The Use of media in non-formal education for rural development: a report on British experience
Review of nonformal education programmes, which are a major element in extending economic and social rural development in developing countries, and their use of mass media - Planning is critical but long-term plans are frequently impractical and evaluation procedures are often neglected. UK experience, available training and advisory services and the establishment of the Centre for Educational Development Overseas are described. Examples of the uses of mass media in nonformal education are: the work of the Colonial Film Unit, the 1947 radio experiment in Northern Rhodesia, the 1953-1956 Cocoa Campaign in Ghana, the Extension Campaigns in Malawi in the 1960's for improved cotton and maize yields and the work of the combined media team in Tanzania for increased cotton yield. These all show the importance of preparation and feedback procedures in programme evaluation. Bibliography p. 45-61
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Format: | book biblioteca |
Language: | eng |
Published: |
1972
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Subjects: | Evaluation, Mass media, Nonformal education, Planning, Radio, Rural development, Training, Developing countries, |
Online Access: | https://unesdoc.unesco.org/ark:/48223/pf0000164242 |
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dig-unesdoc-ark:-48223-pf00001642422018-12-03T15:29:42ZGhanaMalawiTanzania URUKZimbabweUniversity of Reading (UK). Agricultural Extension and Rural Development CentreSeago, J.A.1972Review of nonformal education programmes, which are a major element in extending economic and social rural development in developing countries, and their use of mass media - Planning is critical but long-term plans are frequently impractical and evaluation procedures are often neglected. UK experience, available training and advisory services and the establishment of the Centre for Educational Development Overseas are described. Examples of the uses of mass media in nonformal education are: the work of the Colonial Film Unit, the 1947 radio experiment in Northern Rhodesia, the 1953-1956 Cocoa Campaign in Ghana, the Extension Campaigns in Malawi in the 1960's for improved cotton and maize yields and the work of the combined media team in Tanzania for increased cotton yield. These all show the importance of preparation and feedback procedures in programme evaluation. Bibliography p. 45-6161 p.Papervolumehttps://unesdoc.unesco.org/ark:/48223/pf0000164242eng1972EvaluationMass mediaNonformal educationPlanningRadioRural developmentTrainingDeveloping countriesThe Use of media in non-formal education for rural development: a report on British experiencebookhttps://unesdoc.unesco.org/in/rest/api/getNoticeAttachment?noticeId=0000164242 |
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Evaluation Mass media Nonformal education Planning Radio Rural development Training Developing countries Evaluation Mass media Nonformal education Planning Radio Rural development Training Developing countries |
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Evaluation Mass media Nonformal education Planning Radio Rural development Training Developing countries Evaluation Mass media Nonformal education Planning Radio Rural development Training Developing countries University of Reading (UK). Agricultural Extension and Rural Development Centre Seago, J.A. The Use of media in non-formal education for rural development: a report on British experience |
description |
Review of nonformal education programmes, which are a major element in extending economic and social rural development in developing countries, and their use of mass media - Planning is critical but long-term plans are frequently impractical and evaluation procedures are often neglected. UK experience, available training and advisory services and the establishment of the Centre for Educational Development Overseas are described. Examples of the uses of mass media in nonformal education are: the work of the Colonial Film Unit, the 1947 radio experiment in Northern Rhodesia, the 1953-1956 Cocoa Campaign in Ghana, the Extension Campaigns in Malawi in the 1960's for improved cotton and maize yields and the work of the combined media team in Tanzania for increased cotton yield. These all show the importance of preparation and feedback procedures in programme evaluation. Bibliography p. 45-61 |
format |
book |
topic_facet |
Evaluation Mass media Nonformal education Planning Radio Rural development Training Developing countries |
author |
University of Reading (UK). Agricultural Extension and Rural Development Centre Seago, J.A. |
author_facet |
University of Reading (UK). Agricultural Extension and Rural Development Centre Seago, J.A. |
author_sort |
University of Reading (UK). Agricultural Extension and Rural Development Centre |
title |
The Use of media in non-formal education for rural development: a report on British experience |
title_short |
The Use of media in non-formal education for rural development: a report on British experience |
title_full |
The Use of media in non-formal education for rural development: a report on British experience |
title_fullStr |
The Use of media in non-formal education for rural development: a report on British experience |
title_full_unstemmed |
The Use of media in non-formal education for rural development: a report on British experience |
title_sort |
use of media in non-formal education for rural development: a report on british experience |
publisher |
1972 |
url |
https://unesdoc.unesco.org/ark:/48223/pf0000164242 |
work_keys_str_mv |
AT universityofreadingukagriculturalextensionandruraldevelopmentcentre theuseofmediainnonformaleducationforruraldevelopmentareportonbritishexperience AT seagoja theuseofmediainnonformaleducationforruraldevelopmentareportonbritishexperience AT universityofreadingukagriculturalextensionandruraldevelopmentcentre useofmediainnonformaleducationforruraldevelopmentareportonbritishexperience AT seagoja useofmediainnonformaleducationforruraldevelopmentareportonbritishexperience |
_version_ |
1819071985063297024 |