodic review of pictures. For example, the letter "f" might a leader in the Coalition for Literacy, which learning contracts, observation of student be presented with an illustration of a fish in connection with the national media cam- involvement in various activities, student drawn to correspond to the shape of the let- paign Project 1.iteracy US (PLUS. see p, 9) is and mohilizing community and national resour- learning logs. Nonformal educators ter. learners, toomust learn how to use these 3. New readers twed easy-to-read, adult ces to develop or strengthen literacy alternative measures, while funders must interest materials.The development and programs throughout the United States. encourage theiruse. maintenance of reading and writing Anis Literacy through Existing Struc- Finally, even the most sound methodol- requires that learners have access to tures.For instance, in the United States, ogy and tolerant political climate cannot printed materials at a level that matches Laubach approaches are used in literacy suhstitute for lack of resources. Literacy their cultural perspective and reading classes taught on the job site and programs programs have traditionally suffered from vocabulary. sponsored within libraries and churches. In lack of funds to pay for salaries, materials 4. Basic reading involves specific skills developing countries, local cooperatives, and administration. Learners themselves in decoding as well as a broader under- village action committees and non- need extra supports like transportation, day- standing of the meaning and context of governmental agencies sponsor literacy care and job opportunities to encourage givenpassages. Effective reading instruction classes based on the Lauhach method. As participation. Literacy groups will have to requires a balance of sequential skill with mass literacy programs. decisions struggle to promote local self-reliance. But development (learning how to sound out about program goals, learning content and recognizing the limits on their ability to words through a phonetic breakdown of resource allocation are usually made by al- generate material resources, especially in vowels and syllables, or "attacking" a word ready literate people. Third World countries, they must also take by identifYing roots, suffixes or prefixes pre- Problem-Solving Literacy.Learners on the role of lobbyist for support from out- viously learnLd) and learning to read for identify their own problems, probe and analyze these problems, and identify com- side funding sources. meaning. 4. mon links between individual and group is- Institute a research and development 5.literau prwams are effective when system. No field, including adult literacy. instruction is based upon students stated sues. They gain command over spoken and moves forward without considerahle ongr)- am; unstated goals fir learning and when written language through educational ink research and development work. While they e.rperience success with learning. materials that evolve from this process. For promising participatory research work is al- example, in Kenya, among the Gabbra t.- ready ,:nderway, practitioners must docu- Applicatons of the Laubach Method nic group, the nomadic people developed ment what theory and practice already By definition, programs that hear the literacy materials based upon immediate is- exists and develop a new "R&D" ethic: to name "Lauhach method" identify with some sues such as income, women's roles, and remain fresh, relevant and vital, we will if not all of the conceptual and practical the clash of Western values and cultural have to continually analyze and revise not principles listed ahove. Similarly, different traditions. These learning materials became only our practice but the thinking which un- literacy programs address different needs in the basis for reading and writing instruction derlies it. varying cultural and socio-economic set- as well as a forum for addressing com- tings. Each program develops its own uni- munity problems. Paul jurmo is a .S'etlior Program As- que mix of educational materials and Literacy for Community Develop- sociate at the Business onincil for Ellectitv techniques, learners served, instructors, ment.Effective problem-solving programs often evolve into longer-term community Literacy hi New York, where be fiwuses on decision-making structures, funding and issues related to uorkplace literacy. In program philosophy. For this reason, con- development initiatives among marginal- Participatory Literacy /989,be co-edited cepts underlying the Laubach method are ized populations. For example, in 14 neigh- Education,a stmt.), of learner-centered appropriately applied to a range of pro- boring villages in central Mexico, landless literacy effinis in the I ',tiled Mates. campesinos used literacy learning as the

Development Communication Report 68 15 basis for organizing community initiatives, including new wells, clinics, roads, home Radio Education in Africa improvements, income-generating coopera- In January 1990, educators and plan- target groups such as farmers, youth, tives, preventive health programs, aquacul- ners from 15 African countries gathered in women and children at the lower grades. ture projects, a new bus service and many Harare, Zimbabwe to share their experien- Officials in African ministries of health, other needed changes. Similar examples ces with the use of radio in formal and education, agriculture and social service can be found in Nepal, India, Bangladesh, nonformal education. The conference, agencies have demonstrated growing inter- Thailand, Philippines, Haiti, Bolivia, which was cosponsorel by Zimbabwe's est in using radio to reach populations Mexico, Sierra Leone, Kenya and Tanzania. Ministry of Education and Culture and the with their information and messages. Movement-Oriented Literacy. This USAID-supported Radio Learning Project, Although radio often serves as an alter- program evolves ts people in literacy and marked the first African regional meeting native to printed materials, especially for il- community action projects join with other on this topic. literates, in some cases radio is being used learning communities to pressure for For African distance educators, the con- to promote literacy and numeracy skills. literacy action and changes in public and ference signalled a general trend away For example, in Botswana, the national private-sector policies. For example, in from earlier experimentation with educa- Educational Broadcasting Unit airs weekly Colombia, Laubach-sponsored groups tional television, because of television's literacy lessons and news to illiterate have come together to form mutual sup- prohibitive costs and high technical re- youth and adults in rural areas. These port networks based upon tl Leir shared quiroments and a renewed commitment to programs aim to develop learners' func- commitment and involvement in popular radio. Particip.mts agreed that radio is a tional literacy skills as well as communi- education. more efficient and cost-effective medium cate government policies and programs. for achieving educational goals. Although The Radio Learning Project's demon- Iynn Curtis, who holds a PhD in adult education. is Director qifInternational technical problems interfere with transmis- strated success with using interactive radio Detvlopment for Lau hach Literacy Intenta- sion and reception, radio is still the most instruction to teach Kenyan school tional. accessible technology throughout the con- children English-language speaking, read- tinent. Most families in Africa's rural areas, ing and writing skills aroused great inter- where the vast majority of people live, est. Currently, Lesotho is implementing a Wanted: Positive TV have a radio set. They rely on radio national English-language program and Messages about Children programs as an important source of infor- Swaziland is implementing a pilot project, mation on agriculture and government both modeled after the Kenyan project. By Unice': is collaborating with World policies, as well as a source of entertain- departing from the traditional practice of Media Partners to prepare a videotape of ment and cultural enrichment. lecture-based radio programs and engag- television program segments that convey The participants generally placed top ing the learner in oral and written exer- positive messages about children and priority on the use of radio for basic cises and responses, interactive radio families. The final version will be dis- education, both in primary schools and instruction effectively develops learners' tributed to TV producers and national com- out of school. For example, in Botswana, functional literacy and numeracy skills. munication planners worldwide to the educational channel broadcasts les- Participants discovered that radio demonstrate the range of possibilities for sons for primary school children on social education often faced similar problems promoting children's interests through the studies, science, current affairs, English from country to country. Most common medium of television. An accompanying speaking and storytelling in 15-minute seg- are technical difficulties caused by lack of manual will provide guidance on using ments for seven hours a day. Children in high-quality broadcasting equipment and various TV formats toward this goale.g., the six primary grades in Nigerian schools insufficient trained personnel and, at the serials, game shows, musical programs, receive regular radio instruction in household level, a lack of radios, batteries documentaries, public service messages, English, math and social studies. Beyond and repair services. In some cases, radio talk shows, news inserts and more. school walls, radio programs such as programs are poorly designed or there is a Presently, the project coordinators are "Health," "The Changing Rural and Agricul- lack of coordination between various mini- seeking examples of TV programs for tural World," "Calling the Women" and stries using radio education. In schools, screening purposes, particularly those from "Kid's World" seek to educate villagers in teachers sometimes did not understand developing countries. They are especially Cameroon about key issues pertinent to how to use radio programs to comple- interested in programs that promote health development. Zimbabwe's Channel Four ment classroom instruction and often lack- and child survival practices among is specifically designated to broadcast ed supplementary materials. Yet, families. In addition. they request evalua- educational programs for out-of-school participants closed the conference by tion studies and descriptive information audiences and in Mali, programs such as resolving to foster closer collaboration in about their use for advocacy, if available. "Green Sahel" and "Agriculture on the Air" order mutually solve such problems in the Videocassettes in any format will be ac- are broadcast in local languages every future. cepted; originals will be copied and Friday for peasants, fishermen and Wambut Gitbtora returned promptly. shepherds throughout the country. In Wambui Githiora is an associate of the Please send all tapes and correspon- Ghana, Guinea, Kenya, Liberia, Lesotho, Radio Learning Project. Conference dence to: Edward L. Palmer, Radio/TV Ser- Mali, Nigeria, Swaziland, Tanzania, Ugan- proceedings are available fvrn the project vices, 1.Inicef 11 2-F, 3 United Nations Plaza, da, Zambia and Zimbabwe, daily or week- at the Education Development Center, 55 Chapel St., Newton, MA 02160. USA. New York, NY 10017. Telephone: (212) ly radio programs are aimed at specific 326-7000. Telex: 1759891RT.

16 Development Communication Report 68 tinuing education in developing countries. travel from village to village throughout the and two on functional illiteracy in industrial- world so that new literates can write or Resources for ized countries. To obtain copies, contact: draw their messages of hope in their own Unesco Institute for Education, Feldbrun- language. At year's end, the books will he Literacy nenstrasse 58. 2000 Hamburg 13, Federal presented to the United Nations. The Task Republic of Germany. Force distributes posters. pins, and Promoters 4 During 1990, Unesco's International guidebooks for action and publishes a 6- Bureau of Education will produce a series page bimonthly newsletter, free of charge, 4 The Natkmal Clearinghouse on of 40 publications on "Literacy Lessons" in English, French and Spanish. See the Literacy Education, One of 16 US clearing- from leading researchers and practitioners above listing for ICAE address and phone. houses affiliated with the Educational in the field worldwide. The 16-page book- Resources Information Center, was lets are intended to present a broad launched in September 1989 in order to spectrum of international experience. meet the special needs of the immigrant Copies are available in English or French population in the United States. Its purpose from the Publications Unit, IBE, P.O. Box On File at ERIC is to provide information, materials and 199, CH-1211, Geneva 20, Switzerland. by Barbara Minor technical assistance to US literacy service 4 In observance of International The following documents are available groups working with people whose Literacy Year, World Education'sReports from the Educational Resources Informa- proficiency in English is limited. For more magazine is publi.shing a three-part series tion Center (ERIC), Document Reproduc- information, contact the clearinghouse at on literacy. So far, two editions are avail- tion Service, 3900 Wheeler Ave.. 1118 22nd Street, NW, Washington, DC able: "Literacy and the Learner," no. 26. Alexandria, Virginia 22304, USA. Please 20037, USA. Telephone: (202) 429-9292. which examines literacy from the perspec- note ED number and send full payment. Fax: (202) 659-5641. tive on the individual in his or her immedi- 4 World Education and the University ate surroundings; and "Towards a Fully Literacy for Development: An African of Massachusetts Literacy Support Initiative Literate World," no. 28, which examines in- Perspective (Noles from a Sabbatical)by jointly host an annual "Summer Institute for novative mass efforts that reach out to H.S. Bhola. (1986) 46 pp. ED 273 782. Literacy Professionals." This year's institute people bypassed by traditional education. Written by a leading figure in the literacy will be heid June 25-August 3, 1990. Follow- The publication is distributed free of charge field, this short report presents the author's ing a review of literacy theory and practice, to overseas non-governmental organiza- personal impressions of the state of adult participants focus on one of three areas: tions engaged in education for adults. The literacy in Ethiopia, Malawi, Kenya, Tan- development of literacy materials and cur- annual subscription fee is US $10 for in- zania and India. He finds that Ethiopia's riculum; training of adult literacy teachers; dividuals in developing countries, $15 for in- continuous literacy campaigns are paying or management and evaluation of literacy stitutions. Contact: World Education, 210 off despite a desperate lack of resources, programs. The course fee, including accom- Lincoln Street, Boston, MA 02111, USA. while the progress of literacy efforts in modation, is $3,995. To register, contact: 4Convergence,the quarterly journal of India is stifled by corruption and official Literacy Support Initiative. 285 Hills House the International Council for Adult Educa- neglect. In Kenya, literacy efforts are slowly South, University of Massachusetts, Am- tion (ICAE). has made literacy one of its reaching larger numbers of women, but offi- herst, MA 01003. USA. Telephone: (413) primary concerns, along with related issues cial support appears to he waning. Avail- 545-0747. Fax: (413) 545-1263. of popular and nonformal education and able in microfiche for $.86 or in paper copy The Unesco Institute for Education participatory research. With Paulo Freire for $4.06. distributes a series of six publications on serving as honorary president of the ICAE, Radio for Literacyby _loser Muller. learning strategies for post-literacy and con- the journal brings his perspective to many (1985) 413 pp. El) 265 372. of its articles. The first edition of 1990 This compilation of background articles focuses on International Literacy Year and and documents covers issues and case Wanted: Health Materials contains an interview, in Spanish, with studies on the use of radio as a medium for for Basic Readers Freire himself. The annual subscription rate d.2veloping and supporting functional for readers in Asia, Latin America, and A medical school in New England is literacy. A section on planning includes a Africa is US $25.20, for those in other con- seeking printed materials on health topics two-part questionnaire on the use of radio tinents, $30. Contact: ICAE, 720 Bathurst appropriate for low-level readers in rural and 'IV in literacy sent to education and Street, Suite 500, Toronto, Ontario. Canada broadcasting authorities throughout the areas. The school's health promotion cen- M5S 210. Telephone. (416) 588-1211. Fax: ter hopes to locate existing materials writ- world; it could serve as a checklist for (416) 588-5725. ten at a third- to sixth-grade reading level project planning. Anothe , section describes 4 The' ICAE and the Indian Adult Educa- before collaborating with the state the "Rural Farm Forum." an organized tion Association jointly coordinate the Inter- literacy council to produce its own. If you group listening approach that has become a national Task Force on Literacy. which have materials to contribute, please send classic strategy in many radio-supported mobilizes activities by regional and local them to: Area Health Education Center literacy programs. Available in microfiche non-governmental organizations prior to, Program, University of New England, Col- for $.86, or in paper copy for $34.51. during and after International Literacy Year, lege of Osteopathic Medicine, Hills Beach In Janua iy 1990, the Task Force off's.ially Barbara Minor is Publications Cbor- Road, Biddeford, Maine 04005-9599, USA. opened the year in Thailand by launching a dinatorlbr the ERIC Clearinghouw on In- Telephone: (207) 283-0171. "Book Voyage": a series of blank books will fiwmation Resources.

;-1 Development Communication Report 68 17 tion, 3/F Sonolux Asia Building, Ateneo de What's New, Manila University, Loyola Heights, Qui, an Campaign for Inter- City, Philippines. national Broadcasting Agricultural Extension What's Corning Concerned about the impact of pend- "A New Look at Knowledge Transfer" ing deregulation of the broadcast in- will be the focus of a four-week course of- dustry, nearly 30 British private voluntary ColyiYences fered September 3-28, 1990, by the Interna- and environmental organizations have Distance Education tional Program for Knowledge Systems of joined forces to pressure the British The International Council for Distance the University of Illinois. The course will government to protect coverage of Third Education will hold its fifteenth world con- train extension managers in management World and environment issues on and organizational skills to improve the per- ference November 4-10, 1990 in Caracas, television and radio. They have launched Venezuela, marking the first time the con- formance of agricultural extension systems. a campaign urging members of parlia- Course fees are US $2,550, not including ference takes place in Latin America. In ad- ment to take measures, first, ensuring that dition to a full schedule of presentations, travel or living expenses. For more informa- high-quality documentaries continue to tion, contact: INTERPAKS, University of Il- the conference will feature two days of pre- air during prime time and, second, conference training workshops and a two- linois, 113 Mumford Hall, 1301 West strengthening coverage of international Gregory Drive, Urbana, Illinois 61801, USA. hour audio and video link-up by satellite issues on educational television. with sites around the world, in order to Telephone: (217) 333-3638. Telex: 206957. Presently, producers associated with Cable: INTSOY. demonstrate the possibilities of tliese tools government-funded Independent for distance education. Contact: ICDE XV Television (ITV) stations must inform and Conference Office, Apartado 797, Caracas Col!MIS educate the British public. This legal re- 101A, Venezuela. Telephone: 582-573-1346, Distance Education quirement has encouraged in-depth documentaries and current affairs reports Fax: 582-573-6642. Telex: 26111 UNA VC. The Institute of Education at the Univer- that in the past have exposed the sity of London, known for its intensive train- Ethiopian famines or documented global WO rks ops ing courses in distance education, also pollution and deforestation. By replacing offers bachelor's and master's degrees in Communication for Social Change government financial support with fees distance education. What's more, starting in People in Communication, a network of collected from advertising and subscrip- 1991 student,. -in attend either in the Lon- Philippine groups and individuals involved tions, deregulation will force inde- don campus, or in their home countries. in communication and development, will pendent channels to compete with The latter will make use of print, offer a "Seminar on Communication for So- commercial channels. Campaign or- audiotape, and electronic media and oc- cial Change," April 5 to June 6, 1991. The ganizers are concerned that international casional face-to-face regional meetings to course is directed at community develop- programs will be scrapped, since they are In ing courses to students. For more details, ment and church workers in Asia who use more costly to produce than domestic contact: Academic Registrar, Institute of communication strategies for their work. Education, University of London, 20 Bed- programs. First offered in 1989, the seminar covers For more intbrmation, contact: Third ford Way, London WC1H OAL, UK. general theories of communication and World Environment Broadcasting in the development, tools for socio-cultural Information Technology '90s Project, c/o IBT, 2 Ferdinand Place, analysis, and techniques of video produc- With assistance from UneKo and the In- London NW1 8EE, UK. tion. Participan's will apply their new skills ternational Development Research Center, in visits to rural and urban communities. Addis Ababa University has established The course fee is US $1,8(X): those inter- Africa's first graduate program in informa- gram in family health, communication, and ested in participaang are encouraged to tion science. The goal of the master's de- demography, held from May through begin seeking ass..iance from funding agen- gree program is to help African countries February annually. The course is aimed at cies. Applications will be accepted through "harness their infmmation resources for ef- promoting family health activities in mid-1990. Contact: People in Communica- fective use in socio-economic develop- French-speaking developing countries. ment." The university is currently carrying Each year, 15 candidates will be selected out a search for faculty and will accept its for a fellowship covering tuition and travel French DCRs Available first class of information science graduate costs. Candidates must submit an applica- You can now read major articles from students for the fall of 1990. Scholarships tion through the United Nations Develop- several recent editions of theDewlap- will be awarded to six qualified candidates ment Program office in their home country ment Communication Report inFrench! from Eastern and Southern Africa. For more by October 30. For further information, French editions are available on the f()1- information, contact: Dean, School of contact: Programme Interdisciplinaire de lowing themes: distance education, com- Graduate Studies, Addis Ababa t Iniversity, Formation en Sante Familiale, Unite de munity radio, environmental communica- PO Box 176. Addis Ababa, Ethiopia. Sante Internationale, Universite de tion and health communication. Telephone: 251-1-110-860. Fax: 251-1-550- Montreal, D.P. 6128 Succursale "A" Each edition is available for IIS $2.50 911.Telex: 21205AAUNIV ET. Montreal (Quebec), H3C 317, Canada. (free for readers in developing countries) Health Communication Telephone: (51,i) 343-7228. Fax: (51.D 343- from the Clearinghouse at the address Montreal Ilniversity in Canada has 2309 and (514) 343-2207 Telex. DM() 05 and phone numbers listed on page 2. launched an interdisciplinary training pro- 125 134.

, .4,)

18 Development Cotnmunication Report 68 munity histories, poems, songs and collec- (ANZALONE,from p.20) (GILLESPIE, from p. tive research projects have the potential to mation may not be fastest or hest means same theorAcal foundatkms are begin- become reading materials not ju.st for available. Such learning may he better ning to create a greater demand for more literacy students but for their families, for facilitated through mass media channels, and better adult reading materials. Critics school children, for community groups and visual and oral communications strategies, see many existing commercial materials as for policy makers. "hands-on" training, group dynamics or overly simptistic, assuming adults have other techniques of nonformal education. only the cognitive capacity of children. Sharing Our Experience Third, linking literacy training to other Many lxvks insult students' knowledge The success of' our project led us to development activities often requires the and cultures hy prescribing middle-class produce a handbook for literacy instructors coordination of effort between two or values. They ignore the realities and con- and volunteers, ManyLiteracies: Trainim more government agencies or organiza- tradictions of readers who survive and sup- Modules fir Adult Beginning Readers and tions operating in different sectors. The j)ort their families despite precarious %MomRather than impart specific teach- prescription of such coordination is economic conditions and racial and cul- ing skills, the handbook provides guidance problematic under the best circumstances tural prejudice. in facilitating students' involvement in their and has led to the failure of countless Materials written by adult learners are own learning. Interwoven into the training development projects. When coordination particularly suited to filling this new modules are examples of the writing and involves budgetay conimitments, mini- market. These true stories reveal the com- opinions of participants in the program. In stries are invariably unenthusiastic al)out plexity of their authors' lives in ways corn- addition to practical suggestions for work- national literacy coordinators telling them mercially prepared how to spend their money. stories cannot. New .there's the power of language. Anytime you speak writers often natural- How feasible is a post- in someone else's language other than _you, own, then literacy environment? ly use language that 5 makes their stories ac- the emphasis is where they want to put it. Thai's why I Literacy practitioners have long cessible to beginners. been aware of the importance of ensuring get excited when I read a hook likeNeed I Say More. But perhaps more im- appropriate materials for new literates to There's a different spin on language. Do you know? portant, knowing that consolidate and retain their skills. Materials these books were There's a spin poverty places on language. There's a written at a level appropriate for new written by other new spin culture places on language. literates must be carefully designed if they readeN helps stu- Sharon Cox, former literacy student are to be effective. Even more difficult is dents gain the self- and now a literacy instructor finding the resources to produce and dis- confidence they need tribute these materials. Who organizes and to believe they can who pays for post-literacy materials? That become readers and even writers, en- ing with beginning readers and writers in the production and distribution of post- courages them to read critically and helps small groups, each activity also contains a litenicy materials might be mediated them develop a deeper understanding of research note, which provides a capsulized through the market is often no more than authorship. view of recent research findings related to wishful thinking. The market for these literacy. materials is often small and tends to be Writing to Revitalize riviture Although special training may be comprised of those who are not in a good Until now what has heen written about needed and the work may be staff-inten- position to pay for them. literacy has come from "experts." They sive, such an approach may also have a It has been nearly two decades since have become the gatekeepers of role in developing countries. Student writ- the conclusion of' the Experimental World knowledge about what it means to live ten materials could serve the dual purpose Literacy Program and the subsequent reluc- without literacy and what it is like to learn of an instructional process for adults as tance of the international community to to read and write. Ordinary literacy stu- well as a way to fill the vacuum of cultural- embark on a global auack on the prolflem dents have rirely been considered ly :tnd linguistically appropriate post- of adult illiteracy. Whether the time is now knowledgeable or capahle of knowing literacy materials of interest to adults living right for a large-scale mobilization of inter- about their own reality. There have been in local villages. Perhaps their greatest con- national effort remains to be seen. But few ntechanisms through which they tribution can he in promoting an awareness during International Literacy Year we must could contribute their perspectives, not that, as one British "new author" put it, face the hard qtwstions that have so far just ahout literacy hut about the cultures in "Beginning writers are not beginning gone unanswered. Not to ask them now which tney live. Attention has been thinkeN." might cause us to succumb to amnesia and deflected away from the cultural miss the opportunity for critical thinking knowledge and "common sense" wisdom Marilyn Gillespie is the former manager that could lead to finding new possibilities of many communities, causing men'')ers of of the ReadWriteaow Pnyect of the for effective action on :,enalf of literacy. Springfield Public Library in Massachusetts. those communities to feel isolaterl and The handbook is availableforl/S $10.fivm Oieir history to become lost. the Publications Director, Center for Inter- Stephen Anzalone is Director of the Involving students in writing allows 1/SAID Learning kchnologies Project at the national Education, Hills House South, them to recover, discuss and revalklate Institute for International Research. Ile is 1:niversitv of Massachusetts, Amherst, .11A their own history, cultural traditions and 0100,3(ISA.Thlephone: (41.3) 545-0465. coauthor ofMakingLiteracy Work: The values. Autohiographies. family and coin- Tek,x:955355. Specific Literacy Approach (/981). .") J

Development Communication Report 68 19 Yes, but...

Tough Questions for International Literacy Year

by Stephen Anzalone sufficiently since the 1970s to make adult dergoes a major political transformation. Al- Literacy, yes! As we begin the 1990s with literacy activities more worthy of invest- though campaigns often reach large num- observation of International Literacy Year ment? The international community should bers of illiterates, the lasting benefits of and a renewed commitment to providing also ask the following five questions: such episodic interventions are by no education for all, the importance of literacy What is the value of means clear. The announced outcomes of has never been dearer. such campaigns are often part of a public "half a key"? Literacy's importance is becoming more 1 relations or propaganda agenda that re- evident in economic and social life, in Rene Maheu, former Director- quires a "will to believe" on the part of well- societies rich and poor. We have evidence General of Unesco, insisted that "literacy wishers within the international commu- of literacy's contribution to productivity in the key that opens doors. What interests us nity. On the other hand, more intensive various sectors of the economy. We find is what lies behind those doors." Unfor- literacy efforts, many of them undertaken literacy associated with the advancement of tunately, the typical outcomes of adult by committed and competent non-govern- women, the well-being of children and the literacy program.s are the acquisition of mental organizations, demonstrate more size of families. We see that the literacy of rudimentary skills in reading and writing, lasting benefits. But often the instructional teachers affects the achievement of their stu- not the ability to use the written word as a strategies used make it difficult to ache ve dents. We have evidence that employers tool for thinking and communicating. Will these results on a broader scale, particularly often k)ok to literacy rather than specific "half a key" open the door to the social and if broader scale implementation requires an technical skills in hiring workers for personal benefits associated with literacy? expanded reliance on voluntarism or modern industries, since literate workers We still do not know what half a key greater reliance on government resources are more likely to he "tra:nable." brings. This is troubling because the new and bureaucracy. imperative for literacy that we are now ex- In industrialized societies, recognition of 4Literacy as part of what? the importance of literacy has grown in part periencing is really about relatively high [ Typically, literacy activities take ith the emergence of the "information levels of skill. The current imperative for place in relation to other training ac- society" and the proliferation of sophisti- literacy could well become an argument tivities provided by organizations in other cated information tools in the work place. for expanding opportunities for secondary development sectors. This kind of linkage Even a decade ago, we might have school education in developing countries is sometimes dictated by logic, sometimes predicted the oppositethat the messages not for increasing basic education for by the fact that there are no resources for and images conveyed hy channels of mass adults. free-standing literacy activities. Yet the mar- communications reduce the importance of Children, adults or both? riage of literacy training to other develop- the written word. Instead, we find the 2 Unesco maintains that the literacy of ment activities has often been contrived. ability to read and write becoming more children and adults are two sides of First, the connection is not always clear or rather than less important, as the use of the same coin. In an ideal world, this might mutually supportive. For example, there computer-related technologies that require be true. In the present world, however, have been many attempts to link literacy basic reading skills becomes common in developing countries are plagued by poor training to income-generating activities. the work place. economic performance, high levels of debt The thinking is that stimulating new income Literacy,yes! But.. and inflation and increased demand for on the part of participants will stimulate a In view of the great social and personal education and other social services. Now desire for acquiring new literacy skills. benefits of being literate, few would argue more than ever countries are forced to What happens is that participants often fail with the desirability of achieving universal choose one side of the coin, either educa- to see the connectiongaining additional literacy. What is at issue is the likely ef- tion for children or education for adults. Al- income tends to stimulate a desire for more ficacy and cost of programs that teach read- most always, they have chosen the former income and not literacy. Furthermore, mini- ing and writing to the adul: illiterate, and invested available resources in expand- stries responsible for providing employ- especially in developing countries. During ing and improving primary school educa- ment, health, agricultural extension and the early 1970s, Unesco and its member tion. In so doing, the road to universal other services view literacy programs as a states undertook the Experimental World literacy is the one previously followed by time-consuming and costly burden that is Literacy Program as a pilot project, leading industrialized countries, making primary merely tacked onto existing programs and up to an all-out assault against illiteracy. school education universal. We would be does not provide them with immediate The results of the program were discourag- hard pressed to dispute the wisdom of this benefits. ing. Governments and international donors choice. Second, there is the belief that literacy is were not and have not been convinced that a prerequisite or a necessary tool for learn- they should commit substantial resources to Can literacy programs ing new skills and development-related in- adult literacy programs. 3 achieve significant outcomes formation. It can be, hut it doesn't have to The fundamental question we must ask on a large scale? be. Using the printed word to promote the during International Literacy Year is: have Some of the most extensive literacy learning of new .skills and important infor- conditions in developing countries a r1c1 the programs have been one-shot national cam- state of the art of literacy practice improved paigns, often occurring after a country un- (cwninued on p. 19) -) )

20 Development Communication Report68 - iri,t1r$,;Vrierit:vrecovulta,

Education for 411 atthe Leaders Said

On March 5-9, 1990, the World Conferrnce onEducation for All was held in Jomtion, Thailand,bringing logetberpolitical and education leaders in a new *fritofcommitmentto topand larvly and improve basic education. By theconferPnce's end, par- whichresult in in- ticipants bad launc b e d a global effort to rneet the basic learnirig Media existtoday explosion s chiltbrn and adults, Inthefollowingpaga, /be DCR massive to com- need of all "Newpossibilities of the asked various authors to consider the role thatcommunication, convergence capacitywith fromthe unprecedented and media and educational technology can play in acbievine this andthe creatively goat We begin below by ercerpling trmarksftorn thedirectors of seizethem formationWemust effectiveness." tbefour agencies that casponsotrd the global omference. municate. forincreased is ad- special thanks are ertended to Clf/ford Block Amalia Cuervo adetermination and Michael Lein, who calk:bowed inplanning this issue. communicationdown.The surroundinggoingsteadily tech- "Thetechnologycostsare of these whileits advantage out- selective thequality, Local Initiative vancing totake enhance timeis ripe to education." 'YVo world of basic UNESCO conferenc-e breakthroughs stitutefor on globalstrateRy nological Director-General, local ntitiative. can sr/6- andcost-effectivenessMayor, Any/Wan reach Federico PooledfirtriO, that isnot in its01,011 S011 Will IlOt longetkitere." WilliamDraper. Administeator, Learning Achievement (NOP ".. our newyardstick ofsuccess- namelythat of leanting achievement, notmerely enrollmentand access." "ThirdChannel" the mass James P. Grant, Executive Director,UNICEF channelsincluding .alleducation traditional com- of modernand media,otherforms channel'of What Icall the'third by munication. Finance basiceducation! Iqfpmviding amount education." life- annual cost to the addition totransmitting "The roughlyequivalent channel, in be mid-1990sis militaryexpenditures 'The third knowledge, can the devotes to andl(e-enhancing in thebasic that theworld now sustaining participate Director,UNICEF mobilize asociety to twodays." Executive used to every James P.Grant, and ef- effort." its ownperformance education which effort toimprove educational revolution "In an willdouble its fig- thewell-acknowledgedcommunicate ... the Bank to anannual "Besides the capacityto fectiveness,the nextthree .years forbasic hasoccurred in occurred inthe lending over ..Support changehas $1.5billion. priority," dramatic communicate" of morethan dominant another there is to UNICEF ure will bethe WorldBank ofinformation Director, education Pre5ident, amount Grant,Executive primary BatherConable, James P.

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Supported by the Office of 1FAucation, Bureau for Science andTechnology of the U.S. Agency for Internationai Development IPrinclpies tato Practice

NO1) Educational Technology: Can It Development Communication Improve Educational Quality? Report

Devekpment Communication Report published quarterlyby the Clearinghouse by Clifford Block that data is in many cases now extremely convincing. The broadest set of achieve- on Development Communication, has a The World Conference issued a clarion circulation of over 7,000. The newsletter is ment data surrounds the use of the "interac- call for improving the quality of the educa- available free of charge to readers in the tive radio" approach to teaching basic math, developing world and at a charge of $10.00 tional exper;tmce. As Barber Conable of the science, English as a second language, and per year to readers in industrialized World Bank proclaimed, "The quality of Spanish. Data from six diverse countries countries. education must be enhanced. School atten- where it has been tested shows consistently A center for materials and information on dance without learning makes no sense." large gains in student achievement from importaia applications of communication As many nations begin to .seek ways to technology to development problems, the daily radio lessons. The "effect size," a turn around a steady decline in student Clearinghouse is operated by the Institute measure of achievement gains, averages achievement, educational communication for International Research, in association over .5 annually, roughly equivalent to im- with Creative Associates International and has a historic opportunity to make a dif- proving the performance level of students supported by the U.S. Agency for ference. Traditional methods of educational from the 50th to the 70th percentile. This International Development, Bureau for reform too often founder, in the end leav- Science and Technology, Office of ing the classroom teacher to cope alone, gain is larger than any other intervention Education, as part of its program in yet evaluated in the developing world. As a educational technology and development with little support in the day-to-day work major World Bank study on the improve- communication. of motivating and teaching students. Too ment of primary education recently noted, The views expressed inDevekpment often, that classroom teacher is under- CommunicationReport are those of the trained, under-educated, and under-sup- Field tests have demonstrated that in the authors and not necessarily of its sponsors. ported, and the results show it. formal sch()ol envin)iment, interactive Original material in the Report may be Comparative testing shows primary radio students outscore traditionally reproduced without prior permission schoolers at the end of the primary cycle in schooled children on achievement tests. In provided that full credit is given and that non-formal environments, interactive radio many developing nations to be performing two copies of the reprint are sent to the students can keep up with their counter- Editor. at less than two-thirds the level of content parts in conventional classrooms. Clearinghouse on Development mastery of their counterparts in industrial- As a means to improve the effectiveness Communication ized countries. Since those completing the of teaching time, interactive radio instruc- 1815 North Port Myer Drive, Suite 600 primary cycle are a relative elite, the actual tion (IRI ) has proved to be most successful. VA 22209 USA quality of academic mastery is even lower Unlike the instructional design of tradition- Tdepliones (703) 527-5346 al educational radio, whicl: encourage pas- Fats (703)527-4661 for the average school-age child, and be- Ulan 710433-0320111UNC VA comes a profound impediment to both in- sivity.... IRI lessons are... systematically designed to actively engage the learner." dividual and natic dal development. Michael Laflin, Director Interactive radio is also one of the most Kathleen Selvaggio, Editor The Evidence IsIn cost-effective educational interventions. Andri Roussel, Information Specialist Once radio lessons have been developed, Amanda Dory, Chiyo Kanda and Can the use of educational media help the cost per student per year is very low be- Karen Richardson, Research Assistants achieve a turn-around in the quality of cuse the same lessons can be transmitted learning that goes on in primary schools to thousand of new students at minimal TheDevelopment Communicalion Repon throughout the world? The answer is an em- cost. is produced using desktop publishing phatic "yes!But only if..." The evidence The case for radio, with first-class in- under A.I.D. contract *DHR-5831-Z-00-8028-00. shows that the introduction of the media structional design and integration, has thus can produce major improvements in stu- been well made. By putting enough effort dent learning ifthe media carry a sig- and investment into the initial crafting of nificant part of the instructional load (many radio instruction, effective programs can be In this issue... educational uses of media are so ancillary delivered widely at very low cost. For Educational Technology: Can.t I mprove as to he ifserious instructional development aid agencies, assistance with Educational Quality? 2 design underlies the media lessons, and if fnmt-end investments that generate opera- New Partnerships in Basic Education creativity makes irmtruction interesting to tional costs low enough for developing Getting Girls Into the Classroom: Four small children. For instructional com- countries themselves to carry can be an at- Strategies Using Technology 5 munication to meet those standards. educa- tractive form of investment. Social Marixting and Basic Education 6 tional planners must make a serious Earlier efforts to improve learning out- "Sesame Street": Early Childhood commitment to use of the media for quality comes thr(mgh classroom media use c(m- Edutainment 8 improvement, and for that they need con- centrated on national reforms based on Resources on Basic Education 12 vincing evidence. television, as in El Salvador and Iwny

What's New, What's Coming 14 Fortunately, more data exists for the use Coast. Even with a 1970-vintage under- What Way Home from Jomtien? 16 of the media than for any other interven- standing of how to use the media, El Sal- tion introduced to impuwe quality. and

2 Development Communication Report, no. 69 Pritecipks into Practice vador showed a significant across-the- groups of four students use the devices a Training Teachers to board increase in tested studera aptitudes; few minutes a (lay. If the results hold up in junior sec9ndary subject matter tests. over a longer period, these devices may he Assess Student Progress of math was consistently improved, with the a practical way to introduce the power The North West Regional Educational computers into the primary sck)ol. results mixed in other subjects. Ivory Coast Laboratory has developed a training Another strategy is to use computers in- results showed gains in spoken French, package designed to help teachers be- tensively, , for a limited period, to upgrade while other comparative results are unclear. come better assessors. The package con- specific skills. Computer use in South Africa Some use of TV continues; the Brazilian tains "all the materials needed to conduct raised the school-leaving pass rate .)f black state of Maranhao continues to base !ts four three-hour workshops on classroom high school students from 45 percent to 68 secondary schools on televised instruction. assessment." The four workshops are: with good learning results, and Mexico con- percent in a few weeks. In Jamaica, basic 1) understanding the meaning and impor- literacy training of young adults by com- tinue.s its secondary school use of television. tance of quality classroom assessment; puter was far more effective than traditional 2) measuring thinking skills in the class- means. IBM's "Writing to Read" system has room; 3) classroom assessment based on given children a head start in the solid skills The technology is less observation and professional judgment; of reading and writing with a year of in- important than the and 4) developing sound grading prac- struction. A related system for adult literacy tices. Each workshop contains a one- il;structional quality qf the training, PALS, shows promise. In the US. hour training video, a trainer's guide, a computers are being used for "compen- programs it transmits. teacher's handbook, camera-ready hand- satory education," bringing students having outs, and paper copy for transparencies. difficulties up tc standard; the Korean Also included are background materials Could instructional TV be made more ef- Educational Development Institute is using on assessment research, a set of fective? No doubt about itapplying to a similar strategy to achieve its "mastery guidelines for establishing teacher train- television the now-accepted instructional learning" objectives. ing programs in assessment, and a seven- design principles of active student involve- What this brief overview shows is that a minute introductory video, The cost is ment, frequent review, feedback, and variety of techrologies have demonstrated $125. Contact: NWREL, 101 S.W. Main revision based on learning measures, in- strong. documente evidence that they can Street, Suite 500, Portland, Oregon 97204, structional television could be made into a improve student achievement. Sometimes a USA. Telephone: (503) 275-9559. much more powerful tool for improving specific technology has an obvious ad- basic education. However, costs are typical- vantage: radio or TV can improve the learn- ly ten times that of radio, revisions to im- ing of second language. because they 1970s embarked on such a comprehensive prove instructional effectiveness are provide good daily models of such lan- reform with startlingly powerful results difficult and expensive, and TV is far more guage use. Computers can diagnose stu- student performance increased by 19 per- intrusive in the classroom. dent errors and point the learner to cent and in a recent cross-national study of remedial practice. On the whole, however, mathematics exceeded that of the United Computers Make a Difference the technology is less important than the in- States. A combination of new texts and in- As we move into the 1990s, computers structional qu.ilak ,4 the programs it trans- teractive radio in Honduras raised the will drop in cost so radically that for some mits. If so. cogt:lerations of practicality. share of first-graders that passed the math countries they may begin to play a sig- costs, and acceptance should lead decisions. exanlination from 38 to 76 percent. Such nificant role in improving educational One thing is dear: students enjoy well- comprehensive reforms in teaching are af- quality A single classroom computer can crafted instructional media programs, fordable for most countries, provided the be used by groups or by teachers; however, programs designed to elicit their responses resulting boosts in student achievement c students need enough computer time to and to promote the excitement inherent in reduce repetition and dropout. so, better for make a difference in learning. learning. I've walked into computer-using use of facilities and teachers can pay Among the few systematic attempts to classes in Africa. interactive radio classes quality-hased reforms. use computers to improve achievement in around the world, and TV classes in some What is needed is that educators per- the developing world has been a recent ef- countries and everywhere have found stu- ceive technology as a central tool, not fort by Grenada, which has shown that a dents alive and active. The contrast with simply as an adjunct, but as a full partner half-hour each day of computer-based in- traditional classes in this respect is often to the teacher and the textbook. As such, it struction can improve student performance stark. With costs for daily national broad- can become a fundamental elementof the by an average effect size of for reading. casts of interactive radio instruction, tOr ex- strategies for reform that will make real the and .8 for mathematics. ample, estimated to he as low as $.50 a great objectives of Quality Education for For prinAry schools. one of the most in- pupil per year, it is hard to nelieve that All by the Year 2()00. teresting tf ehnokNies may be hand-held other types of intervention to improve electronic teaching aidsessentially special- quality will he more cost-effective. sen ior .Vcientist Ibr education at ized. hattery-operated computers which Cleariy, the best approach is to combine t:tiAll)'s Bureau fOr Science and Technol- pnwide voice feedback and cost about $40. mediv ise with in-service teacher retrain- ogy. Clifford Block leads AIDS work in USAID trials of "Speak and Read" and ing, introduction of good textbooks avail- educational communications. lie u'as ac- "Speak and Math" ;ust concluded in Belize. able to every student, and other tu'e in many aclit'llies the Education Jiff following successful pilot tests in Lesotho, innovations such as peer-tutoring and het- .111 conk,vnce. including oiganizatiim are showing achic%ement gainswhen ter curricula. The Republic of Korea in the a roundoble On distance teaching

(") tr, # Development Communication Report, no. 69 3 Frincipies into Practice

Building New Partnerships in Basic Education

One of the five major cornerstones of the outcomes were the agreed shortcomings of On the other hand, the NGO programs. new vision of education for all is broaden- the national nonformal education system. while openiting on a smaller scale, tends2d ing delivery of basic education through In short, the performance and credibility of to be: both new educational technologies and nonformal education was in question. new organizational partnerships. Word more demand driven, that is, based on There were clear differences between Block discussed the former (p. 3). Below, learners needs; Nat Colletta discusses new educational government programs and those of NGOs. multi-sectoral. partnerships that, in many instances, will The government programs tended to be: be responsible for implementing the chan- supply driven; better targe.ted; and ges in the delivery of education for all. mono-secioral; more flexible in approach. by Nat J. Colletta institution-based and didactic in However, like the government programs, NGO efforts also suffered from While the school is considered the pedagogical approach; poor management, under-financing, and primary institution for providing basic thinly spread; and an absence of a monitoring and evaluation education, it is widely recognized that the 100 million plus out-of-school youth and lacking in resources. of actual outcomes, particularly in terms of over 800 million illiterate adults will have to (continued on p. 13) be reachedl:v al v ative means. Restructur- ing the partrkrship between government, nongovvmmem organizations (N(;0s), and Educational Technology Plans for the Nineties people's organizations will be critical to At the recent World Conference on atwomen. The mass media are seen as a providing basic education for all, particular- Education for All, representatives from means of reaching large numbers who ly among the poorest and mast difficult to many nations expressed the desire to take otherwise might not consider furthering reach populations. advantage of modem communications to their education. The World Conference on Education for help deliver educational programming. Sri Lanka's long-range educazional plan MI gave rise to two major breakthroughs in To see how these intentions are reflected proposes to expand and upgrade its cur- thinking about basic education: (1) the in official national educational plans, we rendy underutilized distance learning sys- need to get governments out of the busi- selected five developing countries at ran- tem. It also notes that if the country is "to ness of direct provision of basic knowledge dom and examined their project plans for be an active participant in the computer and skills to out-of-school populations, and the 1990s. The five nations are Thailand, age," it must develop compute; education. into the role of providing technical and the Philippines, Qatar, Sri Lanka and the One specific objective elaborated in the financial services through a diverse set of Gambia. plan is to equip each school district with private, non-profit and public institutions Thailand, the host country for the con- a computer lab and the capability to pro- which are workin, more directly with the feience, has a long tradition of education- vide computer instruction. poor; and (2) that nongovernmental agen- al broadcasting. School radio broadcasts The Gambia plans to use media in con- des in particular, working with peoples or- have been used on a widespread basis pmction with a nationwide program to es- ganizations, can forge important new and there are plans to further expand the ta Ash learning centers for women. These partnershin- with governn- ent service agen- broadcast system to promote adult basic centers would attempt to raise women's des to achieve education fm- all. education, particularly adult literacy. levels of literacy, which have traditionally How will this new thinking on basic Likewise, the mass media will be used to been low. Job-related training in a variety education become reality? We look at one deliver special training programs in health of occupations will also be provided, rely- case in point: the government of the Philip- care, nutrition, and agriculture. ing on a variety of media. pines is designing a new national approach The Philippines will also use technol- Across the five countr, educational to nonformal education. Participating in the ogy to deliver education programs that ad- plans most often referred to distance planning were a cross-sectoral group of offi- dress adult basic leaming needs and education methods for use in delivering cials of government agencies ranging from provide t.:aining for specific groups. In ad- nonformal education, with mass literacy the National Planning Authority and the dition, the radio-based "School on the Air" the program area most consistently cited. Department of Education to the Depart- will continue to provide instructional Overall, it appears that this small sample ments of Health, Social Welfare and programs for schools throughout the is- of nations sees technology primarily as a Agrarian Reform, together with a broad lands, providing educational services in means of providing basic education on a range of NGO representatives. areas that remain inaccessible and under- widespread basis, rather than as a vehicle developed. for training specialistsa strategy that Poor Performance, Low Credibility Qatar plans to use the mass media as a reflects the spirit of the "education for all" Uneven quality, low relevance, duplica- key element of its effort to "enlighten the vision. tion and inefficiency, underfinancing. poor public of the illiteracy problem and oppor- Drew View management and supervision, and a 9.1aring tunities available for educating them." The Drew Tiene teaches educational tech- absence of any measurable performance literacy campaigns are targeted especially nology at Kent State University in Ohio.

r 4 Development Communication Report, no. 69 PtItscipke iota Practice

The Gender Gap in Getting Girls into the Classroom: Basic Education Boys enroll in primary schools at Four Strategies Using Technology higher rates than girls in nearly all developing countries, even though both girls' and boys' rates of enrollment are A central topic of discussion at the steadily rising, according to a new study Education for conference was the need to increase girls' access to basic education. by World Bank economist Elizabeth Concern has grown as a result (Oen, King. The gap is widest for the lowest in- evidence indicating a sizeable gap between come countries, where girls' enrollment girls and boys' enrollment in primary in school lags behind boys by an average schools, a gap that can have advent, conse- of 20 percent - 62 percent for girls, com- quences fo-onomic and social develop- pared with 82 percent for boys. But in ment (see box, left). Mubina Kirmani looks many poor countries, for example, Af- at bow educational technology can help ghanistan, Mali, Somalia and Nepal, less close the gender gap. than 20 percent of girls are enrolled in primary school. by Mubina Hassanali Kirmani What do these trends mean for development? As the study notes, "Failure Strategy 1 to raise women's education to a par with Educating parents on the value men's exacts a high development cost - of female schooling in lost opportunities to raise productivity Some societies lear that an educated in income, and improve the quality of woman will not be a good wife and life." An earlier World Bank analysis of mother. In others, early marriage take: girls 200 Third World countries had out of school. To influence these sociocul- demonstrated a close link between tural attitudes and practices, mass educa- primary education for girls and economic tion campaigns can be used to make and social progress. Countries that had in- parents more aware of the benefit of vested in female primary education educating their daughters. For example, benefit from greater economic produc- after Kenya achieved independence in Pulaiinian school girl. &WPM H. Olson, IMP tivity, longer life expectancy for both 1963, government-supported rallies em- men and women, lower infant mortality, phasizing the importance of education for Some solutions have lepended upon and lower fertility. At the family level, both girls and Dys were aired over nation- the use of media. As n 50 Third this means that a mother with a basic al radio. Media played a significant role in World countries, incluw hina, Costa education raises a heanier family, has mobilizing communities in "Harambee" Rica, Pakistan, Thailand, ezuela, Colom- fewer and better educated children, and (self-help) efforts. Now, media campaigns bia, and Kenya, are involved in some form is more productive at home and in the to foals attention on women's schooling of distance teacher training in order to work place. are being considered in Morocco and Mali. reach large numbers of teachers in rural Yet in order to fully achieve these so- The central message in these campaigns is areas, at lower cost than campus-based in- cial and economic benefits, King sug- that literacy and numeracy are essential to struction. These programs can he especially gests, it is not enough simply to raise finding employment and improving the beneficial to women since it gives them an overall education levels for both girls and quality of life. opportunity to receive training, and often boys. Unless the gap between education teaching certification, without interrupting for girls and boys is closed, it will con- Strategy 2 their family responsibilities or demanding tinue to act as a drag on a country's Increasing the supply long absences from home. China universal- development. For instance, between two of female teachers ized nine years of basic education in 1985 countries of comparable population and When daughters reach puberty, parents and is trying to increase female participa- capital stock, the one with the larger in many countries piefer them to attend tion in lower secondary in-service teacher gender gap in primary education will single-sex schools and to be taught by training from an average of 27 percent of have lower economic production. Similar- female teachers. In fact, a number of total enrollment in 1986 to about 40 percent ly, between two countries at a similar studies find a positive correlation between in 1993. The government is encouraging level economic level, the one with the the presence of female teachers in schools "multiple media for in-service teacher train- larger gender gap will experience lower and the attendance of girls. Hut the ing," including educational television life expectancy, higher fertility, and shortage of trained female teachers, espe- programs, correspondence ai d short-term higher infant mortality. daily in rural areas, is an urgent and mas- residential courses. To attract more female With this deeper understanding of the sive problem in most Third Workl participants, some outreach stations where problem, what is needed now, the study ,:ountries. National institutions on the teachers Niew TV programs provide child- concludes, are strotegies to eliminate bar- whole have failed to keep pace .1 the care services. riers to girls' access to basic education. denuind. iconlintwd on p. 10)

)1'7

Development Communication Report, no. 69 5 Prieciples into Practice

Social Marketing and Basic Education

by Gary Theisen the full range of benefits that accrue to being made by children in school. National In the afterglow of the Education fOr All basic education. Even fewer are cognizant campaigns that stressed recommended MEM conference in Jomtien, planners and that it is the process of education that dietary comhinations for students could senior education officials are faced with at pr(cluces benefits to consumers; school- have a dramatic effect on student learning, least three challenges: leaving certificates are themselves only especially in the poorest of' countries. proxies for the skills gained via the 2. Absenteeism. Children in the poorest how to mobilize sufficient resource's to socialization and cognitive experiences countries are frequently requested by offer basic education services to all who want them; generated hy schooling. Maximizing the im- parents to perform routine tasks such as pact of schooling depends upon efficient tending younger children, fetching water, how to ensure that the services use of instructional time hy students, maxi- and selling products. Because parents do provided are both efficient and effec- mum performance hy teachers and ad- not understand that sound instructional tive; ministrators, and access by learners to practice depends upon continuity of ex- how to generate enthusiasm and sup- necessary and sufficient learning resources. posure to lesson material and that port for hasic education among its prin- But, student success also depends upon knowledge acquisition is cumulative, ab- ciple clientsthe parents of children proper support and encouragement at senteeism is not perceived to he especially who will partake of primary education home. Parents, for example, need to under- detrimental to a child's progress. Of course, services. stand the 'mpact that good nutrition and ac- high rates of absence among teachers do lit- tive involvement in their child's studies has tle to persuade parents that daily atten- YOU CAN'T BE A GOOD STUDENT IF YOU ARE on a student's performance. dance in school is important. Thus, a mass HUNGR.Y OR SICK campaign designed to encourage regular The Role of Sodal Marketing school attendance should stress the impor- Appropriately designed social marketing tance of consistency of' participation by campaigns aimed at parents of school-age both the givers and receivers of instruction. children can have a marked effect on stu- Inwering absentee rates would increase dent enrollment and performance. Six ex- both the efficiency and effectiveness of amples of topics that could be the fi)cus of school sy.qems. a national campaign to improve participa- 3. Homework. A prevailing assumption among less educated parents is that the full extent of a child's education is obtained on- ((OU CAN'TLEARN IF\ site in the school. Evidence from around YOUR PARE NTS >COMMUNITY AND < the world shows however, that student SERVICE AGENCIES achievement is significantly bolstered by ARE NOT SUPPORTIVE practice and reinforcement of lessons at The first two chz Ilenges fall into the home. Even though parents may not he traditional province of ministry of educa- -?,r) able to help their children with substantive tkm policy makers and program im- aspects of homework, they can encourage plementers. The third, persuading parents , ,ungsters to read, compk!te assignments, and community leaders to support edt:,a- and to prepare for examinatkms. The tools tional programs has long been recognized of' social marketing can be employed to as central to the success of government provide guidance and materials to parents education initiatives. However, few govern- ments have employed "marketing" techni- EDUCATION REQUIRES ques to underscore and strengthen MORE THAN A parental support for educatkm. In part this CLASSROOM is due to the assumption that education is tion in and the quality of basic education perceived hy most consumers to be a follow. "universal good" something that one can I. ,Vutrition. Research exists in abun- never get enough of; an inherently attrac- dance demonstrating that exceeding a mini- tive investment. Evidence of this is the mum daily caknic intake is highly (43)9 large amount of money that parents are correlated with student performance in willing to invest in both public and private sch(a)l. Eating a balanced meal bef( re educatkm around the world. going to sch(a)l in the morning boosts a The vast majority of parents. however, child's ability to concentrate and retain in- Art view education principally as a vehicle to formation. Parents need to he advised of employment security and a stable income. the importance of' nutritkm and Imw it en- Few are "informed consumers" who realize hances the investment of time and effiKt Doug lirouterliw the"(11Info..gen( 1. (..mm I.smou

r

6 Development Communication Report. no. 69 Priacipks ha° Practice

on how they can facilitate these activities and to persuade adults of the importance of A Primer on Social Markethig encouraging students to develop skills in Social marketing is the use of market- get involved? When actual products such school as well as out of school. ing principles and techniques to "sell" con- as suppleMental books are involved, an 4.Parent participation.There is a grow- cepts or products for the purpose of effective supply and distribution system is hody of evidence that indicates parental social change. In the case of education, essential to ensure that the product is easi- irilvement in school activities is linked to selling the concept of parental involve- ly accessible to the consumer. This may hi,,'r levels of achievement by their off- ment in education is based on the assump- mean creating new distribution systems. spri Participation in parent-teacher tion that the involvement will contribute 4. Promotion: Consumers need to be grou, school rehabilitation efforts, and to the public good. Some social marketing alerted to campaigns or products, the athleti livities, for example, boosts schemes create products, such as math need identified, the benefits parent derstanding of what transpires work books for parents to use at home demonstrated, how and where activities in sehoo, id of what the physical environ- with their children or radio programs will take place, and other incentives iden- ment limiions and cognitive needs of focussed on school issues. Typically, tified that will motivate the consumer to teachers al I students are. Campaigns to in- these products are subsidized to ensure utilize the product or participate in the crease parental involvement may result in that the cost to the consumer is low program. Techniques for fostering par- stronger support for teachers and students enough so as not to inhibit their use, How- ticipation include a wide array of com- and may develop a better understanding in ever, social marketers believe that the ac- munication channels (mass media, parents of the emotional and intellectual tual sale, rather than the free distribution point-of-purchase displays, posters, meet- climate and purpose of schools. of the product is important, because it ings, etc.) and persuasive message place- helps to ensure consumer motivation by ment (songs, theater, soap operas, comic forcing people to pay for the product and books) which can assist in the promotion Social marketing strategies thereby contributes to long-term self-suf- of a new conceptsuch as parental can be employed ioinform ficiency of the education proiect. involvement in education. parents about the There are four elements to a social Essential to a social marketing pro- marketing approach which are con- gram is the need to understand the con- perjbrmance responsibilities sidered essential, whether the goal be the sumer or target audience. All four of teachers and school promotion of a "product" or "idea": elements, product, price, place and 1. Product: As already mentioned, the promotion, assume that the social administrators. product can be a concept or a physical ob- marketer has taken the time to under- ject. Of utmost importance is that it must stand the needs of the target audience 5. Accountability.Few ministries have take into account consumer preferences and what might motivate them to sub- sufficient resources to monitor effectively and behavior Tf, for example, increased scribe to a concept or product. Marketing the operation of individual school involvement in children's education is places emphasis on the consumer's need, programs. Properly informed parent groups being promoted to parents who are attitudes, constraints and opportunities. and community leaders can take more ac- employed full-time, the concept of during- Research methods which provide in- tive roles in ensuring that educational ex- school hours involvement will be less ac- sight into the tamet audiences are often penditures, especially salaries, are being ceptable than schemes encouraging qualitative in nature. They include focus properly used. Social marketing strategies after-school activities. groups, in-depth interviews, and observa- can be employed to inform parents about 2. Price: Calculating the cost of the tion; they use methodologies such as the performance responsibilities of teachers product or irtea to the consumer is compli- psychographic and Likert scales to and school administrators. Parents may not cated. The pr...e of performing a behavior develop portraits of potential consumers be in a position to judge perfcirmance on a or buying a product transcends actual and their underlying motivations. Larger technical basis, but they can do much to cost outlay. Cost includes the time it takes scale quantitative methods such as reinforce to educators that they are ex- to perform the behavior, the perceived Knowledge, Attitudes, and Practices sur- pected to be on the job and performing ac- benefits of performing the behavior, and veys and intercept interview studies allow cording to at least minimal mirms other associated costs such as travel time marketers to test hypotheses about con- established by the ministryone of the and the substitution of preferred activities sumer preferences on numerous groups surest ways to improve the efficiency of for the new one (giving up socializing of people. The continued use of these educational systems and to increase student time, for example, so that the parent can methods enable marketers to develop con- perfcgmance. work with the child on his or her sumer profiles which will help to tailor 6.Resoura, contrihution.Government homework instead) in addition to the ac- products and concepts le needs of the resources for education in industrialized as tual cost of the products. Social marketers consumers, and to develop price, access well as industrializing countries are rarely must take into account the "price" con- and promotional techniques which will sufficient to meet educatkmal needs. sumers are willing and able to pay. help to ensure that the concepts or Parents make sizeable contributions in the 3.PlaceThis refers to where the products are discovered and utilized. form of direct cash outlays for tuitkm, often product is available, or where the be- Deborab Helitzer-Allen disguised as "fees." hooks, and other havior must be performed. Can the new Deborah Helitzer-Allen is a Senior Pro- materials. lndivklual families often make ad- activity take place in the home, or must Rram Officer at the Academy for Educa- the parents go to the school in order to tional Development. (continue(l on 1). 10)

Development Communication Report, no. 69 IPm/4ga into "wake

"Sesame Streer Early Childhood Edutainment

by William G. Darnell countries. Family economic and social con- Twenty-five years ago in the United straints also limit access to more formal pre- States an early childhood development pro- school learning environments. Indeed, gram was created, aptly named Head Start. there are more children watching It augments the formal educational system television regularly than going to any sort by providing locally directed learning ex- of school in many major cities. Where periences for pre-school children who schools and teachers are unavailable, the would be economically or otherwise broadcast media may be the only means of deprived of developmental opportunities. getting the educational message to young At the same time, educators began to ques- children and stimulating their awareness. tion w!:.:ther television, which often serves "Sesame Street" was popular and effec- as a "child minder" in American families, tive with the audience for whom it was also be used to provide children with a originally designed: the multi-ethnic stimulus for learning in their Own natural audiences of the United States. In the con- environment. The Children's Television text of actions to follow the Education For Workshop (CTW) piloted a program called All Conference, an important question is: "Sesame Street" with the goal of delivering a does "Sesame Street." its adaptations, or program to stimulate learning and provide simply the model of early childhood educa- another form of headstart for very young tion by television offer a gocxl option for children. expanding the quality and delivery of "Sesame Street" is now in its twenty- education to the pre-school audience? second season in the United States and Puppets No'rnan, Melsoon, and Abla witb tbe cast of "'flab ya Sinssim" there are fifteen successful international co- Not a Clone, But an Adaptation productions airing in approximately 85 Escalating production costs and shrink- countries. Its characters. Kermit the Frog. ing budgets throughout mast of the world statement as an open curriculum, opting Big Bird. Bert and Ernie. and their counter- increases the need for cros.s-eultural ex- out of a detailed formulation of goals. In parts overseas, seem real and are loved by changes of programs and production ex- Germany and the Netherlands. the prepara- millions of youngsters. It is an experiment perience. Since 1973. "Sesame Street" has tion of children for school was not con- that has turned into an institution. been adapted in Germany, Brazil, Mexico sidered important because all children in Head Start and "Sesame Street" each and seventeen collaborating Latin the Netherlands. for example, go to school have their own special strengths. Head American countries. Holland and Belgium. when they are four years old. There was a Start is directed more toward personal. so- France, Spain. Kuwait and collaborating consequent shift towards emotional and so- cial and in-depth cognitive learning that is Arabic-speaking countries. Sweden. Israel cial development. In Canada. a bilingual related to school readiness. "Sesame Street" and the Philippines. It has demonstrated country, there was a strong emphasis to serves a wider audience and creates aware- the cross-cultural impact of television as a bilingual education in English and French. ness through broad exposure to learning ex- tool of early child development through its The appreciation of differences among cul- periences, in an environment usually not successful broadcasts. distributed tural groups is given high priority also. resembling a school. The combined offer- worldwide to both industrialized and "Rechov sumsum" in Israel makes a point ing of a broadcast such as "Sesame Street" developing countries. One well-learned les- of introducing Arab characters and em- and an organized. nonformal support set- son is that children are receptive to. and phasizing cultural diversity. "Barrio ting such as !lead Start can create an espe- stimulated by. very similar things regard- sesame)" in Spain attempted to break the cially effective learning environment. The less of their cultural differences. Another sex stereotypes and the extremely limited raticmale for using television to deliver early lesson was that parents in all countries freedenn accorded to children. childhood education is well recognized: its tended to be very accepting of the series Despite these differences in emphasis, appeal and popularity among young and were not threatened. In fact there are the CTW production model follows conven- children; its wide accessibility. tA en in reports of significant video taping and tional design procedures. urban environments of poor countries: its adult viewing, with and without the I. Curriculum derelopment . Curriculum capacity to offer visual or picture memory children. planning includes definition of educational stimulation as well as sound; and its ability iowever. not all adaptations had the goals in social. moral and affective develop. to provide regular. high standard instru,:- same goals nor did they follow the same ment: language. reading and numerical tion and appropriate cultural values. In procedures. "Iftah Ya simsim." the Arabic skills: reasoning and problem soh mg: and many countries, these reasons are rein- version. worked witl. 14 very detailed perception. forced by the recognition that pre-schools goals and behavioral objectives. The Ger- 2. Vatement !wham wal oNectu vs are limited in quantity and quality in many man "sesamstrasse" interpreted the gem! Teachi 1g aims are expressed behavioral 9

8 Development Communication Report. no. 69 PrftdpinWOAwake

titude measures. Evaluation findings and among nations, and loving God through content analyses are fed forward to the loving others. It is this critical step of col- next season's programs. laboration that makesthe adapted series a All co-productions of"Sesame Street" true co-production, not an import. emphasized formative research and high production values. "Every co-production," says Peter Levelt. "seeks to involve only the The intention was...also to best authors, writers, producers, and direc- develop an Arab tors in its project." organization capable of "Iftah ya Shnsim": The Arabic producing gliality "Sesame Street" educatknal and social TV In the Arabic co-production, "Iftah ya Simsim" is an imaginary cul-de-sac in a programming. pleasant neighborhood that could he lo- cated in any medium-sized town in the A key is.sue for producers was lan- Middle East or North Africa. Narrow alleys guage. Modem Standard Arabic (MSA), join it at irregular angles, ornate grills though rarely heard among the many decorate the older houses and a colon- regional varieties of Arabic spoken in naded sidewalk runs along one skit. After homes, is the language used throughout school, the neighborhood children stop at the Arab world in textbooks and Mahmoud's Refreshments for a glass of newspapers. Manyargued that MSA would cold juice or maybe just to chat. not work for "Iftah ya Simsim" since A potential audience of 26 million children speak a dialect at home and MSA schoolchildren in 14 countries is lured by would be too formal and stilted to be enter- the three lively puppets who live at lftah ya taining. They argued that the series should Simsim. Melsoon, a fluorescent green par- be produced in each of the four major rot with a bright yellow beak, is a quick- dialects spoken in the children's homes. witted chatterbox. A great furry orange Hut Abdelkader Ezzaki, a researcher who or performance terms to allow later testir4 camel-like creature called No'man is very examined the impact of "Iftah ya Simsim" to facilitate the task of outcomes,but also demonstrative, eager to please, and sensi- on Moroccan children, emphasizes that the of writers. tivelike a four-year-old child. Abla, a acquisition of language children will use in 3. Measurement Vexisting commence pretty lavender cat-like puppet who is very school is very important. "There is a wide in the target audience. feminine in her mannerisms, also appears gap t.etween the language of home -I. Measurement qfqppeal and educa- occasionally on "Iltah ya Simsim." socialization and the language of school, tional strategies of existing material. CTW is Six Arabian Gulf area countries created and...according to our respondents, thi.s conscious of its need to appeal to an the Arabian Gulf StatesJoint Program (program] contribotes significantly to the audience, and much of its research is Production Institution to work with bridging of that gap." directed towards evaluating the appeal of Children's Television Workshop in produc- The successful useof MSA for the series puppets, real people. animation, nature ing the series. The intention wiz:: not just to was a breakthrough. Today, almost all films, male voices versus female voices and create a pre-school educational series of television programming for Arabic-speak- example, so on in different cultures. For high quality but also to develop an or- ing children, including cartoon programs, puppet segments were not so appealing in ganization capable of producing quality is currently in MSA. Therefore, even enter- Jamaica as elsewhere. However, Peter educational and tiodal programming. The tainment programs for children provide lan- Lev& director of research for the Dutch series demonstrated that the educational guage enrichment before they actually version of "Sesame Street." says. "We concepts and entertainment themes under- enter the formal educational system. should not feel compelled to include only lying Sesame Street are culture-free and Arab educators report research results the segments of highest appeal; sometimes can be transferred to many new settings. almost identical with those in the 1 nited our educational priorities are more impor- provided that each new co-production is States and elsewhere. Anecdotal and other tant." based on extensive research to ensure its research findings corralorate the impact 5. ATekyoneftt (y. a writer's notehmit. educational and cultural appropriateness. that "Iftah ya Simsim" has had in Arabic which translates the curriculum goals into The development proco-s of "Iftah ya Sim- speaking countries. A more aware. stimu- practical language. expands on their defini- sim." tbr example, began with a team of lated group of children enter the more for- tion. ard suggests teaching strategies. educators. researchers, writers and mal educational system. They too have a 6. 14,erimental production so that seg- producers developing a set of program head start that might not otherwise have ments and entire programs can be tested. goals and a curriculum bawd on carefully been available to them. 7. Formality, research on appeal and articulated learning objectives. Peculiar to educational eget"!. the content of "lftah ya Simsim" were mes- William Darnell uyoked with CM on 8. Bmackast. sages such as the value of manual work. Val) ya Simsin" and is currently in Pakis- 9. Su mintaire etulualkm. including the use and purpose of money. con- tan uyirking with a project (jibe Academy audience response. achievement and at- cept of diversity and interdependence jOr Educational Detylopment.

1 4

Development Communication Report, no.69 OKIRMANI, from p. 5) riculum of the Dominican Repubhc, and Computerized Learning RADECO pupils are learning as much as Technologies Digest Strategy 3 their counterparts in traditkmal schools, Under the USAID Learning Tech- who spend all day in their cla.ssrooms. In Bringing education closer to home Saudi Arabia, where the practice of purdah nologies Project, the Institute for Interna- The distance from home to school is a tional Research flab produced a Learning restricts women's mobility, attempts are cur- serious harrier to girls' school auendance, rently being made to relay educaUonal Technologies Con iputerized Information especially in societies where women's Digest. prograrns to groups of women within the mobility outside the home k limited. A vicinity of their homes. The digest is a summary of relevant in- study in Egypt showed that when a sdu)ol formation on the use of various applica- was located more than one kilometer away, Strategy 4 tions of educationai technology for enriollment for girls fell off more rapidly Introducing flexible school schedules general education in developing than fi)r boys. Another study in Nepal found countries. It includes infonmation under El Salvador and Colombia offer their that for every kilometer a child had to walk primary school curricula in small units so the following headings: textbooks, inter- to school the possibility of that child attend- active radio, other radio instruction, in- that students can learn at their convenience, ing school dropped 2.5 percent. In practice, spending time on chores at home or in the structional television, programmed schook simply become unavailable. In the teaching/learning, distance education, fields without missing school work. In the isolated and mountainous southwest region Pune district of Maharastra in India, early computers, videodiscs, electronic learn- of the Dominican Republic, for example, ing aids, and games and simulations. morning literacy classes between 7:00 and one-fifth of the children of primary school 9:00 a.m. were popular among girk. How- The digest summarizes information age are deprived by poverty and distance of pertaining to research findings (summary ever, flexible scheduling puts extra stress on the education their parents want for them. traditional school systems where teachers and abstracts of individual studies), tech- But broadcasts through the Radio-Assisted nology caaracteristics, implementation is- are Olen overloaded. 1 he quality of instruc- Cotnmunity Basic Education project have tion may suffer as a consequence. In such sues, projects, and a bibliography. It was provided access to literacy, numeracy, sc,- written in a manner designed to en- instances, (echm)logy may support teachers cial studies, natural science. music and by providing them with high quality instruc- courage browsing and to permit users to games. Here the radio shelters (Enmarada) proceed to levels of specificity consistent tional took, alkming learners to work at are built as inexpensively as possible from their own pace and convenience. with their particular interests. materials at hand. Children, mostly girls, ar- The digest runs on IBM-compatible rive kite in the afternoon after working on Mubina Kinnani is a World Bank C011- microcomputers. It requires 256K of coffee and cane fields. Each day, One hour sultan! uho researched the use ofCOMM/ k'IN memory and a hard disk (about 1 MB of of radio'broadcasN provide the core cur- ill Kenya schools, and has specialized in space). The program was written using a gender-related issues in education. simple hypertext program and a series of text files. It requires a minimum of proficiency with using microcomputers. (THEISEN,fmmp. 7) The digest is available for $25. Orders ditional contribution.s to supptwt education without the support and involvement of should specify either 5 1/4 or 3 1/2 inch in the form of in-kind contributions: parents is itnpossible. Ministries must draw diskettes. Residents oi' Virginia should in- donated time to dean and repair buildings, upon the research and marketing.skilk and clude 4.5 percent sales tax. Orders assist with class and playground super- experiences available to them in devdoping should be sent to: Institute for Interna- vision, etc. In many communities, however, campaigns to improve the performance of tional Research, 1815 North Fort Myer these contributions are less than they mukl sclmol sy.stems as well as in increasing ac- Drive, Suite 600, Arlington, VA 222909, be. In the poorest of countries, especially. cess to them. Parents who are persuaded USA. Telephone: (703) 527-5546. Fax: where over 90 percent of annual hudgets that time is effectively used in schools, that (703) 527-4661. are used for recurrent expenditures, there teachers and administrators are doing their is no resi(lual for capital devek)pment and best to inculcate skills into children, and qualitative improvement. Marketing cam- parents who are also actively involved in paigns that might result in the extraction of pronmting the financial well-being of the DCR Available in French even 5 to 10 percent more in local resour- school and in the moral and cognitive You can now read recent editions of ces could be used kg qualitative improve- development of their chiklren. are an thenet'elopmentCbminuIlicalimt Repo ments in schools and learning materiak. essential keys to the realization of Educa- in French! French editions are availahle Campaigns pnmu)ting community incen- tion for All. It is the responsibility of on the following themes: distance educa- tive programs tied to meeting certain educa- educators and marketers to join forces to tion. community radio, environmental tional performince standards may be one empower parents with the motivatkm and communication and health communica- way of encouraging qualitative impn)ve- opportunities to nuke An for Education a tion. ments as well as of realizing quantitatn.e reality. Each edition is available for Z'S $2,50 growth of educational systems. (free for readers in developing coun(ries) by contacting the (;learing- Social Marketing and EFA Garr Theivn is I firector ofhlternational house at the address or numbers hsted Reaching universal primary sclu)ol en- Research and Planning at the Academy fir on p.2. rollment is a formidable task. Achieving it Educational Development.

r ) ' 10 Development Communication Report. iø.69 from literature to tools. Availahle in French education. Cost: free. Contact: Unesco, Mar- and Spanish. Cost: free. Contact: Interna- tinus Nijhoff, Box 566, 2501 C.N., The Resources on tional Bureau of Education, PO Box 199, Hague, The Netherlands. CI1-1211 Geneva, 20, Switzerland. Although articles in theJournal of Basic Education Educational lechnology Abstractsis World Educationare not restricted to the an international abstracting service for topic of education, the journal includes In moving from the consensus reached those in the field of educational and train- hook reviews and schedules for education- at the EFA conference to the practical task ing technology. Categories for abstracts are: related conferences and events. Cost: of making education for all a reality, design and planning, teaching methods, in- libraries, $12, individuals, $24. Contact: As- educators and planners can draw upon a structional media, instructional resources, sociation for World Education, Nordenfjord variety of resources. Below, we have brief- learning, and assessment and evaluation. World University. Skyum Bjerge, 7752 ly summarized key resources in two areas Major journals and books are covered, in- Snedsted, Denmark. journals and projectsthat can provide cluding detailed bibliographic. citations. Prospects: Quarterly Review qf Muca- valuable information on basic education Contact: 36 Lakeside Drive, Cardiff CF2 lioncovers international education issues policies, research, experiences and the ap- 6D12, Wales, UK. from distance education to informatics, concentrating on education at the secon- plication of technology. ICAE Newsdescribes various con- ferences and activities worldwide relating dary level and above. In addition to book Journals to adult educatkm, as well as recent events reviews, each issue contains two case Journals often report the most current in the 11N, etc. It does not include theoreti- studies. Cost: 100 francs. Contact: Unesco, thinking and practice in education. Of he cal articles, but is more of a calen- 7, Place de Fontenoy, 75700 Paris, France. many journals produced, we have selected dar!newsletter. Cost: free. Contact: Projects those of international scope or likely to ap- International Council for Adult Education, peal to DCR readers. 720 Bathurst Street, Suite 500, Toronto, On- The Bureau for Science and Adult Education and Development tario, MiS 21(4 Canada. Technology's Office of Education (S&T/Ed) covers adult education in Africa, Asia, and International Journal if Educational at the 1:S Agency for International Develop- Latin America. It serves as an exchange Development concentrateson educational ment has initiated five contracts that have forum for adult educators and authors in case studies from developing countries provided education research, design and developing countries and concentrates on with minor attention given to theoretical devekTment services in developing practice rather than theory of adult educa- aspects. It also includes hook reviews. countries. Some are new, but many have tion. Also available in French and Spanish. Cost: DM 315.00. Contact: Pergamon l'ress been operating for five years or more and Contact: Deutscher Volkshochschul-Ver- Inc., Maxwell House, Fairview Park, have made significant contributions to our band, Fachstelle Fur Internationale Zusam- Elmsford, NY 10523. USA. knowledge of educational issues and how menarbeit, Rheinallee 1, D-5300 Bonn2, International Review of Education to approach them more effectively. Federal Republic of Germany. covers issues in comparative international The Bulletin VON, International Bureau of Educationis devoted to com- parative, international studies in education. Database Program for Development Documents Each isstcovers a special theme (e.g., dis- Despite the proliferation of internation- finds it swift and trouble-free, Data entry tance education, secondary education, the al databases, appropriate computer tech- andsearch.sare easy to operate for ncn- foreign student etc.) and includes an an- nology for libraries and documentation expert users. notated bibliography. Contact: Internation- centers in developing countries has not CDS/1SIS is available fireof charge al Bureau of Education, PO Box 199. 1211 been readily available until recently. from Unesco. The microcomputer version Geneva 20, Switzerland. CDS/ISIS is a simple database package is distributed by the IBE, which also offers Coneemence/Cmremencia addresses designed for development documents. Its training courses for users. Regional train- issues, piactices. and developments in the users include Unesco's International ing seminars are held every year under field of adult and nonformal education. It Bureau of Education (IBE), USAID, the In- the auspices of the International Network includes articles discussing case studies ternational Development Research Center for Educational Information. from both devel.,ped and developing (in Canada), a club of Senegalese users in Our own experience with the software countries. Articles are abstracted in French Dakar, and our own Clearinghouse on leads us to recommend CDS/ISIS for the and Spanish. Cost: $30. Onitact: Interna- Development Communication. It can be following reasons: several key agencies tional Council for Adult Education 720 used as a stand-alone database or it can are now using it so that a variety of infor- Bathurst Street, Suite 500, Toronto. Ontario, he connected interactively to other mation is now available; it does not re- MSS 2R4, Canada. databases through moderns and quire sophisticated computer technology Educational Innormion and luforma- telephone lines. to run it; the operator's manual is easy to liondetails "news from the field" from a It will run on IBM or Wang personal follow; and inexpert users can find their variety of- international programs and computers, on DEC's VAX series of mini- way around the program using the countries as well as a project index. As a computers and on IBM mainframes. The prompts on the screen. For more informa- forum for regional and international news, Clearinghouse runs its library database on tion on another user's experience, write this journal concentrates less on scholarly the microcomputer version (MicroDIS) on to Adana Daft', B.P. 2352, Dakar, Senegal. articles but includes "ways and means" to an IBM PC clone (at 12 mhz with a 286 Otherwise, contact: IBE, PO Box 199, acquire necessary materials for projects chip and 40 megabyte hard disc) and 1211 Geneva 20, Switzerland.

r f Development Communication Report, no, 69 11 The five projects described below are Available publications include the fol- Introduction to Computer Application listed in alphabetical order. Publications lowing: in Educational Data Pmcessing June listed are illustrative only. A complete list of Policy Initiatives to Improve Prim:in, 1989.Cost: $5.30. publications is available from the address School Quality: An essay on implemen- A Guide to Educational Training given at the end of each project description. tation, constraints and opportunities Materials June1989. Cost: $2.40. Project ABEL (Advancing Basic for educational improvementby Chris Education and Literac;) is committed to Wheeler, Steve Raudenbush, and Aida For a complete catalog of !FES docu- improving equity, efficiency, and quality in Pasigna. Cost: $5 ments, or more information on the project, contact the address listed below. To order, basic education. Increased participation Using Instructl'onal Hardware for and retention of girls is a fundamental goal. Primary Education in DeMoping, send check in US dolkirs, issued by an The four main components of the project Countries: A Review of the Literature American Banking institution, payable to are dissemination of proven educational byStephen Anzalone. Paper #2, March Florida State University, Learning Systems tools, methods, and research findings, 1988. Cost: $4 Institute. International money orders are also accepted. Contact: IEES, Educational operational and managerial support for TheConsequences of Schooling: A USAID Missions initiating basic education Review of Research on the Outcomes of Efficiency Clearinghouse, Learning Systems projects, design and implementation of Primary Schooling in Developing Institute, 204 Dodd Hall, The Florida State pilot projects and research studies, and Countriesby Thomas 0. Eisemon. University, Tallahassee, Florida 32306, provision of short-term training to build Paper #3, September 1988. Cost: $4 USA. Telephone: (904) 644-5442. Fax: capacity within ministries of education and For a complete list of BRIDGES docu- (904) 644-3783. local schools. Project ABEL has been in ex- ments, or more information contact the The purpose of the Learning Tech- istence for six months and has been active project at the address listed below. To nologies Project is to aid developing in Egypt, Jordan, Malawi, Mali, Ghana, and order, send a check or money order in US countries in of ning the greatest possible Uganda. Available publications include:. currency, payable to Harvard University. In benefit from their investments in classroom the US please add $2.50 for the first docu- uses of computers and other newer learn- The Establishment of a National C'enter ing technologies. The project has for Educational Evaluation and Ex- ment, and $.50 for each additional docu- developed a computerized information aminations: Report of a Feasibility ment to cover shipping and handling costs. Studyby Peter C.P. Kimber and Protase In Canada and Mexico, add $3 for the first digest on the use of educational tech- E. Woodford. document and $50 for each additional nologies in developing countries, and has document. In Europe, South & Central produced a cost analysis for the use of Uganda Education Sector Review: Is- computers in the Third World. An evalua- sues and Options for USAIDby America, Africa, Asia, and Australia, add Suzanne Grant Lewis, V. $6 for the first document, $1 for each addi- tion of computer assisted instruction on stu- Byabamazime, et al. tional document. BRIDGES Publications, dent achieveme;:t was conducted in Grenada, a cost-analysis on the classroom To order these publications, or for more Harvard Institute for International Develop- ment, 1 Eliot St., Cambridge, MA 02138, use of computers was formulated in Belize, information, contact: Project ABEL, and technical assistance was provided to Academy for Educational Development, USA. Telephone: (617) 495-9720. Fax: the Belize Ministry of Education for the 1255 Twenty-Third Street, NW, (617) 495-0527. The principal goals of IEES (Improv- development of a computerized manage- Washington, DC 20037, USA. Telephone: ment information system. The Learning (202) 862-1900. Fax: (202) 862-1947. ing the Efficiency of Educational Sys- tems) are to aid developing countries Technologies Project has also initiated pilot BRIDGES (Basic Research and Im- studies on the use of electronic learning plementation in Developing Education improve the performance of their educa- tional systems and strengthen their aids to improve math skills in developing Systems) focuses upon improving oppor- countries. tunity and quality in Third World schools capacity for educational planning, manage. ment, and research. IEES sector assess- For further information, contact: through the design of strategies that will in- Stephen Anzalone, Institute for Internation- crease children's access to schooling, in- ments provide the baseline information necessary to derive country-specific al Research, 1815 N. Fort Myer Drive, Ar- crease retention, decrease repetition. lington. VA 22209. USA. Telephone: (703) optimize the use of fiscal and educational strategies to enhance educational efficien- cy. IEES efforts are concentrated on 527-5546. Fax: (703) 527-4661. resources, improve the amount and quality The Radio Learning Project utilizes of what is learned in school, and improve strengthening the analytic skills of educa- tion planners by stressing the importance interactive radio instruction k) facilitate the accuracy of educational statistics and learning of basic primary school skills. The projections. BRIDGES conducts research of methodical considerttion of alternative policy options, improving educational strength of this program lies in its use of reviews to identify and synthesize available radio. a low-cost means of instruction, its research, and empirical research to provide management hy facilitating the communica- tion flow between central, regional. and interactive style, which engages students, country-specific data and to answer ques- and its effective curriculum design. Ap- tions arising from research reviews. school level management, as well as genei al knowledge development. informa- proximately 600.000 chiklren throughout BRIDGES is currently developing a set the developing world are currently benefit- of integrated software packages which will tion dissemination. and networking. Available publications include: ting from interactive radio lessons in sub- assist education official.s to accurately as- jects such as mathematics, English as a sess existing educational conditions. an- Indicatom of Educational Elfectitvwss second language, reading and writing in ticipated needs, and the cost-henefit of &Viciency by D. Windham. January Spanish. health and science. alternative policies. 1988. Cost: $6. (coltlintiedOn p. 1$)

12 Development Communication Report, no.69 First, the learners' needs and programs could be provided by the national center to (COLLEITA,fromp.4) had to take precedence over the agendas the regional intermediaries and from the behavioral change of the clientele. Both of institutions providing education services. regional to local groups. groups recognized that they shared similar That is, the system had to be "demand Support for new plans from the center problems and each had certain advantages driven" and not supply driven. The model will be based upon actual performance in that could complement one another. should not iepeat past patterns of huilding meeting local learning needs and alleviat- In addition to NGOs, many private and physical facilities and searching for ing poverty. The objective was to establish community or people's organizations such learners. The needs and characteristics of a competitive system in which reward or as cooperatives, women and youth associa- the learners had to shape the programmatic program support is based upon actual per- tions have emerged as an outgrowth of the and institutional arrangements, not vice formance, not simply because an institution Philippines' "people power revolution." versa. exists and is part of an annual budgeting However, they often lack knowledge, Second, the programs should be tar- cycle, skills, resources and confidence to convert geted to the most needy, and not dissipated their aspirations and needs to effective hy trying to do too much for too many. Government Services demand and use of government services. It Third, the programs should be multi-sec- Government's role in providing nonfor- was time to hring together a new partner- toral and integrated, addressing the ques- mal education will be transformed from ship of government organizations, NGOs, tion of learner motivation head-on. For direct instructor to that of technical and and people's organizations. example, literacy could not motivate financial service agent. The actual technical services which will be provided to regional Planning Principles learners who were hungry or desired buying power first. intermediaries and grassroots organizations The multi-sectoral planning group Fourth, the programs should be out- by the national NFE service center are: decided that there were five strategic prin- reach-oriented, adapting delivery and cur- staff development, training and learn- ciples which had to drive the new ap- riculum rather than relying on fixed proach to nonformal education if it were to ing materials development; facilities and content. alleviate poverty and address inequality. Finally the efforts should posses.s a cer- organizational development including strengthening of management, super- tain degree of buik-in financial Slls- visory and information systems, as well ta n a bil ity through client contributions or ((ESOURCES,from p. 12) as planning, programming, monitoring revenue earning. TheRadio Science Projectis currently and evaluation activities; and With these assumptions in mind, the developing a radio-hased curriculum for recommendation was made to convert the the provision of new knowledge and children in grades 4-6 in Papua New technology. semi-dormant University of Life into a non- Guinea. Realizing that science is a subject formal education service center. This center The financial services provided by the which many teachers find difficult to teach, will provide technical and financial services national center and its partner regional in- this project also includes a teacher training to a range of regional and provincial inter- termediary network will take the form of a program to strengthen teachers' confidence mediaries, government and nongovern- revolving credit scheme or connections to and competence. The project also attempts ment. These intermediaries will provide other sources of local financial credit. The to address constraints such 43 inadequate direct assistance to people's and com- revenue to support this revolving fund will materials and equipment hy utilizing com- munity organizations involved in the come from the rental of fixed assets of the monplace ohjects for experiments. Adapta- delivery of basic education services, in- former University of Life, e.g., dormitories, tion of the interactive radio methodology to tegrated within broader cross-sectoral sports facilities, offices, printing and media fit the needs of a more inquiry-oriented. development programs. Regional inter- communications facilities. Since the nation- materials-based subject such as science has mediaries will be selected on the basis of al center is oriented toward outreach in the proved challenging, but promising. their ability to collaborate with people's or- regions, there is little need to use the large Available publications include: ganizations and their implementation complex for direct instruction or training. Interactive Radio Instruction: Confront- record. By combining all of these elements a ing Crisis in Basic Education (AID highly targeted, needs-based, demand- Science and Technology in Devek)p- Demand-Centered Education Services driven planning process, a flexible, respon- ment Series), 1990. Meeting demand will be the key instru- sive multi-sectoral network of institutional English in Action (videocassette of an ment in linking democratization and support, a mechanism for financial self-sus- interactive radio instruction pilot people-centered development in the Philip- tainability, and coordinating links to cross- project in Swaziland). 1990. pines. Regional intermediaries will be re- sectoral policy-advisory bodies - the Philippines is embarking on a path which Science on A ir(videocassette (if an in- quired to conduct a local learning and teractive radio pilot project in Papua development needs assessment, which will recognizes that new partnerships between New Guinea), 1990. identify priority target populations (e.g., un- NGOs. government and peoples' organiza- employed out-of-school youth and adults, tions will be a necessary condition to For order information, project informa- achieving education for all. tion, ot a complete list of available publica- illiterates, etc.), and their information, knowledge, skills and financial needs. tions, contact: Radio Learning Project. Nat CbIletta served as Deputy Executive Education Development Center, 55 Chapel From such a needs assessment, regional and local plans and sub-plans could be con- Secretary of the Inter-Agency Cmmission, Street, Newton, MA 02160, USA. World Cbnlerence on Education jiff All, structed, identifying particular technical Telephone: (617) 969-7100. Fax: (617) 332- s presently a Senior Education Specialist al and financial services that are needed and 6405. the World Bank.

e-)

Development Communication Report, no. 69 13 trends in communication technology, and energy, health, and sustainable develop- What's New, access to communication by minority and ment in South Asia. Annual subscription disadvantaged populations. lb register, con- rates are US S200 for overseas organiza- What's Coming tact the IIC before August 30 at Tavistock tions and 800 to 3,000 rupees for Indian- I louse South, Tavistock Square, London based organizations. For more information, WC1H 9LF, UK. Telephone: 388-0671. Fax: contact: Energy and Environment Group, Conferences 380-0623. Telex: 24578 IICIDN G. Post Bag no. 4, New Delhi, India 110066. Telephone: 608-515. Telex 31-66145 OMIN. Distance Education Resources As a follow-up to the Education for All A continent away, reporters concerned conference, Unesco is sponsoring a semi- Environmental Journalism about the environment have formed the nar on distance education in Africa, to be Nigerian Forum of Environmental Jour- "Everyday Dose of Radiation," "In Sealch held September 24-28, 1990. in Arusha, nalists. The group is currently seeking sup- of Clean Water," and "Himalayan Dams on Tanzania. The seminar will bring together port from international agencies and Shaky Ground" are a few of the headlines specialists and decision-makers to review eventually hopes to expand its activities to of feature stories distributed through a new experience in distance education as a cover the entire African continent. For India-based news service. Twice a month. means of providing access to quality educa- more information, contact: Bode Oyewole, the Energy and Environment Group in New tion. It is hoped that conclusions reached Federal Radio Corporation of Nigeria, Box Delhi, India, issues English-language stories will guide the design of future projects. Al- 9535. University of lbadan Post Office, covering topics related to environment, though participation is limited to invitees, lbadan, Nigeria. proceedings will he made publicly avail- able. For more information: contact Unes- co, 7, place de Fontenoy. 75700, Paris, France, Telephone: (331) 45-68-1000. Fax: casting in the Asian and Pacific (331) 40-65-9405. New Books Region. United Nations Economic and Third World Television Access to Social Commission for A: la and the Literacy U.S. Media by ClausMueller. New Pacific. New York: United Nations. The forty-second session of the Interna- York: Friedrich Naumann Foundation. 1989. Free of charge to readers ln ticnal Conference on Education, will be 1989. Available free of charge from developing countries. held in Geneva, September 3-8, 1990. The Friedrich Naumann Foundation, 823 Each volume in this three-volume set is theme will be literacy. For more informa- United Nations Plaza, 717, New directed at individuals working at a dif- don, contact: International Bureau of York, NY 10017, USA. ferent level of the agricultural extension Education, P.O.Box 199, 1211 Geneva 20. From Mueller's introduction we learn prowess. The training manual is designed Switzerland. that the television traffic between the to build radio production skills among United Stat,.s and the Third World travels agricultural extension workers. Sprinkled Telecommunication on a virtual one-way street. As a result. the with colorful illustrations that are vaguely Africa Telecom 90, the second telecom- average US television viewer rarely gets to suggestive of Asia but generic enough to munication meeting ever to be held in see how the countries of South see themsel- be used in other regionsthis volume in- Africa, will take place in liarare, Zim- ves, as reflected in their own films and 'Iv troduces the reader in plain English to babwe, on December 4-9, 1990. An exposi- programs. Not to be totally discouraged by radio equipment and techniques of inter- tion of telecommunications technology and this fact. however. Mueller focuses on viewing. script writing, oral presentation, services will run concurrently with a ses- providing information that will help correct and tape editing. sion on "DevekTment Strategies for the imbalance. Third World Tv producers The trainer's handbook, designed tor Telecommunication Resources. Manage- and distributors will find the book a useful those who plan and implement extension ment and Technology." Immediately fol- guide to media markets in the t 'nited programs, explores basic concepts of com- lowing the gathering, on December 10-14. States. the programming policies of public munication for development and the role the African Telecommunications Develop- broadcasting and cable networks, and of radio in the overall effort to reach rural ment Conference will be attended by potential channels for breaking into the VS villagers with information. It provides delegates from African countries and donor market. The author also presents the results guidance in the types of training farm agencies. Contact: Africa Telecom 90 of a survey assessing audience preferences broadcasters require. The final publication Secretariat, IllPlace des Nations, CI I- and response to Third World TV progranls. presents case studies of state-of-the-art 1211 Geneva 20. Switzerland. Telephone: Finally, a series of 11 appendices present farm broadcasting practice in 18 countries (41-22) 730-52-44. Fax: (41-22) 733-72-56. lists of contact addresses and phone num- in the Asia-Pacific region. Researchers as Telex: 421-000 UIT CH. bers for organizations mentioned well as policymakers should find it useful. throughout the text. Taken together, the three volumes comple- International Communication Amanda Doty ment one another well. The International Institute of Com- Karen Richardson munication will hold its 21st annual con- Training Manual on Farm Broad- Amanda Doty and Karen Richardson ference September 12-14, 1990 in Dublin. casting Fatm Broadcasting: A are ResearchAssistants.for the Clearing- Ireland. Participants will address com- Trainer's Handbook and Farm Broad- house onDevelopmentCommunication. munication ownership and regulation, r,f;

14 Development Communication Report, no. 69 Yes, but . . .

the table. The moral imperative to attempt ERIC: A US Resource for (METHOD, frwn p. /6) education for all exists in part because it is perceived to be doable, achievable. The Education for All some facets of the EPA agenda and the lan- willingness of so many senior people from guage of the education managers, by Barbara Minor around the world to join in the ERA researchers and analysts may continue to There are 16 clearinghouses affiliated reflected their assessment that at least there be of focus, choices, targets, comparisons with the Educational Resources Information and contrasts, looking for the points of was a chance of making real progress. That Center (ERIC) of the US Department of is powerful stuff, but it also reflects a num- leverage, advantage and tradeoff. Education. Their purpose is to collect and ber of deliberate simplifications. This, in my view, is the greatest risk to process printed materials on education that It would be easy, today, to think of the EPA consensus and the ability to work are not available commercially: conference reasons why little will be accomplished. It jointly on EPA. We need somehow to pur- papers and proceedings, literature and state- will remain true in the year 2000 that there sue the many points of analysis, advocacy of-the-art reviews, curriculum and instruc- is too much poverty in the world, that and incremental improvement while validat- tional materials, congresskmal hearings, and demographic trends are frightening; that ing the education for all agenda and vision research reports. many governments are weak, irresponsible as a whole and supporting the many com- Each ERIC clearinghouse specializes in or repressive, and that too many children plementary roles. one of the following educational areas: remain inadequately educated, too many Fifth, under any of the above scenarios, Adult, Career, and Vocational Education; adults have too little access to informatkm it is likely that before very long educators, Counseling and Personnel Services; Educa- and too few people care. However, it is also education observers and others will return tional Management; Elementary and Early true now that the children who will he 14 to focusing more on the problems than on Childhood Education; Handicapped and years old and approaching adulthood in the the solutions. The magic of what happened Gifted Children; Higher Education; Informa- year 2000 are 4 today. If their early at Jomtien is that there was a collective tion Resources; Junior Colleges; Languages childhood development is not being at- choice to focus on what could be done and and Linguistics; Reading and Communica- tended to today, it never will be. If steps are to accept the responsibility (hat whatever tion Skills; Rural Education and Small not taken within the next two or three years will be done to provide education for all Schools; Science, Mathematics and Environ. over the next decade will be a result, in to ensure that all these children have access mental Education: Social Studies/Social to schooling of acceptable quality, most of large part, of what vision people choose to Science Education; Teacher Education; those left out never will have any formal accept. The participants chose to act as Tests, Measurement and Evaluation; and education. If' these children reach 14 though education for all is within reach. Urban Education. without the basic skills needed to reach Technology exists. Resources exist. Under- Ali clearinghouses actively solicit their potential, most of them will not and standing of the problems exists. The scale materials within their subject area. The we will all be diminished by that fact. of the problem is manageable in most materials received are reviewed by subject countries, if the policies .ire right and experts, and abstracts are written subject Frank Method is a Senior Policy Advisor resources are managed efficiently. The index terms assigned for inclusion in an on- at USA1D. lie sewed on the steering commit- main missing piece is the will to act. This line data base. The abstracts and indexing tee/or the EPA conference and assisted in overly simplified set of assertions is one of draping the conference declaration and terms from all of the clearinghouses appear the forces which caused people to come to franeworkfii r ac t ion. in a monthly index, Resources in Education (RIP). Clearinghouses also monitor profes- sional journals in their area of interest and provide annotations and descriptors for munications (cable, broadcast, and satel- selected articles, which appear in Current lite), audio and video recordings, film and Share Your Videos on Index tofournals in Education (CJIE). other audiovisual materials. In addition to Basic Education The full text of most documents an- processing materials for HIE and CJIE. ERIC/IR publishes two-page digests on Unesco is seeking contributions to a nounced in RIF, (except journal articles) are topics of current interest; mini-bibliog- new collection of videos documenting in- then included in the ERIC Microfiche Collec- novative approaches to basic education tion. available in more than 700 libraries or raphies providing annotated citations to items in the ERIC database about popular in developing countries. Of special inter- infermation centers around the world. est are videos demonstrating ways Micro fiche and paper copies of all docu- topics; a monograph series featuring trends and issues analyses, synthesis papers. and primary schools have successfully ad- ments can he ordered from the ERIC Docu- dressed common problemsfor ex- ment Reproduction Service, 3900 Wheeler annotated bibliographies; and a semi-an- nual newsletter. These materials are avail- ample, high drop-out rates, limited Avenue, Alexandria, Virginia, USA. Orders access by disadvantaged groups, lack of can be submitted via telephone, (703) 823- able directly from the clearinghouse. General information about the ERIC educational materials, and irrelevant con- 0500, or in the US (1-800) 227-3742; or via clearinghouses is available from ACCESS tent of materials. Project coordinators fax, (703) 823-0505. also request help in identifying innova- The ERIC Clearinghouse on Information ERIC, 1600 Research Boulevard. Rockville. Maryland, 20850, [SA. Telephone: 1-800- tive projects that have not yet been Resources may be of most interest to DCR videotaped. Contact: Ulrika Peppier, readers. It focuses on educational technol- Unesco, 7, place de Fontenoy, 75700 ogy and library and information science at Barbara 13. Minor is Publications Cour- Paris, France. Telephone: (331) 45-68- all levels. Areas of interest include the media dinatorfir the ERIC Clearinghouse on In 1000, Fax: (331) 40-65-9405. of educational communication, telecom- fOrmat ion Resort rces.

Development Communication Report, no. 69 15 Yes, but.. .

the need to assist and encourage non- What Way Home fromJomtien? governmental approaches and k)cal par- ticipation in the management of education than there is underyianding of how to do it. Further, we may be quite naive about the by Frank Method plement. The emphasis must be on develop- willingness of communities and private or- ganizations to take a larger and more direct At the end of the LTA, when most par- ing national plans of action and on the role in the provision of basic education ser- ticipants had left, the exhibits were being capacities of countries themselves. vices. Each organization needs to account dismantled and the hall readied for another Countries need to set their own priorities, to for its own resources, most organizations conference, the remaining steering group mobilize and allocate resources within their have specific program mandates and not all members and sponsors met to talk about own budgets and management systems and EVOs and NGOs want to manage larger what had happened. There was a strange to establish the analytic and assessment education sector programs, however mix of exhaustion, exhilaration and ap- capacities to he able to judge whether na- defined. prehension. The conference had exceeded tional needs and priorities are being met. Fourth, educators themselves may pull most expectations, but the "so what?" and An essential part of such capacities is the apart the technical consensus for a broad "what next?" questions remained. Was there partidpation of communities, the private approach using diverse technologies and really a new vision, a true consensus, a sector and nongovernmental entities both in delivery systems to meet a number of com- genuine willingness to collaborate within a providing education and in articulating the plementary education needs, for all new framework? Or was this only a stimulat- social demand for education. learners, returning to narrower advocacies ing meeting among well-intended people for particular technologies or approaches. who shared an interest in common Or, they may set priorities and targets and problems? Would the broad perspective sur- Educators themselves may focus more on areas for experimentation vive once delegates returned to their pull apart the consensus for a rather than the broad scope for mobiliza- specific organizations and interests? broad approach,. . . tion and new partnerships. So far, it appears that the EFA has in fact The EFA consensus has been built by ex- been a catalyst for new initiatives and new returning to narrower panding perceptions of basic education plans of action. There are already very advocacies. needs to include literacy as well as school- promising signs that the international fund- ing; quality, achievement and relevance as ing will be available, that more organiza- well as quantitative access and literacy tions and partnerships (including private If international agencies are too con- cerned about moving large resources quick- nosecounts; early childhood development sector and mass media partners) are becom- as well as lifelong learning. The agreement ing involved, and that many, perhaps most, ly against pre-agreed targets, the education has been on broad objectives, not on countries will make greatly increased ef- systems which result are likely to be central- means, approaches, choices of technology forts to achieve education for all over the ly controlled, narrowly focused with stand- or measurement instruments. The language next decade. It is particularly encouraging ardized approaches and rigid administrative has been of broad frameworks; comprehen- that international collaboration is increasing guidelines, and with few meaningful roles sive approaches; integration, balance and in key areas for new initiatives such as early for the participation of communities. complemen- childhood development, the education of parents and individual learners in shaping tarity; and of girls and women, comparative assessments, their education. partnership joint research and the exchange of educa- Third, the con itment to cooperation, and common tion data. joint partnerships and new approaches maY become quite strained once we begin to purposes. By However, there are several scenarios talk about major initiatives with new contrast, most which could undercut the new initiatives educators and and pull the consensus apart. finance. Donors must find ways to work educational or- First, the international community may more collaboratively, with new partners, ganizations not be able to deliver new resources. either providing assistance as part of larger pack- are involved because funding scenarios are overk op- ages involving multiple sources of funding and assistance. and expending resources only with timistic or hecause the leadership among vith less external oversight and direct the major assistance agencies (e.g., the four (continued on management. There is more awareness of agencies which sponsored the EFA or the p.15) other donors working through the Interna- tional Working Group on Education) proves unable to work collaboratively. For a number of reasons, I think this scenario is the least likely. Second, and more likely, the internation- al community may put too much emphasis on international funding, coordination and monitoring mechanisms, getting ahead of national capacities to assess, plan and im- ,- Sou r Non, tv Mane/10 Jiir the IV't.M.1 htter-Agettcr Commts.slint

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16 Development Communication Report, no. 69 Clearinghouse on Deyelopment Communication

No. 70 Communicating with Women by Maifica Vajrathon Women are key agents Venviron- mental pmtection. In rural areas, they live Why do development communicators and work closer to the eco-system: they and educators need to think about women? can understand its limitations and can The moral, human rights reasons are safeguard its future by practicing sus- well known and need no elaboration. The tainable agriculture and forestry. Therefore, practical development reasons why com- they need support, technical conservation dif- municators and educators can make a information, and sharing of their ex- ference through communicating with perience through communication. with intbr- women and empowering them Women are the key agents (pitman mation and skills are outlined below: development They can improve the quality Women are economic agents, al- of life a.)cl optimize human responses in though they are usually not perceived to communities through reducing maternal he. Their work is not accounted for, and so and child mortality, reducing fertility, im- their further development potential is grow- proving family nutrition, and Hianaging ly neglected. safe drinking water and sanitation. They Women are fitrmers. In Africa, they also teach their children (especially produce some HO percent of fixxl, and they daughtees) good health practices and other can produce more if other workload is skills at home, thus supporting formal reduced and if they receive training and education systems. technical infornution. When development communicators ig- nore women, they consciously or uncon- sciously slow down the pace of development and perpetuate the vicious Village woman in Togo speaks into tape recorder cycles of poverty. illiteracy, starvaticm, and human suffering. may need to "repackage"information in a form that is comprehensible to poor,il- 'WomenandDevelopment literate women and to select those com- SupportCommunication munication channels most approf :late Over recent decades, there has been for women. Furthermore. women will growing recognition that ctnnmunication have difkrent information needs and based on people's background. culture and ways of treating knowledge. For ex- basic knowledge is a critical component of ample. women must be informed about any development project,and that it must life options in relation to marriage, safe be systematically planned, budgeted for contraception, and breastfeeding, in and evaluated. But, as with development order to make choices in their own inter- planning in general, there is still a tendency est. Even then. development com- to astilline that development communica- municators need to ensure that they tion and information directed at a general bring women information as women and audience will equally reach women. not simply a. intermediaries fin c hildren In fact. wonwn often do not have equal and families. For instance, a breastfeed- access to information, due tosuch factors promotkm campaign that locuse.s too as restricted mobility outsidethe home. much on child health goals might miss lower educational levels, and sometimes the fact that six half-hour feedings per men's control over information or media day would seriously burden already over- technology. Development communicators (continued wt p. 2) I I $ 7 Development] ISupported doe Office of Education, Bateau for Scienceand Technology of the U.S. Aviary for international ( VAJRATHON, from p. I media should concentrate on getting women into mainstream media or creating worked and time-constrained mothers, "alternative" media institutions to serve the Thus development communicators must be- interests of women and meet the com- come much more sensitive to women's munication needs unserved by male-con- problems and listen to their own ideas of trolled media. Women's own media also how to solve them. allow an opportunity for open dialogue iftierrtiVAV*1-Vtir#444:e.:7Pe;-4.;. It is also essential that more women be , without domination by men. Psychc'ogists , t 4 . p- .7 .2"..,r given an opportunity to be trained in skills have observed that in a group composed of 41:17:1-?11.44'$'74. that will enable them to become develop- men and women, the men usually set the ment communicators themselves. Such agenda, choose topics for discussion, and skills range from interpersonal communica- tend to answer most of the questions posed tion techniques, to production skills in folk during the group discussions. media, small controlled media and mass media, as well as use of new high-tech in- formation technologies as communicatkm The present challenge is how tools for development. to counter the negative Women and the Media reactions when "women's During the 1970s and 1980s, especially issues" are brought up at during the United Nations Decade of Women (1976-1985), the international national or international women's movement made media development discussions. producers, communication planners, and others aware of the need to think about women and the media in the context of While the debate has continued, women development. Many national and several in- have felt compelled to work on both ternational meetings were organized on the strategies, depending on their kwal situa- subject of "Women and the Media," raising tions and, of course, their own vocational such questions as how the mass media preferences. The last ten years have seen treats issues of concern to women, and an enormous expansion of women's own women's participation in various capacities media: international networks of women's in the production of mainstream media. development information, development Social analysts and critic.s have pointed manuals for women, films and videos by out that mass medianewspapers, and about women. television and radio -.are used by those However, it can be argued that neither who have access to them. Until now, men strategy has succeeded in making a sig- in all cultur:s have had both access to and nificant enough difference in Third World control of the printing press, broadcast tech- women's access to information and skills nology, computer-based technologies and relevant to them and useful for contributing production resources that determine the to development in their communities. design and content of programs. Tradition- Despite larger numbers of women profes- ally, men have communicated through the sionals employed in mainstream print and media on behalf of all humankind, influenc- broadcast media in developing countries, ing public opinion, and bringing about they still tend to be concentrated in sex- political, economic and social change from stereotyped posts such as announcing or Credits their point of view. But because parents children's programming, and are largely ab- bring up girls differently than boys in most sent from management and decision- Many thanks to Elaine CIA Leslie cultures, women experience life quite dif- making positions. Several recent studies Steeves, Marge Shuler and Suzanne ferently and so bring a uniquely female show that factors push women who work Kindervatter, who pfovided referrals, ad- perspective to many issues of local as well in media to become "one of the boys" in vice and feedback at various points in as global importance. In recognition of this order to achieve recognition and status planning this edition of DCR. gap, there has been a significant entrance %%ithin the profession, neglecting womens Photo and illustration credits: An- interests in the process. Mass media treat- of women into mainstream mediamuch thony Fisher, United Nations, p. 1; Over- more in Western than Third World ment of women's issues, while broader seas Educa.n Fund (top) and Water countries, but to -a noticeable extent in the than before, is too often confined to a and Sanitation for Health Project (inset), latter as well. "women's page" or program rather than in- p. 6; T.S. Nagarajan, UNICEF (top) and At the same time, those attentive to is- tegrated into broader content, and many Overseas Education Fund (bottom), p. sues of national and international develop- stereotypes and negative images of women 10; Community Publishing Program, p. ment raised the question of whether the prevail in media content as wc' as advertis- 12; Porise Lo, Isis International, p. 20. strategy for participation of women in the ing. The use of alternative media, when sus-

11 2 Development Communication Report, no. 70 patriarchal society, especially those assum- coniiincing UMW Staff ing that "male-defined reality" is the only tion On gender times. Research, training, reality, that political and economic systems The Ozeta lagffflYS Project odw Of- and technical imistanceare coor- created by men are superior and that floe or VomenffiDeveicsenent, U$ Agen- dinated with communication. women must merely be integrated into cy kwinIRYilliaMtariseilapmetn, is The prolect is now, Comnleting a these systems. Likewise, men should be desOlient,#,Inedia "Mintlitimtion limited rainlly Of URA1D policy nrid tech- brought into 'female-defined reality," that #11**IriViot ficacY ork*, pOrgiri nlailgtaff On thekAttiniciesOtnowledge is, the reality of' child rearing and education thletIghailt AllenCr andpracticee related tir,women hi of the new generation. Men have the ad- notkin,irdowirdng the developMe* The 04 isiue of I newslet- aud education, all*OrnItions lop every aspect vantage of better nutrition :let is Risteff therein, succemsorleii are andone question development com- of 1Wodr. . **pidgin cenial message Is that being pzelteged foe dlisiminadon municators might pose is whether society *MO mirtture of media, 'andiom- ought to give greater responsibility for woo* *01* contribtitors td' putetiesdeconomic *deb and vkieos caring and educating children to the best economic divelopitent Ind; cow**, qualiCed among usthe men. develocreent that ignores women is wu- s.mthOwcodti.' lbe.inessage is simple, hit powerful: A more gender-balanced communica- ie0d and more lately to fail.'Agency , women,' are mote than half the worldis tion requires that there be a process of' buremicrata and field staff are the primary populananimd LID. cannOt afford to redefinitionand change inall areas of tar* intllien, Ce, but the prolect also In- define them al a yetis! fitment" human activity. It's a tall order, and a chal- tends,0 dkect meinagei at the Us Con- declares. Chloe O'Gara, Deputy Dkector lenge to development communication gresi; kos, womews organizations and ,of USAlo's Office of Women lfl DevelOp- professionals in the coming decade. leader's in developing countries. A special- ment.'"Women in development Coiurpts ly tailored message and strait& will be must became in integral element of all Mallica V 'ajrathon, from Thailand, is a developed for each audience. deviilopmere usistance. Cant:tunic:4bn Senior Technical Officer in the Education. The multimedia approach is one ele- can plt.y a critical role in this process.' Communication and Youth Branch of the meet of a broader effort to stimulate ac- United Nations Population Fund in New York.She has written widely on women's tained, has indeed had an impact on must be developed to address three stum- education and communication, and has women's knowledge and skills and is bling blocks: produced films and other audio-visual materials in support of development efforts. capable of reaching significant numbers of Many development professional and local women. But these have been relative- policymakers hold deep-seated beliefs ly rare phenomena, with small, alternative that women ;,re not men's equals, and Talking It Out, by Radio media constantly struggling tosurvive and that economies and societies are cc it-- dependent on financialsupport fromdonor rectly organized to reflect this ine- LoCaiiimbitbweanwomen and na- agencies due tc women's inability to pay quality. tional development planners are carry- ing out a weekly dialogue on key for such information flows. Some believe that it is inappropriate to development issuei- via radio. Ai the "export"a culturalideology of Conununicating with Policy Makers women's advancement from one same time, women who Cannot afford society to another, especially when the radios ate gaining greater access to, na- Currently, there is an enormous need to export froma dominarn donor tional radio pkifirmisming. usv communication to heighten male society to a poorer recipient society. Under the expert:to:nol prolect in- leadership's understandingofthe impor- Many critics claim that to introduce the itiated by the PederitiOn of Afriat Media tance of a( ,.epting women on an equal gender equality notions of the West Women, women whoform radio listen- basis in development. Developn,ent com- imo development programming in ing groups at the local level receive a municators, men as well as women, need to Africa, Asia and Latin America isa form radio/cassette player. They, meet regular- of cultural neocolonialism. use their skills to reach policy makers and ly to discuss their oWn cot cents and opinion leHers to make the case that Many development professionals resist priorities without interfere rice from out- women are agents of development, that raising women's concerns in develop- siders, recording their con fersations on their work has an economic value and that ment discussions as a separate issue to audio-cassette tape. The cassettes are due to their special role as family caretakers be analyzed and assigned programs. passed onto a broadcast program coor- They cannot see how they could begin and community activists, their needs and dinator, who selects passages for presen- to generalize about approaches to potential must be properly taken ir ac- tation to government and non- count in development strategies and women in development that could be useful since women are represented in government development officials. Con- programs. rich andpoor, ruraland urban, edu- versations and responscs are woven into The present challenge for development cated and uneducated,all ethnic, a thirty-minute prograrn, which is broad; communicators is how to counter the nega- religkms, cultural, tribal and other cast every Monday at 210 p.m. on Radio tive reactions when "women's issues" are groupings. Four, Zimbabwe's educationatchannel. hrougi,, at national or international Since the project's initiation in 1988, Breaking Barriers development discussions. These negative three listening groups contribute regular- reactions come not only from male Presenting women's viewpoint in ly to the program. decision-makers, brit also from female devek9ment through interpersonal and Based on a rvort in 1NSTRAW News 12, deciskm-makers. Communicationstrategies mass media will explode several myths of £.! 1 BEST COPY AVAILABLE Development Communication Report, no. 70 3 Agricultural Extension and African Women by H. Leslie Steeves reaching poor women farmers In a mid- topics (e.g., family planning) makes the For more than a decade, development 1980s study of a project in the northwest need for female extension agents even scholars and practitio, ters have known that province of Cameroon, Adam Surla Koons more apparent. women grow 80 percent of food in Sub- found that male extension workers paid far However, there has been little research Sa haran Africa. However, a review of fewer unsolicited visits to women than to to find out what kinds of barriers women studies and project documentation for the men. These male agents held such strong extension agents face or through what 'region indicates that the primary channel stereotypes about women's supposed lack types of training male agents might be able ir transmitting infomtation on agriculture of interest and inability to learn technical in- to reach women. t.;ertainly this research agriculture extension systemsstill largely formation that they could not be easily must examine the macro-level of decision- ignores the needs and situations of African swayed Ly contradictory evidence. Women making where women are seldom present. women farmers. likewise believed that the extension But research is also needed to examine workers only served men and they seldom more localized constraints. For example, a Women Overlooked requested visits. Similar findings have been recent CARE and Peace Corps project to lo- Extension programs are typically reported elsewhere, including in a five- cate and train female extension workers in operated by a Ministry of Agriculture. Fur- country study (Kenya, Malawi, Sierra northern Cameroon sought women aged thermore, most extension programs are Leone, Zambia and Zimbabwe) croducted 20-35 (to assure credibility in working with based on Everett Rogers' diffusion model, by the FAO. village women), unmarried and divorced which assumes that a combination of mass Kathleen Staudt studied a sample of women (to avoid conflicting family respon- and interpersonal communication can female-managed and jointly-managed farms sibilities), a junior high school education move individuals from awareness (usually in Western Kenya in the mid-1970s. She level, and fluency in French as well as in at of a new technology) through interest, found that "female-managed farms always least two other local languages. It was felt evaluation, trial and finally adoption. The received fewer services than jointly that these criteria were essential, but it was diffusion model has been criticized for its managed farms, and gaps increased as the almost impossible to locate qualified and "top-down" nature, that is, its underem- services became more valuable." Such ser- available women. In Malawi, where it is phasis on the participation of recipients vices included home visits by extension similarly difficult to find many female ex- particularly the poorinto development workers, group demonstrations, short cour- tension workers, Anita Springs and others found that male agents could be trained to decisions and processes. Another criticism ses, disseminating loan information and ac- reach women more effectively. At the same has been its relative neglect of communica- cess to the services of cooperatives. tion strategies beyond interpersonal and Inequities resulted in a decline in female time, female home economics agents were group communication. managers' relative yields and other perfor- given agricultural training to enable them Although the application of the dif- mance indicators. Staudt's recommenda- to supplement other extension efforts and to better meet their clients' needs. fusion model has changed over time in ef- tions for extension systems included: Recent studies indicate that female forts to reach more poor rural people, recruiting more female agricultural ex- agents are more effective in some respects research shows that women are neglected. tension agents, and/or provide agricul- While much has been written about the tural training to home economics than male agents. The FAO five-country "training and .isit" (T&V) system (one adap- extension workers; study provides some evidence that women farmers prefer women agents. Koons tation of the diffusion approach that relies placing more emphasis on group exten- found that men in northwest Cameroon on "contact farmers") the literature contains sion; and claimed the responsibility for passing infor- little reference to women. Little reference making greater use of women's groups mation to their wives, but in fact it was sel- to women usuany means that women are and networks. dom done. Even when information was not included. In a 1985 study, Jean Due relayed, reasons for new practices were sel- and her colleagues found that extension These recommendations constitute three agents in northeastern Tanzania visited sig- themes recurring in the recent literature on dom given, reducing women's motivation to change. Koons also found that women nificantly fewer female farmers than con- women and agricultural communication. agents from the same local area as their tact farmers (all male) or non-contact male More Female Extension Agents clients paid more unsolicited visits to farmers. Also, the TeX focus on specLlized women farmers and that their participatory training for agricultural agents (usually The desirability of hiring female exten- style in meetings was more effective in male) will most likely be to the detriment sitm workers seems obvious in African and eliciting questions and facilitating learning. of any agricultural training for home other societies with sharply divided gender However, women farmers did not request economics agents (often female), who may roles. Put simply, women are likely to com- any more visits from female than from be best able to reach women farmers. municate well with other women. In some male agents. Also the female agents were In Africa, as elsewhere, most change instances, husbands jealousies of theft somewhat handicapped,their unwilling- agents are men (ab( 95 percent, accord- wives' interactions with male extension ness to ride motorcycles, as well as by a ing to the Food and Agriculture Organiza- agents, or other taboos against women's in- perception of their lower status by both tion), and the few studies that have been teraction with non-family males or against client farmers and other agents. reported indicate tkit these men are not women's interaction with males on certain

IA 0 A.. 4 Development Crrnmunication Report, no. 70 Using Group Extension Approaches of women's groups in the 197o:, and 1980s, Another issue is the need to use group more than 90 percent of the women in techniques to reach more people. Staudt Kenyaprimarily the very poordo not 4-01*.oit.AA1 found that an emphasis on individual visits belong to organizations. So while it is im- p,otiktv,4,,,,feinv. tended to overlook most poor farmers, in- portant to draw on the help of women's , Irqs,:,ivekliotiftt cluding most women. Yet there is also groups, care must be taken not to exclude evidence in Africa that men dominate in those who are most vulnerable and least mixed-gender extension workshops, and apt to he represented by these organiza- tions. c00114' :, women are silent. i .. For example, Louise For/mann and ,. Valw4r Planning Communication Strategies J t . Dianne Rocheleau found that while liglaltlinA,' 4.A1 1 i.-14 Kenyan women are the primary users of There is no question that the above ',. , , N',..0!,,Itr soX="t'i`'-',..1!". '4..3"atiftrt/ '. agroforestry products (for fuelwood, fod- three strategies will greatly increase the sen- ,1.114P. V.., ;4/44 der and fiber), in mixed-group extension sitivity of agricultural extension to women 4 ';'''...,i' if:', iv''...;'' 0 l't1 4.4 \14 '11. Foorvil ",' .4, dit.. meetings only men spoke up. However, in in Africa. But there are many more . '`i , ,' s .," ', 4 strategies that extension could draw upon. .. t the women-only meeting, w ,men not only 7 ,..t.:1::!':,11 ,,,:::5:: In general, just as most development exchanged infornuition freely, but they also - named many useful shrubs and species un- communication theory and practice has not familiar to forestry and agricultural agents. considered women, most approaches to Furthermore, Koons found that female ex- women and extension in Africa have not tension agents in northwest Cameroon did drawn on a broad range of communication a better job of engaging women in groups theory and strategy. These studies seldom than male agents. However, the female cite development communk ation theory agents' responsibilities to male as well as beyond diffusion or suggest strategies female farmers reduced their available time beyond intett:ersonal and group com- to meet with groups of women. municationdespite the fact that some In sum, there is evidence that grr.ip ex- studies comprehensively assess women's agricultural practices and their roles in the tension may be more effective with gender- 1 segregated sessions, particularly when farm-home system, hence, their information . needs. women agents lead the sessions, and also ..,..4t, u-,.. :,..A...,.,,,,, 4..4) ....,, ,., A, ." that women have important agricultural The determination of communication ! N.SP 1 V Z, knowledge to share that should be strategies requires the same careful atten- ' t gathered and incorporated into extension tion as the determination of proper tech- nologies and messages for women and for research, planning and outreach. , men. The diffusion model alone is an inade- 4iitAtt* Working Through Women's Groups quate guide for researching and planning Numerous scholars and practitioners extension communication. The substantial have noted the value of using women's recent work on the meaning of "feedback" groups in development projects, and the in development communication can pro- strategy has received a great deal of atten- vide guidance. Further, there is much em- dna* tion in recent writings. The strategy is im- pirical research and anecdotal evidence qukedibt portant because it moves beyond the more (some reported in DCW) that mass media. oftei *VOW &se /00v00.0. 0.00/ traditional extension practices of interper- small controlled media, and indigenous wondoed, and the edidtStdint -*not sonal and group communication. forms of media can often be effective in learn ei quick* a leYotskind incn. In Africa, women's groups form initially development and may be worthwhile to eYnktedOnvondia*Iiiet yeas' for many reasons (related, for example. to consider along with the more usual prac- revealed diat not nalydkleotanett score religion or economic need). During the tices. Finally, the failure of most develop- well on onitexami -and they enOoyed 1975-85 International Women's Decade, na- ment communication projects in Africa to getting high marks - but they applied tional women's groups and affiliated local consider women and of gender-sensitive ex- much of their new knowkdge in the groups were greatly strengthened and they tension projects to examine a variety of fidd. *twever; teaks suggested that now constitute a significant political force. communication possibilities indicates a they tnight have benefited from direct They are also important facilitators of need for critical analyses of all develop- demonstration or Alma; matenals to un- "women'.s projects" in development. includ- ment communication programs. derstand difficult concepte (eg., compost- ing extension programs for women. ing). Women also expressed thterest in Leslie Sleeves is Associate Prqlessor of However, many observers caution that information not coveted, such as market- JournalismC41the Unitmity of Onwon. This often only the wealthier kind better-edu- ing their produce, and obtaining agricul- article is adapted frwn her paper, "Women. turalcredit. cated women have the time to participate Rural Infrwmation Deltivry, and Deivlop- Ba,wd on correspondence and evalua- in organizations and it is these women who flenf in Suh-Sabaran Africa," a forthcom- tion report from &wrath Gilbert,Institute are likdy to assume leadership roles. Maria ing publication qf the Working Papers. on des Affaing Culturelles, 01BP 3970, Abid- Nzomo of the University of Nairobi recently Wmen in International Development, jan 01, Cote d'Ivoire. obseryed that despite the high growth rate Michigan State Untivrsity.

47 Development Communication Report, no. 70 rPriecipin into Practic.

Women and Water The Bucket Stops Here

it' by May Yacoob spend hours haul- ing wat-r, Consider for a moment how, on coming parents are more home, the average resident of the Ilnited likely to 4'..14Wkir States turns on a tap and easily obtains his thr', Lfaughters to or her daily requirements for bathir- I-Jok- attend school. ing and cleaning. On the other hand, Women recog- sider the two billion people in developing nize these impor- nations who, becacy. severely limited mak tant benefits and, water supplio jecide which use for that reason, should he given prima: on any particular they are willing 414 day The average woman in a developing to invest the time A woman in Togo enjoys better country survives on less than ten liters or required to makehealth and more time with a wat- water a dayles.s than what we use each water and sanita- er sptem (inset), but most African time we flush a toilet. Plus, where there is no tion projects sus- u'omen haul water miles each doy. running water, drinking water or toilets, tainable. As one village woman in Togo women spend many hours hauling water and remarked during an evaluation of water caring for family members with waterborne dis- projects funded by the US Agency for Inter- eases. national Development, "Now that I don't Educating Women Is the Key have to carry water three times a day, I have time to work with other women in im- Early in the International Drinking Water proving the lives of our children." Supply and Sanitation Decade, which began As a result of their involvement in com- in 1980 and ends this year, the sponsoring munity water and sanitation projects, development agencies agreed that the role women are also more likely to participate of women in water supply and sanitation in- in other development efforts. For example. volves more than equitable treatment or the Aga Khan Foundation found that in its women's rights. Their role in managing community health projects in Pakistan. water was recognized as a key determinant women tended to come to clinics for of their families health and well-being. But mother and child health services and family Hygiene education must early research on reduction of diarrheal dis- planning once improved sanitation prac- eases showed that the installation of water have its roots in existing tices had been adopted. And a study con- systems alone had no meaningful impact on ducted in Togo and Indonesia by the Water community ideology, values, health. Instead, the greatest benefits and Sanitation for I-lealth project (WASI rehgion and myth, resulted when water and sanitation systems feiund that the children of women who had and hygiene education were an integral been involved in participatory water package. It became clear that decisions projects tended to have a higher rate of' and manage their facilities. Success, there- about how much water to use and for what completed immunization series and that the fore, must be measured not in terms of purpose were critical in controlling almost women themselves had greater knowledge how many wells are constructed or latrines 80 percent of the diseases commonly caus- of oral rehydration therapy. built, but in terms of' whether the neces- ing mortality and morbidity among infants. sary community institutions are developed and that these d..cisions couid be in- Ensuring Sustainability and how well community members are fluenced by learned behavior. These At one time, the prevailing wisdom in trained to take responsibility for and decisions largely fall to women because of' the water supply and sanitation develop- manage improved systems. their responsibilities for household manage- ment community was that once improved Water supply improvement typically in- ment and child care. technology was supplied, people would volves a relationship with communities It also became clear that water and realize the importance of such innovations that can last from one to five years, sanitation systems bring direct benefits for and use them. Iiowever. it quickly became depending on the system being con- women. Time saved by no longer having to apparent that the henefits of improved structed. During this process, community haul water and care for chronically ill family facilities did not occur automatically. members, guided by extension agents, members translate immediately to addition- Project experience clearly indicates that learn and apply skills related to problem- al time to rest, cook, care for children and, health benefits will not result unless sus- solving, planning and evaluatk)11. Seeking perhaps, engage in income-generating ac- tainability is ensured. Sustainability refers to tivities. If young women do not have to the long-term ability of' communities to use COnlintied oil p. /7)

.1. ,

Development Conintunication Repor t, no. 70 Principlesism Practice

They said a good mother is one who is clever, who knows what her child How to ImproveChild Well-Being? needs, and who tries to satisfy those needs. First IncreaseMothers' Self-confidence While they beheved that their role is to serve their family, they strived for economic independence and usually believed that it could be achieved, by Marcia Griffiths They feared that doing something new For years, research has beim done with or differ( nt will cause problems.There- They had difficulty coping in their fore, they wouldn't try. daily lives, hut they saw the future as women in an attempt to bring their perspec- holding better opportunities for their tive to the design of child survival and nutri- They refused to do anything special children. They saw themselves as dif- tion programs. We have documented their for themselves for fear of calling atten- ferent from their mothers. Fheir desire child-rearing practices, and brought to light tion to themselves, and they seklom for information was high. some of the constraints they face.Such fac- thought it was important to do any- They appeared to be in control of tors as time, formal education. position in thing special for their children, at least for the girls. child feeding, persisting more with the household, conmiunity and society, their children and, on occasion, prac- control over family resources, and health We concluded that no matter how well ticing force feeding when the child status have been used to explain mothers' we created our messages abouthealth and refus,;(1 to take food. nutrition, we would achieve little unless behavior. But in Indonesia and Cameroon, a lack Ilowever, there is still a gap in our un- the education improved mothers sense of of confidence was apparent again. In both derstanding because we do not know the self-confklence in their ability to care for these countries, the research had a new ap- their children and helped them see that context in which mothers opemte and proach: focus group discussions were held make decisions. By this, I refer to what a small decisions and actions they take on a with mothers with well-nourished children women wants from life, heraspirations for daily basis could improve their lives and and mothers with undernourished herself and her children, what her dreams those of their children. children, allowing the perceptions of each and fears are. what makes her feel inade- Since this initial research, we have gnmp to he compared. Mothers selected quate or happy. how much she feels she is looked at the issue of self-confidence in In- for the two groups were from roughly the in control or can influence things. donesia, Cameroon and Swaziland, where we worked with colleagues to improve in- same communities, the same economic Probing Mothers' Feelings fant feeding practices under the USAID-as- background. and the .same literacy level. What distinguished them initially was the Recently. the importance of female self- sisted Weaning Project. We found that nutritional status of their children. confidence has emerged as a critical issue maternal self-confidence and self-concept In Cameroon, mothers in general fOr sustaining the health promotion be- can differ markedly among cultures. In seemed to lack confidence, could not ar- haviors advocated in many NA omen's health Swaziland mothers mostly seemed confi- ticulate much about the future. and and child survival programs. Several inves- dent in their abilities and were willing to seemed concerned with daily problems tigations clearly illustrate its importance in try new approaches. as long as they were and chores. But all of these tendencies decision-making related to child feeding. affordable. Specifically, were more pronounced among mothers of For example, through research in the Mothers felt relatively confident about undernourished chikiren. as were the fol- Gujurat and Maharashtra districts of India, their ability to raise healthy children. lowing tendencies: we found that mothers shared thefollow- ing attitudes and perceptions: They believed that their role is to serve Bringhig Women Together their husbands, mothers-in-law and L. Gunanadbi, a health educator with attends such classes? In our experience, it children. They made no decisions the Rural Leprosy RustinOrissa, India, is often the woman who does not bring since their mothers-in-law are power- wrote tbe DCRwitbsome kieas about her children to immunization that also fUl and their husbands control all the woments particOation in bealtb education doesn't come to health education discus- money. ptognsms. We share them with you bete. sions. They believed that they are not worthy How many health educators will ac- Now take a video player to the same vil- of going outside the home for any ac- knowledgethat it is hard to get a group of lage, tegularly every two weeks or once a tivity except agricultural labor. women together for classes? It is alien to month, and see who comes ...If video is They said that they will do what they the illiterate to sit and learn, adopted, then the films shown need not can for their children, but universally If we surveyed the actual people who be just "health education." They can be they felt helpless to ensure good care come to health education classes in the 'shown with commerdal films too. Those in the presence of constraints such as day or even in the evening, would we find motheni and children who come to see the lack of money, lack of' facilities and cir- the women. .who One might say "need educational film pay no fee, those that cumstances dictated by God. the education Most," i.e., do we find the only come for the commerdal film pay. mother who has had five children but lost They believed that they cannot give .We should be starting to realize that three all under the age of two years? .. fciod until the child asks for it, and only video is the moat easily understood health when he/she asks for it. and that they (Or) is itthe women who brings her education medium (for use) in the poor must stop giving foods when the child children to an immunization program that areas where there is electricity. rejects them.

Development Communication Report, no, 70 7 They were more likely to decide to Social Marketing; More afirketing than Social? begin giving food to their children . . .

when the child asks for it, or when 'Stitt drarketing wasistost 'I? ,..prakiet staff became meats dot Wnmen he/she is ready to accept it. plieetechniqnseof tomMerciarMarketing were complaining of iddloOects frOdi the They were more likely to classify food for social goals -hiis berai Celebrated' is '); pflsnwssoatu*l1.uh.beneofU by what their child likes, rather than by beitig tesponliesi di the desk.' VW needs off in1979 that they look WOMert's Con-

other criteria. of peoPle., Thestrategy ligainingWide rains imiously end*rediatct , popularity Mac% develoOdienteciin; They often believed that illness is munication ipedalists, raipecislly for prevented only by God and that they Subiravendy,hotraeliold diradhudon have no capability to "cure" their health and Odd survival promo** But sdienie was adopted inikich mks- children's illness. the experience ofthe family Planning $0,- wranen niadetne-dnie visits to women In

, ciallearkedng project:in Bangladealt raises d* homes. Aldiough they Were effective . In Indonesia, mother.s generally saw questions about how tesPonsive the- boosting salts bp rung wornen,. this ap- their role as one of obedien.,:e. They felt methods are to thane who fall largely out- pmach was quite cosdy and therefore was they must be happy with what they have. skle the reach of Market aware:iliumin dikontinued. Yet from this Scheme, and a But the following differences between the this case, poor rural women. slander effort in 19137, it ecame maitre two groups of mothers were apparent: The project, which began in 1973 and dim repeat visits With women were re- Mothers with well-nourished childwn is sdkongoing; aimed to massively in- quired to addicts their concerns about seemed more confident, articulate, and crease the Ue.o(oidrInmpdves side-effects. But project staff fek thit Wen- future-oriented than tnothers with un- Bangradesli, *eddy smangiotv-income sive repeat direa rammtunicatiOn *won't dernourished children. famine, in rural areu. iCurrently,. the. coinpadble with the mass marketing Although all mothers viewed children project sells apprradmately 113million strategy

as their own person.s, able to convey condoms, 6 million-oral craeracipdve . Also in responee to the problem of skie- what they want, mothers of under- cycles, and 3 miliiOn fanning tablet, each effects, pmjea planners alio decided to in- nourished children seem more in- year at belOw-mirktt Prkes through mass troduce a new low-estrogen pill. fluenced by this perception. They were retail outiets.'To promote sides Of the folkiwkig standard marketing convention, more likely to stop brea.stfeeding when product, Bangladeshi mirket research puled planner, dedded to 'differentiate" the child is still young, attributing it to firms aml advertising agencies were hired.' the child's lack of interest. They were the nrw pdl by making it more expensive also more fearful of the negative conse- Tluough market surveys; researchers , and marketingit to in urban, literate quences of trying something new or in- conduded diat Bangladeshimentio the audme..1tWas fek that, mrateducated sisting on giving the child food. shopplogandare the Iiiijor'dedsion- women would better understand the a.' makers on family Owning, Ond therefore While there are many explanations for planations of possible breakthrough bleed- they should beitie OrignarY *let audience women's feelings, it seems clear that the ing with use Of the low-dose pill. Yet skim for, promotional messages. Thoproject more confident mothers feel in their there wis evidencie suggesting that the gave major emphasis to the formal masi abilities and themselves, the more likely it Ade-effects frem the highdome *Pill were is that their children will be better media - tekvision, radio, and the pees - , Mos severe in malnourished women, this because they were considered Most cost- nourished. Maternal confidence seems to strategy deprived, weds* these ',omen effident and because Advertising, fina, ex-. who needed ,the low-dOse influence such practices as the initiation most. pada lay in miss media. Yet and duration of breastfeeding; the timing of sum; nearly only decision made Bangladesh, these channeis Ole primarily the introduction of foods; the willingness to during, the project - the reliance on 'market accessible to Men, especially urbsti men,. try new foods or practices; the quickness research and adverdsing agencies, theuse with which the mother will take action and imat amend* to rural Wooten Initial- 01 mess niedikdistribUtion through Mass ly, the project mode only minimal Me din- when there is a problem; and the willing- retail midi, the, ram-tiered product dif- formal media and kiterpersonalcommn- ness to persist in feeding when the child ferendadott and even the manner of direct nkation, which had proven more dfective conmainkation with woinen - was driven doesn't want to eat. in reaching stoniest mainly * marked% and odes signets m Next Steps AS $ result, information on who should defined' by Western commercial marketing use the contracepdves, hove they should . practice, rather than by users' health needs The research chalkmge is to develop be used, and pMendal eide-effeas was not aincems. On the whole, these , techniques that allow us to explore these is-

adequately avallabk to the end wen of . decisions privileged men and disad- sues, which are often difficult to elicit, even the pills and fratming tableti - the' women. vantaged won*, espedslly Poor rural in the United States. The techniques must This became a problentwhen pill-users VAMIMI. This expedente illustrates some be ones that minimize researcher-dek r- began ,to Suffer umlaut* side-effects. problems thst am occur as rook of the mined responses. They must allow women The only inforMadon *bait shdelffectS tensions between the "markedne and the who have never articulated or possibly wu included in printed package inserts "sodal9imensions of a sadal mirketing even thought about these issues in the (even though mast Rind women were il- abstract to say what they feel or think. Cur- aultPOin. literate) and, in fact, the Printedinserts rently, we are using a variety of techniques Room loamy played dawn sideeffects by resuming Ritsbnil Lutbss4 lie* India, s a re. to explore these topics in both focus group women that they woUld disappear after a smith foliose at the Oliwentity qtriscens- discussions and in-depth interviews. For ex- few monthly cycles. As early as 19n, sin, This artithis based on bet doge* (continued rni p. 18) dissmation research

44,

8 Development Communication Repor t, no. 70 Priticipiss into ?swat*

whether the activity is culturally accept- able; how much titr e will be needed to Making Training Effective learn the new skills; and how much economic risk is involved. and Empowering for Women In order to take all these factors into ac- count, OH: International evolved a woman-centered approach to training for by Suzanne Kindervatter This article addresses these questions, starting or reviewing an economic activity. drawing lessons from programs which have Four years ago, Antonia Ayala made a In the training, women conduct their own involved thousands of women in Asia, profit of about $2.50 a day raising chickens feasibility studies on a business idea by fol- Africa and Latin America over the past fif- and pigs and selling snack foods in a north- lowing a series of steps that include find- teen years. The'programs were sponsored ern Honduran village. Today, she earns ing out if people will buy the product or by Overseas Education Fund (OEF) Interna- $20 a dayeight times her original earn- service, determining how the business will tional, a Washington, DC-based non- making and selling cheese and but- operate, and calculating projected business ing!. governmental organization, and indigenous ter. With her increased income, she paid expenses, income and profitability, as well partner organizations throughout the Third off what she owed on her house, bought a as possible social costs and gains. The World. When the grassroots training efforts motorcycle to increase her delivery to the input of technical specialists is factored began, relatively little was known about surrounding community and was better into the process, but the women themsel- how to design and implement successful able to meet her four children's daily vesrather than expertsare the decision- training programs involving women; the needs. When asked what made the dif- makers on what economic activity to do succeeding years have been a true exercise ference in her life, Antonia and over 500 and how to do it. Using this approach, in "learning by doing." The programs en- sister grassroots entrepreneurs credited a women feel an ownership of the business compassed various sectorsfrom health, to program which provided them with busi- ideas and are usually highly motivated to community development and organization. ness training, loans and access to new tech- succeed. Also, women learn essential to agroforestry, to income generationbut nologies. entrepreneurial skills by actually carrying the insights into effective training have The women naturally valued the loans out their own business analysis. been markedly constant across sectors. and new technologies, but also stressed Understanding women's points of view Outlined below are five keys for creat- how vital the training was to their im- can be accomplished by providing women ing training programs that motivate women proved standard of living. As one woman with the opportunity to discuss their situa- to attend and result in concrete changes in said, "Before the training, I did a lot of tions and by attentive listening. In OEF's their standards of living and status. work and I had nothing to show for it. experience, informal group discussions or Now, for the sante amount of work, I make even half-day workshops have proven par- Training must be appropriate ticularly fruitful for gaining insights into much more." The training enabled these in content and to the context Honduran women to assess their markets 1 women's perspectives. Training sessions better, to determine how to make their of women's lives. can then he designed to present a priority products more attractive than a Most basic to effective training is the list of issues to the women based on their competitor's, to track business costs and in- relevance of the subject matter to the discussion, involve them in analysis, come better and to develop creative trainees. Programs need to develop out of a awaken in them a need to know new infor- marketing strategies. It enabled them to thorough understanding of women's needs mation or develop new skills, and provide maximize the potential of the new sources and problems and of their views about them with opportunities to do so. of capital and technologies available to them. What women need to learn should Even the best developed content, how- themand to turn a higher profit. be defined by them, from their own ever, is affected by a range of contextual perspective, rather than by technical ex- considerations. For example, time and loca- Women and Training Needs perts. Taking income generation programs tion for training activities are particular con- The importance of training to women in as an example, village-level women and cerns. Women's time use, both over the Honduras, as well as in other Third World program planners generally agree that the course of an average day and over the countries, should not be surprising in light choice of which economic activity to pur- course of a year, must be taken into ac- of women's low educational status and sue greatly influences prospects for count so that women are able to attend a high rates of illiteracy. Yet, women's profitability. However, their view of the fac- program and apply new knowledge or responsibilities for family and community tors involved in selecting a business idea skills after the program. Likewise, training welfare are expanding, as female-headed can be dramatically different. Some should be conducted in a convenient and households continue to increase and economists tend to see the challenge in friendly environment, where women feel women's vital roles in developmentfrom terms of rigorous market analysis, assuming comfortable expressing their ideas. providing basic health care to preserving that if needed products and services are Another critical factor is women's inter- the environmentare better understood. identified, women will participate in techni- face with men in the program, a factor Women, who have been denied school- cal training programs to learn requisite which varies greatly depending on culture. ing, cannot expand their roles without ac- skills. From the women's viewpoint, how- The support of husbands and community cess to new knowlelge and skills. But ever, there are other variables besides leaders may be needed for women to evcn what training strategies work? What factors marketability which affect their motivation, participate in a training program, as in enable training to make a significant and such as: how the economic activity fits with Morocco where women needed written positive difference in women's lives? roles and responsibilities in the home; permission from their husbands or in

7 Development Communication Report, no. 70 9 Principks into Pmaki

Thailand where village headmen had to ap- In addition, prove activities. For some, this may seem field-rooted antithetical to programs which aim to en- materials hance women's status, but effOrts to develop- change status must start with women's ment in- present realities. The issue of mixed or creases the women-only training groups is also impor- likelihood tant to consider in cultures where mixed that groups are possible. Generally, the issue to materials address is "when," rather than "either/or." will be easi- In situations where women are comfortable ly usable by discussing their ideas with men, mixed trainers and groups can be a means to involve women further rein- in mainstream development activitk:.; forces con- where this is not the case, or where women tent appro- want to meet to develop solidarity, then priateness. women-only groups are appropriate or In OFF's may precede a mixed group. experience, however, Development of materials field-rooted 2should be rooted in the field. materials develop- One of the materials OEF developed for ment means more than just field testing a enabling women to expand marketing particular learning game, poster, story, or Participatory methods are strategies for their products or services is a photograph. Effective materials develop- most effective. board game. As players move around the 3 board, they answer simple and true-to-life ment involves four stages. First, a variety of Program planners sometimes underes- training activities should be tried, in infor- "true or false" questions about the four timate or ignore the value women place on mal meetings or half-day workshops. Since facets of marketing: the product, distribu- bow learning takes place. most women at the vil. tge level are not tion, pricing and promotion. Each of these In an isolated land settlement in rural literate, this "trial and error" stage is a four facets is represented by a symbol. Thailand, OFF International worked with means to identify how to promote learning When the game was originally conceived in staff of a local training center to create a with little or no written word. When plan- Central America, "promotion" was depicted pilot community development/income ning these short-term, rather than on-going as a chicken with a fancy hat. But, when generation program for village women and activities, it is critical to bear in mind the game was used in Senegal and Somalia, to train women leaders as trainers. The cen- women's severe time constraints and to the fashionable chicken made no sense to ter cook, who was a village woman herself, structure the activities so that women village women and had to be replaced with told staff what she had heard from women benefit from them. more concrete representations of "promo- in the program: "You know what these The second phase of materials develop- tion," such as signs or handl-ills. women are talking about? This is the first ment involves creating a training cur- A materials development process that is time people are listening to and respecting riculum and compiling a guide that can be firmly rooted in the field is a means to en- their ideas. That's very special to them." used by a trainer. Third, trainers need to ac- sure that symbols, such as those in the In many cultures, traditional roles and tually use the materials as a package, to marketing game, and other learning aids responsibilities isolate women, giving them determine if instructions to trainers are and methods are suitable and under- an inaccurately limited view of their poten- clear and adequate and if the activities are standable for a particular group of women. tial and self-worth. Participatory methods. organized in a way that makes sense. which catalyze dialogue within groups of Fourth, the training package needs women and involve them in "learning by to be revised based on the ex- doing," provide a means for women to gain perience of the field applications. a different perspective of themselves, their When this process was used in a relationships with one another, and their program of the Women's Bureau in options fm taking action to improve their Sri Lanka, trainersmany of whom circumstances. In OEF's experience, this were men and had not worked with sense of personal efficacy and group sup- village women beforereadily used port is the foundation on which new the materials, and women were high- knowledge and skills can be built. When ly motivated to attend the training women are provided the opportunity to ap- sessions. Thus, "from the field to the preciate their strengths and to realize they field" materials development also share common problems with other serves to expand the cadre of women, they are more likely to participate trainers willing and able to work in development activities. with grassroots women. Alla

10 Development Communication Report, no. 70 or woman, the ultimate selection criteria with grassroots women after conscious Select trainers for their should be an individual's respect for preparation for their new roles. Specifically, 4sensitivity to women's needs women's potential and recognition of the the male trainers spent time with village and train them on the job. structural constraints they face in their women, with the expressed purpose of gain- Do trainers need to be women for societies. In some cases, male trainers can ing an understanding of their realities and programs to be effective? Generally, yes, be advantageous, since they can become perspective, and also had structured discus- due to cultural norms in many countries advocates for women's participation and sions with female colleagues about and the need participants feel for examin- open doors to mainstream development women's roles and obstacles to participa- ing their situation from a gender perspec- programs. In West Africa and Sri Lanka, tion in development. tive. However, whether the trainer is a man men have proven to be effective trainers (continued on p. 18)

Women's Training Needs:Notes from a Trip to Africa juneth taVeled to and*ropriate kicentives for eialuatiOn A related problern is the lack of senegal, ZhnbabWe, Kenya, Tanzania and 'of qUalitative and quantitative results..: materials that *scale cloWn! technical infor- Egypt and intetviewed more then 60 staff 40,TrakWrs' ladc of faMiliarity with. cOre mation na form and level appreptireeto members of Akan, European, and US training Meted* or how to adapt them to women at the grassroori, panicidarkinfor- NG0s, the Peace CoMs; and UN agellei.g. the local cornea suggeoted die need for melon relevantto' their roks*Ong- Most of them were engaged in supporting 'practice workshops.,When artnitshope are eamem and food producers.Funhennore; women's economic adivkies, pankularly not feasible, cOMPaniOri faellitatorre guides linle printed material excise; in Itical lan- guages; a particubt.nrobleM for low- pair women inrund areas.who have little , and vickkespe cassettes.(Whan reiources or no fontal education.Themehi purpose permit) CoUlddettionstrate a bOok's put- literate women sinneliteraty training is of my trip Was to assess their needs for pose, amtaiii and posithkapplicatiOn. usually provided in local lanogges. Now- training materials and to klmitify problems Whentaining is concluded in urban eVer, a handkl of 'worms are successfully in getting actess to and using existing capitals aWay from projeri sites, it là less wing dqsh-ioP Publiihin8 iontProchiFe training materia*While soMe needs and likely' to benefit rural women. One group and adapt literacy indpeoftieracy probledis wat aPedlic to individual *Meted in evaluating their training inaktills In diflitent language versions . groups, manY were coMMon to all groups. workshoO that thosnwho attended often with locally, stiedftedrawkigs..The beg Below is a brief summary of my findings 4,0* 'not field staff but heath of orgapita-,r resuks'oedir when editors and artists ac- and recarnMendations that grewout of the #4700. in Many Cases, village women are comp.* 'gainers to develop and test dialogues. leave their village betause-of materiels baled on tetl-life exPeriences, First, apnea! obserVition is in order. Cl',Wtorn or lack of an 'Wen* ord. Mcwing lOcal history and (vacant In all a:aunties I visited, infOnnetian, like training prOgrams to ruml sites Where new . DiseeMinadon 0001144nd educa- other valuable resources, is usually atm- skills am be dinktly practiced would en- donal materials' ge serious problem. I sible to the person with the moit authceity, , list* the delivery' of progeny to women. found few mount* centers frit women, or and control (almost invade* a men), and"' The effectiveness of gOvernment ex- other centers Where development prac- that portion often uses it tO holier his own ' tension Workers in reaching Women is.' tidoners could go to obtain books, posters, political and soda! MOM at !time, at hampered by politics and traditional at- games,- alidet, audio and video cessettes, or in a coneermity. Adding to the prObiem titudesots well as lack of ramie's. An ex-- computer pousrarna, periodicals and other is women's oWO lack of aWinmess tension worker may be resPonsible for materials. Furthermore, training resources inforMation or their lack Of confide* in liaison with hundreds Of women, cover from abroad usually require spending seeking it Out, parti4uly when k means' every aspect of communitydevelopMent scarce foreign currency: In conutiercial approaching someone fit= outside their from health Co businesi, and have kregular bookstores, exchange rates and WWII own village. Thus the delivryof training access to a vehicle. Women's dependence make the prices of imported honks quite and information direetyto niral woMen is on them for information and asaistance high. Libraries are resource poor and a function that needs more technical; could be lessened through °barefoot° ex- usually serve academia and a literate material, and financial support. tension schemes or peer training by vil- general publk. These problems pointed to dis- I found a series of further obstacles: lage members. the need for greater support forlocal Problems in the denim of training Too often, fielzi workers with techni- ifibudon networks: rural library branches arose from trainers' lack of elperience in cal knowkdge are not ptepared to convey that would serve adult education needs, using participatory, nonformal education what they know and the skills they have in subsidies to broaden NGO access to methods, which have proven most effec- ways that are relevant and applicable to material from abroad and the' promotion tive with women. Throughout Africa, the users. What's more, many technical Con- of exchange forums among local and legacy of a colonial education sygem that cepts andjargon do not translate easily regional development associations and seu up a strict hierarchy betweenteachers into local languages. In reality, everyone NG0s. As one field worker said, ''In Africa, and students poses an enormoui obstacle on a development project is a commu- there's a hunger for public education to adopting learner-centered approaches. nicator. Training in comMunication skills material. Anything relevant gets eaten up.' The transition requires trainers' empathy and .narticipstory, methods should be Nona Vorrell with the learner, time, commitinent to the provided to all extension agems and tech- Nena Tema is Publications Manager for OM International, in Washington, DC. process from all project staff and funders, nical experts.

Development Communiattion Report, no. 70 /1 BEST COPY AVAILABLE Mad**MOOPYwaiOS

Community Publishingas a Strategy for Women's Development: A Zimbabwean Experience

Traditional communication methods book team then puts together a first draft, national themes, with contributions from all meet high-tech communication: this article hased on the research trips and supporting Zimbabwe's 55 districts. At the local level, on grassroots publishing was handwritten documentation. The draft is widely tested, by the author (and decorated with the il- the production of local media is en- and workshops are held to reach a national lustranon above) but amived to the DCR couraged. from Harare via facsimile transmission. consensus on the final form of the book. Finally, the books are printed, translated The End Products by Kathy Bond Stewart into all five Zimbabwean languages, and So far we have produced two books: distributed. Through follow-up workshops, The Community Publishing Program Let ;: Build Zimbabwe Together: A Com- participants learn how to use the books ef- was established five years ago by the Zim- munity Detwlopment Manual, and Building fectively and create their own media on babwe Ministry of Community and Wealth in Our Villages: An Intmduction to local themes not covered in the books. Rural Entetprises. Cooperative Development. The program We are currently compiling a book on aims to promote development through Guiding Principles books, other media and workshops, which women in development (the title is still to Several principles guide the community build up the practical and analytical skills, be chosen), which has generated two local publishing prop-mil: books. The women's book is being confidence and creativity of village leaders Process. The process is as important as and development workers nationwide. produced democratically by well over the product. We do not begin with a pre-es- Women are playing a leading role in the 1,000 participants, from all Zimbabwe's dis- tablished curriculum and text books. tricts and the agencies, governmental and program at all levels. The ministry is led by Rather, we regard the involvement of par- two women, four of the five menthers of nongovernmental, that relate to women. ticipants in the design of their own cur- the National Book Team that coordinate Village women have contributed many riculum and training materials as one of the the program are women, and 95 percent of stories, poems, drawings and research, as most important aspects of their training. the 6,000 village community workers who well as participated in the planning and Method should reinforce content. We not ;ntroduce the hooks throughout rural Zim- testing of the book. The book is structured only write about creative democratic ways babwe are women. in a way that is both problem-posing and of organizing development. but practice conlidence.building. A Grassroots Process these in the way in which the books are The book is composed of six volumes, produced. between 80 and 120 pages per volume. It The books are pm. Arced collectively Accessibility. By basing the program on covers an overview of women in develop- and democratically using the following the village community workers, we ensure ment; women in history; women's process. The book team travels around Zim- that the !mks will be available in every vil- economic, social and cultural, legal and babwe, listening to what local people want lage. The hooks are also accessible in terms in a book. They meet a wide variety of political situation; areas of special concern of language level, and available in all the (elderly women, disabled women, young people and get ideas and information from national languages, as mentioned above. women and prostitution); organizing for them on the book's themes. The visits are Decentralization and coordination. At the future; and a directory of contributors. followed up through correspondence. The the national level, books are produced on It will be accompanied by posters and

5 0 12 Development Communication Report, no. 70 PriNaples into Presakor

songs and, in 1992, will be launched in each district, with a wide through 1,500 nationwide workshops and range of media, adult educa- The Response from Participants is expected to generate the widest discus- tion and development skills. List year, we invited 100vMsge4xlsod pettiiipeflog sion of women's issues ever to take place review the community Publbtdng Frogritm end tho reauks What Have We Learned? in Zimbabwe. werevety encOUraging. NO*** are.sotneof their Coen.. We can draw a number ments: Local Initiatives of lessons from our first five Village-based participants sent us so years. "We are verYProud of our books. "l'hey have given us much material for the women's book that it First,our program has courage and built tmity." was clear in some areas that they were generated tremendous 'We see the whole nadon the. program. ready to start producing a hook of their response because we chose The books beiofig to the 'whole own. Inirne of thi.s year, participants in the right starting point and 'We have neverlead anything with such depth and the prryince of Mashanaland Central and participatory methods. We truth": . the remote mountainous district of Chip- based the program on 6,000 *The way these books have helped us as communities inge began working on their own local newly elected village is very important They have Chb..1ged our attitudes and lx)oks. They have elected their local book development communities Our working style. They were an eye-opener to com- teams and the national book team will and the community workers munity leaders ind io us as developMent workers.° guide them through all stages of book who serve them. We real- hecoMe the production in a series of five workshops ized that all development "The Community Publishing l'ingrain will fastest and most effective way of spreading ideas and over two years. begins with people's intel- messages nationally." The experience will he written up in lectual development. In the another hook on "How to Produce a Local early years, we concentrated "In this program, we piactice democracy at its maxi- Book," to encourage the publication of all our energies and limited mutn. Our involventeni makes us feel happy, stimu-. more local books throughout Zimhabwe. resources on building a lated, honored and Wiled" The first two local book teams are mobiliz- nationwide network of On the women in development book, ing participants very effectively. For ex- talented and committed 'Tradition did not permit women to show their intellec- ample, in Chipinge, participants from all people, although we had no tual natngth. I'm overioyed to be given this oppor- 180 villages will contribute t.) the book, office and no equipment. In tunity of expressing our views as women in ranging from village women and youth to other words, it is important Zimbabwe. We feel very much honored by the notion. extension workers, chiefs, traditional to hegin with people. rather I believe this book will liberate many women in our leaders and district councillors. than with offices and things country." Second,our work is it 11.5. Future Plans based on consultation and We are planning to produce five more the giving and receiving of national books, on topics ranging from criticism. This has promoted the quality male participants are very useful for chang- children and youth in development to and popularity of the books. ing the attitudes of more chauvinistic men. health, population, and civics. We have sur- Third, we teach participants to deal The only prohlem we have en- veyed district reading needs as a first step with conflicts and opposition constructive- countered so far is that our collective, in beginning to plan rural libraries. Begin- ly. By recognizing the humanity in our op- democratic methods are very labor-inten- ning later this year, we will sell a share of ponents, we have converted many of them sive. We are trying to address this by train- our books commercially, to ensure that the into supporters. Unity can he built 11/ ing participants in coordination skills, and program will be financially viable in the developing a common vision and shared by handing over responsibilities to par- long-term. Eventually, we hope to en- values, by accepting diversity as stimulat- ticipants as soon as they are ready to cope courage the formation of a local hook team ing an(' by developing individual talents with them. within a collective framework. We are operating within an unusually New Clearinghouse Finally,in order to change women's long-term time frame. While we have been Resources situation, it is very important to work with encouraged by the positive response to communities and all agencies that relate to The following resources are now avail- our program so far, we feel that we have women, rather than with women alone able from the Clearinghouse on Develop- hardly even started. In fact, we have and to work on as large a scale as possible. ment Communication: a bibliography on planned in detail activities up to the turn of distance education (cost: $5; free to In other words, women's concerns should the century, ano we are thinking in outline be brought into the center of all national readers in developing countries); and about the following two decades. We feel a development, rather than marginalized. French and Spanish translations of long-term perspective is necessary in order Whatever women's problem is being dealt Development Communication Reportedi- to accomplish deep and widespread social with, it is essential for people to link tions on distance education, community transformation. economic, social, cultural, legal, and politi- radio, environmental conmmication and cal strategies. In the women's book we pro- health communication (cost: S2.50 each, vide a framework for doing this. Also, we Kathy Bond Steuart coordinates the free to readers in developing countries). mobilized hundreds of men to work on the Community Publishing Program of the Contact the Clearinghouse through the women's book and thi.s is promoting a Zimbabtiv Ministry of Community and address or phone listed on p.2. widespread male interest in the book. Our Cboperatilv.Detvlopment.

IC Development Communication Report, no. 70 13 ing media around women's issues, and we Funding Communication for felt that it was important...." Latin America: Policy Changes Women in Development In Latin America, we also see women coming together to affect policies about women in relation to legal or other female I. What Women Want efforts to use communication media; human rights issues (e.g., domestic efforts to obtain communication tech- violence). Often, these groups request sup- by Anne Firth Murray and nology; and port for radio programs, printed publica- Gretchen Sutphen tions and, in one ,:ase, a traveling theater efforts to increase the emerging power troupe. For example, Coletivo de Mulheres The Global Fund for Women, a of an organization through the crea- Negras da Baixada Santista of Santos, grantmaking agency tliat provides funds to tion or expansion of networks, coali- Brazil, uses the media to "increase . tions, associations, and conferences ..the initiate, strengthen, and link organizations role of black women in their community as promoting women's interests, has chosen on local, national, and international levels. agents of change." Another grantee states: to emphasize communication as a program "We want to reinforce the necessity of a Although no one project or style charac- area. Since its founding three years ago, we space on the radio where the women's terizes a given nation or continent, we have awarded 115 grants ranging from $500 movement can communicate ... kleas and to $10,000 to grassroots non-governmental have found some region-specific patterns denounce abuses (We) need to have in the kinds of needs expressed hy organizations mostly in developing our voices listened Ito) and ourselves women's groups. countries; approximately 30 percent are in respected." These feelings are echoed in the area of communication. Africa: Documentation Centers most of the 27 communication proposals The emphasis on communication we have received from the region. evolved because women's organizations Women in Africa express a need to worldwide have made it clear that com- come together to exchange equipment, Asia: Women and Mass Media skills, knowledge and experience neces- munication is vital to women's empower- Man:, groups in Asia writing to The sary to the development of effective ment. Women want to communicate Global Fund also emphasize the need fm programs. The majority of requests are to locally, regionally, globally. They want to non-sexist mass media. The National Coun- create or improve women's research and share their experiences, learn from one dl of Women of Thailand and the Center documentation centers. A typical example another, and devise collaborative strategies for Instructional Technology in India, for is the Women's Research and Documenta- to deal with the difficult issues they face. example, requested support toward tion Project of Dar es Salaam, Tanzania. Moreover, women's organizations are at a workshops to generate critical awareness The project, which promotes the study and critical stage of transition. Having articu- about the destructive images of women in documentation of wornen's issues, sub- lated specific needs, principles, and goals Asian mass media. mitted two requests to attend international in their own organizations, women are now Other women's organizations in Asia conferences for training in using com- ready to make an impact on the larger battle to eradicate sexism in the mass puters for on-line networks, establishing society. They see communication as critical media hy promoting women's participation data bases and general administration, and to that objective. in the field as writers, broadcasters. strengthening information exchange with The Global Fund maintains a data ham! producers, etc. Depthnews Women's Ser- local and international organizations. By of some 800 funding requests that it has vice in Manila, Philippines, for example. these means, the groups sought to be able received from women's organizations which promotes non-sexist news stories by to collect, organize and disseminate practi- throughout the world. We have examined and about women in Asia, requested sup- cal resources to grassroots organizations in that data base to suggest some generaliza- port for linking with grassroots groups to order to be a more effective source of con- tions about what kinds of communication obtain a diversity of women's experience sciousness-raising a.id skills training for support women are asking for. The follow- and linkages for broader dissemination of local women. Similar requests for ing is a summary of our results. their news stories. They stressed the impor- documentation/research projects come to Groups writing to The Global Fund tance of women reporting on issues so that us from women's organizations throughout stress not only the imIxotance of com- the media are sensitive to women's con- Africa. munication but the varietyof needsin the cerns and explore them with "greater ac- In all, we have received some 20 re- area of communication. Proposals include curacy and fairness." requests for general support for women's quests for communication support from media organizations, sponsorship for atten- groups in Benin, Burkina Faso, Nigeria. Other Regions Senegal, South Africa. Sudan, Tunisia, dance at communication-related conferen- The importance of communication to Uganda, Zambia and Zimbabwe. Each ar- ces, seed grants to estahlish information women's empowerment appears in dif- ticulates the need for support of %vomen's centers, donations to purchase communica- ferent forms in other regions of the world self-empowerment through communica- tion equipment and technology (especially as well. Women want to increase their par- tion. SPEAK, a South African group ad- computer equipment and fax machines) ticipation in media, and international net- dressing women's issues through the and support toward publishing and film works are central to their efforts. The publication of materials, noted: "There was ventures. We have found that these re- Women's News Service of the World Press no organization or group that was produc- quests can be grouped in three categories: r Center in England and the Women's Inter-

14 Development Communication Report, no. 70 national News Gathering Service in the audience for .iafe-sex messages of the Recognizing that women grow the United States are examples of groups that agency's AIDS communication programs in lion's share of the world's food, theFood want contact with overseas media women. Latin America and Asia and new projects and Agricultural Organizadon(FAO) at- So too does the International Women's are underway to target a more general tempts to make all of its development sup- Media Foundation in Washington, DC, female audience for AIDS prevention mes- port communication programs responsive which plans an international conference on sages. In other cases, such as in Lesotho, to women's needs. FAO places strong em- women and the media in the 1990s. women have been the prime beneficiaries phasis on training women as communica- To generalize about women's needs in of projects integrating basic education into tion planners, researchers, and media one region or another risks distracting us microenterprise training activities. Current- producers. Since child-care and home from what women's struggles have in com- ly, a major USAID agriculture communica- responsibilities often prevent wonwn front mon, regardless of locale. Each request we tion project is being redirected toward attending agricultural training sessions far receive expresses a need for change. In women farmers. from home, FAO has developed special every region there is a lackof funds for Similarly, theCanadian International audiovisual packages to bring training women's efforts in communication. And Development Agency(C1DA) has long directly to village women. It also supports across all regions, we are seeing a risingin- made womenprimary target group for its the use of video and other audiovisual terest in the application of computers, communication components within heaRh, tools for consciousness-raising and con- faxes, video and other new information agriculture, microenterprise, basic educa- fidence-building among illiterate rural technologies for women's education and or- tion and community development projects. women. ganizing efforts. For example, the communication com- TheUnited Nations Children's Fund Moreover, generalizing by region dis- ponent of an immunization program in (UniceD supports national and regional in- counts the diversity of women's experien- Pakistan trains traditional female birth atten- itiatives, such as an NGO's publication on ces within that region. Given thisdiversity, dants in motivational skills for raising women and communication and a pro- The Global Fund tries to be flexible and villagers' awareness about child immuniza- gram to train women daycare providers to respectful in responding to each group's tion. In addition, CIDA finances media and communicate child health information about to mothers. In the wake of the specific needs. communication activities by international Women's groups are growing in number NGOs such as Worldview International, Education for All conference earlier this and developing in effectiveness. Our three which trains women development officers year, Unicef is gearing up for massive years of experience have made onething and rural women in the use of video for mobilization campaigns using communica- clear: women wam to cornmunicate. to documentation, consciousness-raising and tion to promote girls' enrollment in teach, to seam, to be empoweredfm their "videoletters" to government officials, and primary schools. Women must comprise at own sake and for the sake of humanity. l'empress, a project that promotes women's least a third of Jnicef's communication of- alternative media throughout Latin America. ficers as well as trainees in communication Anne Firth Murtay is President and CIDA also supports the News Concern Inter- skills workshops. Gretchen Sutphen is Grants Officer of The national Foundation's programs, which UNESCOhas focused on improving Global Fund for Women. train men and women reporters from the women's participation in the mass media, Third World to cover rural dwellers con- providing major support fm. the Women's II. What Donors Support cerns. Feature Services, which were established a Many of the multilateral agencies of the decade ago as a means of increasing mass "What kind of communication activities 1Inited Nations have made major commit- media coverage by and about Third Wodd for women do you support?" Thenevelop- ments to communication for women in women. The substantial research on ment Communication Reportput this ques- development. The extensive communica- women's employment in the mass media tion to officiak from a small sample of tion programs of theUnited Nations Fund as well as the media's portrayal of women donor agencies, both private and for Population Activities(UNITA) focus across various countries has been largely governmental, with grants ranging iron mainly on population and sex education funded by Unesco, A recent three-year pro- several thousand to millions of dolkirs. Al- and are targeted at girls and young women. gram trained women journalists in French- though all respondents provided descrip- The agency has also supported research on speaking and English-speaking Africa in tive accounts, most were unable to provide sexual and reproductive attitudes and be- television and radio production, photojour- dollar figures, since women's components havior among adolescents, Increasingly, nalism, and media management skills. were frtquendy integrated into larger com- however, the agency's communication cam- Courses in development communication munication programs. A summary of their paigns promote male responsthility for techniques were also provided to women responscs follows. sexual behavior as well as equal treatment trainers. For years, women in their roks as of boys and girls within families and com- TheUnited Nations Development mothers and family caretakers have been munities. An interesting new initiative trains Fund for Women (1;nifem)occasionally the primary target of theUS Agency for In- census-takers in India and Nepal to collect supports communication projects at the ternational Development (I'SAID)health data on women's paid and unpaid work local and regional level, such as the found- and nutrition communication programs. while also using mass media to raise ing meeting of the African Women and Communication to promote breastfeeding, women's awareness almt correctly report- Devdopment Communication Network, oral rehydration therapy and child survival ing their economic activities. Finally, and the subsequent publiotion of the practices has been almost exclusivdy women must make up at least half of the network's magazine. Two recent Unifem- focused on women. Women prostitutes and trainees in tiNFPA's training programs in in- supported efforts stress marketing ap- pregnant women are a primary target terpersonal and mass media skills. proaches: assistance to the Women's

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Development Communication Report, no. 70 15 Feature Services in their effort to devdop and organizational procedures wW,h con- financial self-sufficiency through better New Books tinue to discriminate against women, marketing of their news reports; and assis- Communications at the Crossroads: despite legal protection. tance to appropriate technology groups in The Gender Gap Connectionedited by Down with Stereotypes! Eliminating devdoping communication strategies for Ramona R. Rush and Donna Allen. Nor- Sexism from Children's Literature and marketing and disseminating food process- wood, NewJersey: AMex Publishing School Textbooksby Andree Michel. ing technologies to rural women. Corporation, 1989. 316"pp. $17.50 Paris: Unesco, 1986. 105 pp. US $9.50 Among private donor agencies, the "This book... isabout the silence of This book is at once a research review Chicago-basedMacArthur Foundation women..If all women could communi- and a practical aid for the teacher, textbook supports a sizeable communication pro- cate, including being published, we wouki writer or illustrator who wants to overcome gram in four target countriesMexico, not have any book to write." prejudice against women and girls. Divided Brazil, India and Nigeria - focused on fami- So declare the editors in the preface to into two sections, the first section broadly ly planning and women's reproductive this collection of artides that examine the discusses the extent of sexism in textbooks health. A major objective is to devdop cul- relationship between women and com- and children's literature across countries, turally appropriate, indigenous media for munication. The brealth of perspectives summarizing research from China, Peni, reaching women bypassed by the mass com- on the question is impressivespanning Zambia, France, Norway, the Ukraine and munication ;:pproaches often used in women's employment in the media field, seven Arab nations. The second section popubtion campaigns. The foundation is the images of women in mainstream focuses on eliminating sexism, providing also financing the establishment of an media, mass media coverage of women's is- guidelines for recognizing sexist bias in Afiican organization that wn! conduct media sues, women's ahernative media, the educational materiak, and how to produce training for groups throughout the con- development of a thesaurus for on-line non-sexist text and visual materiak. tinent., including women's organizations. databases on women and much more. Among the many practical took in- Because the foundation's grants are In all, 24 women from the US, Europe cluded in the ix)ok are: a questionnaire awarded on the scale of hundreds of and Latin America contributed to this tided "Teachers, are you guilty of sexist dis- thousands of dollars, it farms out funds to volume. At least 10 of the book's 23 chap- crimination in your class?"; a checklist for other groups such as theGlobal Fund for ters are concerned with development is- evaluating whether educational materiak Womento award small grants to grassroots sues. Two contributions stand out: an perpetuate sex-role stereotyping; and ten women's organizations (see p. 14). overview tracing the rise of the women's ai- pages of textbook and storybook illustra- Since 1986, the London-basedWorld As- ternative media in Latin America by tions, counterposing sexist with non-sexist sociation for Christian Communication Adriana Santa Cruz, founder of Femprow, images. A useful educational resource. (WACO has held a series of regional and na- and an essay by the late Martha Stuart, ex- tional workshops on women and com- ploring her concept of "equitable develop- "Communications for Women in munication in Africa, Asia, and Latin ment communication" and her experience Development." Papers presented at In- America, one giving rise to the "Women in with using video to put these ideas into ternational Consultative Meeting, Oc- Communication - Asia Network" in Septem- practice through a family planning proiect tober 24-28, 1988. Santo Domingo, ber 1989. The regional network launched a in Indonesia. Dominican Republic: United Nafions In- newsletter and is currendy setting up a data ternational Research and Training In- Women and Media Decision- bank and resource center addressing stitute for the Advancement of Women Making: The Invisible Barriers. women's communication activities. WACC Paris: (INSTRAW). US $25.00 Unesco, 1987. 121 pp. US $9.00 also offers training in media skills for This series of 29 papers comprises the women. The organization supports only ac- If you are looking for women in the proceedings of a conference that, in con- tivities based in Christian faith. broadcasting field, don't look in the techni- trast to so many earlier meetings on cal or senior management posts, because Intermedia Associates.affiliated with "women and the media," focused on the the US National Council of Churches, directs you probaNy won't find them there. You role and potential of communication and about a third of its funds in small grants might find women in presentation and an- communication technology for women in (average US $5,000) to women's media nouncing, but if you search in the creative development. The series includes three projects in developing countries. Projects areas, you're more likely to discover them overviews papers examining trends, twdve have emphasized women's alternative in children's and educational programming case studies of communication projects or media, communication skins training, net- than in news and current affairs. approaches, and separate reports from ten working and information exchange, and use That is the recurrent message in the five UN agencies and six international NGOs on country case studies presented in this of media for consciousness-raising about their communication activities and ex- book, each focusing on women's repre- women's issues. Health education is repor- periences. With a few exceptions, the tedly the most common concern expressed sentation in decision-making positions in papers are mercifully short, although they in proposak from women's groups. broadcasting. The consistency is more vary consideraNy in qualityand in their Clelrly, approaches and scale of remarkable considering that the countries willingness to stick to the topic of com- studied - Ecuador. Egypt, India, Nigeria programs vary widely among donor agen- munication. Several outstanding contribu- cies. But with few exceptions, officials sur- and Canada - have widely diverse cultural tions include the overview by INSTRAW veyed agreed that communication with and traditions and are at different levek of Director Dunja Pastizzi-Ferencic and case .,2conomic development. An studies present for women -- in all its various forms studies on the use of radio in Zimbabwe, original statistical data, Several go behind would be a high priority in years to come. TV in Nigeria, and TV in China for various the smistics to explore attitudes, belief's objectives related to women's development. r;(1

16 Development Communication Report, no. 70 Prtatipin 4101) Prolkt

tion does work provides the basis for chan- importance of "learning" for improving the NACOOB,fromp. ges in cultural beliefs and practices. general well-being of the community. The to establish viable community committees respect this implied for Islamic tradition has meant encouraging women's interest An Example from Yemen provided a common link, a shared be- groups. While the process varies from one An experience from the Yemen Arab havioral value to assure them that their culture to another, the objective remains Republic illustrates how women, even in women would not be misled into the ways the same: reaching women and integrating so-called "traditional" communities, can in- of foreigners. theni into local information dissemination tegrate health education at an early stage of systems and into system management. At water and sanitation projects. First, it is im- Lessons Learned the management level, this usually means portant to understand women's position in We can draw several important lessons ensuring that women are well-represented relation to others in that ;:ociety. Yemeni about the role of education and com- in workshops on water and sanitation held women are highly valued in their culture. munication in water and sari"- ion projects for ministries of health, natural resources, Their future husbands spend their youth from our field experience: and local government. Women engineers, migrants toiling in neighboring countries A successful community water and social scientists, and economists are increas- just to earn the bride's price and women, as sanitation effort requires commitment ingly sought for both in-country and techni- spouses, feel honored to be such valued by top officials as well as local leaders cal assistance assignments, and efforts to possessions. to conduct hygiene education as an in- use women extension agents, educators In a culture so protective of women, tegral part of water system construc- and other professionals to reach village government policy is sensitive to projects tion. This may require re-orientation of women have become the rule rather than that propose to focus on them. Focusing on project staff and relevant government the exception. women, just like focusing on any aspect of agencies. someone's possessions, can invite the "evil Training of community health workers Developing Change in Health Behavior eye." Thus, in introducing health education should include communications and The sustained behavioral change that to government planning agencies, a con- presentation skills as well as substan- results in health benefits does not occur by cern for the entire community with regard tive technical knowledge about water itself. Nor does it result from "targeted mes- to water and sanitation use was em- and hygiene. sages," disseminated through impersonal phasized. The broad scope served to allay If education is di ected at women, it mass media channels. A WASH study of the the fears usually associated with projects may be necessary to involve men in impact of radio messages to women and where women are the target group. the community level in planning and men in Thailand showed that while such To reach women, the project had to .sanctioning the education effort. messages wer, aseful for raising general meet them in their habitats. Unfortunately, In cultures where sex roles are strictly awareness, they did not appear to influence primary health-care workers, government- separated, women health educators health practices. If hygiene education is to trained sanitarians and especially engineers clearly facilitate the education process bring about behavioral changes in water putting water systems in place shared a with women audiences. use and sanitation practices, it must have its disabling characteristic: they were all men. Health behaviors are developed from roots in existing community ideology, In identifying the institution best able to "the bottom up." New information to values, religion and myth. It is also most reach women, the women's extension ser- villagers should be presented in terms successful when it involves those in the vice of the Yemeni Ministry of Agriculture of what they already know, building community who are traditionally respon- was selected. upon indigenous models of health sible for these functions: religious leaders, While it was critical that educators were beliefs. birth attendants and village elders. Further- women, it was a boon that they were 'Also Audiovisual materials should be enter- more, it must be develc:ye within a con . Arab. Such women represented convincing taining as well a.s informative. Images text of training village-level institutions in role models for behavior changerole and speakers should be given locally problem-solving skills. This take:: time and models sufficiently close to home that appropriate names, dress, and use resources, and it can only be done using Yemeni women emulated them. Identifying local dialect. If the messages require ac- tion by women, the main image or face-to-face interaction. water and sanitation practices among speaker !.hould be a women. Rather The focus of learning and training women took time and patience. Question- than L the focus of instruction, the Oould not he on "missing gaps," where in- naires did not work. Even sitting in their nteIiS should serve as reference formation and education is seen as supply- company, the educators could not turn points for open-ended discussion. ing what communities don't know or don't quickly to talk of sanitation or domestic Small group sessions and individual do. Rather, it should be on belief systers water use. The trend of conversation and "ways of doing thirvs" already found in house-to-house visits are usually more progressed from marriage to husbands, to effective than larger sessions. Sessions communities. One example of such an ap- children, to fertility and infertility, to should be planned around women's proach occurred in Sudan, where sayings children's disease, and only then to be- daily schedule, and sessions in homes on cleanliness from the Koran were used as Ir.viors regarding defecation and excreta may help establish credibility with en- the basis for a hygiene education com- disposal. tire families. ponent. These sayings were then broken In some villages, male community down to behavior activities that the com- leaders wanted to meet a project's inter- May Yacoob is a medical anthropologist munity is obligated to follow in the course mediaries before permitting access to their cotwerned with social and behavioral scien- of religious practice. When these kinds of women. In such siwations, it was worth ces. She has been the Associate Director qf approaches are used, the belief that preven- citing references from the Koran about the the WASH moct for the past fire years.

Development Communication Report, no. 70 17 KINDERVATTER, from p. of opportunity" with other service and As for training trainers to conduct learn- resource organizations. In designing a pro- What's New, ing activities with women, guided hands- gram, they need to anticipate which exter- on experience works best. Rather than nal factors most critically impinge on the discussing participatory training, trainers women with whom they are working. Wbat's Coming should be immersed in these processes. Then, they need to address these factors Then, following a particular training ses- either directly in their own program or by Communication Conference sion, trainers can meet together to analyze linking with other organizatkms. For in- The Stony Point Conference Center, what happened and the problems they en- stance, in programs with which OEF has Maryknoll Mission Institute, and Intermedia countered. This enables trainers to worked in Central America and Senegal, will jointly host a conference on "Corn- develop the ability to ad;ust their ap- planners recognized t112 need for time- municatkm and Information: A Basic proaches continually to fit the needs of par- saving technologies and established con- Human Right," November 15-17, 1990, at ticular groups of women. nections with organizations working in this the conference center near New York City. area. Similarly, finding or organizing child Conference themes include information dis- Link programs to other care is typically a high priority need, tortion and control; influence of global 5resources and services. By taking these external linkages into ac- communication on traditional cultures; count, and keeping the other four keys to comnlunicatkm and development; and the Training, particularly for women, does effective training discussed above in mind, rol churches and community organiza- not operate in a vacuum. Many conditions trainers will enable women to experience nor. providing alternative sources of in- external to the training govern the extent the impact as expressed by this participant in formation. Cost for tuition, meals and to which new knowledge and skills can ac- So Lanka: "The training program did not accommodation is US $165. Contact: Stony tually be applied. For example, in income come like the monsoon, quickly deluging us generation programs, women may learn Point Center, Stony Point, NY 10980, USA. and as suddenly going away. It was like a gentle Telephone: (914) 786-5674. new technical skills, but then be denied ac- rain, steady and penetrating, and we shall ces.s to needed capital by local banks. Or, never forget what we learned here." Radio for Health Contest women's child care responsibilities may The League of Red Cross and Red Cres- not he fully understood by programmers, 111 cent Societies announces the sixth hi-an- so that expectations of the time women Suzanne Kindematter, EdD, has lived nual radio competition to promote primary have available for activities are unrealistic, and worked in 10 countries during her 20 health care in Africa. Cash prizes will be To ensure that training is translated into yews of experience in training and develop- awarded to the three best radio programs action, program planners and trainers need ment. She currently sem', as Director (V' on primary health care themes. A separate to expand their roles to become "brokers Technical Services with OEF International, where she has been based since 1979. prize will go to the two best programs on AIDS communication. The competition is jointly sponsored by the Union of National designed to raise women's self-confklence. ( GRIFFITHS, iivm p. Radio and Television Organizations in The idea is to air it like any radio program ample, we present open-ended stories of Africa, the World Health Organization and so people can listen at home, but women daily situations of fictitious women, and UNICEF. Those interested should register are encouraged to gather at child-care ask women to finish the stories. Or we immediately and submit recordings (15 to centers, where there is an opportunity for present photographs of different women 30 minutes long) by November 15, 1990, to discussion following the show. Mothers and and ask the viewers to dcscribe the women the League of Red Cross and Red Crescent mothers-in-law listen to "The Story of and identify the ones that are most like her- Societies, PO I3ox 372, CH-12I1 Geneva 19, Likshmi," a woman like them who faces self. Switzerland. Tel.: (41-22) 734-5580. The programmatic challenge is to trans- many constraints, but who. under the late mothers' concerns into advice and ac- guidance of a school teacher. has the tivities that will help them. While a good courage to think through a situation, make Employment Opportunity de;d of the success depends on the small decisions, influence people, and do The Food and AgricukUre Organiza- society's willingness to promote women's things every day that she has learned will tion is seeking a Development Com- state:4, small inroads can be mate by make a aference in her life and in the lives munkation Specialist to develop, women's health and child survival of her family and friends. Lakshmi's mother- implement, and evaluate a system of com- programs. For example, more information in-law often enters the program and is fre- munication among agricultural re- should be targeted to fathers and mothers- quently heard rem,.!mbering what it was like searchers, extension personnel and in-la w, relieving the burden of respon- when she was a daughter-in-law, a memory farmers. The individual will also train sibility for children's health always placed that seems to elude most mothers-in-law. field staff. Field experience in develop- on mothers. In addition to addressing The hope is that by addressing women's ment support communication and train- specific behaviors, communication could innermost thoughts and doubts we can ing experience are required. The be used to reinforce the idea that women open the way to help them really see their 18-month assignment will begin in early can do more, they do know better than role in family health promotion. 1991. For more information, contact: their children, and they do have something Dew.?opment Support Commtinication As President ql the Manqff Group. Inc., to offer. Branch, FAO, via delle Terme di Caracal- Marcia Griffiths applies social science and One beginning has been made in India, marketing research techniques in maternal la, 00100 Rome, Italy. Telephone: (396) where a weekly radio soap opera was and child Fiutrition projects. 15797-3251. Fax: (396) 514-7162.

18 Development Communication Report, no. 70 llsing Media to Effect Change" offers how- demonstrate how media can be positively to strategies for using the mainstream used in women's interest. The kit's five Resources media to women's advantage, plus a modules make use of illustrated text, thorough listing of Third World women's videocassettes, booklets and slides to ad- The Clearinghouse on Infant Feeding media groups and their activities. The dress topic of major concern to Asian and Maternal Nutrition manages a collec- newsletter succeeds an earlier collection, women: family, health, violence, work and tion of 8,500 print materials and 400 "Women Using Media for Social Change," the media itself. The Asia-Pacific Institute audiovisual materials, Education and com- which presents the experiences of women for Broadcast Development developed the munication materials for promoting creating "alternative" media. The Tribune kit, drawing on material from 11 Asian hreastfeeding, nutrition, and child survival Center also distributes three books of clip- countries. Available for $50, plus postage are a central focus of the collection. art featuring black-and-white drawings of (US $24 for South and East Asia, $50 for Through a computerized database, the "women in action" and simple text that is Europe, US, and Africa) hy writing the In- clearinghouse's friendly staff provide infor- easily understood by low-literate women. stitute at PO Box 1137, Pantai Post Office, mation support and technical assistance Materials are available in both English and 59700 Kuala I.umpur, Malaysia. primarily to staff of USAID-funded projects. Spanish and are free to readers in develop- The annualDirectory qf Women's Itsnewsletter Mothers and Children,pub- ing countries. Others should write the Media provides complete contact addresses lished C,e times a year in English. French Tribune Center for a resource and price li.st and telephone, cost information, and brief and Spanish, reaches 27,000 readers at 777 United Nations Plaza, New York, NY descriptions for more than 1,000 groups worldwide. Contact: American Public 10017, USA. Telepione: (212) 687-8633. and 500 individuals concerned with Health Association, International Health Isis International Women's Com- women's media. Categories include: peri- Programs, 1015 15th St., NW, Washington, munication and Information Service, with odicals, presses and publishers, news ser- DC 20005. Telephone: (202) 789-5600. offices in Santiago, Chile, and Manila, vices, radio and TV programs, speakers' 'rhe Women's Information Network Philippines, is also engaged in networking, bureaus, bookstores, library collections, for Asia and the Pacific (WINAP) was information exchange and training for and production groups for women's radio, formed under the auspices of the regional Third World women's groups. One major television, video, cable, film, music, theater, UN Economic and Social Commission to activity is the coordinatkm of the Latin art and graphics, and multimedia. At least a promote the exchange of information American and Caribbean Women's Health third of the listings are for groups based in among women in the region. Last year, Information Network through regional the Third World. After 15 years of publish- WINAP sponsored a two-week workshop events and a bimonthly newsletter. Each ing the directory, the Women's Institute for on management of women's information edition of the Isis quarterly journal is writ- Freedom of the Press has just passed the centers in the Pacific, covering research ten, edited, and produced by a regional baton to the US National Council for Re- and data collection techniques, production women's organization in the Third World. search on Women, which will publish the and acquisition of low-cost media Women's Data Base,published twice a next edition in 1991. The 1989 edition is materials, uses of computers and new infor- year, reprints bibliographical listings and available for US $25. Contact the council at mation technology, and the experience of a abstracts from the Isis computer data base the Sara Delano Roosevelt Memorial House, multi-media campaign against domestic and is accompanied by a thesaurus of 47-49 East 65th St., New York, NY 10021, violence in Papau New Guinea. The semi- terms, useful for organizing information USA. Telephone: (212) 570-5001. annualWINAP Newsletterpublishes news ahout women. Annual cost: US $30 per Well-designed popular education and and viewpoints on women's initiatives year. Available from Isis International. Casil- training materials are a hallmark of the throughout the region. Contact: W1NAP. la 2067, Correo Central, Santiago, Chile. Overseas Education Fund's programs to ESCAP Social Development Division, UN V4 Also from Isis,Powerful hnagesis a strengthen women's economic status (see Building, Rajadamnern Avenue, Bangkok valuable resource guide for women who p. 9). OH's handbmkWomen Working 10200, Thailand. are discovering that audiovisuals can be an Mother for Personal. Economic, and Com- Our own 50-page "Information Pack- important tool for training, documentation. munity Development,hased on community- age on Development Communication and and msciousness-raising. This well-il- level training experiences in Central Women" presents selected articles on the lustrated book presents first-hand experien- America and Thailand, consists of more topic, profiles of communication projects ces by Third World women's groups in than 40 participatory learning activities. designed to benefit women, and an exten- making and using slideshows, films, and One module presents instructions for a skit sive list of resources organizations and videos and practical instructions for using on "women's work," complete with cut-out materials. Available for $5 by contacting us audiovisual equipment. The book's center- models for puppets, another focuses on at the address and telephone listed on p.2. piece is an annotated catalog of more than how to communicate with authority figures. For 15 years, the International 600 audiovisuals produced hy and about Availahle in English for $11, Spanish and Women's Trihune Center has been assisting women, including addresses for producers French for $13. "Video Technology Applica- grassroots women's organizations in Third and distrihutors. Available for US $19 (in- tions for Development Projects Designed to World countries through information ex- dividuals) or $27 (institutions) from Isis In- Benefit Women" presents six brief case his- change, training activities and production ternational at the address listed above. tories demonstrating the use of video for of print and audiovisual resources. For ex- "Into Focus: Changing Media Images training, community nu)bilization, evalua- ample, the Tribune Center offers training of Women" is a new multi-media resource tion and other purpose's. Co.,t: $5.Connift: workshops in desk-top puhlishing to local kit designed to help media professionals OM', 1815 1-1 Street. NW, 11th floor, women's groups. Among dozens of publica- and action groups analyze how the Asian Washington, DC 20006, USA. Telephone: tions, a March 1989 newsletter "Women mass media portray women and to (202) 466-3430.

ri 7 Development Communication Report, no, 70 19 Yoe, but ..

few women in senior positions. Those Have Women Missed the Boat on women that occupy such positions are usually administrators or political appoin- tees, not technical expertsmuch less ad- Communication Technology? vocates for women's interests, For example, the glamorous First World by Heather Royes Electronic Media Symposium and Exhibi- tion held in Palexpo, Geneva, in 1989 was Good news, good news! After 20 years a sumptuous affair. Sponsored by the Inter- of raising concerns about the media's treat- national Telecommunications Union (one ment of women, women have fought and of the wealthiest and most powerful UN won several major battles. The most impor- agencies), it offered numerous presenta- tant are struggles related to promotion of tions, mainly on technical topics such as women media professionals to higher levels satellite systems, allocation of broadcast fre- of decision-making and improvement of the quencies, selection of equipment and sys- images of women in media content and tems and international technical standards. commercial advertising. 01 the total 173 presenters and panel mem- Who rementhers the First Workl Con- bers, an estimated 5 percent were women. ference of Women Journalists in Mexico And most of' them played minor rolesex- City in 1969, organized by the Women's cept for a presenter from Canada and Federation of Mexican Journalists? It was in- another from the People's Republic of spiring listening to testimonials and "wit- China, both of' whom are frequent!: nessing" the plight of women journalists. paraded as the token women in the I hwna The most heart-rending cases came from Those lormirlating mo'or t lona I communication arena. A string of ear- developing countries, where rigid cultural national aild international lier international gatherings by such and social barriers blocked improvements. agencies as INTELSAT, INTERSPUTNIK, Case studies and country reports by women media policies are all men and regional Third World satellite assoda- media workers from these countries from the circles of science, tions were similarly devoid of women. reflected hardcore stereotypical repre- technology, hroadcastiiig, Perhaps these institutions had good sentations of women in news, analysis and cause to exclude women. Women had not visual images, as well as a professional telephony and telegraphy. prepared themselves for these fields and arena that was essentially "a man's workl." Allowed little interest in such apparently un- Then came a number of United Nations creative topics. They had alkmed their conferences on women and the media changes in the communication and media agenda to be interpreted as "lightweight" during the Decade of Women (1975-1985), field. Communication is not the same as it media (as though they could not manage as well as women's gatherings at regional was 20 years ago. With the widespread more complex, "heavyweight" issues), with communication conferences. They adoption of satellite and computer-based minimal target audiences, and they had provided a forum for women who had information systems during the 19805, com- chosen to work in isolation from national been isolated from positions of power and munication has became increasingly sophis- and global trends. True. limited oppor- seniority in production and management of ticated and expensive. The shift toward tunities for scientific and technical educa- broadcasting, newspaper, publishing, film, high technology has polarized the field, so tion had left women unprepared. Yet even etc. At the same time, many women began that differences in technical resources, when educational opportunities are avail- to argue that, rather than rely on the mass skills and capabilities among countries are able. women have not entered these fields media to raise women's awareness and vast. By its very nature, communication in large numbers, especially in developing bring them relevant information, particular- now comes almost totally under the control countries. So women have excluded them- ly poor women in developing countries, of industrialized countries. Access to state- selves and have been excluded from the women should develop their own media. A of-the-art equipment, and opportunities "hard" technoscientific arena of com- consensus emerged that small "lightweight" provided by satellite linkages, telecom- munication systems and policies. mediae.g., simple print media, munication, and information technology The field of international communica- slideshows, video, audiocasettes, posters, fall primarily to the economically and politi- tion is changing. The developing countries etc, as well as traditional folk media and cally powerful nations of the North. must catch up with the rest of' the world. interpersonal communication were most ap- Not only has high-technology com- And women in both developed and propriate for reaching the masses of munication become the province of the developing countries must int we on to women in developing countries. By the end wealthier countries, hut it has fallen almost catch up with the rest of' the field. of the Decade, much had been done to ad- totally under the control of men. Those for- dress these concerns through training mulating the major national and internation- Heather Roves is a private media con- programs and communication projects and al media policies are all men from the sultant in Ringstonjamaica. fbmwrly to increase the visibility of women's issues circles of science, technology, broadcast- sen,ed as Director of Information slt. in mass and alternative media. ing, telephony and telegraphy. As a result, Jamaica, and has represented her goix)111- But while women were concentrating the regional and international organizations men/ at international conferences on com- munication and telecommunk'ation. on these issues, they were neglecting larger that now control the "global village" have j 20 Development Communication Report, no. 70 *IP Clearinghouse on Development Communication

No. 71

The DCR Needs You Communicating Disease EnckNed with this /X:Ry(ni will find a reader's survey. Every two years. we through Words and Images tribute a brief survey togetyollf ideas al unit w-hat v9ti like and don't like alunit the IK.Rand In w it might be iniproved. by Jack Ling Please take 3 few nu nnents to complete It iS almost an rticle of faith among (level( ipment o minium-anon practitioners that well- the survey. When you are finished. simp- designed public education pr( >grams that o)llibine media onlinninication ith community ly lokl it as indicated. attach postage and education will onnribute t( the m1(1111(111 p)sitive public health pim-tices. What has not mail it to us by April I. 1991. Whether yet been realized by many health professionals and the public is that the sainemodern min- you are a fi)ngtnile /XI? reader or new to municatkms technology. via the mamedia. is now a lctor in the increasing incklence ()I the publication, we would like to hear diseases that are related to lifestyles. from you. Your response will help us make sure that the /X.I? meets your Lifestyles and Lifestyle Diseases needs in the future. The ter111 "likstyles" reflects the new awareness ()I the dunces each individual makes Also. keep an eye Out for a new /XX alu nit how t() oniduct life on a daily basis. ( )ir "lifestyle" includes. 1( )r instance. w hat w e eat design and kninat in 1991! and drink. which products we choose to buy. how w e spend otir leisure time. and our Me Editor sexual practices. Lifestyles reflect cultural conditions nd re shaped by changing realities. In time, old life- In this issue . . . styles give way to new ()nes. The explosive increase in international communication in Communicating Disease through recent decades. luever. has dramatkall quickened the pace ol litestylehange.ith serknis 11111)11C3M)Ils h)1" health in the devek ping countries. Words and Images In many devek ping o)untries. stirvival issues still dominate aIld intectk )11s diseases are Advertising Influences Lifestyloi major killers. In these o >unifies. h()m ever. lifestyle-related diseases. midi as obesity and Worldwide 3 bean disease hl)111 pix)r diets. cancer Illmt snu)king. Breastfeeding on Alps nd other sexually transmitted diseases from mi. Prime-Time in Brazil 4 safe seX. have been increasing. Lifestyle illnesses als() Can Mass Media Affect Behavior? 5 incku le drug and substance l nise. some tratlk acci- How Nigeria Built Child Survival dents. and %ari(nis Themes into National IV 6 psyellosocial and Public Health Broadcasts: stress-relatecl ill- Who Pays? 7 msses. %Nell as en. "Sing and the World tromilentallv Sings With You" 8 catised diseases Sri Lanka: Anti-Drug Abuse 4-ding to the Paster Contest 9 ( rld I lealthtr- In Singapore, Superman gmli/ation (WI It )). Fights Nick O'Teen 10 lifestyle diseases al- Nine Tips for Effective read% c( null tor it/ Media Advocacy 11 cu percvnt ot "The Life and Times of Philly Lutaaya," deaths in the Ugandan Singer 12 de% ek ping natio ins. Resources 13 Fur c\ample. V I k What's New. What's Coming 13 tstillutcs that it the Book Reviews 14 nrrent smoking Learning by Example through Video 15 trend «nitinues. Yes. But Nothing Will Happen without Regulation 16 1(10111.11110i oil/i Ji lparintern buildings jti Nio4; an emblazrowd with I outwit rid11111..enhqu, I.,r

ISupported by the Office of Education, Bureau for Science and Technology of the US. Agencyfor International DevelopmentI Trouts

(LING,from p. cess to broadcast- Hard Facts dose to one million Chinese, mostly males, ing equip- will die of lung cancer annually hy the year 41011 ment has + According to the World Development Gimmunicatlon 2050, The current controversy over the grown Health Organization, Report export of cigarettes to the Third World, tobacco is the single with(mt a with its attendant media promotion cam- largest preventable Development Communication Report, correspond- paigns, has highlighted the worklwide cause of death in the published quarterly by the Clearinghouse on ing expan- spread and transportability of these life- world today, killing at Development Communication, has a circulation sion in their least two and a half mil- style-related diseases. of over 7,000. The newsletter is available free ability to lion people each year. of charge to readers in the developing world produce Smoking is increasing in and at a charge of $10.00 per year to readers in Communication: A New Mode of their own non-industrialized industrialized countries. Disease TrAnsmission prograins. countries at an average Some seven years ago, Tan Shri Clumg, A center for materials and information on The of 2.1 percent a year. President of the ,i6th World I lealth Assemb- important applications of communication popular 4* The consumption of im- technology to development problems, the ly and Minister of I lealth of Malaysia. is- soap operas ported liquor has been Clearinghouse Is operated by the Institute for sued the first warning about a new diannel on the rise in Africa and International Research, in association with of the in- of disease contagion: the mass dissemina- Latin America. Beer has Creative Associates International and supporta-I dustrialiwd tion of images and words. In his inaugural replaced tea as the by the U.S. Agency for International countries, stateinent to ministers and delegates From beverage in many urban Development, Bureau for Science and for ex- more than 160 countries, Tan said matter- circles in Asia. Technology, Office of Education, as part of its ample, of-factly: "Lifestyles are no longer condi- program in educational technology and which are tioned by climate and (traditional) culture. development communication. laden with cultural values and clearly ex- They are initiated as fast as communica- The views expressed in Development press lifestyles, are wklely broadcast in tions speed informatkm fr(mi one country C'ommunication Report are those of the authors devek ying nations. At the same time, the in- to another." and not necessarily of its sponsors. Original creasing financial pressure on broadcasting material in the Report may be reproduced Ian's insightful comment, tliough large- stations in developing nations has meant without prior permission provided that full ly unnoticed at the time by the preoc- that producers are increasingly expanding credit is given and that two copies of the reprint cupied delegates, had in effect identified a their use of these commercially sponsored are sent to the Editor. new type of communicable disease. In ad- entertainment prc,grams and cutting back ditkm to hacterial/viral diseases (such as Clearinghouse on Development on public service time. Communication tuberculosis and pneumonia), and vector- At the policy level, a number of 1815 North Fort Myer Drive, Suite 600 borne diseases (like malaria and snail countries have taken protective measures Arlington, VA 22209 USA fever). Tan introduced the concept of a againnt this cultural invaskm, instituting Telephones (703) 527-5546 third group of diseases: those spread inter- guidelines on the percentage of foreign im- Fazs (703) 527-4661 nationally through words and images. Telexi 710-833-03201TRINC VA ports permitted as c(mipared with domesti- Indeed, advances in communications cally produced pn,grams. Few countries, technologies in the last four decades have Michael Laflin, Director ha Avever, have looked into the health conse- Kathleen Selvaggio, Editor been breathtaking. Telegraph, radio, disc, quences of the lifestyle influence of' these André Roussel, Information Specialist audiotape, televiskm, transist leotape. imports. Earlington McLetchie, Librarian computer, and satellite technok., ave vastly expanded the worklwkle flow of Selling Lifestyles: The Confluence of The Development Comnmnication Report is words and images, altered the c ,nfigura- produced using desktop publishing under Trade and Communication tion of information and data dissemination, A.I.D. contract #DHR-5831-Z-00-8028.00. It is The pressure to expand markets for such and changed the pattern of the diffusion of printed by Automated Graphics Systems, in internationally distributed products as knowledge and learning. White Plains, Maryland. hreaminilk substitutes, alcoholic beverages, As a result, the increased capacities of and cigarettes, and the effect of these the mass media have given tens of millions Credits products on health is a recognized matter of access to new infc,rmation. Immunization, With many thanks to the guest editc,r concern for public health interests. It is ur- oral rehydration therapy and other child for this DCR, Jack Ling, Director of the In- gent that publk. health officials, especially ternatkmal Communicatkm Enhancement survival inter% entions, all involving mass in developing countries, rewgnize and media support. bear witness to the positive Cnter, Tu lane l'niversity. We also thank counterfwt the increasing use of the media effect of communication on health. Mona Greiser fr providing referrals and for commercial purposes that pix nuite life- But the , xpanded flow of information feedback and Janet !layman for acting as styles not conducive to health. ha helped to disseminate harmful in-house editor. Sophisticated advertisements are cultural- he,.,tn practices. Photo credits: Dr. Judith Mackay. p. ly kiaded. They no longer just tout the in- Brazilian I lealth Ministry. p. ,1; Dr. G.N. Exporting Media Programs trinsic value of a product: they promote the Connolly, p.I b; Johns I lopkins I:niver- product by associating its use with desirable I.(,w-cost imports of entertainment sity, Center for Communicatkm Programs, lifestyles. The advertisement may involve a programs from industrialized c( ,untries p. 8; SLANA/Development Associates, p. macho car racer who uses a particular have multiplied as devek)ping ('ountries ac- 9; CIRDAP, p.15; Dr. G.N. Connolly, p. 16. brand of decKlorant, a skier going ck)wn a f;1)

2 Development Comnutniattion Report, no, 71 Trends

perilous slope for a refreshing drink, a Public health officials should aIs i acquire Media ethics in relation to public young couple who need to practice oral health: the potential and limits of using an appreciation and understanding of the hygiene involved in a romantic rendezvous media as a health advocate. press bias complexities of media organization and with implicit sexual overtones, or a family in selecting news stories, the extent to processes for example, how agend:..s are enjoying fast food at a Sunday picnic. which entertainment programs set and the technical and time constraints These situational advertisements convey promote negative social nonns, the im- (in media production. messages about lifestyles that may intro- pact of commercials on health-related 3.Communication Training.As duce or reinforce new social norms and issues. health issues become more complex and often promote unhealthy practices. Longitudinal studies in the developing technical, the need nil- communicatkm train- countries that trace media impact on ing has grown urgent. I lealth and medical Fighting Back! Using Media for Health health issues. Because such studies are personnel at various levels must be ap- There are, however, encouraging ex- lacking, researchers have extrapolated propriately prepared to communicate with amples of the use of mass media to foster rrom studies in the industrialized na- the public, given a promotive orientation to tions to draw conclusions for health lifestyles conducive to health. This issue of health, and trained in needed communica- situations elsewhere. Given the grossly theDCRanalyzes the use of media in different cultunil, social, and economic tion skills. Brazil. Uganda and Singapore to further contexts, such extrapolation can lead To encourage healthy lifestyle choices. positive health practices. (See pages 4, I() to the wrong diagnosis of critical the public health scow mu.st learn to take and 12.) Many other examples of effective problems. more assertive action against conlpeting in- media input in helping to shape lifestyle terests: in political and policy councils, in 2.Partnership between Health and changes can be found. Entertainment has the legislature. in resource allocation, in the Media.This is an opportune moment to been successfully conlbined with educa- public debate, in communities, and in the launch a movement kir partnership be- tion to encourage family phtnning and minds and hearts of individuals. Such work tween the media and health sectors. It is responsible parenthood. (See page 8.) demands communication .skills, clear that without the media's powerful out- UNICEF, W110, INESCO, and USAID have International Leadership.In reach, the health sector cannot hope to kirmed a partnership with the media on a January 1990, W110 launched it.s Inter- keep the public informed about health is- number of public health and nutrition Health program to focus attention on the sues or stimulate community action and in- projects. threat of "non-communicable diseases." As volvement. Equally, the media sector There is, though, no organized the international authority on public health, cannot fulfill its obligation to serve the worldwide effort to address public health public interest without the technical input issues related to lifestyles and the role of (continued on p. I ) of health proles- mass media in these issues. An agenda for sionals. action is needed. It shoukl include at least Deliberate, sys-Advertising Influences Lifestyles Worldwide four areas: tematic efforts to I.Research.More research is needed orient, acquaint. * In the United States, most health authorities now believe that ad- to study specific media effects on health-re- vertising contributes to the initiation and maintenance of tobacco and update lated social norms. We need to know more habits in adolescents. More than 90 percent of all smokers begin media profes- precisely lmw and to what extent the to smoke as teenagers and 44 percent of all adolescents either ex- sionals on health media shapes social norms that affect periment with or regularly use tobacco products. Children as issues are neces- health and the comparative importance of young as six years have been shown to reliably identify cigarette sary. The health advertisements. Such advertisement recognition has been shown media influence, compared with, for in- sector must cease to be closely associated with smoking status in teenagers. stance. peer pressure through interpersonal going to the press communication. Such research topics 43, In Ecuador, migrants rapidly adapted their traditional dietary be- for help only in might include: havior to an urban pattern when exposed to mass media advertis- times or crisis and ing promoting processed foods, The changing pattern of the flow of instead adopt a In Hong Kong, women exposed to commercial advertising health informatkm, the sources of policy of working health information for various popula- promoting baby formula began to doCat the quality of their own with the media as breast milk. tion groups, the origins of health risk a full-time behaviors, and the methods of effec- partner. This In Bahrain, commercial food advertising was shown to have suc- tive difision of positive health be- cessfully persuaded women to alter their dietary behavior. Lower ineans keeping havkirs. income women found the advertising most credible, but middle the media in- and upper income women also changed their food consumption Studies on how communication can formed on a ccm- patterns. coordinate with other actions for tinuing basis change, from advocacy at the polk y about aspects of In japan, trade barriers to cigarette imports were removed in level. thniugh the broad dissemination public health and 1987. Two years later, television advertisements for cigarettes had of information to key segments of the increased tenfold, and cigarettes now rank second in terms of involving the public, to community education and minutes of TV commerical air time, the involvement of individuals kw ac- media in the plan- Sources.. 'Smokescreen. How Tobacco Companies Market to tion. Careful chronicling and sys- ning as well as Children," by John W. Richards, Jr., and Paul M. Fischer, in World tematic analysis of these various the implementa- Vol. 15, No. 1, Spring 1990,. American Cancer elements of social mobilization may Smoking & Health , tion of public Society; "Development Communications Digest," computer software lead to more effective development health projects. program under development by the Clearinghouse. communication paracligms.

Development Communication Report, no. 71 3 Principles into Practice

Breast :feeding on Prime-Time in Brazil by Hiran Castello Branco encountered considerable resistance. Launched in August 1982. the IMISS media I Iculth professionals LI() not always trust campaign was the significant factor that marketing techniques. like advertising, as facilitated interpersonal-communication tools for implementing of health progrims. and changed parental attitudes from resis- But this approach can be highly effedive. tance to cooperation. Advertising and the mass media not only Radio and Tv were selected because of reach a large audience, they can also stimu- their ability to reach a wide spectrum of late a prompt response from opinion the Brazilian population and to deliver fre- leaders and decision makers at all levels. quent messages directly to mothers. The In 1982. the use of mass media to launch central element of the campaign was a the National lireastfeding Program in series of prime-time 'IA' commercials. Brazil denumstrated the power of this ap- These ci )mmercials. created by advertising pmach. Mass media created a level of" and market research professionals working awareness that helped t() get support f()r closely with health professionals, were the pn)gram from legislatLirs, regional designed to remove the barriers against A poster circulated to workplacestx health auth( irities. hospital managers. and breastfeeding in people's minds, behavior, emplowrs to allow mothers to breast) entrepreneurs, besides giving the targeted and day-to-day practices. Print advertise- population - mothersthe information arul ments. outdoor posters, radio spots and viewers to overc(nne anxiety ("I psychological support they needed in order leaflets siipplemented the Tv Tots. in the first weeks") and dem()n.s to breastfeed. The strategy adopted was intensive use rect way to hreastfeed ("l,et the suck"). The other actress also ac Multifaceted Campaign Strategy (of multiple media and channels during the -6-day launching lx.rio(I. Onehundred TV fears that led to early weaning: ' The primaiy ol-),ect.ves of the 1981-8 f stations and NH) radio) stations aired the ad- me and small breasts do not hir breastfeeding program were to increase the vertisements on national networks at a min- ful breastfeeding." prevalence and duration of breastleeding in imal cost; direct marketing was used Irorkingmothers and Brazil. The media campaign was one part through mailing print materials with pm?:Ihis message pointed out I of a multifaceted strategy that identified utilities hills: and lotteries, competitions responsibility in the success of I various target gnalps and addressed policy. and street animations were held at cum- ing, calling attention not only lc training, managerial, and community iminity levels. The campaign was sup- laws but also to responsibility to mobilization factors affecting support for in- ported bv the National Advertising Council housenvaids, \vim loave no legal creased breastfeeding. This strategy also in- and by contributions of free media air time Lucelia Sanu)s, an actress kn cluded: fro)m the private sector. supportof social causes, was sI disseminating information to II:ilk-mi. breastfeeding her childthus fi state, and city policymakers and to the A Message for Each Audience this act for other women. In the media estahlishment; The series of TV commercials was site addressed her words to mal implementing maternity laws for work- based on qualitative research with the tar- employers. appealing to) thema ing women; get audience, including extensive pre-test- 1)ochnN' influence:Soi rates, ing. The format for each commercial w as a soccer player who load studied creating a marketing e(ide kir testimonial lw a local celebrity. in order to testified that lifeastfeeLling was breastmilk substitutes based on the in- every child. and talked aboutit ternational code developed bv provide credible and popular sources of WII0 [MUT: messages and role models.To establisha ing effect against disease, common goal, all commercials ended w ith llact4smo'1. one message a training health professionals. medical the okreastreeding Six the "macho" attitude shared by students and community leaders: months that build up a life." Messages ad- that the breast is only a sexual ( changing luispital routines in order to dressed the follow ing individual and social mo Carlos, a popular singer anc enhance breastfeeding practices: and harriers to breastfeeding. mo )del. appeared in this clmink establishing support gioups for Anxiciy and breasl size:This message his wife and two children. I le e breastfeeding was directed at mothers doubts about their that IN)th vhildren were healthy I ha\milk; willbe of breast f ceding and asked lath lo )wever. the decisive feature of the able to breastfeedP port nuithers who dedicated tin breastfeeding campaign was RS !MISS cuM- hreastleeding their children. municatiun component. Action to inform Twoactresses were cast for these ads. parents about the importance of breastfeed- one. a recent mother, m as shown ing began before the media campaign. but breastfeeding in (inlet. to) encourage

Development Comniunication Report, no. 71 Priacipies into Practice

Can Mass Mo :ta Affect Behavior?

Can television, video. and film influence behavior? Since many more than 120 per month afterTV variety show incorporated fami- people watch television daily, and businesses spend billi(ms ly plaru ling themes int() its drama segments and TV spots gave the television advertising, clearly inany people assume that they clo. clinic address. I.00k. 45 percent 01 the clinic's clients cited the show

'Hie effects are presumed to be both intentional, . h as those of ad- as their soul, e xferral. vertising and public service announcements. and unintentional. Indeed, ina:,s4 tedia conimunication may be a more cost-effec- such as those resulting from viewing violent crime programs or tive way tc, influence behavior than organized interpersonal cmn- sexually aggressive soap operas. munication. Although the impact ()I' mass media on any one Changing behavior is difficult. however. Fven laws threatening individual may be dight. its cunmlative effect on an entire popula- penalties ()lien fail to change behavior. Certainly, people do not tion may be great recau.sereaches many people often. In change their behavior simply because a health worker. political Swaziland, for exa.nple, a radio campaign on oral rehydration leader. or even a family member asks them to do soeven if that therapy was limn( to be higher in overall effectiveness than clinic person appears on television or film. Rather, behavior change is a and outreach wol kers because it reached about ") percent more gradual, step-by-step process dependent on a person's experience.s people. Few countrie.s can recruit. train..supervise. and .supp(irt an and his or her perception of the personal importance of the change. extensive netwoik ol outreach workers but many countries can In this process simpler actions, such as seeking information or reach most of theh citizens through the mass media. changing resistant attitudes. usually come first. Nlore difficult or A reexamination or research findings. ksiking for intermediate long-term changes. such as using conckinis, nitm these inter- changes. shows that ma.s.s media can change beim\ ior under certain mediate changes. circumstances, Mass-media communication is more successful at Thus it is not surprising that many studies ()I' mass-media impact changing behavior when it; on behavior find very little or no effects or else conflicting results. is designed to reach a specific audience: These studies ower areas as diverse as violent or aggressive be- havior alter seeing violent television programs: perceptions or cul- comes huhu a source person or group - that the audience tural or demographic groups and their size; family planning likes. understands. and lielieves; adoption; children's readiness for school and positive social be- comes thr( nigh familiar communication media: havior; adolescent sexual behavior, voting behavior; smoking cessa- provides a message that is engaging, personally relevani and tion: automobile seat belt use; and lire prvvention, novel; ilk' reasons for this apparent lack of consistent impact are not clear. On one hand, soinc programs or campaigns may in fact have tells the audience what to do and how to do it; and no impact. perhaps because they were of Poor quality or did not coordinated with h wally available supplie.s and service.s. reach enough peopkt often enough to make a measurable dif- Well-researched mass-media campaigns that are entertaining as ference. On the other hand, mass media campaigns may have an im- well as informative seem to have the greatest impact. pact. but it may 1),.. obscured lOr any ol several reasons. One possibility is that. in the search for large-scale impacts on beltavior 71)is (Wideexectpled fniln "1.4;hts!Canivra! Acthill.1 Promoting change, intermediate and less dramatk. effects were overlooked. bandit' Planning with 11", lideo. and Film" by C.A. Church midi. Also. research on the impacts of mass media laces considerable Keller Population Reports, flecember 1989. ?be journal is (wail- methodological problems. For example. it is difficult to determine ablefruni Population htfinmatimi l'ftrom. Viejo/ins Hopkins the direction of causality or to prove that observed changes resulted l'niceffity, 527 .9, Paul Place. Hollimore. Mat:viand 21202, 1 Sel from nia-,s-Inci ha exposure and not from other influences. C(mventional wisdom contend,' that mass The Poor and TV Entertainment media can )est create awareness and inform. Do W and other broadcast mass and recall the story in our minds for clays but interpers(inal communication is more el- media reach the very poor in demloping afterward. We can even sit a we&. later fective at changing behavior. This contention countrks? L. Gunanadhi, a health and fantasize on the cinema while we go educator with the Rural Leprosy 'Trust in dates bac k to t 'S research in the 19.tus on the without a meal! Orissa, India, (dIered the following obser- The really poor, of course, don't have effects of radio advertising on voting and has vations In a letter to the DCR: been restated since. A number of studies now television, but have you ever seen the suggest. however. that under the right cir- One of the greatest media to the poor number of poor crowding around a shop cumstances mass-media communicath in can is the cinema and television. Throughout at might in a city when the shop owner ..nce overt behavior. Some of the latest the poorer countries, the cinema is a has left a television going? People will evidence c(imes fr(int studies on the use ()I' major social source of entertainment. It is walk miles to watch the television in the television in family planning communication a great means of "escaping" from the shop window, night after night. Have you campaigns. For example. in Bratil a humorous drudgery of their lives. The poorest will ever sat is a friend's house to watch a animated TV spot in 1989 helped increase the give up a meal to see a cinema. If we were television program and been aware that monthly average number of vasectomies per- in their position, we might also decide there is a crowd outside the window also liirmed at the advertised clinic from 347 to 6E7 that a missed meal is not something new watching? We cannot ignore the fact that per month. In Fnugu, Nigeria. in 198- visits to and miss a meal to see a good cinema both (cinema and television) have an im- a family planning clinic increased [Rim 5ff to where we can escape into another world, portant role in poorer countries.

f)4

Development Communication Report, no. 7; 5 into Practice

with an ofikvr in the state Ministries Of How Nigeria Built Child Survival I health, s() that N'I'A staff had access to tech- nical expertise and information dbout the progress and problems of health projects. Themes into National Television "l'he workshops w()rked even better and [mire quickly than expected. For example, within weeks, one highly popular national by Gary Gleason strengthening NIA's production capacity comedy program worked messages on im- Hy 198,1, the Ministry of !health in and giving a higher priority within each of munization into its script. The program con- Nigeria was committed t() the ambitious its production divisions to health issues (in- cerned an adult education class trying to goal of providing universal child immuniza- cluding the news and entertainment units). learn English. The teacher announced that tion to the nation's population or uver 100 Since NIA is organized in separate national the weekly topic would be "immunization." million. Fven before it could put in place a and Mate units fc)r radio and 'IV production, As usual, the (lass struggled I() pronounce nation-wide system for distributing vaccines separate but coordinated activities were the appropriate English words, Why, asked and provide taining for health personnel, it designed for each level. one of the principal characters, a market devekiped new approaches I() health com- At the national level, a permanent train- woman, shcould she pnotect her children munication and public education t() in- ing, coordinating, and production unit from "meesils"? "Meesils," she told the crease demand for immunization. oriented toward child survival was Net up, teacher, were what the Russians and Stahl from the Ministry of I health, staffed, and equipped. The unit's emphasis Americans threatened to shoot at each [NI(H', the Nigerian Television Authority (m producing "spot messages" for publk other, not at her children. Other plays on (NIA) and the Federal Radio Oirporation education on primary health care. on words polio, on clean needles and Nigeria (FRCN) began discussing how the document:11y coverage of health projects, confusion about the immunization schedule mass media could more solidly supp( ut na- and on providing mobile support for state also) brought laughter fnmi the audienye. tional primly health care. kTel production. l*NICFF assists with The show's pn)dlIcers had discovered a camera, editing, office, and training equip- new and valid subject area for their show, Few Resources, Many Needs ment and transponation. and health information had been repeatedly NIA was run as a semi-autonomous transmitted to the audience in a highly government agency. and government Regional Workshops entertaining way. austerity measures had limited its funds. A sec()nd project activity, new at the Public service and public education broad- time to NIA and FRCN, was a series of Continuing Activities casts were thus less attractive options for regional workshops designed t() orient both Since these early efforts by NIA and stations than commercially sponsored production and creative staff to national FRCN, a number of new activities have programs, which produced revenue. health problems and gain their support for evolved. Public education programs also com- incorporating health messages into 'toiler a joint Ministry of !health and peted with (me another for air time pnigrains of all types. The workshops ex- 'SAID-assisted....althConn project, for ex- Though NIA's chief executive supported plored how health messages could be ample, another group of state-level the immunization program, he made it clear priority themes in prigrams such as news, workshops has brought together media to the 1.'NICIT representative that Nigeria documentaries, and comedy and variety pro xlucers and \\altos fro nii radio and was bursting with "worthy, socially relevant sho ows. as well as in "spot" advertisements. television in an ellort to build primary causes: from 1 N1CFFchildren, from FAO In 1985-86, workshops were cauxlucted health care themes into their programs. trees, and from 11.0job safety." Within in four regions, bringing together radio and Similarly, a Nigerian NGO, sUpported the primary health care pnigram, govern- television staff from all Nigerian states. through the I SAID-assisted Family I health ment priorities included immunization, MI1- Team members from the Ministry of !health Services Project. has organized workshops trol of diarrhea and child nutrition. All of reviewed the policies, major reso )urces. and with electronic media writers and these needed NIA "donations" of free constraints related to topic content and producers aimed at generating messages pnkluction equipment, creative resources, production procedures at the state level. and themes on family planning within and scarce air timewhich could be outlined the problems facing the country in several popular Nigerian programs. provided only on a limited basis. maternal and child health. and emphasized Since 198u, l'NICIT has continued to the potential to educate the public in basic build capacity within NIA with equipment. A Long-Term Approach health knowledge and skills. Convinced by and funds for pro(luction and workshops.. Increased production of 'IV and radio the need to address health problems, Many NIA and FRCN also signed an agreement spots was not seen as the most effecti\ e producers and static xi managers offered 10 further committing ilk' major electn mid strategy to generate sustained public. increase the production of health-c irienled media networks I() suppon child and mater- demand for primary health care services. In- programs and spot messages on both radio nal health issues. !:tead, it was recognized that broadcast and television, covering many of the over I however, given the c(implexity of be- media's role in public education needed to at) local languages used for broadcasts. havior change and the wide social and cul- be institutionalized. A set of simple hut technically accurate tural diversity within Nigeria. commu- Toward this goal, the team from NIA. materials on health is.sues and the national nicathm strategies aimed at generating life- FRCN, the Ministry of I health, and 1 'NICIT public health programs was also distributed style change.; require greater refinement, designed a long-term projeo aimed at to each NIA station kir use by production based both on local research and high staff. In addition, each static m was linked levels of innm ati( increativity, and commit- ft]

6 Development Communication Report, no, 71 Principles into Practice

ment. A clearly stated multi-year plan, with specific intermediate and long-term goals, Public Health Broadcasts: Who Pays? expressed in terms of new individual and Since broadcasting stations in develop- programs, and so had to fund the remain- family behaviors, may also be necessary. ing countries are mostly government ing 60 percent from outside sources. When The innovation in Nigeria of bringing owned or run by public corporations, it is health educators approached the director health themes and messages into existing generally assumed that they are more in- for support in disseminating a number of broadcast programsranging fr( m clined to air programs that have education- vital health messages for children, she children's shows, to family entertainment, al, rather than commercial, value. refused to allow free air time. Unfortunate- to documentariesshould he further However, the economic basis of many ly, this is not an isolated incident: increas- evaluated. A useful comparative study broadcasting stations is changing fast, with ingly, health professionals in developing might be done focusing on Nigerian media serious implications for public health com- countries are denied air time. and on the efk)rts of the Harvard Alcohol munication. Project, which has successfully permeated No Checks and Balances hundreds of US 'IV programs with mes- Broadcast Stations' New Mandates In the United States, the Federal Com- sages and more detailed scripts to promote hf site Money munications Commission and the Federal the use of' a "designated (non-drinking) A trend is becoming evident in which Trade Commission are empowered by driver" to reduce alcohol-related accidents. more and more public broadcasting sta- government to watch over the radio and Still, even without a detailed evaluation, tions, like their commercial counterparts, television stations to protect the interests of Nigerian efforts demonstrate the pos- are demanding fees for air time. In an in- the public and consumers. In many sibilities ''.)r creating and institutionalizing creasing number of countries, government developing countries, this check and long-term, sustainable efforts to educate the radio and television stations no longer balance system does not exist. public, increase demand for primary health receive adequate government funding. Furthermore, government broadcast sta- care services, and bring new information They are now required to be self-support- tions frequently have a monopoly of air into the community. If this information is ing, by generating independent income. time and there is usually no alternative reinforced with similar messages through Consequently, program directors are busy channel that could be used for the mass dis- other channels, large gn)ups, including soliciting funds from institutions and cor- semination of health information. th()se frequently at the margins of service porations, who often have commercial mes- utilization, may well be more encouraged sages to convey. Advocacy and Leadership Needed to improve their lifesi:cs related to health. Through commercials, many stations Should health messages and health in- are now engaged in selling services and formation agencies be treated as just Garr Gleason is Senior Communication products. Broadcasting ther fore depends another source of income and be forced to Advisorpr the Commission on Health Re- significantly on programs that achieve high compete with conunercial intereras in search fbr Development, in Cambridge. audience ratings and so support stations' ef- paying for air time? Public health officials Massachirsetts. forts to sell broadcast time. But popular and broadcasters should address this programs do not always reflect public policy issue before it is too late. Data are (BRANCO, from p. 4) health interests. needed to argue the case that the national Furthermore, there may be no legal financial burden of health cr.re costs are Results Speak for Themselves restraints on commercial advertising. reduced when the media fulfill their Media pressure was intense during the Whereas broadcast media in many in- responsibilities to public health. six-month campaign. Five years later, re- dustrialized countries are barred from ad- The international health community search showed that there was still recall of vertising such products as cigarettes and should also take immeeiate action, in line some spots. Evaluations in two major liquor, there is no such ban in many with the World Health Organization's pro- metropolitan areas conducted in 1987 deeloping countries and stations cannot gram for "Health for Ail by the Year 2000." showed significant positive changes in the resist the income from advertising these This issue should be taken up in various in- duraticm and prevalence of breastfeeding. products. ternational fora, such as the International with better rates achieved when the pn)- Telecommunication Union conference, gram was at its peak. Competing for Air Thne where policy decisions about the use of air An earlier evaluation, in 1983. had klen- More important, the practice cc charg- waves in the public interest are deliberated titled the professional use of mass media ing a fee for air time has put the health sec- The health sector must move quickly. support and advertising as one of the key tor at a very severe disadvantage. The With the emergence of a worldwide factors in assuring the success of the understaffed and underfinanced health market economy, use of the air waves breastfeeding program. The Brazilian pro- communication and education units of might be preempted by those with more gram denymstrated the value of k)cused government agencies and institutions are money and resources, to the exclusion of media efforts as a catalyst to raise public. hard-pressed to compete financially in health education. This will have a negative awareness. their media outreach activities with the impact on public health, leading to un- commercial sector. necessary human suffering and increased I limn (.'astello Branco is a partner in In one large Asian country, for ex- national health costs. There is little time to 11Cil Advertising, Sao Paulo, Brazil. Ile ample, the director of children's programs lose. coordinated the l3n izilian Breasyeeding only had enough regular budget funds to Ca mImign on behalf qlthe Natioolal Jack Ling produce 40 percent of the needed Using (.ouncil.

Development Communic lb), Report, no. 71 7 Principles into Practice

"Sing and the World Sings with You"

Despite rain.y weather, nearly 7,0fk Mwtila school childrett tur,ted out to see Lea by Jose G. Rimon II .sidoit,r4a sing about sevttal respousibility. Pepsi covered pnutiug costs jOr the album co/yr orsalottga 's bit silt,q1e. "I Still lieliete." which dottbled as a poster( kit ). Today, public health depends on reach- ing the public. Puhlic health is no longer liox" dealt with the sensitive issue of about the songs, and 2- perivnt had purely a medical problem with purely medi- teenage pregnancy. The audience was able spoken to their sexual partners about them, cal .solutions. In the final analysis, all public to share the emotional trauma of the charac- health is personal and depends on private ter of Eelice as she struggled to colx. with pervasive: Entertainment is life and petsonal lifestyles. This is where an unwanted teenage pivgnancy. Likewise. everywhere. entertainment comes in. the male audience empathized with the In 1986 a project ctimbined music Entertainment has been used as a teach- character of Jonathan and his relatkinship ing tool for thousands of years. The "enter- recordings, radio, and television, in order with Felice. educate" approach supported by t'SAID to reach young people in Mexico and It) This Tv drama special generated addi- through the Population Ciimmunications other Latin Ainer.can countries with mes- tional media cc werage and high awareness Services of The johns I lopkins Vniversity is sages encouraging sexual responsibility. of the issue of teenage pregnancy, especial- Two songs, "Cuando Estemos Juntos" based on the premise that the powerful ap- ly among yimng people. Over twenty peal of entertainment is an effective vehicle (When We're T( igether) and "Detente" newspaper articles hailed the show as ex- for education and social messages. (Wait) were recorded hy the popular ceptional and realistic. Viewing figures, and young performers, Tat..ana Palcios and The enter-educate approach builds on retention and recall of the pnigram's social learning theory. An important part of Johnny Lozada, and a( ;ompanying n.ic tent were high. Research in Nlanila on the social learning is modeling: a person obser- videos arKI TV spots w produced. "social impact" among the primary target "Cuando" topped the c marts in Mexico and ves other people and uses their behavior as audience of I-- to 21-year-old females a model for future behavior, Nloreover, the Peru and both songs w2re in the top 20 of showed that 2-7 percent watched the show, most other I,atin American countries. The approach allows for penetration of the sub- with 86 percent of these viewers watching conscious and the conscious mind, not as performers appeared on television talk with family and friends. A high 98 percent shows. and the news nledia gave the external ich.-as creating cognitive dissonance percent of these viewers finind the show or imbalance, but as part of the unthreaten- project extensive national and international wlievable and informative. coverage. in, . ainstream of popular culture. Enter- tainment both attracts attention and popular: Everybody likes to Together, the songs, videos, television spots, and related pub)1city received over prmides role models l'or desired attitudes be entertained. and practices. one millkin hours of fr.K. airtime. Ail this at- In the enter-educate appn inch. media Two songs and music videos about tention amounted to tree publicity tOr the and health professionals work together to responsible parenthot O. "Choices" and family planning me.s.sage. Three years after produce quality pmducts that have commer- "Wait for Me" sung by King Sunny Ade and the pniject ended, the ming.s were still cial and audience appeal as well as power- Onyeka Onwenu, pushed Sunny's album to being played on the radio, and over SO per- ful. accurate social messages. Effective the top of the charts in Nigeria. The album cent of 1,200 y()Ling peopie surveyed in enter-educate projects incorporate the five was launched in a phenomenal media Mexico City and Lima in 1989 recalled both Ps: they are personal, popular. pervasivi . event: in only three weeks, more than -; songs unaided. persuasive. lltil profitable. newspaper and magazine ar11.ies were writ- ten about the songs. persuasive: Entertainment can personal: Entertainment Mkl-term evaluation of the campaign change behavior. moves people. showed striking results. Within five months In 1988, a three-month multi-media after the songs and videos came out. 8 8 per- campaign in Turkey using the enter-edu- People identify with tile characters in a cent of metnipolitan Lagos had heard the well-produced film, video, or radio soap cate approach persuaded over 2.10,000 songs on radio and seen the vkleo. In the women to begin using or switch to nkidern opera. In the Philippines, an episode in the urban areas, the evaluation also found that popular daytime television drama "Life in a methods of initrac colon. A series of TV -18 percent had spoken to their friends spots was developed an mild Ow per- C

8 Developnwnt Communication Report, no. 71 Principles into Practice sonality of the country's top comedian, the original cost of the pniject. Among cent said they talked with their parents and Another en1(ctionally powerful 'IV spot (idlers, Pepsi Milted jaisters aiR1 dcmated friend.s about the message, and 25 percent showed a series of portraits of a family as pie-bought air time, Philippine Long Dis- sought contraceptive advice. children are added over time, It ended with tance Teleph( ne supp(wted the salaries of Campaign-related effects and activities a portrait containing an empty chair for the counselors manning the telephone hotlines. still continue. In late 1990, it was an- mc ither. while haunting music r ise in a cre- and companies such as Johnson & Johnson, nounced that Dial-A Friend has been in- scendo. The picture described !Wire power- Close-up, Nike, and City-Club T-Shirts cluded in a "Megabillboard"a natit mat fully ihan words the risk to a mother's donated banners, n(c telx a )ks, b()()killarks electronic billboardthat will sluirtly he health of too many children spaced too and sample products to strengthen proino- set up in the Philippines. close together. tional activities. Today, those of us who are interested in This campaign enlisted the help of hoth This campaign, which was built around improving health and educaticinal stand- political leaders and the mass media. It the songs and music videos of I.ea Salonga. ards are just lwginning to learn how to util- began with a one-day symposium kir Over a local up-and-coming star and the interna- ize modern mass media techniques that 600 policymakers and journalists to enlist tional group Menudo, had two phases: the combine entertainment with education to their support. Because of the high quality of commercial and the institutional. The com- bring about a change in people's attitudes the TV materials, the Turkish Radio and mercial phase established the songs and and behaviors. Projects in diverse countries Television Corporation offered free air time. videos as hits. while the institutional sup- and cultures have, however, indicated that ported the message of sexual responsibility the enter-educate appniach can create profitable: Entertainment can through TV, print, and radio spots. and public awareness. encourage informatkm- attract commercial support. promoted a teleplume counseling hot line. seeking. and influence behavior. oacincercial support helps pay Rir good The songs and their me.ssages reached Jose G. Rimon ll is Project Director at health messages. An innovative feature of a their audience. Of 600 young people, aged Theialms lapkius I 'nivel:WO, Population 1988 multimedia campaign to combat IS to2.tyears old, surveyed just after the (.'ommituications Services Pmject, Center teenage pregnancy in the Philippines was song "I Still Believe" was released, 92 per- fin. 0»nnutuication Programs. linifurther its ccist-sharing strategy. Campaign planners cent recalled the song and lyrics; "0 percent ilybrniation, C ?lkIC! the program thrmigh negotiated a total of 15 S IA million from The johns 1100iu5 l'Hiversity, 527 SI. Paul interpreted the message correctly. 51 per- Place, Ballinu,re, Marylawl 21202. IN+ corporate sponsorsmore than fOur times cent said they were influenced by it, tt per-

Sri Lanka: Anti-Drug Abuse Poster Contest

Education for healthy lifestyles is not only an issue for the mass media. In- dividual and community participation was stimulated in a national poster competi- tion in early 1990 organized by the non- profit Sri Lanka Anti-Narcotics Association (SLANA). Nearly 400 posters on the theme of "A Healthy Lifestyle through the Avoidance of Drug Use or Drug Abuse" were produced by citizens ranging in age from 8 to 64 years old. A travelling exhibit was developed from the contest material and will travel to several Sri Lankan cities. SLANA's work recognizes the need for prevention before a problem gets out of control. Currently, 95.5 percent of the Sri Lankan population are unaffected by drugs and SLANA's objective is to ensure they remain so. SLANA's operating premise is that every mother of the organization can be part of an information network. It focuses Entries in SLANA's Anti-Drug Poster Contest. Theposter on the left says that lives are like delicate flowers and can easily be destroyed. The poster onthe right won a consolation prize. particularly on youth50 percent of its 3,000 members are young people. Other planned national survey of drug aware- East Regional Narcotics Education Pro- educational activities include conducting ness, attitude, and prevalence. gram. discussions and seminars, a planned SLANA's activities are supported in part Based on a report in The Asian Drug series of drug awareness telecasts, and a through the USAID-assisted AsiaNear Prevention Quarterly, Fol. 1, No. 1, Spring 1990. l"

Development Communication Report, no. 71 9 Prieciples into Practice _J

In Singapore, Superman Fights Nick O'Teen by K.C. Heng and S. Arulanandam program involved 11 organizations, includ. was also reinforced in the main daily ing ministries, statutory boards, educational In Singapore, lifestyle illnesses such as newspaper with helpful hints, charts, and cancer and heart disease are now among institutions and professional organizathtns. personal stories from ex-smokers. the leading causes oc death. For the last ten The wsils were to prevent the start of smok- Active parthipation by the target group ing, reduce smoking rates and create a so- years, the Ministry 01 Health has focused its was also encouraged. as a way to increase health education efforts in this area of cial climate conducive to not smoking. learning about sm(iking and its consequen- public health. Smoking. as the rrk)st Activities aimed at youth, including yearly ces. Nine competitions, including s(mg and mass media campaigns and face-to-face preventable callse of these illnesses, has rap compositi(m. poster design. scienci received particular attention. Anti-smoking programs. continued to be central to the projects, and IN/arc! games, were open to educatkm has adopted a two-pronged ap- education strategy. those under 30 years of age. Advertised in proach. aimed at preventing youth from The 1987 media campaign set out to handbills, radio, and the press, the competi- taking up smoking and at encouraging and deglamorize the image of smoking ank Ing tions attracted 1,400 entries. helping smokers to quit. youth. A TV commercial with a lively song Local community and media events sup- titled "I3aby, Don't You Blow That Smoke Mass media campaigns have been an im- ported these activities. Smoke Free Week porant part of anti-smoking educatkin. at Me" illustrated the message that smoking 1990 was launched with a Youth Rally. was not socially acceptable, even to their With its small size and wide communica- Young. well-known personalities (such as tion network, Singapore is ideal for a mass peersand that stained teeth and smelly Sportsman of the Year. a rock singer, a media campaign. Almost every lumsehold breath spoiled their image. Posters promot- television actor) shared their experiences in Singapore has access to television, radio ing a non-smoking lifestyle were dis- and views on a smoke-free lift style. tributed to schr,o1s and other institutions, and newspapers. Over the past ten years. a Shopping centers were also used to variety of themes and strategies have been bring the message to the public. A popular Conthwous Education Is Needed theater group presented a music and mime used in yearly media campaigns. The smoking rate arimng the overall play entitled 'Hie Better Choice," which il- Get Them While They're Young populati(nt fell from 19 percent in 1984 to lustrated how smoking hamis health. Three Early activities focused on public aware- 13.5 percent in 1988. But the smoking rah.. pop concerts were also lwld in shopping ness. Following the 1979 National Cam- for youth was less steady. Among those centers. The anti-smoking messages were aged 15 to 19 years, the simking rate was paign on Diseases Due to Ilarniful reinforced thnmgh questions and answers 5.1 percent in 1984, which fell to 2.9 per- Lifestyles, a "Smoking and Disease" cam- and skits with the audience. cent in 1987.13)' 1988, this had risen slight- paign was launched in 1980, directed at stu- Equally, if not more important, than the dents and Natkinal Servicemen. A film to ly. to 3.6 percent. To arrest this trend. the media events were the simultaneous face- inform the public about the harmful effects Ministry of Ilealth's 1990 campaign targeted to-face programs. In 1990, two buses con- of smoking was also telecast nati(mally. youth, in keeping with the World Ilealth vened into mobile exhibitions toured Organization's theme "Growing l!p witholl1 An innovative campaign was designed community centers, public places. :ichoolc Tobacm" for World No Tobacco Day 1990. to reach youth. A 1982 survey had shown and army camps for six months. The Smoke The 1990 campaign combined mass that smoking started early: the average age Buster Bus showed the effect of cigarettes of experimenting with cigarettes was be- media advertising and pnigrams, com- on the human body. The Smoke Choker munity events, face-to-face communication, tween 13 and 15 years. and 25 percent had Bus, built like a gh,stly tunnel, told the smoked their first cigarette before age 15. skills training, and workshops for health story of a deceased smoker who has professionals in a multi-faceted education returned from the dead to tell how sm( Iking As a result, the media campaign was tar- geted at children aged 10 to 12 years, to in- program. killed him. The media campaign in Ty. radio, and form them of the harmful effects of Special teaching module.s were also smoking and persuade them not to experi- the press was based on a positive message: developed. Other planned lin )grams in- portraying nol smoking as glamorous, tren- ment with cigarettes. A "Superman" charac- clude workshops f(Ir general practitioners dy. and healthy. The Tv commercial ter was intr(kIlIced over the media (TV, on how to use the Stop Sm()king Kit and showed non-smoking teens having a go(id press, radio, pamphlets. and posters). and counsel smokers, and I lealthy 1.iving Semi- time at the beach, a barbecue, a night in 50,000 chiklren wrote in to "help SuPemm nars tOr teachers and vocational institution fight Nick 0' Teen." Skills in "saying no to town, at a disco, jogging. and playing ten- trainers. nis. with the slogan "Feel Good. Look A combination of these educational ef- cigarettes" were also taught in schools Good. Don't Smoke." Camn.),.n messages strong national policy that through pamphlets and videos. forts and were also incorporated subtly into popular promotes non-smoking will together help Deglamorizing Smokers' Image television programs. in the form of drama, Singapore achieve its goal of moving songs, (lances. quizzes, and interviews with "Toward a Nation of Non-smokers." Institutional support for the anti-smok- ing campaign was strengthened in 1986 studio audio., ..4s. R.C.lens; and .c. Artilanandam are with the launching of the National Program A five-day, step-by-step cessation pro- gram. telecast on prime-time television. &lac alian (yficoN Ihe Training for Smoking Control, that chose the theme was seen by 30,000 viewers. The program and 1 leallb 1)eparlinelil of the "Toward a Nation of Non-smokers." This ,11111isny q. I krill b. Singapore. S

10 Development Communication Report, no. 71 Prieciples isto Practice

Nine Tips for Effective siedia Advocacy Because the mass media have been used so effectively to Stay focused on the issues. promote the use of harmful substances, the use of media to counteract such behavior appears equally promising, The media Don't let debates or confrontations degenerate into personal are rapid and effective channels to reach large numbers of people. animosity; avoid being sidetracked; frame the issue for debate But how can the glamorous portrayal of unhealthy lifestyles and through conveying your message in short 10 to 15 second "bites" behaviors in the media be most effectively counteracted? or a handful of quotable sentences. Media advocacy addresses the social and political context for Make it locals keep it relevant. behavior change. It does not attempt to change individual be- Local statistics, local role models, or local efforts to change havior, but seeks to reframe public debate about health issues. public health policies may involve your fellow citizens and com- Media advocates argue that the media, particular television, munity leaders more than national stories. presents health messages that reinforce a view of illness and dis- ease as apolitical, individual problems, rather than social issues. In Know the medium. news, talk shows, and entertainment programs, a specific perspec- Find out how much the medium is depcident on tobacco ad- tive about the nature of health and disease is conveyed to the vertising for revenue. This will tend to be related to their willing- audience. In general, this view supports a medical understanding ness to cover smoking control issues. Learn about the full range of of health: if a person gets sick, it is a problem for the individual or media outlets, expand your circle of media relationships, identify the familywith a path to recovery through drugs, not through so- the kind of news stories that appeal to each medium. cial action to affect the economic and political environment that af- fects health. Target your media messages. Media advocates focus on the role of the media in structuring Know your audience and tailor your message to it. Lear,1 who public discussion around an issue. For example, the way a society is watching the program or publication you are using. thinks about and regulates cigarette smoking may be as or more important than getting relatively small numbers of people to quit Make sure your media know and trust you. smoking. Focusing attention on the structural support for tobacco To be trusted it is important to be, and to appear, credible. use, such as industry marketing and advertising policies will cre- Authenticate your facts through footnotes giving the source of ate a more solid foundation for long-tenn change. your information. Don't exaggerate: be known as a trustworthy At a recent workshop sponsored by the US National Cancer In- source, rather than a predictable advocate. stitute, the Advocacy Institute of Washington, DC, identified nine Your best. spokesperson may be someone else. basic operating principles fw effective media advocacy on smok- ing controh Choose spokespeople objectively. The most knowledgeable person may not be the most skilled at public presentation, for ex- Be &zit*,ntaneous, opportunistic, and creative. ample, for a TV show, Media advc ..acy requires the ability to react creatively to the Wit and humor have many uses and virtues. evolving news environment; the media advocate is constantly on the hur for breaking news stories that can provide a "peg" for a Witty quotes are often included in a news story; humor can dis- p.ess cc anent on smoking. pel the perception of anti-smoking groups as fanatics; biting humor can convey outrage. Seize the initiativedon't be intimidated. Excerpted from 'Media Strategies for Smoking Control: Successful media advocacy requires confidence and the willing- Guidelines fron a Consensus Workshue,"January 1988, the Ad- ness to engage the media aggressively. A smoking control advo- mcacy Institute, Washington, DC.; and fmm "Jmproving Health Pmmotion: Media Advocacy and Social Marketing," by Lawrence cate is inherently credible because s/he is seen to be motivated by Wallack, inMass Canimunkation and Public Health,edited a concern for public health, Don't be silenced or intimidated by in- by Charles Atkin and L. WallackSage Publications, 1990. dustry spokespersons.

millennium tipproaches, health com- (LING, from p. 3) specialists in understandir:i this new carrier of disease -- words and iinages communi- municators must ttct to ensure that the lo should go further to recognize th cated through modern media - and in find- de\ eloping countrk-i. still fighting to over- role of modern communication in a nov ing innovative ways to fight the spread of come infectious diseases. zite not further configuration of disease causation kir life- these illnesses. overwhelmed hy diwases lifestyles. style illnesses. WI 10 should put these non-ciim- New Strategies Are Needeu .1(lck' I mg Ilic (link tH(y. In107u1- municable discasi thc tigend:i of its Ex- 'rhea k tin urgent need to act to pievent 1Thlull Commun icalfou bjilhoiceuuqu (:01- ecutive 13(yard and the World I lealth the proliferation of lifestyle-related diseases Assemhly, so the issue gets the attention ut ler. Mimic'lily' alla a commu- in developing nations. The rapid expansion ,IiCalThli tH I NiC11%.IC MIS the international health community. I:m- comtuunition systems in these nations .1;1,711013 (lie 1)in,clor(fIn.l'ormalUm. (1101W ati entomologists were asked and the cintsequent increased influence Education, WO to) join in the campaigns against malaria media must be understood as underlying mu/ t //0. liv Senn/ OS (ItiViSMY and other \ ector-related infections, \VII() Iticuirs causing these illnesses, As the new this (h('t)(311 should begin to) involve communication

,

Develoonent Communication Report, no. 71 1 1 IPriaciples into Practice

"Me Life and Times of Philly Lutaaya," Ugandan Singer

by Margaret Kyenkya-Isabirye Lutaaya persisted in his campaign to in- I saw people scramhling to buy Vision. the Even as the I IIV virus spread and the form the public about AIDS and to take government paper w ith the widest circula- AIDS pandemic generated widespread at- away the stigma associated with the dis- tion. This and other publications carried tention, the subject of AIDS was taboo in ease. Ile produced a new album, "Alone banner headlines and stories that described many countries withhigh infection rate. and Frightened." dedicated to tho)se af- the deteriorating health of the courageous "Ibe conservative attitude towards matters flicted with AIDS. I le gained the support of and popular singer; radio and television of sex in those countries was deeply rooted leading political figures, which helped to programs closely followed Lutaaya's condi- in their cultures and traditions. Since the strengthen his credibility. Prime Minister tion. major mode of II1V transmission is thiuugh Dr. :Samson Kisekka believed him, took up Lutaaya and his efforts to fight AIDS sexual activities, public education efforts the cause, and helped Ithinch the new were the subject ol prolonged, saturated against AIDS met with considerabk. resis- album in public. werage in the L'gandan mass media. As tance . the :mist was struggling bravely in the l:ganda was one of those countries. NsaillbY0 I lospital, a I" ver flicnd ol mine Local NGos and donor organizatkms. Lutaayalc new alhilm, in Kampala summed up Lutaaya's work working in cooperation with the National "Alonc and Frightened," and his collaboration with the media in dis- AIDS Comi ittee. had begun AIDS educa- dedicated to those afflicted seminating AIDS education and fighting dis- tion in the late 1980s. The varied pn)grams crimination against people with AIDS: included use of the mass media for public with AIDS, ...was a "Lutaaya is a very uno)111111(m service :tnnooincements, Co mmllinity edorca- ri Inauvy success. phemimenon in I 'ganda. I le has gripped hon. and projects for in-school education. the country. Everyhody knows and talks Nevertheless, cultural resistanue hampered about him. Lutaaya is the man who has AIDS education efforts: the government The album was a runaway success. changed the stury of AIDS in l'ganda. banned nv mention of condoms in the while the headlines and prime-time has made it real." mass media, and many sectors of the programs gradually loosened up the Ah/r,ga KtVlikra -/Sabilye. iron/ t ;on- public remained skeptical about the extent public's attitude to discussing sexually trans- mitted disease. \X'ithin weeks of Lutaaya's (ta. is a Prograiii (Vice,' with I ;Val' of I IIV tran.smi.s.sion. cu, In 1989. however. an I. gandan artist, return. AIDS and its methods of infection working together with the media, acted as were no longer a taboo subject. a catalyst to putting AIDS at the top of the International Media Attention public agenda. Media's Increasing Im- Lutaaya's work attracted the attentio on of Going Public about AIDS the international media. I lc cooperated pact: The Reasons Why in April 1989. Phillv Lutaava. a a Canadian tekwision crew in the New evidence is emeiging to chal- renowned I gandan musician and singer pro )duction of a film. "The Life and Times of lenge the old view that mass media cam- living in Sweden. do..bckkid to go public Philly liongolev Lutaaya." that documented paigns have not proved to have specific about his I IIV infection. In September. he his efforts to) educate the public about effects on behavior. Jose Rimon, of the IA Sweden for l'ganda. where he began to Ams. The Canadian Broadcasting Corpora- Johns Hopkins University's Population talk openly about AIDS. Knowing that he tion. the I'S Public Broadcasting Service, Communication Services Project, sees and a numher of other natio mal bniadcast- had little time to live, he pressed forward three main reasons for this change: relentlessly with his campaign to reach the ing IletWOrks SUIMC(RICIllly aired this very First, communication interventions public. especially the young. with AIDS moving documentary. have improved qualitatively. They are more rescarcli-based and better education. Lutaaya Comes Home to Die As a pop singer w.):i a considerahloi fol- designed to influence behavior. lowing, he was able to enlist media sup- In Novemher. Lull:My:I returned to) Second, evaluation instruments to port giving newspaper interviews aml Sweden for a short visit. When his co indi- capture the hierarchy of effects on be- making appearances on radk) and tit in deterkirated he was flown hack to) havior change have improved. More television. initial public reaction. however. Kampala on December 2 on a stretcher and practical and sensitive methodologies was mixed, revealing a potemial barrier to rushed to) Nsamhya I lospital. Ills story are available. using the media for education namely, made headline news for days. Third, change in the social environ- As an expatriate I gandan who had the credibility of tilt.' filessager. Some ment has occurred. People's central nerv- people, including a few in the music V. odd. returned to Kampala on NMI(' leave in ous system, individually and collectively, doubted that Lutaava really had AIDS: December 1989. I was astounded lw the is more wired to the mass media. The others suggested that he was using the dis- widespread public re:whom. In Kampala. global village has become a reality. where a newspaper is 1101 aliOrdable hy ease to attract attention to) himself. 7()

12 Development Communication Report, no. 71 grant on AIDS, World I lealth Organization, Resources CII 1211 Geneva 2, Switzerland. What's New, Telephone: (-i1-22)- 30-368. GPA also liouse the AIDS I Iealth lir The Iniernational Communication En- Prom( ition Resource Center. The center, What's Coming hancement Center (1( E(), at Tulane which has a collection of over 5,000 AIDS l'niversity's School of Public lie:dill and educatiimal materials, is linked with a net- Co; yereiices Tropical N1edicine, fosters information ex- work of collaborating resource ceirals in African Cinema change timong students, faculty and profes- Tanzania, Mexico, Cameroon, Thailand, Hs1)Aco, theTwelfth PanAfrican Film sionals in the field of iniernational heal(h. Trinidad and Tobago. Nigeria, and Brazil. ;did Television Festival, will be held in ICEC ()tiers communic-jon courses and and with the AIDS resource center at t 'NES- Ouagdougou, Burkina Faso, Fehruary 23- maintainst collection of materials, includ- CO headquarters, Paris. Contact GPA at the March 2, 1991. The theme will lw "The ing a listing of organizations and bodies in a(klress in the aln we listing. Cinema and the Environment." focusing on the field of health and developmeni. Con- Also availahle fioni W110 are the role of the African film maker a.s an tad: Director. ICEC, materials on alcoholism, smt )king. and agent of development. The festival will aLso Tulane Avenue, New Orleans, other forms of substance almse. U lie dedicated to African professional Lt mi lana 70112, l'SA. 'relephone: (50.1) Health hOoon. volume II (1990) features a \vomen in thc cinema. Contact: 584-3542. Fax: ( 5()i) i653. discussion of important issues related Ouagadougou EESPACO, BP 2505 fe The Media N1ateriak Collection of women and tohacco. Coni.:ct: Distribution Ouagadougcni (11, Ihirkina Faso. 'Hie Johns liopkins rnivci.sity Population and Sales Division, \X110. 1211 Geneva 2- Telephone: 30--5-38. Telex: 5255 UP. Or Communications Services Prnject produces Switzerland for a current puhlk.ations and Paris Conseiller Culturel. Embassy of a series of resource packs that highlight ex- price list for WII0 jimrnals. Burkina Faso. 159 lkl "lussinan. Paris amples of the successful use of media for tr. World Smoking and Health is a France. Telephone. -43-59-90-03. Fax: health communications, primarily in the quarterly journal that covers developments field of family planning. Pzicket 6, "Working in the tobacco indutry. government with the N1edia," provides practical advice policies, and consumption trends world - on how to expand and improve Vledia wide. Contact: World Smoking aiKI [health. Courses COVeragC. WW1 Wen-ihillstrakad exampk.s American Cancer Society. Inc., 1599 cIirk Hi Distance Education from around the world. The ct tllection. sup- Road, NE. Atlanta. Georgia 30329. l'SA. A new correspondence cinlre for radio ported by l'SAID. also provides informa- fly' The Advocacy Institute conducts hroadcast trainers is iiffered by the Asian In- Hon support. C1 )nta,3: Population \vorkshop.s and seminars and acts as a cell- stitute for liniadcasting Development Communications Services, The johns Hop- tcr for inkirmation on media advocacy tor (AIIID) in conjunction with Australia's kins'niversily. 527 Si. Paul Place. Bal- tobacco control. (See p. 11.1The Institute Northern Territory l'niversity. The 36-week timore. Maryland 21202. l'SA. Telephone: coordinates an international computer- course includes theoretical and practical ( 3011 659-6300. Fax: ( 301) 659-62Wi. linked network of 30(1 tobacco activist or- components and culminate.s with four willimn "Lifestyles for Survival:, ganizations and intik ideals. Contact: weeks training in the design and use of in- Smith, provides a brief state-of-the-art Advocacy Illstittlie. 1-'3)) M Street, NW. structional materials at the /VIM in Kuala review of the role of social marketing in Suite 600. Washington. DC 20036. I SA. Lumpur. Contact: MUD. PO Box I 13-. Pan- mass education, giving examples from past Telephone: (202) 659-S t5. Fax: (202) 659- IA 50990 kual.a Lumpur, Nialaysia. lifestyle-related campaigns. The paper is available in )111 the l'SAID-assisted sr The new International Network of lealthcom PnIject, Academy for Education- Women Against Tt tbacco. cinmlinated hy Creative Arts al Development. 1255 23rd Street. N \V. the American Public I Iealth Association The Sangathai Center zinc' Academy in Washington. DC 2003-, l'SA. Teleplume: ( API MI. assists in smoking cessation and Nladurai. India. is devoted to furthering the (202) 862-1900. Fax: ( 202) 862-10 advocacy training for women, and in for- use of the performing and creative ;iris Ir Several puhlications from the \\'orld mulating strategies for action. A directory (hoth traditional modern) for the pur- IIealth Organizatiim's Plogram on of women \vorking in tobacco control poses of development. focusing particularly AIDS (GPM address health promotion fOr throughout the world is h wthcoming. Con- on Tamil literature and arts. Sangathai's In- the prevention of 1 AIDS. ,1//).S. Serh's tact: API IA, 1015 Fifteenth Street. NW. stitute for Development Communications Guklelinesir Planning loath Promotion Washington. DC 20005.1 SA. Telephone: ci inducts training courses in communica- PmgramsiOr the Thrrollni 41111. (202) -89-5600. Fax: ( ')121-89-566i. tion skills for grassroots social activists in reviews :Ind analvies the necessary stages lObacco Coinwl in the Thin! It 'odd fields itt ci dCyCktpllICIlt. in health promoti ni campaigns intended to Ilcsonive Atlas. hy Simon Chapman :Ind health. education. and ilk' environment and foster behavior and lifestyle change that Wi I.eng. summarizes the mitst for thitsi. working with women and youth. will prevent the transmission of Inv Alos recent information on all aspects of mime- A 10-dav workshop on environmental The .-1MS Health Pioniolion Exchange is a co use. disease. productiim and control in clevelopment programs will he held March mrse on youth quarterly newsletter that Iiicuses in.) success- developing countries. Puhlished hy the In- 12-22. 1991 and a 30-dav ful projects and programs worldwide. An- ternational Organizatiim Consumers development. April 21 May 20, 1991. The ku' lor a 30-dav course isI 'S!..i(X)., scholar- nual cost is sI6 for suhscrihers in l'nions, the Atlas is availahle for "NIS industrialized nations, free for those who (surface mail) froin IOC1.. PO Box 0)15. ships are available hy requi.st. Contact: In- cannot afford to pay. Contact; (;10hal Pro- P,:nang. NIalavsia. stitute for De\ elopment Communications. 71

Development COMMUllira f inn Report, no. 71 13 (from p./3) New Books and compare Livorably with Mances book. Sangathai Acadeniy, Kocidal Nagar, The latter, however, remains the intema- Madurai625 018, South India. Social Marketing, edited by Seymtmr ticmal social marketer's standard work, until Fine. Needham Heights, Massachusetts: the lesscms learned from s011IC of the mc)re Resoli Ives Allyn and Bacon, 1990. 360 pp. US $36 recent social marketing activities can be Communication Studies compiled and disseminated in book form. Social Marketing: Strategies for Chang- Mona Greiser An "International Directory of Develop- ing Public Behavior by Philip Kotler ment Ccinmlunication Studies" is now avail- and Eduardo L. Roberto. New York: able from the Clearinghouse. The 57-page Free Press, Macmillan, 1989. US $ 29.95 Ikvelopmeni Support COmmanicalion directory idcntifies educational institutions in Indonesia,edited by Manfred oGring courses in development ccim- Social Marketing,edited 1)y Seymour Oepen. Proceedings from an Interna- municatic ins, and also includes information Fine. marketing professor at Rutgers Univer- tional Seminar, October 27-31, 1987, on fellowship programs and resource in- sityis an attempt to (.6crihe how the field Jakarta, Indonesia: The Indonesian stitutes worldwide. Available free of originated and how it is tised by public and Society for Pesantren and Community diarge. Contact the Clearinghouse at the non-profit agencies. This is essentially a Development (B. Cililitan Keel 111, No. address and numbm listed on page 2. descriptive, rather than a prescriptive. book 12, Kalibata, Jakarta 13650, Indonesia). and as such is more useful kw its historical US $5.50, A new international hi-annual publica- and theoretical perspectives than for its tion.7he journal qf Development Com- utility in the field. A publication from Asia highlights the munications, was launched by the Asian Written by Fine and 19 contributors, al- continuing importance and relevance of Institute for Development Communication most all of whom are drawn from the I 'S traditional and group media to the develop- (AIDCOM) in June 1990. The journal academic community. the I.Nkik is divided ment process. This collection of22articles providesforum for scholars and develop- into throe prin('ipal sections: an introduc- examines develwment conmiunications in ment communkatkms practioners to ex- tion to the non-profit industry, the proces- Indonesia from internat;onal and 1c)cal amine the theory and practice of ses of social marketing, and case studies. perspectives. This hoc,:overs such issues ccnumunicati( n, with particular reference Whereas Richard Manoirs 1985 bc)()k as the impact of mainstream government to the perspective of develc)ping countries Marketing concentrated on public health is- and nongovernment development Original contributicins related to research sues, Fine draws examples from a wide as- programs on the porn. majority and the con- and project experience are welcomed. sortment of public awareness, fund-raising, trasting effect of mass and traditional Available at US$10 per copy for readers in public relations and other issues in alcohol media: the latter usually instigate social in- the industrialized countries and l'SS5 per and drug abuse campaigns, university teraction while mass media usually prevent copy for readers in developing countries fundraising activities. family planning cam- it. Also featured are ease studies of both (prices include postage). Copies may aim) paigns, political campaigns, sports events top-down and bottom-up communications be distributed free of charge on request to and other diverse examples. strategies used in rural communities and a NGOs and non-profit institutes from The hook makes for interesting reading selective bibliography of 169 resciurces. selected developing countries. Contact: but fails to help international communica- A1DCOM.PO Box 312.Jalan Sultan. 16730 tion practitionm on two counts. First, most Petaling Jaya. Selangor, Malaysia. examples are drawn from the North Media Promotionof Breasffeeding: A Telephone: (603) 756-7269. Fax: (603)293- American experience. Aside fnim one chap- Decade'sExperience, by Cynthia P. .1792. ter devoted to the t INICEE Brazil breastfeed- Green. Washington, DC: Academy for Environmental Education ing campaign of the 1980s, relatively little Educational, 1989. Available free of reference is made to the rich examples of A useful series of lealkor on "1)aily Life charge. (contact: Clearinghouse on In- work currently being undertaken interna- and Environniental Puiblems" has I wen fant Feeding and Maternal Nutrition, tionally in a wide variety of fields. Second, produced by the !long Kong Environment APHA, 1015 15th St., NW, Washington, the tec hniques reviewed and analyses offer Center. The bilingual leaflets, in English DC 20005, USA.) little to the experienced practitioner. I how- and Chines, present information and ever, one chapter on ethics and social guidance for action on such topics as toxic This giikle fnim program planners. marketing does raise some interesting materials, automobiles, photocopiers, which was (level( iped by the I SAI I )-as- points pertinent to lifestyle issues. choice of detergents and clothing materials. sisted Nutrition Communication Project. Some of the above observations call also A second series on "Global Environment summarizes recent experience .n improving be applied to the hook by Kotler and Rol)er- 25 Pu)blems and Hong Kong" will be printed breastIeeding behavior bom mer to. Although !wire prescriptive in its ap- later this year. The Environment Center countries. The publication explores concep- proadi to the subject and therefore of more also maintains a resource collection of print tual issues underlying how breastleeding is value to the practitioner. the book still has a and audiovisual materials related to en- promoted., revielvs the role of poptilar paucity of current international social vironmental issues and publishes a quarter- media; provides guidelines on how to marketing examples and is heavily biased ly journal,Green Alert,in Chinese. Contact: apply con:mimic:aim design principles to in favor of US examples. 11owever. the lking Kcing Enviumment Center, Ilk. GPO Irreastfee0ing: and makes puictical recom- strategies and techniques of social market- Box 167,I Icing Kong. mendations for future programs. ing descrilwd in this la x ik are very usel ul

14 Development Communication Report, no. 71 DevelopingPickwial Mugu. ,4 Guerdefor Communicators by lndi Learning by Example through Video Rana. New Delhi: DAN1DA, 1990. Success stories in development can be development organizations in its 11 mem- (DANIDA, The Royal Danish Embassy, sources of inspiration and motivation. It is ber countries might use the example of 2 Golf Links, New Delhi 110003, India.) this belief that motivated the Center for In- the Deedar cooperative as a model. After tegrated Rural Development for Asia and some debate over the appropriate com- This book is both a stimulating and a the Pacific (CIRDAP) in Bangladesh to use munication medium, video was selected practical publication that demonstrates the video to document how local villagers because it could capture a more dynamic importance of the participatory appmach have formed a cooperative to confront reality than the more familiar slide-tape, (posters, comic bo( :ks, or illustrations) in problems of rural poverty. and was less expensive to produce and developing illustrated communication aids The Deedar Village Cooperative distribute than 16-mm film. Yet since CIR- for rural iwople. The guide is based on a Society is owned and managed by vil- DAP lacked in-house facilities and skills lickl survey carried out in rural Orissa on lagers in communicating about sanitation. The sur- Kashinathpur and vy demonstrated that commtmicating with Balarampur, two piqures is a subtle process, involving local adjacent com- cultural variations in perceptitm, including munities 100 r acceptable style, omtent, symbolism, and kilometers south '" detail. The guide reviews the theoretical of the capital city backgomnd to the ctmcept of visual of Dhaka. It was literacy and offers a methodology for founded in 1960 0 107714 developing illustrations that communicate with an initial capi- . with rural iwople. tal of nine annas Mr1=111M111111111 (US $30), an amount that could %REISER, fromp. fetch only nine resp(mse to the threat of' regulatitm, tobac- cups of tea at the co companies invoke the extreme free- time. But coopera- 'es market f")( )sitkm that any such restrictitms tive members, CIRDAP staff use videotape to capture Deedar cooperative members in action. characterize paternalistic and authoritarian mostly small ar- regimes and that the choice shoukl be left tisans, rickshaw fo r. video production, they sought techni- to the consumer as to what he or she pur- pullers, and wage laborers, set out to cal assistance from the Worldview Interna- chases. They strenuously fOught Ilong prove that nobody is too small to save and tional Foundation in filming and editing. Kong's ban on 'IV tobacco advertising. The soon the habit of saving became compul- An editorial board was formed to write the same companies are openly breaking the sive. Over time the cooperative accumu- script in collaboration with representatives stated regulatitms of China by advertising lated a capital investment worth more of Deeder cooperative. One problem cigarettes. In countries like the Philippines, than US $75,000 today. The savings have filmmakers encountered was demonstrat- cigarettes are sold without the warning supported school construction, health and ing the "before and after" difference the label and with higner tar content than in family planning services, cooperative cooperative had made in the lives of its the I. Korea, Taiwan, and .lapan have all stores, and income-generating projects members: the 25-year time gap made it dif- suffered threats of trade sanctions if' their such as rickshaws and tractor rentals, and ficult for villagers to recall what conditions markets are not opened up to 11S ciga- construction of irrigation facilities. Women were prior to its founding. rettes. The pressure includes the reversal of members of the cooperative often per- The final, 20-minute version was dis- bans against advertising on TV. suade their husbands and sons to attend tributed to institutions linked with CIR- Only a unified and concerted effort at the weekly meeting -- in fact, the women DAP throughout the Asia-Pacific region to an international level will quell such com- are more serious about attending meet- be used as a training resource. But besides merdal pressure. It is tinw that the tinited ings, participating in training, and repay- sharing their positive example with others, Nations called a omference for develop- ing loanspromptly,Democratic CIRDAP staff gained new communication ment practitioners and commercial brtrad- self-management, leadership develop- skills, motivating them to use video to casters to discuss the role envisioned for ment, and membership open to all mem- document similar stories in other member media in the new global information age. bers of the community, regardless of race, countries. Information and lmw it is understtaxl and religion, gender, or age, are essential ele- KA. Requ used is not necessarily benignly neutral, as ments of the cooperative's success. In fact, the history of propaganda will attest. An in- Md. Yasin, one of its founding members K.A. Itaju is the Documentation Officer ternational oide developed by a repre- and currently its manager, received the for CIKDAP. The videotape is available in sentative international body may be the Magsaysay award for leadership in 1988. VHS for US $40 ($ 50 for U-matic) by writ- next step. CIRDAP, a regional non-governmental ing to the manization at Chan:ell House, organization which promotes par- 17npkana Road, GPO Box 2883, Dhaka ;Ilona Greiser is an independent dewlop- ticipatory rural development, believed that 1000, Bangladesh. ment cwirulkint, specializing in health other local communities as well as and communication. 7

Development Communication Report. no. 71 15 Yes, But ...

Yes, But Nothing Will Happen without Regulation by Mona Greiser regular pmgramming. 1 low much lifestyle thusia.stically use advenismg and program- diseases :ire causally related to media can- ming to .sell everything from new taxes to In 1981, WHO published a Code of not be determined lweause there has been cc cntraceptives. electricity to government Ethics for manufacturers of baby formula precious little reseaRli undertaken in the bc cnds. ii is the purpose for the and baby milk that remilted from .seyeral Third World. llowever. the enormous sums media are used that is in question. years of coml.( )\ersy surrounding the com- spent by industrie.s promoting their gni Kls mercial promotion of bottled milk in din nigh the media may be a clue that the Is Education Enough? developing countries. Such promotional ef- media's impactand potential for profits In industrialized cmintries, there are ccm- forts were demonstrated bv 7\., ICIA: and are strong. certcul efforts by private and public agen- other health agencies to be directly linked i les to educate consumers to improve their malnutritir .. diarrhea . and fatalities SAFARI health behavic cr. hut the success of these ef- among infants. side effects of ad\ enising in- RALLY fortsoften marginal. Fven a well thought- cluded low self-esteem on the part of SArlane RALLY out campaign frequently cannot counter the mothers, may of whom felt their own milk persuasive and auractive campaigns w aged was inadequate iompared with ( ommereial " by product marketers. In developing Plc klucts. The companies implicated. him - countries. health .ind sc)cial communicators ever, showed zin amazing insensitivity in may also be lighting .1 losing battle, unable the way they continued to promote product to screen out the "noise" tn nu message., to ....ales through ihrect advertising. free adopt litestyle.s that are negative. Fven pai k- szimples to hospitals. and free gifts to doc- aging a health message as attractive enter- tc crs. regardless of the evidence on I iuman Spreading Consumerist Values tainment May hi' insufficient to counteract costs. these negatke messages. A further concern is the media's role in The \\110 code's message was dear: in- This situation compels us to ask: Is it the dissemination of western materialistic rant formula mar-ieters slumlil not use the time to recreate the advocacy spirit of the lifestyles. contributing to a distorted and in- absence of miphisticated regulantins in the eArly 1980s, and this time target the offend- world t get away with prai- appropriate emphasis on consumption as ing transnationals and indlistries? In the ab- the key to the "good life." As we move into tices they would not acre attempt in the sence of international regulatic cn. should an era of increasing global communication devekiped world. If you can't get aw av companies be required to use the regula- exchange. Western values and civilization with it at h(cme. ii> flit try it elsewhere. tions of their own i'cflunIries as arbiters of will penetrate other markets as no er cc cnduct? should the\ he forced to comply before. For example. in 199i. Asiasat The New Promotional Threat ith R..gulations in the developing world disseminate 12 channels of commercial The impact of onnmercial pnklui Ny here they exist? \Vould anvthing short of Faiglish-language television programs by promotion on the health of the liuirii \Vorld major re.strictions ccii pnimotion be effective? satellite 2i hours a day to I- sian consumers is once nu ire an issue. This time Public health ail\ >wales would argue countries. These programs will hi' (he number of questional)le pnnlucts that it is time indecul to honk at greater pmed by ad\ ertising re\ enues. Manv of the much larger. embracing entire industries regulation -- not lust for tobacco but for a broadcast programs will be imp( irted from rather than individual ite:::s The tuba( co in- \\ hole range ol products conduck e tcc poor the I's and 1./S, further pmmoting Western dustry. alcohol industry. and processed health that are associated \\ ith attracti\ e life- lifestyles on a grand scale. fOoils industry are si`ekill, new Markets styles in media images. Yet there is lw now bn cid agreement ahruad. iuct OM prunl(clingl)rand syitch- Rut perhaps the most eth...ctive guaf ccl ing, a.s they so 44.11 dafill. Fur eXaMple. as among de\ elopment planners that current (iimmunication programs targeted at life- in the \Vest. \omit and \volute!) are pnine le\ els of consumption are not environmen- styles is to create a clinuite cif opinion tally sustainable. The need to contain c> cn- targets ol cigarette promotion. among the public that furthers social pres- sumption. and the social \ ;dues \\ Ilmitigh such media promotk cm. com sures for Icgislation supporting health_ clic> nirage it. is seen a. urgent. meri.ial companies contribute to lie\ pat- rather than solidrelying on changes in in- terns of ilisease.s kno\vnariously A final concern is the vulneNbility ccl div dual beha \ mci. The media ha\ e iii MI- many of the potential onsumers - tho..e ilisease.s of (-Nike. diseases affluence, ccl llculant pan to pla \ui the conscious Cliltord Christian in his sinylv "lifestyle diseases." There is no pciiple des( ribeil creation and dissemination of models of sus- mar!.et ilotil)1 that the social anil cumulati \ book Media /://IkS tainable, positne lifestyles conduck e Market illiterates .ire men and women ( har- effect of lifestvli. illnesses is (month itis. health. since the products invol\ eil are \ ih m terized by lower incc cmes. lower edui a- A broad iegulatorv campaign w ill not be non. marginal incomes and naivete about promoteil through the media. the ethical iici cas\ iovurnment restrictions on broadcast- the ways of the market They are the new plication, fur the meilia are being ques- ing cc intent are mcwasingly coming under tioned. The media profit by the re\ ciales \ ulnerable groups ii risk for market-m(1u( ed attack bi pow erlul multinational or transna- gcnerateil from ;RI\ ertising iuiul therelore diseases tional (oiporations. For \amply. in tacitk participate in this trendnot just Marketing is sui Ii is not the problem through AI\ enising but also through tio\ (Aliments and sochil ccinitinicatois en. ((connoted p 15 )

Development Communication 1?einni. no. 71