Broadcast media-Unit 4-Role of educational radio case studies

1. Broadcast Media
Unit 4: Role of Educational Radio: Case Studies

2. 1. discuss the role of educational radio with
reference to Pakistan
2. Specify the radio Primaria role in Maxico
3. Discuss the school broadcasting programme
of Japan
4. Explain the broadcasting for Farm Forum in
India.

3.  Media is everywhere, it has become a part of
our daily life.
 The media play a dominant role in the
learning process.
 Media has potential to shape personalities
and change the way we perceive and
understand the world.
 Education and media are an integral part of
learning.They form a person and transform
society.

4.  Covid-19 has increased the importance of
using Radio andTV for education.
 Different countries Used the Radio andTV to
teach its millions of students sitting at homes
but receiving education where internet was
not easily accessible.
 Pakistan has launched EducationalChannel
(Tele-school) and it was heard that new
educational radio will also be started soon

5.  According to Folarin (as cited in Okwu, Kuku & Aba, 2007),
Radio has always been a favored medium of
mass communication as it is easily
understood by the laymen and the
intellectual alike. It also acts as an effective
tool of instruction as it can overcome the
barrier of distance and reach the larger
audience quickly.

6. Neil (1981) states that educational radio can only be effectively utilized by employing the following
techniques:
 Using educators with long (and preferably recent)
experience of living in rural areas.
 Communicating, in detail and continually, with the leaders of
village learning groups where these exist.
 paying careful attention to, and learning from, the work of
local communities or other organized groups (for example,
farmers, agricultural and health service radio broadcasters).
 Working through valid intermediaries such as chiefs or
headmen in villages, i.e., through established and accepted
social structures.
 Encouraging illiterate people to communicate their ideas
and concerns through trusted and better educated villagers,
who can act as scribes if required.

7.  Portable
 Supplemental
 Universal
 Selective

8.  Cost and efficiency
 Selectivity and flexibility
 Mental imaginary
 Addressing large audience
 Approachable n accessible
 Easy to use
 Most effective for language courses
 Independent n supportive use for formal
education

9.  According to target audience it is very easy in
radio to change the voice.

10.  It encourages the listener to increase their
imagination power.
 Listeners always think about after listening.

11.  A powerful mass medium used in education.
 Services with equal ease in both developing
and developed countries.
 Saving money time energy and manpower.
 Carry the message to any place on the earth.
 A blind man medium also and is meant for
ears only.

12.  Community radio system has made for
education.
 Radio has now started to enter into the
education sector with the name of community
radio system.
 The term community radio signifies radio
broadcasting with the objectives of serving the
community by involving members of the
community.
 It will help the students to increase their
speaking skills.

13.  Radio is mean not only for information and
entertainment but also for education. Radio is
being used for educational purposes all over the
world. In Pakistan it is also a medium of
communication.
 Pakistan broadcasting corporation has started
broadcasting educational programmes of
Allama Iqbal Open University. There is no
denying the fact that educational broadcasting
in Pakistan is being run successfully.

14.  The rural population of the country is getting
benefit from the educational programmes of
radio.
 It was found that the majority of the listeners
possessed radio sets and was getting benefit
from the educational programmes of radio.
Radio schools like interactive radio
instruction (IRI) may be used for effective
teaching learning process.

15.  Allama Iqbal Open University offers many
educational programs on Its radio
channel.FM.(91.6, the voice of AIOU)
 Most of the programs of under graduate level
has its courses or units presentations on radio
 It is used as a supplement to course material
sent through text books.
 Listening to radio helps the students to do the
assignments in a more effective way
 It also helps those students who live in far flung
areas and where internet with acceptable speed
is still not available

16.  In Mexico Director General is recognized as the head
of the organizational structure of the Director General
Education Audiovisual (DGEAV) in Ministry of
Education. He is supposed to do programming and
evaluation of unit. Under his supervision there are
three directors, Audio Visual production director,
administrative director, media engineering director.
Telesecundria are such small secondary schools which
mostly are dependent on televised instructions and
employing national and community resources for
imparting secondary education to the pupils.

17.  The federal government signed an
agreement with the four largest broadcasting
companies in Mexico to offer long-distance
classes to about 30 million students using
radio andTV.

18.  Japan is recognized as one of the most popular
countries of the world which consists of four islands.
Due to healthy involvement of broadcast media it
increases its literacy to a desirable height. In Japan
though broadcasting acquired freedom but there are
certain limitations or hindrance.
 In 1960 Japanese mass media was entered in
computerized age.
 Broadcasting science research laboratory, radio and
television culture research institute and public opinion
research institute. Afterwards radio and (VP) were
developed.

19.  Japan’s Nippon Hōsō Kyōkai NHK has the
most ambitious educational-broadcasting
output in the world. Each of its two television
and AM radio services is devoted wholly to
education, while general television services
and FM radio also transmit material of this
nature. Japan prepares programs for primary,
secondary, and higher education, special
offerings for the mentally and physically
handicapped..

20.  A wide range of transmissions under the
general heading of “social education,” which
includes foreign languages, vocational and
technical instruction, advice on agriculture,
forestry, fisheries, and business
management, plus special programs for
children, adolescents, and women.The
educational broadcasts of NHK reach more
than 90 percent of Japan’s primary and
secondary schools

21.  NHK (Nippon Hoso Kyokai; Japan Broadcasting Corporation) has
contributed in various ways to school education in Japan,
launching broadcast programs for use in schools (school
broadcasts) on radio in 1935 and on television in 1953. More
recently, its long-running radio andTV services for schools have
been gradually augmented and enhanced with the introduction of
digital services as well. While some simple services provided via
the Internet had already begun prior to 2001, that year saw the
launch of the NHK Digital Curriculum website, a more
concentrated and coordinated effort to distribute educational
materials online, and a move anticipating that the medium would
eventually play as important a role as broadcasting in NHK’s
overall program of school education services. Providing services
for the education and development of society’s next generation
has long been regarded as one of the core elements of the public
broadcasting mission

22.  Radio technology was first developed during
the late ninetieth century and came into
popular usage during the early twentieth
century. Radio represents a medium capable
of reaching a wide geographic audience at a
low production cost, with proven educational
results. The popularity availability and low
cost of radio made it a convenient and
practical medium for use in programmes for
learning at a distance.

23.  This project was commenced in 1966 and
again targeted at farmers and villagers.These
broadcasts were designed to provide
information and advice on agricultural and
allied topics.The aim was to educate the
farmers and provide them assistance.

24.  India: An evaluative study undertaken by Neurath
(1959) under the sponsorship of UNESCO made a
study on the effectiveness of Farm Radio Forum in
Pune, India. He compared 145 forum villages with
nonforum villages.The forum lasted for ten weeks
with a total of twenty programmes. Each forum had
twenty members who came together twice a week to
listen to a thirty-minute program on subjects such as
agriculture, health, and literacy. Forum members
were interviewed before and after the project as were
samples of twenty adults from each ||333|| of the
control villages.

25.  Each forum was visited and observed four times
during the project. It was found that forum members
learned much more about the topics under discussion
than did adults in villages without forums. According
to Neurath (1959): [Radio farm forum as an agent for
transmission of knowledge has proved to be a success
beyond expectation. Increase in knowledge in the
forum villages between pre- and post-broadcasts was
spectacular, whereas in the non-forum villages it was
negligible.What little gain there was occurred mostly
in the nonforum villages with radio (p. 105).]