SITE VISIT - Consultative Group on Early Childhood Care and ...

materials in short supply. These applied to both primary school and a pre-school model (not ECD
below the Apre-school age). The results of the survey reiterate the importance of radio in
educational broadcasting.
While little research has looked specifically at the area of pre-school education, a survey in
Bolivia was conducted to assess pre-school children’s general use of radio and television, in
order to achieve some perspectives on the prominence of pre-school educational programs in
their daily listening routines. A home questionnaire study focused on the estimated 96% of black
pre-school children who reared at home (Ras and Boraine, 1986) in these areas. For such
children, radio and television often presented the sole link with formal pre-school education.
Ras and Boraine (1986) study also gave evidence that the study displayed that both radio and
television represented heavily-used media. In the households containing only a radio, its use was
averaged at approximately 9 hours per day. For households only with televisions, it was in use
for 5 hours per day. These figures are considerably less than the average findings of North
American households that have a preschool child (Winick and Winick, 1979); a difference
largely attributable to a shorter broadcasting day.
The survey also indicated that education for caregivers was also recommended as a means of
encouraging children’s focused participation in pre-school education programs. Although many
caregivers liked children to listen to/watch pre-school education programs, (75% preferred radio
programs, while 56% preferred television), the study suggested that caretakers were not active
facilitators in helping the children while they were watching/listening to the programs. However,
although it must be stressed that caregiver reports do not necessarily reflect their attitudes to the
actual utilization of media by children, several reports (e.g. Liddell, 1988; Lovelace, 1991;
McFarland, 1992; Palmer, 1988; Strommen & Revelle 1991; Choat, 1986; Gettas, 1991)
emphasize that children learn at greater levels when they are accompanied by an active and
participating adult.
Background on IRI
Interactive Radio Instruction (IRI) programs have been developed to improve learning for many
different subjects and many different audiences for formal and nonformal education over the past
20 years. IRI gained worldwide attention as a means of improving learners' academic
achievement and providing access to learners who otherwise do not have schools or well-trained
teachers. IRI reaches schools and nonformal learning centers in Central and South America, in
Africa and in Asia.
The original methodology was developed in 1974 to teach mathematics in primary schools in
Nicaragua. The methodology promoted active learning through a conversation between the
students and the radio teacher. Interactivity in this case meant the radio instructor would ask a
question and leave pauses for learner responses. This rendition of Radio Math became a IRI
prototype and has been adapted to suit schools in El Salvador, Bolivia and Thailand.
IRI methodology was then used to develop English as a Second Language in Kenya and an entire
series of basic education courses for children who had no teachers in rural areas of the
Dominican Republic. Evaluations showed that children learning from just five hours of
interactive radio instruction per week did as well as students in conventional schools in math
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