DOCUMENT RESUME ED 050 571 56 EM 008 931 AUTHOR Kimmel, Paul; And Others TITLE ITV and Education of Children of Migrant Fara Workers, Indians, and Inner-City Poor: Cross-Cultural Comparisons of International Uses of Media. Volume II; Case Studies. INSMUTION American Univ., Washington, D.C. Development Education and Training Research Inst. SPONS AGENCY Office of Education (DHEW), Washington, D.C. Bureau of Research. BUREAU NO BR-8-0471 PUB DATE Jan 71 CONTPACT OEC-3-8-080471-0059(020) NOTE 192p.; See also Volume I, EM 008 930 EDRS PRICE EDRS Price MF-$0.65 HC-$6.58 DESCRIPTORS Administrative Organization, *Case Studies, *Comparative Education, Correspondence Study, Curriculum Development, *Educational Radio, Educational Strategies, Feedback, Instructional Systems, *Instructional Television, Program Costs, Program Ev,aluation, Rural Education, Secondary Education, Teacher Education, Televised Instruction, Television Teachers IDENTIFIERS *Australia, *Israel, *Japan, *New Zealand, NHK, Nippon Hoso Kyokai ABSTRACT In order to ,Ippraise the usefulness of instructional . television (ITV) as the core component in instructional systems designed to meet the special needs of the educationally disadvantaged children of migrant farm workers, American Indians, and the inner-city poor, a study was made of the use of IT! programs to 'met similar needs in other countries. The four in-deoth case studies which supported this appraisal are presented he-e: educational radio and television in Australia, ITY in Israel, the Nippon Hoso Kyokai (KHK) Gakuee (high school) program in Japan, and educational radio in New Zealand. These case studies provide detailed information on the functionLng of each program which goes beyond appraising its potential for the educationally disad Antaged in tie United States to a complete description of the program and its place in the educational system of the country as a whole. The programs used in Australia, New Zealand, and Japan rely on correspondence courses to supplement the instruction provided on television, while the Israel ITV system is integrated into the school curriculum throughout the country. (JY) Attreaseettlet VIMPREMSE41110811110X4Statentanotofl FINAL REPORT Contract No. 0 EC-3.8-C80471-0059(020) SCOFd OF INTEREST Thy ERIC Facility NOT/ CE hat hum t roil L4%2:flent forwoceioW . M11,1 sho,727,V4M49ht D In AND EDUCATION OF CHILDREN OF MIGRANT FARM WORKERS, INDIANS, AND INNER-CITY POOR: CROSS CULTURAL COMPARISONS OF INTERNATIONAL USES OF MEDIA Volume II Case Studies homy, 1971 U.3. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education Bureau of Research U II DEPARTMENT OF HEALTH. EDUC VIDE: WEVARIE OFFICE OF EOUC tT;ON THIS DOCUMENT 115 BEEN REPROOVCED EXACTLY AS RECEIV1, FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS STATED DO NOT PIECES. SAP1LT REPRESENT OFFICIAL OFFICE OF EDU- CATION POSITION OR POLICE FINAL REPORT Contract No. OEC-3-8-080471-0059 (020) ITV AND EDUCATION OF CHILDREN OF MIGRANT FARM WORKERS, INDIANS, AND INNER-CITY POOR: CROSS-CULTURAL COMPARISONS OF INTERNATIONAL USES OF MEDIA Volume II- Case Studies Paul Kimmel Naomi E. Kies Jack Lyle Development Education and Training Research Institute The American niversity Washingtorp, D.C. January 1971 The research reported herein was performed pursuant to a contract with the Office of Education, U.S. Department of Health. Education, and Welfare. Contractors undertaking such projects under Government sponsorship are encouraged to express freely their professional judgment in the conduct of the project. Points of view or opinions stated do not, therefore, necessarily represent official Office of Education position or policy. U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education Bureau of Research 2 1.510.CTO,"111.771.70,03117,111Vemaragmerwwweva,. ^,54401,., PREFACE AND ACKNOWLEDGEMENTS The four case studies of media systems in Australia, Israel, Japan, and New Zealand are bound separately because they are too lengthy to be included in a single volume bind- ing of the entire report. Brief descriptions of these studies and an analysis of the lessons learned from these systems are included in Chapter III in VolumeI of the report. In Volume II, the complete case studies are presented in order to provide more detailed information on the functioning of these systems for the convenience of readers whose interests in overseas media use extends beyond appraising its potential for the educationally disadvantaged in the United States. However, because the information was collected in terms of these needs, the reader is strongly advised to .peruse these studies in the context of the contents of Volume I. In order to help the reader avoid making faulty inferences and judgment-:, the Summary, Conclusions and Recommendations Section of Volume 1 are presented as pre- fatory notes. The case study reports were prepared by Dr. Naomi Kies of the Department of Political Science, Communications I Institute at Hebrew University in Jerusalem, Israel; Dr. Paul Kimmel, Director of the A.I.D. International Training Assessment Program at OFTRI; and Dr. Jack Lyle, Associate Professor, University of California, Las Angeles. The case studies would have been imposs4ble without the full cooperz.- tlon of program officials and other informants--too numerous to list all by name--at the sites who gave so cenerously of theto time and effort to help the researchers conduct their case studies. At each case site, however, there were a few people who provided especial assistance. In Australia: Mr. Frank Watts, Director of Educa- tion for ABC in New South Wales; the Assistant Director, Miss Kay Kinane; Mr. John Collins - Jennings, Director, Division of Special Services, Department of Education, Victoria; Miss Margaret Morris, Corres- pondence School of the Air, Broken Hill, New South Wales; and particularly, Mrs. Jean Ashton, free-lance journalist in Adelaide, South Australia who shared her manuscript documenting the evolution of the School of the Air. In Israel: at the Center for instructional Tele- vision: Aryeh Shuval, General Director; Ya'akov Luberbaum, Deputy Director; Rashel Gazit, Educational Director; Hava Tidhar, Director of the Evaluation 3 Unit, who also wrote part of the case study report itself, and to the study's technical advisor, Dr. Elihu Katz, Director, Communications Institute, Hebrew University. In Japan: Akiro Kojima, Chief Director, Corres- pondence School Broadcasts, NHK Broadcasting Center; Mr. Atsu ,ja Togo of the Radio and TV Culture Research Institute; Dr. Mitoji Nishimoto, President of the Japan Council on Correspondence Education and the "father" of educational broadcasting in Japan; Dr. Masunori Hiracsuka, Director General, National Institute for Educational Research; and Mr. Shinnosuke Takashima, Director, Radio and Television Culture Research Institute of the Nippon Hoso Kyokai. In New Zealand: Mr. Don Allen, Supervisor of Broadcasts to Schools, NZBC; Dr.R. Sheen, Director- General of Education, New Zealand and his assistant, Mr. W. Ross; and to Mr. J. McVeagh, Principal, and the staff of the New Zealand Correspondence School, Wellington. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS SUMMARY The objective of this study was to appraise the poten- r tial of using instructional television (ITV) as the core 1, component--that is, for the basic instructional communica- tions f,nction--in non-traditional schuol system design strategies for meeting the needs of three target groups- - li the children of migrant farm workers, American Indians and the inner-city poor. The educational problems of each of the target groups 111 were analyzed in t'irms of the conditions that are mitioting against success of traditional educational strategies with Ij these groups. Case studies were prepared on the experiences IL of Australia, Israel, Japans and New Zealand in using media strategies in educational systems which were designed to cope with SOMA of the same conditions. The report on the Israeli ITV system represents the first published case study in depth il of that system. The lessons adduced from these experiences, along with ITV system experiences in American Samoa and Niger, provided the basis for appraising the potential use- 1 If fulness of a core ITV strategy with the three groups. 1 CONCLUSIONS It Key Conditions Facing Educational Planners II1. The job dependent movement of migrant farm workers, which is constant in neither rate nor direction, is the basic obstacle to the education of migrant children. The children lack the sense of continuity and consistent frame of rfference 0 needed for learning. They ordinarily change schools several times a year (when they attend school at all) as their par- ents move from one snort -term job to another. They miss II classes when their paents need help to bring in crops before spoilage. They cannot progress through school on schedule, gand often drop out as soon as possible. 2. The quality of instruction offered to the children of American Indians is generally of poor quality. Teacher turnover is high and many of the teachers share community 11 antipathy toward the Indians. The use of bilingual, bicul- tural educational materials is limited, particularly in the public schools which are attended by some two-thirds of the Q Indian children. Indian adults are rarely involved in the schools serving their children. Many Indians tend to live in sparsely populated areas so their children must be bussed to Federally Operated day schools or placed in Federal I boarding schools.