Television for Learning: Our Foremost Tool in the 21st Century - 0 views
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Huge numbers of non-literate or marginally literate individuals, for whom formal education has little practical applicability, will live out their lives in print-scarce environments with few or no reading materials in their homes, but with regular access to television. TV and radio, for as far as we can see into the 21st century, will be their most important outside source of lifelong and lifewide learning. Viewed in this light, the real costs in terms of human survival, quality of life, and productivity in countries that fail to develop educational television more fully must be reckoned with as an important policy consideration.
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Many different program genres have been used to address diverse audiences for a variety of formal and non-formal learning purposes, with scientifically measured results. The record of accomplishments is impressive, yet TV is drastically underutilized as a teaching tool in countries that have the highest prevalence of urgent and otherwise unmet education needs.
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. Although these sets are purchased mainly for entertainment, the result is to make one of the world's most powerful educational tools available on a massively wide scale to many people in the world who have limited access to education through other means. A critical mass of TV viable countries now exists for educational purposes, to justify undertaking unprecedented levels of international coordination in such areas as experience exchange, training, resource development, and national and regional capacity building.
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Huge numbers of non-literate or marginally literate individuals, for whom formal education has little practical applicability, will live out their lives in print-scarce environments with few or no reading materials in their homes, but with regular access to television. TV and radio, for as far as we can see into the 21st century, will be their most important outside source of lifelong and lifewide learning. Viewed in this light, the real costs in terms of human survival, quality of life, and productivity in countries that fail to develop educational television more fully must be reckoned with as an important policy consideration.
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Television during its earliest stage of growth in a given developing country is useful mainly as a means to reach and influence policy makers in urban settings.
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It is no idle forecast to say that TV will be the preeminent tool in learning for development during at least the first half of the 21st century. It is happening already, but not with anything like the focus and intensity that the field deserves from the international assistance community.
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The following ideas for capacity building to improve educational television in developing countries were chosen more to suggest a range of ways in which capacity can be increased than necessarily in all cases to address top priorities. Expand and improve technical facilities. Shortages of technical facilities for creating educational TV programs often result from prior failures in national planning. The best results come when planning is comprehensive and open to wide stakeholder participation, and when stakeholders and decision makers alike are well informed on how and how effectively television can be used to serve various national education needs. Helping them become so informed is a crucial early step in promoting increased investments in technical facilities.
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The literature on educational uses of TV focuses, variously, on applications of particular TV program genres; research and evaluation practices; evaluation results; design of effective educational and motivational program approaches; specialized producer and researcher training; and patterns of international co-production. The Japan Prize Contest, now a decades-old tradition, serves as a screening center for identifying and honoring the best educational programs from all over the world, and as a venue for professional exchange. The NHK generously makes its library of prize-winning programs available for study at selected centers located around the world.
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Huge numbers of non-literate or marginally literate individuals, for whom formal education has little practical applicability, will live out their lives in print-scarce environments with few or no reading materials in their homes, but with regular access to television. TV and radio, for as far as we can see into the 21st century, will be their most important outside source of lifelong and lifewide learning. Viewed in this light, the real costs in terms of human survival, quality of life, and productivity in countries that fail to develop educational television more fully must be reckoned with as an important policy consideration.
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Huge numbers of non-literate or marginally literate individuals, for whom formal education has little practical applicability, will live out their lives in print-scarce environments with few or no reading materials in their homes, but with regular access to television. TV and radio, for as far as we can see into the 21st century, will be their most important outside source of lifelong and lifewide learning. Viewed in this light, the real costs in terms of human survival, quality of life, and productivity in countries that fail to develop educational television more fully must be reckoned with as an important policy consideration.